Summary of Hopewell History by wuzhenguang

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									Camp Hopewell
 Summer 2007
 Staff Manual
 Table of Contents
INTRODUCTION
Staff Training Schedule                          4-6
Summer Staff Schedule                              7
Hopewell History                                8-10
Hopewell’s Mission                                11
Goals & Objectives                                11
Community Covenant                                12
Hopewell Map                                      13
Hopewell Organization Chart                       14

SAFETY POLICIES & PROCEDURES                      15
Fire, Tornado & Severe Weather Info               16
Drowning, Missing or Lost Camper                  17
In Case of Intruders, Supervision of Campers      18
General Safety Guidelines                         19
Maintenance & Sanitary Standards                  20
Crisis Management Plan                         21-24
Hopewell Personnel Policies                    25-30
Transportation Policies & Procedures           31-34

CAMPER CARE                                       35
A Perfect Counselor                               36
First Day of Camp Checklist                       37
Daily Checklist of Proper Camper Care             38
Guidelines for Camper-Counselor Contact           39
Missing Home                                      40
Building Character                             41-42
Evangelism & Hopewell                             43
PAR Conflict Management                           44
Dealing with Inappropriate Behavior               45
Dealing with a Problem Child                      46
Preventing Violence at Camp                       47
Child Abuse                                       48

FIRST AID AND HEALTH CARE POLICIES                49
Hopewell Health Care Policies                  50-51
First Aid Reminders                               52
Poison Ivy, Oak and Sumac                         53
Special Children with Diabetes                    54
Special People with Epilepsy                      55
Children with Cancer                              56


                                                  2
WHAT’S GOING ON                                   57
Hopewell Weekly Schedule                          58
Guidelines for Choosing Activities                59
Suggested Activities                              60
Observation of Activity Leader                    61
Weekly Goals                                      62
Wee Bit Camp                                      63
Discovery Camp                                    64
Explorer Sherwood Camp                            65
Explorer Night Owl                                66
Aquatics and Canoe Camp                           67
Sports & Aquatics (SPAQ)                          68
Explorer M.A.D.                                   69
Wrangler Camp                                     70
Adventure Camp                                    71
Leadership Adventure Program                      72
Basics of our Wrangler Program                    73
Horseback Program                                 74
Riding Safety Rules & Emergency Procedures     75-76
Archery                                           77
Arts & Crafts Instruction                         78
Canoe Orientation & Training                      79
Canoe Games                                       80
Camping Out                                    81-82
Food Handling & Other Cooking Procedures          82
Cookout Food Ordering Guide/Sample Menus          83
Outdoor Living Skills (OLS)                       84
Goals of Hopewell’s Challenge Course           85-86
Hopewell Challenge Course Planning Guide          87
Waterfront Reminders                              88
Fishing Guide to Upper Lake Andrew                89
Aquatic Water Orientation & Training              90
Storytelling                                      91
Song Leadership                                   91
Hopewell Hey Rides                                92
Registration & Departure Procedures               93
Dining Hall Procedures                            94
Cabin Clean-up & Maintenance Guidelines           95

BIBLE STUDIES & WORSHIP                           96
Introduction to Bible Studies/Schedule        97-108
Bible Studies                                108-137




                                                  3
                    2007 Staff Training Schedule
                                                    th
                                Tuesday, May 29
    When?                         What?                          Where?
   10:00 AM              STAFF ARRIVE & MOVE-IN                  PAVILION
   11:00 AM           A BRIEF HISTORY OF THE W ORLD              PAVILION
   12:15 PM              DINING HALL ORIENTATION                DINING HALL
     12:30              LUNCH-SIT IN SMALL GROUPS               DINING HALL
   1:30 PM                        BREAK
    2:00PM                    GAMES WITH A                       PAVILION
    3:30PM                        SNACKS                        DINING HALL
   3:45 PM                COMMUNITY COVENANT                    DINING HALL
   5:00 PM                       COOKOUT                         PAVILION
   7:00 PM                       W ORSHIP                     CAMPFIRE CIRCLE
   8:00 PM         SNACKS/DAILY DEBRIEF/BEDTIME STORY            PAVILION
12:00 MIDNIGHT                   CURFEW


                                                         th
                             Wednesday, May 30
   When?                         What?                           Where?
   8:00 AM                     BREAKFAST                        DINING HALL
   8:30 AM            INTRODUCTION TO ENERGIZERS                 PAVILION
   9:00 AM                      DEVOTION                          CHURCH
   9:30 AM              PORTABLE LOW CHALLENGE                 PLAYING FIELD
  12:30 PM                       LUNCH                          DINING HALL
   1:00 PM                     HOLY HOUR                         YOUR BED
   2:00 PM               LOW CHALLENGE COURSE                   THE W OODS
   5:30 PM                       SUPPER                         DINING HALL
   6:30 PM              HIGH CHALLENGE COURSE                   THE W OODS
   8:30 PM                      W ORSHIP                      ADVENTURE CAMP
   9:30 PM         SNACKS/DAILY DEBRIEF/BEDTIME STORY            PAVILION
 12 MIDNIGHT                    CURFEW

                                               st
                            Thursday, May 31
   When?                         What?                             Where?
  8:00 AM                      BREAKFAST                         DINING HALL
  8:30 AM                     ENERGIZERS                           PAVILION
  9:00 AM                       DEVOTION                       LISTENING PLACE
  9:30 AM            ARCHERY/ARTS & CRAFTS ROTATION           A/C HUT, ARCHERY
  12:00 PM                    CANOE PREP
  12:30 PM                       LUNCH                          DINING HALL
  1:00 PM            CANOE ORIENTATION/CANOE GAMES             LOWER ANDREW
  2:30 PM                    CAMP-OUT PREP
  3:30 PM                    COOLER CHECK                       DINING HALL
  4:00 PM                      CAMP OUT                         THE W OODS
                                               st
                                  Friday, June 1
   When?                           What?                          Where?
  7:30 AM                 CAMP SUNSHINE ARRIVES
  8:00 AM                        BREAKFAST                       CAMP SITE
  9:00 AM                   CAMP OUT CLEAN UP
  10:00 AM                  CAMP OUT RECOVERY                    YOUR BED
  12:30 PM       LUNCH/W HAT IT MEANS TO BE A PRESBYTERIAN      DINING HALL
  2:00 PM           LIFEGUARDS TO POOL/GAME OR BREAK
  3:00 PM            SNACK/BIBLE STUDY EXPECTATIONS           OVERLOOK LODGE
   3:30PM               BIBLE STUDY/W ORSHIP W ORK            OVERLOOK LODGE
  5:30 PM                         SUPPER                        DINING HALL
                                                                                 4
6:30 PM       GET TO KNOW VOLUNTEER STAFF               PAVILION
8:30 PM                  W ORSHIP                        CHURCH
9:00 PM    SNACKS/DAILY DEBRIEF/BEDTIME STORIES        DINING HALL
12:00 AM                CURFEW
                                            nd
                        Saturday, June 2
 When?                     What?                        Where?
8:00 AM                  BREAKFAST                     DINING HALL
8:45 AM                 BIBLE STUDY                   CFC, OL, OLC
9:30 AM                TOUR O’ CAMP                       CAMP
10:45 AM       SNACK/PERSONNEL POLICIES, ETC.           PAVILION
12:15 PM              CARB COUNTING                    DINING HALL
12:30 PM                   LUNCH                       DINING HALL
1:45 PM                 SAFETY ZONE
3:00 PM                   SNACKS                        PAVILION
3:30 PM              DIABETES TRAINING                  PAVILION
5:30 PM                   SUPPER                       DINING HALL
6:30 PM                     TBA                            TBA
                                       rd
                      Sunday, June 3
 When?                     What?                        Where?
9:00 AM                 BREAKFAST                      DINING HALL
10:00 AM                BIBLE STUDY                     PAVILION
10:30 AM               GO TO CHURCH                   FPC OXFORD
12:30 PM                   LUNCH                         NEWK’S
2:00 PM                 HOLY HOUR                       YOUR BED
3:30 PM                 ULTIMATE                      PLAYING FIELD
4:30 PM                W ATER BREAK                     PAVILION
5:00 PM          BARN ORIENTATION/HEY!RIDE
6:00 PM              COOK-OUT SUPPER                    PAVILION
7:30 PM                  W ORSHIP                       CHURCH
8:00 PM                 POOL PARTY                      CABIN 2
12:00 PM                 CURFEW
                                            th
                           Monday, June 4
When?                       What?                       Where?
8:00 AM                   BREAKFAST                    DINING HALL
8:30 AM        FIRST AID TRAINING (NEW STAFF)/        CORNERSTONE
                 STAFF SOLO (RETURNING STAFF)
12:30 PM                     LUNCH                     DINING HALL
1:30 PM        FIRST AID TRAINING (NEW STAFF)
           /ZIP LINE, NATURE HIKE (RETURNING STAFF)
6:00 PM                     SUPPER                     DINING HALL
7:00 PM                  W ORSHIP PREP
7:30 PM                    ALL CAMP                     PAVILION
9:00 PM                    W ORSHIP                      CHURCH
9:30 PM      SNACKS/DAILY DEBRIEF/BEDTIME STORY        DINING HALL
12:00 AM                    CURFEW
                                            th
                          Tuesday, June 5
When?                       What?                        Where?
8:00 AM                   BREAKFAST                    DINING HALL
8:30 AM     FIRST AID TRAINING (RETURNING STAFF)/     CORNERSTONE
                   STAFF SOLO (NEW STAFF)
12:30 PM                     LUNCH                     DINING HALL
1:00 PM              FIRST AID KIT TRAINING           HEALTH CENTER
1:30 PM    FIRST AID TRAINING (RETURNING STAFF) /     CORNERSTONE
              ZIP LINE, NATURE HIKE (NEW STAFF)
5:30 PM                     SUPPER                     DINING HALL
                                                                      5
  6:30 PM                          W ORSHIP PREP
  7:00 PM                             ALL CAMP                    PLAYING FIELD
  8:30 PM                             W ORSHIP                      CHURCH
  9:00 PM                SNACKS/DAILY DEBRIEF/BEDTIME STORY
  12:00 AM                            CURFEW
                                                             th
                                   Wednesday, June 6
   When?                               What?                        Where?
  8:00 AM                            BREAKFAST                     DINING HALL
  8:30 AM                           ENERGIZERS                      PAVILION
  9:00 AM                           BIBLE STUDY
  9:30 AM                         CABIN CLEAN UP                     CABINS
  10:00 AM                         W ORK PROJECT
  12:30 PM                             LUNCH                       DINING HALL
  1:00 PM                     SUPPORT STAFF TRAINING               DINING HALL
  2:00 PM                         W ORK PROJECTS
  5:30 PM                              SUPPER                      DINING HALL
  7:00 PM                        TALENT SHOW PREP                    O’DELL
  8:00 PM                              DANCE!                        O’DELL
  9:00 PM                             W ORSHIP                       CHURCH
  9:30 PM                SNACKS/DAILY DEBRIEF/BEDTIME STORY        DINING HALL
  12:00 AM                            CURFEW
                                                            th
                                      Thursday, June 7
   When?                                What?                       Where?
  8:00 AM                             BREAKFAST                    DINING HALL
  8:30 AM                             ENERGIZERS                    PAVILION
  9:00 AM                            BIBLE STUDY
  10:00 AM            REGISTRATION/SCHEDULING/COOK-OUT ORDERS       PAVILION
  12:00 PM                              LUNCH                      DINING HALL
  12:30 PM                            HOLY HOUR                     YOUR BED
  2:00 PM             HOW TO BE THE BEST COUNSELOR IN THE WORLD   CORNERSTONE
  3:30 PM                               SNACK
  4:00 PM                            ROLE PLAYING                 CORNERSTONE
  5:00 PM                               BREAK                      DINING HALL
  5:30 PM                              SUPPER                      DINING HALL
  7:00 PM                            THE TALK
                                       BOYS                       HEALTH CENTER
                                       GIRLS                      STAFF LOUNGE
 8:30-9:00 PM                         W ORSHIP                      LABYRINTH
12:00 MIDNIGHT                        CURFEW
                                                       th
                                      Friday, June 8
   When?                               What?                        Where?
  8:00 AM                            BREAKFAST                     DINING HALL
  8:30 AM                            ENERGIZERS                     PAVILION
  9:00 AM                             CLEAN UP
  10:00 AM                             FINALS                       PAVILION
  11:00 AM                             LUNCH                       DINING HALL
  2:00 PM                        LEAVE FOR WEEKEND


                 ***REPORT BACK TO CAMP AT 1:00 PM ON SUNDAY***




                                                                                  6
                     Hopewell Summer Staff Schedule 2007
                               (Subject to change with notice)

Date                         Event
May 21                       Archery Training
May 22-25                    Challenge Course Training
May 25-27                    Lifeguard Training
May 29                       10:00am          General Staff Training begins (Welcome!)
                             June 1-2        Camp Sunshine & Volunteer Training (Howdy!)
June 8                       @2:00pm         Staff Training ends
June 10                      1:00pm          Staff arrive for Church Camp #1
June 10-16                   Church Camp I (Welcome Campers!)
June 16                      @1:00pm         Staff Depart for weekend
June 17                      1:00pm          Staff arrive for Diabetes Session #1
June 17-23                   Diabetes Session #1
June 23                      @1:00pm         Staff Depart for weekend
June 24                      1:00pm          Staff Arrive for Church Camp Session #2
June 24-30                   Church Camp Session #2 (Wee Bit camp this week! )
June 30                      @2:00pm         Staff Depart for Mid-Summer Staff Break
July 1-4                     Mid-Summer Break ! (Whew! Boy, do we need it!!)
July 5                       10:00am         Staff Arrive for CLWC Family Camp
July 5-7                     CLWC Family Camp
July 7                       @7:00pm         Staff Depart for evening
July 8                       10:00am         Staff worship together at 1st Pres. Oxford and lunch after *
July 8                       1:00pm          Staff Arrive for Diabetes Camp 2
July 8-14                    Diabetes Camp Session 2
July 14                      Ultimate Frisbee! *
July 15                      1:00pm          Staff Arrive for Church Camp Session #3
July 15-21                   Church Camp Session #3
July 21                      Shrimp Boil at Ann and Danny Kelly’s House (Secret Pal Reveal!) *
July 22                      1:00pm          Staff Arrive for Camp (Last week )
July 22-28                   Church Camp Session #4
July 28                      11:30am until? Camp Clean up (Let’s get to work!)
July 29                      Closing Activities:     9:30am Staff Worship at The Point
                                                     10:30am Brunch in Dining Hall with awards,
                                                          presentation of gifts and slideshow
                                               1:00pm Say Goodbye!
July 30                      2007 Camp Season Closed (on vacation!)

The weekend things with the * beside are optional, but strongly encouraged for fun times
together! Camp attire will be worn to church, so you will be ready for Camper Registration that
afternoon.  Remember, you are always free to leave on the weekends, but sticking around
some is encouraged. You might have a lot of fun! If you do stay, you will be responsible for
your own lunch on Saturday and Sunday, supper on Saturday (unless we have something
planned together) and breakfast on Sunday. Several staff members hang around on Saturday
night, so you could “buddy up” with some for meals.




                                                                                                       7
                                Summary of Hopewell History
                                            Updated 5/9/07
Era of Hopewell Presbyterian Church before the camp started (109 years).
1839 -Hopewell Presbyterian Church organized. A mission of Oxford Presbyterian Church
1843 -Land conveyed to Hopewell Church by George McFarland, July 8.
        -First church building was built of logs.
1865 -Log building accidentally burned.
1866 -New church building built near where the log church stood.
        -Land deeded to Hopewell Church by R.H. Kimmons, June 21. (Beside the church, where the
        Health Center now sits, was a three-room schoolhouse for ages 6-16)
1876 -Hopewell church was in the bounds of Presbytery of North Mississippi.
1920 -Land deeded to Hopewell Church by R.H. Latham, April 2.

Camp Hopewell Established: Volunteer Leadership for Development & Program. (First 20 years)
1949 -Hopewell Presbyterian Church donated the first 10 acres of land to the Presbytery for use as a
youth camp. The manse was used as the first residence for girls. –Howard C. McCorkle donated 100
acres to the camp. –Cabin 1, for boys, was built (Later named in honor of Howard McCorkle). –Cabin 2
built. A 4-hole outhouse served the cabin. Showers were under the kitchen. –The dining hall was built
and named in honor of Rev. and Mrs. John L. Edwards who promoted the development of the camp and
did much of the actual building. The buildings cost $5,000. –Cooking was done on a kerosene stove.
Electricity was turned on July 4.
1950 -The old school house was taken down. –Jot-Em-Down store was built using material from the
schoolhouse. The store was used to sell snacks to campers. –Staff Cabin built south of the church
(where the health center now sits). –Prayer Chapel built as a memorial to Mary Pearl Commer, president
of the Presbyterian Youth Fellowship.
1951 -J.B. Green Pavilion was built and named in honor of Rev. Green’s help in developing Hopewell
as a camp.
1957 -100 acres purchased from H.C. and Catherine McCorkle ($3,750).
1960 -Cabin 5 built.
196? -The Old Monroe mission site, which had been used as a camp for the Presbytery since the
1940’s, was closed to shift support to Hopewell.
1961 -Cabin 3 built and named in honor of Rev. Millen Looney was serving as pastor of the Hopewell
Church. –Cabin 4 built and named for Hugh L. Kimmons who was serving as a Deacon and died June 26.
–Realignment of the Synod of Mississippi established the first Presbytery of St. Andrew.
1968 -114 acres purchased from J. Raymond Saunders ($11,400). –Cabin 2 named in honor of Mr.
Saunders who had been an Elder in the Hopewell Church.

Directorship of Rev. Denton O’Dell. (19 years)
1969 -Rev. Denton O’Dell became the first full time director of Camp Hopewell. –Swimming pool built
from the St. Andrew Development Fund. This is near the site of the old Hopewell manse that had been
torn down earlier.
1970 -Jessie and Low Bergeron were resident caretakers until 1975 and lived in a trailer between the
pavilion and the dining hall. –Hopewell became accredited by the American Camping Association.
1971 -The Craft Hut was built and named in memory of Edwin Moak, Presbytery Youth Council
moderator. –Winterizations of cabins and dining hall begin.
1972 -Staff cabin remodeled.
1973 -Cabins 1, 2, 3, and 4 named for persons from Hopewell’s history. –Renovations to dining hall
included: winterized, bathrooms, and walk-in refrigerator added. (Outhouse behind dining hall
abandoned.)
1974 -Only five active members remain at Hopewell Presbyterian Church with meetings once each
month since 1952.
1976 -Residence for Site Manager built. (was used as the Staff House, till torn down in 2004) –Cabin 6
built using the 1974-75 Camp Hopewell Sunday offerings. –Bathhouse added to swimming pool. –Robert
Carson served as caretaker and Fay was registrar. –Camp for youth with diabetes started by Dr. George
Burghen, Mary Elizabeth Burghen, Robert “Bob” and Mary Beth Trouy, and Becky Winsett.
1977 -Staff Cabin moved to its present site north of the dining hall. –The Health Center was designed
with help from the Burghens and Trouys, and then built. The building was paid for by a major personal
donation, special offerings from “Camp Hopewell Sunday”, Women of the Church “Blessings for Others

                                                                                                     8
Fund” and others. –Outpost (Adventure Camp) bathhouse was built and dedicated in memory of Davis
Earl Nash, Sr. and Davis Earl Nash, Jr.
1979 -Cabins 1 and 2 renovated. –10 services of worship were held at Hopewell Church with an
average attendance of 16.
1981 -Hopewell Presbyterian Church was dissolved after 143 years of service. –Built activities building
                                            rd           nd
(O’Dell Hall). –Camper age lowered from 3 grade to 2 grade.
1982 -Presbytery met at Hopewell.
1983 -Two branches of the Presbyterian Church, split during the Civil War, were reunited into the
PC(USA).
1984 -Chris Carlson became resident manager and served until 1990. Chris’s wife, Dawn Miller, was
involved in the camp ministry, especially related to environmental concerns. –Staff Lodge built by Wil
Howie and friends in memory of Robert O’Dell. (Now being used as the Nature Center) –Summer camp
attendance hit an all-time high of 656 campers.
1985 -Cabin 7 built. –Swimming pool replastered. –New kitchen equipment added. –About 5 acres of
land on the SE corner sold to Robert Carson. –11.8 acres purchased from Nevin and Margaret Grace
Jones giving access to develop the Adventure Camp area. (See SAP minutes Oct. 1, 1985)
1986 -The Presbytery of St. Andrew, Presbyterian Church US, and Mississippi Presbytery, United
Presbyterian Church USA were formally reunited January 16. (10-1-86 David Snellgrove became
Executive Presbyter and Treasurer)
1987 -Denton O’Dell resigned as Director. –Activities’ building was named “O’Dell Hall” in honor of the
years of service by Rev. Denton O’Dell, CCD.

Directorship of Rev. Robert Allen, CCD and Karen Allen, CCD, CCE. (17 years)
1988 -Rev. Robert Allen and Karen C. Allen became co-directors. –Dining hall baths refurbished for
better handicapped accessibility.
1989 -Camper eligibility changed from grade to age. –Purchased 6.6 acres of land north of the ball field
from D.H. Wells’s estate.
1990 -Chris Carlson resigned and moved with Dawn to Knoxville, TN. –Swimming pool replastered and
new filter and chemical system installed. –New program progression established: Discovery (ages 7-9),
Explorer (ages 10-12) and Adventure (ages 13-15). –Caretaker’s residence renovated and used as a staff
house during summer and retreat guests other months.
1991 -Treehouse built in Adventure camp area to start new “Adventure Camp” program. (The access
road was enlarged and electricity was added to the area). –Ken Bailey became caretaker. –Rex DeLoach
built a dam on his property, which flooded about 15 acres of Hopewell land. –First adult High Adventure
went canoeing in Canada.
1992 -Old “Jot-Em-Down” removed. –Old “Staff Cabin” renovated for use as residence for Ken Bailey.
‘Made entrance road two-lane. –On April 7 Lake Andrew blew through the dam and became a pond. –
Dining Hall front porch rebuilt and roof re-shingled. –Added hand carved sign at entrance. –Grenada
church began renovation of Cabin 7. –Niki Dorizas wrote new them song, “Oh Hopewell.”
1993 -Lake Andrew dam repaired. –Major renovation of Cabin 1, including new beams, joists, floor,
floor covering, paneling and beds. –New floor covering and partition added to Cabin 7. –Gazebo called
“Listening Place” built on site of old Jot-Em-Down. –Presbytery met at Hopewell Oct. 5. –Hernando
church made repairs on the Commer prayer chapel, adding a Bible in honor of Rev. Chip Hatcher.
1994 -February ice storm broke down many trees, damaged 8 buildings, and destroyed the tents and
zip lines. –Work camp from Good Shepard Presbyterian Church gave a week to help with clean up and
built wood shed. –Rebuilt road below dining hall to accommodate new dumpster. –Added parking space
in front of church and health center.
1995 -Removed Cabin 4. –Began work on new lodge. –Record attendance at PYC retreats. –Began
“Hopewell Good News” newsletter. –Began specialty small group programs including Wrangler camps.
1996 -Completed construction on Cornerstone Lodge. –Another record attendance at PYC retreats. –
Opened the climbing/rappelling tower. –Implemented a new Bible study progression written by staff and
church members. –Retreat use has increased every year since 1990 (a 600% increase)
1997 -Expanded parking at Cornerstone Lodge. –Renovated Cabin 6. –Another record attendance at
PYC retreats. –Built St. Andrew Presbytery Office at McCorkle Lane, Camp directors move offices to new
building. –Renovated Cabin 2. –Relocated Commer Chapel to north of Lake Andrew. –Built residence for
site manager.
1998 -Published full color brochure for summer program. –Received “seed” money to start programs
for persons and families dealing with cancer. –Began renovations on the Hopewell Church building.
1999 -Added $3,000,000 to the Hopewell endowment. –Completed renovations on the historic
Hopewell Church. –Acquired 0.005 acres from Mrs. White to gain entrance to the new levee site. –
Replaced “Green” Pavilion. –Added insulation, AC and heat to the Treehouse. –Contracted with Melinda
                                                                                                      9
Hatcher to develop the cancer programs. –Began first Russel Bryson Memorial “Christians Living With
Cancer” program, a camp for families who have a child with cancer. –Celebrated 50 years of ministry with
a 50-year staff reunion. –Built a new levee for a 50-acre lake.
2000 -Had the longest ever waiting lists for PYC Retreats. –Earliest ever rate of summer camper
registrations and longest waiting lists. –Bill Rogers, our Guest Services Director for several years, married
Deirdre Bake and moved to North Carolina.
2001 -Darren and Allyson Ashmore joined the staff. –Added 2 parcels of land along Hopewell Road
south of the first cabins (from Bill Kimmons and Patsy McGuirk). –Added additional beds to all cabins
except for Cabin 1. –Plans approved for replacing Cabin 5. –Ashley Lott moved a few feet from camp
registrar to Presbytery receptionist. –Began offering evening devotions for Diabetes Camp.
2002 -Added fence across front of playing fields. –Julie Hobson served as registrar. –Lula Marion, long
time assistant in the kitchen, died. –Replaced 6 old fiberglass canoes with 12 17’ Grumman, then a tree
fell crushing two. –Replaced old tractor and van. –Added dulies to van to improve safety. –Added
Adventure Leadership program for ages 16-17. –Raised age of support staff from 16-18 to 17-18. –Began
offering Bible studies for Diabetes Camp. –Mary Sloan served as registrar after Julie resigned and while
Karen was on sabbatical.
2003 -Robert Allen served as moderator of St. Andrew Presbytery. –Constructed Overlook Lodge, a
28-bed residence with a meeting room, where Cabin 5 used to be. –Began handling registrations for
Diabetes Camp. –Emily Clark Dunbar began as Administrative Assistant for Marketing and Registrations,
and then moved to Nashville to work for The Synod of Living Waters. -Meredith Carlson became
Registrar. -Long time Hopewell supporter, Frankie Lawler, was killed in an auto accident-Karen Allen was
ordained as Minister of the Word and Sacraments.
2004 –In partnership with the Synod of Living Waters, Clean Water U began with first teaching
buildings west of Lower Lake Andrew. The first class was taught March 17-21, with 50 graduates. -
Summer staff 2004 built a labyrinth and prayer trail in memory of Frankie Lawler. –Retired Rev. Henry
Williamson died and left money to construct a new office/staff lounge, maintenance barn and remodel the
previous onsite office –Revs. Robert and Karen Allen resigned with Robert retiring and Karen accepting
an Associate Pastor’s call in North Carolina.
2005 –New office and “Williamson Workshop” completed and old onsite office remodeled into a family
suite –Presbytery called Rev. Ann Houston Kelly as the Associate for Camps and Conferences –Registrar
Meredith Carlson left to work in Memphis, TN –Jennifer Nelson, long time summer camp staff, came on to
take Meredith’s place as Registrar/Administrative Assistant.
2006      –Two new camps added: Adventures in Rock Climbing and Explorer Night Owl. –Put a new roof
on the church. –Record summer attendance of 489, only 11 shy of the goal. –Record retreat business in
the fall.
2007 --Ann Kelly served as moderator of the St. Andrew Presbytery. –Renovations to the High
Challenge Course: Catwalk moved and raised to poles next to climbing tower and a Two-Line bridge
installed next to it. –Two new camps added: Explorer M.A.D. (Music, Arts and Drama) and Adventures in
Missions.




                                                                                                          10
                               HOPEWELL’S MISSION
                The mission of Hopewell is to foster community
                            that enables one and all
                  to experience the love and wonder of God
                    in the natural beauty of God’s creation.

                                        GOALS
The goals of Hopewell are:
     1. to provide creative opportunities by which community happens
     2. to nurture positive experiences in which community takes form
     3. to build supportive networks through which community grows
     4. to encourage study and exploration of Scripture in order to
        learn more about God’s love and God’s activity among the
        community, past and present
     5. to provide opportunities to discover and explore the beauty and
        wonder of God’s creation.
        Through all of the camp activities we hope to instill in campers and staff alike a
sense of the relationship between God, humankind, and all creation. Bible studies,
evening worship, personal and group prayer time, daily devotions allow opportunities for
study and reflection on Scripture and it’s relevance for today while also challenging all
participants to a renewed commitment to serve God through service to his creation.
Family group living provides a day-to-day experience of life in community which allows
campers and staff to work together to resolve conflict, make choices, have fun,
experience forgiveness and love, share responsibilities, and learn tolerance and
respect. Through exploration of nature campers will experience it’s beauty and wonder,
while learning ways to help take care of the gift of creation. Challenge course activities
offer a unique opportunity to build trust among the group and to develop a healthier self-
esteem among participants as they support and encourage one another. In all that we
do, we will model and encourage faithfulness to God. Together, as the community
shares laughter and song, worship and service, prayer and dance, teaching and
learning, giving and receiving, tears and celebrations, and the many other surprises of
God, we will be better able to appreciate and give thanks for the abundance of God’s
blessings and to respond with lives of grateful service.




                                                                                       11
                                     COMMUNITY COVENANT
                                               (EXPLANATION)

         Effective learning occurs in an environment where what is learned can be put into practice and
the learner can receive accurate feedback and reinforcement. Learning experientially in groups is
particularly effective in encouraging Christian growth.
         An essential component for learning is a person’s conscious decision to achieve some particular
goal(s) during the camp experience. By using a goal setting process and developing personal action
plans, group members are helped to define what they want to achieve, how they are going to accomplish
this, and what evidence will demonstrate that they have achieved a specific goal.
         The use of the Community Covenant is a most effective tool to stimulate learning and help people
achieve their goals while at camp. This contract is a statement (written or oral) made by each group
member concerning what she or he is willing to do during the camp experience and possibly beyond.
Using the Community Covenant stimulates campers to think about the group and how their roles and
behaviors affect others, shares the responsibility for adhering to the camp and group rules with the whole
group—not just the counselors—and empowers each person to offer positive support of and compassion
for others.

The Community Covenant asks for the following commitments:

1. Agreement to work together to achieve both group and individual goals. Some of the group
goals are those set by the camp, such as living together as a “family group” and participating in daily Bible
study and other things promised in publicity for camp. Individual goals are those things each person—
including counselors—wants to work on while at camp. These may be mental (i.e.: acquiring certain
skills and/or knowledge), physical (i.e.: learning better nutrition, exercise, new games, or improved skills),
or spiritual (i.e.: a closer personal relationship with Christ, stronger faith, more Christian way of life, etc.)
Individual goals may change as new options are discovered and these changes should be shared with
the group.

2. Agreement to adhere to identified personal safety and group behavior guidelines. One of the
camp goals is to keep everyone safe (physically, mentally, emotionally, socially, and spiritually) – the
camp has rules to help us do that such as: Always be with another person. Travel in threes whenever
possible. Get your counselor’s permission to leave the group. Wear shoes. Wear a life preserver when
canoeing. Walk; don’t run, at the pool, in the woods, on the trails. Running is safer in open fields. Take
a flashlight with you at night. Drink plenty of water, eat hearty, and sleep well. The group should be
encouraged to identify the safety rules for themselves and be able to explain ho each one helps keep
people safe. Add new rules as needed.

3. Agreement to give and receive honest feedback. Individuals agree to confront each other so as
to produce growth toward stated goals and toward Christian growth. We all need honest feedback
about our behavior and performance in order to know where we need to change or grow. One’s behavior
may not always be consistent with stated goals and if not, they need to be made aware of this and
encouraged to work toward their goals.

4. Agreement to increase awareness of when and how we are devaluing ourselves or others, and
to make a direct and conscious effort to confront this behavior in others and work toward
changing this behavior in oneself. One way of devaluing oneself and others is to withhold feedback—
“What I believe, think is not worth anything.” “Me first!” and “You’re stupid!” are common types of
putdowns. Crude remarks such as those that regard another person as a sex object are common in the
media but are not acceptable for Christians. Disrespect of another person’s things or space often
disrespects the person. Devaluing God is never acceptable. This agreement also calls for each person to
confront the devaluing of a person who is not present such as rumors or gossip.


Adapted from Project Adventure, Inc. 5/89




                                                                                                             12
Walking trails




                 13
HOPEWELL ORGANIZATIONAL CHART




                                14
  Safety,
 Policies
    And
Procedures




             15
                  HOPEWELL EMERGENCY AND SAFETY PROCEDURES

                    NOTIFY DIRECTORS AS SOON AS POSSIBLE.
        DIAL 911 FOR EMERGENCY ASSISTANCE: FIRE, AMBULANCE, SHERIFF.

FIRE:
Emergency Signal = Continuous ringing of the Bell.

Procedure when a fire is discovered:
   1. Campers shall be attended by an adult at all times. One of the counselors should go for
      help, leaving one counselors with campers.
   2. Immediately move campers away from danger.
      IF FIRE IS IN A BUILDING
          a. Evacuate on-fire building
          b. Take roll of campers to make sure all are present and accounted for. Identify any
              camper not present. Locate any missing camper immediately.
          c. If you believe fire can be extinguished quickly with available equipment, give it a
              try.
          d. Avoid approaching any fire bigger than a campfire. Only qualified fire fighters
              should engage in trying to extinguish a large blaze.
          e. Lead campers into the open field across from the Health Center. Walk off to the
              side of roads to keep roadway safe for fire fighting equipment.
      IF FIRE IS IN WOODS:
      a. Lead campers in a direction away from the fire.
      b. Take roll of campers to make sure all are present and accounted for. Identify any
          camper not present. Locate any missing camper immediately.
      c. As quickly as possible cross a stream, road or other firebreak.
      d. Proceed out of the woods into the nearest open field.
   3. Keep everyone away from roads and fire area until all danger has passed.

TORNADO OR SEVERE WEATHER:
EMERGENCY SIGNAL: Intermittent blast on the air horn. (3 blasts…pause…3 blasts…etc.)

PROCEDURE FOR SEVERE WEATHER:
        If tornado is sighted or heard:
1. Seek shelter for campers and staff:
        a. by moving to the basement of O’Dell Hall or
        b. if in the woods, moving to a low area such as a creek ditch.
        c. If in cabins, move to center walls or bathrooms, stay away from windows, stay low,
             use mattresses over person for additional protection.
2. Take roll of campers to make sure all are present and accounted for. Locate any missing
camper immediately.
3. Stay in place until notified by Director or there is certainty that all danger has passed.

        If thunderstorm:
1. Avoid open areas, such as the lake and playing fields, and power lines.
2. Avoid being in water such as the pool or creek. Lifeguards will call everyone out of the pool
or lake when thunder is heard.
3. Take roll of campers to make sure all are present. Locate any missing camper immediately.
4. Lead campers to safe shelter and remain until danger has passed.




                                                                                               16
DROWNING OR NEAR DROWNING

There shall be a Lifeguard on duty at all aquatic activities
       1. If a person is having trouble in the water, notify a lifeguard immediately.
       2. Try to rescue the person with a shepherd’s hook, flotation device, canoe or other Red
Cross approved method for which you have been trained.
       3. Send or assistance.
       4. See that other campers are led away from the area.
       5. Call 911 for ambulance.

MISSING OR LOST CAMPER

ON NOT GETTING LOST:
1. Counselors should periodically take roll to be sure all campers are accounted for.
         -Occasionally a camper is sent away from the group: to set tables for a meal, in an
activity such as a scavenger hunt, or to go the bathhouse from the camp out site. Camper
should go in groups of 3 people but never less than 2 campers.
         -When sending cruisers to the Dining Hall, arrange for campers from other groups to all
walk together. The support staff will escort the breakfast cruisers.
         -A cruiser list at the Dining Hall will let the Cruiser Chief know whom to expect. If a
camper does not arrive on time, the Cruiser Chief can notify someone to check up.
         -Before campers go away from the group on errands or games, agree on a time they
should return. The time away should be reasonably short and, if they do not return on time, a
staff person should go find them.
         -All Resource Counselors will have a schedule of when and where they plan to meet
with a group. If a group does not arrive within a reasonable time of their appointment, the
Resource Counselor should seek and find the group.

ON QUICKLY FINDING A MISSING PERSON
1. If a person is missing, inquire of the group as to:
         --where the person went, and when they were last seen
         --which direction the person was last seen heading
2. If the missing person is not located within 7 minutes, notify the Directors.
3. If necessary, a search procedure will be led by a Director or other designated person.
         a. Each group of campers will be supervised by at least one adult.
         b. Other staff, as needed will participate in a systematic search.
                1. Check logical locations: places of special interest to the missing camper,
                    other groups, bathroom, etc. Check risk areas including the pool, lake, creek
                    and challenge course.
                2. Check buildings, roads and trails within camp. Check “Off Limits” areas.
                3. Systematic or grid pattern search of camper property.
                4. Check roads near camp and question neighbors.

   4. If the missing person is not found within a reasonable time, the Directors shall notify the
      Sheriff. In any situation where media become involved, ONLY the Directors or other
      designated person shall talk with media. Everyone is expected to cooperate with law
      and rescue officials. Give answers or explanations only for things for which you have
      first hand knowledge.




                                                                                               17
                                       In Case of Intruders

--Report any and all unidentified persons on the camper property immediately to the
directors.

         Any staff person may stop and question any unapproved visitor, but caution and careful
judgment is to be used. Approved visitors will be issued a nametag by a Director. Approved
visitors may include: Camp and Conference Committee members, ministers and staff of the
Presbytery, parents of campers, workers called in for deliveries or repairs, and friends and
relatives of staff members. Any visitor without a nametag shall be directed to the camp office for
approval. Familiar persons such as Presbytery staff may not receive a nametag for every visit.

--Protection of the campers is the first priority.

        No camper is to be left unattended. Remove campers from any situation or area that
seem risky or unsafe due to unidentified persons. If a relative of a camper shows up
unexpectedly, the child may run to greet them. A staff person should go with the child to meet
the relative and take them all to a Director.
        If in a public area off camp property (such as on a trip) and a situation seems risky,
move campers to a safe location. Contact local officials for assistance and notify a camp
director as soon as possible.

SUPERVISION OF CAMPERS
 1.    Minimum “supervision” means that each camper is at all times within sight or sound
 of the adult responsible for each camper.
 2.    Maintain the RULE OF THREES: There shall never be fewer than three persons in
 situations of being separated from the group, such as cruisers, going to the dining hall or a
 staff person bringing a camper to the Health Center, etc. Support Staff are not to be left solely
 responsible for supervision or leadership of campers. In the case of cruisers, support staff
 may escort campers to the Dining Hall if they maintain the rule of threes since the group would
 be within sight or sound of adult staff while en route.
 3.    Staff persons shall never shower or be in bed with a camper or campers.
 4.    During the following activities a minimum of two adult staff must be present regardless
 of the number of campers. Archery, Arts and Crafts, Campout and Fire building, Canoeing,
 Challenge Course, Creek Walks, Horse Riding, Nature Hikes, Swimming, after meal programs
 in the Dining Hall, Worship and other group activities.
 5.    Minimum Staff to Camper ratios are as follows:
 CamperAge/Activity Min. Staff# Staff:Camper CamperAge/Activity Min Staff# Staff:Camper
 Discovery 6-9 Years        1          1     6      Rest & Bed times       1         1    8
 Explorer 10-12 year        1          1     8      Meals                  2         1     8
 Adventure 13-17            1          1     8

Exceptions to the above:
Certain program activities as listed in staff manual   1:10
After meal activities when staff meeting is near       1:30
All Camp even activities                               1:20
Swimming, canoeing and other aquatic activities        1:10 including 1 lifeguard to 25 people
Off site excursions                                    1:5
Campers on High Challenge Elements                     1:1
Physically disabled needing constant assistance        1:1

Whenever possible, maintain the ratio of 1:6 for Discovery, 1:8 for Explorer and
Adventure. If you have any questions about camper supervision, please consult a director or
resource counselor. It is very important to maintain proper supervision of your campers at all
times.

                                                                                                 18
                                   GENERAL SAFTEY GUIDELINES

1. Campers shall stay on camp property. Each exception shall be made only with knowledge and
permission of the Director. Campers should be instructed not to cross fences around camp property.
(Except when necessary to escape a forest fire).

2. At least one adult staff member shall be with each camper group at all times, and at least two adult
staff members shall be with each group on a hike, camp-out, cook-out and all high Challenge course
activities.

3. Walk to avoid accidents, especially, on trails and in the woods. Run only where it is safe or the
situation demands.

4. All persons shall wear shoes to avoid foot injury. Flip-flops will only be worn for pool/water activities.

5. Campers should never walk around camp alone---always have a buddy.

6. If anyone must walk around camp after dark, use a flashlight. (The poisonous snakes here tend to
prefer moving at night)

7. First aid kits shall be kept properly stocked and be available to each counselor, at the pool, in each
designated emergency vehicle and taken on hikes and camp-outs.

8. Persons using saws, axes, and shovels should be instructed in their proper and safe use. Sharp tools
shall be properly sheathed in transit. Campers using these tools shall be supervised. Other tools,
such as power tools, shall be used only by maintenance personnel or by someone trained in their proper
and safe use or while under direct supervision. All tools shall be used according to the manufacturer’s
instructions.

9. Campers shall be taught to identify and avoid poison ivy, oak and sumac and poisonous snakes.

10. Campers should be informed how to avoid ticks, to check for ticks at least once a day, and, if found,
how to remove them or have them removed safely, and disinfect the area.

11. Transportation of campers or staff for camp purposes should be limited to camp-owned vehicles or
ones approved b the directors. The number of passengers should not exceed that for which the vehicle
was designed. Seatbelts shall be used. When transporting an ill or injured person, one staff person, in
addition to the driver, should accompany each patient.

12. Sites for campfires should be selected so that fires can be easily controlled and will not damage trees
or tree roots. Fires shall never be left unattended. Fire shall be completely out (ashes, coals, and fire
site should be cool to the touch) before leaving.

13. Review safety rules with campers in a manner that will win their cooperation. A camper who persists
in unacceptable behavior shall be reported to the directors. Physical punishment is not permitted.

14. A period of rest should be designated each day, usually after lunch. Younger campers are
encouraged to nap. Quiet activities are permitted as long as it doesn’t interfere with those sleeping.

15. Counselors should continuously monitor the health of each camper. Insure ample liquid intake,
proper eating and adequate sleep. Avoid over-heating and over-exertion. Campers must be encouraged
to drink water many times during the day at various cooler locations. If the camper has a food allergy that
was reported to the nurse or healthcare manager, the HCM will relay this information to the Food Service
Manager and the counselors for that camper.




                                                                                                            19
         MAINTENANCE AND SANITARY STANDARDS AND PROCEDURES
1. ALL: The site director has over-all responsibility for care of buildings and grounds and
supervision of persons performing related tasks.
2. BATH HOUSES: The Adventure Camp bathhouse shall be left clean after each group’s use.
Cleaning shall include sweeping and disinfecting after each use. Waterfront staff or other
assigned staff shall care for the bathhouse at the pool
3. CABINS: Counselors and campers are responsible for care of the cabins and adjacent
grounds to which they have been assigned. Care shall include:
         a. Use that avoids damages and abuse of facilities, such as writing on walls and
               damaging screens.
         b. Cabins should be swept daily and mopped as needed—at least once a week.
         c. Trash in or around the cabin, including sweepings shall be placed in trashcan.
         d. Thorough cleaning and disinfecting with a 10% bleach solution of the bathrooms
               should done every day. An adult staff person shall handle cleaning chemicals with
               care and campers should be instructed how to avoid contact with cleaning
               chemicals. Chemicals are to be stored in a locked closet or cabinet.
4. CAMP-SITES: Care of campsites is the responsibility of the group using it. The area should
be kept as natural as possible. Do not cut living plants. Use the established fire scar for fires.
Build fires only as big as necessary to meet needs. Burn only dead wood. Protect food and
trash from being eaten or scattered by animals. Pick up litter. Carry all trash back to the
dumpster behind the dining hall.
5. COOK-OUTS: Food should be stored to prevent contamination or spoilage. Perishable foods
shall be kept on ice until cooked or used. Meat shall be thoroughly cooked. Water from any
source other than a faucet must be treated by boiling five minutes and/or approved chemicals or
filters. Water treatment chemicals must be used according to directions. Reusable utensils
shall be scrubbed clean using hot soapy water, rinsed in bleach water, and allowed to air dry. If
toilet facilities are not available a group latrine or individual “cat-holes” shall be used at least 150
feet away from the campsite and 150 feet away from a stream, streambed, pond, lake or other
water source. Used toilet paper, feminine napkins and tampons should be burned in a fire or
placed in a zip lock bag and in the trash.
6. DINING HALL: cruisers should sweep the dining hall after every meal and other times as
needed. The floor should be mopped daily (usually by Support Staff).
7. STORE: Staff assigned to manage the store shall have responsibility for keeping that area
and its inventory clean, orderly and secure.
8. KITCHEN: Kitchen staff are responsible for maintaining the kitchen, equipment and food
according to health laws and standards. All other staff should avoid unnecessary presence in
the kitchen and should not use any equipment without authorization.
9. TRASH/GARBAGE: Removal of litter is the responsibility of everyone at camp—don’t pass it
by, pick it up. Neither burn trash nor bury garbage in the woods—everything carried out shall
be brought back. Use can liners to reduce clean-up chore. Keep a lid on cans when not in
continuous use. An assigned staff person will be responsible for regular pick-up and disposal of
trash and garbage. All can help by placing trash in the dumpster below the dining hall.
10. POOL: The waterfront staff are responsible for care for the pool, pool area, and pool
bathhouse. Bottles, food, and pets are not allowed inside the pool fence. No one shall be in the
pool area unless a currently certified lifeguard is on duty. The pool gates shall be kept locked
when not in use.
11. STAFF LOUNGE: The staff lounge is off limits to campers. Care and cleanliness of the
building should be shared by all staff. Soft drinks are for staff only (except during diabetes
camps). Leftover food from kitchen which is available to staff will be placed in the refrigerator in
the Staff Lounge. Unused food should be disposed of before it spoils. Regular cleaning of the
refrigerator and logging of the temperature chart is the responsibility of the counselors and
should be kept up with daily.
12. OTHER AREAS: Care and cleaning of other buildings and areas is the responsibility of
those using them or assigned to certain individuals.
Cooperation of all staff and campers in caring for the entire camp is expected.

                                                                                                     20
     CAMP HOPEWELL CRISIS MANAGEMENT PLAN
                              Hopewell Camp and Conference Center
                                 24 CR 231, Oxford, MS 38655
                                     662-234-2254 (voice)
                                       662-234-4150 (fax)
                                     info@camphopewell.com
                          Ann Houston Kelly, Executive Director
              Allyson Ashmore, Program Director-- Darren Ashmore, Site Director
                                     ~~~~~~~~~~~~~

DEFINITION:
     A crisis could be any serious event such as, but not limited to, the following:
     1. any occasion involving the death of a camper or staff member,
     2. any major loss of property such as by fire or tornado that occurs with
             campers or guests present,
     3. an outbreak of sickness such as food poisoning or meningitis,
     4. serious injury to a person or persons at camp,
     5. serious injury of someone traveling to or from camp,
     6. a camper or staff person kidnapped or held hostage,
     7. a shooting on the site or of a staff person or guest, even if no one is killed, or
     8. any negative incident which attracts the attention of the media.

PRIORITIES:
     1. Safety and care of campers and staff or guests while on campus or
             participating in camp programs.
     2. Proper notification of parents (and/or other relatives) and authorities.
     3. Careful investigation of the incident.
     4. Careful communication with the media as necessary.

ADVANCED PLANNING AND TRAINING PROCEDURE:
        The purpose of the Crisis Counseling Team (CCT) is to provide counseling, support and
care to campers, families, and staff (including directors) in the event of a crisis situation. At least
once each year the Crisis Counseling Team will meet to review this plan, discuss procedures,
view facility layout, and, if possible, be resourced by others such as law enforcement, emergency
response personnel, or experienced crisis counselors. Team Members may be asked to help
review and develop portions of this plan and associated procedures. Summer camp staff,
volunteers, and the CCT will receive copies of this plan and be trained in carrying out these
procedures.

RESPONSE PROCEDURE:
1. The person first becoming aware of a crisis situation shall report it to the Directors
immediately as follows:
The first responder should manage the situation according to approved procedures.
     Provide emergency care
     Move campers and non-rescue persons away from the area
     Rapidly collect basic information about the incident: Who? When? What happened?
How? Then notify the Directors immediately. (If a director cannot be notified, the most senior
staff member available may need to initiate a call to authorities. Ongoing attempts should be
made until the directors are notified.)
                                                                                                    21
2. The Directors shall investigate the report and take the appropriate actions as follows.
            A. Designate a Crisis Response Manager (this may be a director). The Crisis
               Response Manager (CRM) shall oversee, coordinate, and, as necessary, delegate
               the crisis response.
            B. As needed, continue to gather basic information about the incident: Who?
               When? What happened? How?
            C. Report to the appropriate authorities. Fire / Ambulance / Emergency services /
               Sheriff are available by calling 9-1-1. The Sheriff may be called directly at 234-
               6123 (Emergency Number) or 234-6421. Radio messages are likely to be
               monitored by the media and the TV helicopter may be quickly on the scene.
            C. Report to parents of the victim.
            D. Call the family’s pastor. Ask the pastor to help with counseling,
               transportation for the family and other services as needed and appropriate.
            E. Call the American Camp Association Hotline for counsel and support 1-317-
               365-5736. An ACA staff member will be paged and will return the call as soon as
               possible. This 24-hour benefit is available to help directors talk through a crisis
               situation. Information shared is confidential.
            F. Notify the Crisis Counseling Team (see attached list).
            G. Set a time for the Crisis Counseling Team to meet at camp, review the process
               for informing and counseling with campers and staff. This team may also help
               with reporting to parents and media as designated.
            H. Set in place the traffic management team. These would most likely be
               selected staff who would stop all vehicles at the entrance, turn away all who are
               not needed, admit only those who have been invited by the CRM or who have
               official responsibilities. (This responsibility may be turned over to law
               enforcement.)
            I. Prepare written statements to use in response to phone calls from parents,
               neighbors, media, and others.
            J. Prepare a news release if necessary.
            K. Have persons in charge at the time of the incident and/or eyewitnesses present
               with CRM when meeting with law enforcement, legal counsel, and parents.
            L. Complete the appropriate incident report forms.

Only the Crisis Response Manager (CRM) or other designated spokesperson shall be
allowed to speak to the media. Everyone else shall say, “Because of the importance of
accurate information please talk to the Directors.”



FOLLOW-UP AFTER A FATALITY OR SERIOUS INJURY
The CRM, Directors and assigned members of the Crisis Counseling Team will:
    Stay in touch with family members to continue offering support, and or help them find
      other counselors for needed support.
    Continue to offer support to all who were affected by the incident. This should include
      the campers and staff that were present that week of camp and their families.
    Within 5 days Directors will send reports to state authorities (MS Department of Heath)
      and others (such as Liability Insurance or Workers’ Compensation Insurance).
    Within 10 days develop recommendations for any changes that might help reduce the risk
      of a reoccurrence in the future.

                                                                                               22
ALTERNATE PHONE SERVICE
Hopewell has access to 6 phone lines – 4 at the Presbytery office and 2 at the Site office. The
main camp number at the Presbytery office and the back up line will likely be tied up with
incoming calls. Other phones, such as the on site phone lines and camp cell phone, may be used
for making necessary outgoing calls. The 2 lines of the Presbytery office may also be used and
designated persons will use those phones for making necessary calls. So we can keep
communications open between the Hopewell site office and the Presbytery Office we may also
use alternative phones such as at the Ashmore’s home and/or a neighbor’s phone (such as David
Blackmarr).

Presbytery Office Phone Lines
       Hopewell main line = 662-234-2254
       Hopewell back up line = 662-513-0660
       Presbytery main line = 662-234-6069
       Presbytery back up line = 662-234-6075
Hopewell Site Phone Lines
       Hopewell site main line = 662-236-4411
       Hopewell site back up line = 662-236-4417
Hopewell Cell Phones
       Executive Director = 662-816-8542
       Site Director = 662-816-8543
       Program Director = 662-816-8544

        Cell phones should be used for communications when possible. Hand-held radios offer
an alternative form of communication when cell phone use is not possible. Information shared
by radio must be limited and coded because this can be easily monitored or overheard by others.
Memorize the following code names for communication and response purposes. Know what the
code means and listen for further instruction if the code is called. Remember, even in a crisis
situation, your primary concern is to maintain the safety and supervision of all campers in your
care.

            Paging Director Red = Crisis involving fire where persons are trapped, burned, or
             injured. If you can safely do so, proceed to the front lawn (in front of health
             center) for instruction.
            Paging Director Blue = Crisis involving death of a camper or staff member.
             Proceed to Edwards Dining Hall for instruction.
            Paging Director Child = Abduction or kidnapping of a camper. Proceed to
             Edwards Dining Hall for instruction.
            Paging Director Dorothy = Crisis due to tornado or severe storm involving major
             loss of property or harm to campers, guests or staff. Follow procedures for severe
             weather emergency. Once “all clear” is sounded, proceed to Edwards Dining Hall
             for instruction.
            Paging Director Hunter = Crisis involving a shooting on the site, or of a staff
             person, camper or guest. Proceed to take cover in the nearest shelter and await
             instruction.
            Paging Director Buick = Crisis due to serious outbreak of sickness (such as food
             poisoning or meningitis). Proceed to your individual cabins and await instruction.
            Paging Director Harm = Crisis due to serious injury or the threat of serious injury
             (such as hostage situation; terrorist threat; armed intruder on site). Proceed to
             take cover in the nearest shelter and await instruction.

                                                                                              23
                   The Crisis Counseling Team (CCT)
Mr. Otis Anderson or Mr. Hal Anderson – 662-234-0218 WK & HM
       (These are members of the local volunteer fire department who service Hopewell.
       One of them may respond or they may send another representative.)

Rev. Bill Connolly – 662-837-3765 WK, 662-837-0821 HM
       P. O. Box 556, Ripley, MS 38663
       billc@dixie-net.com

Rev. David Freeman – 662-236-2507 HM (for support of the Directors)
      600 Sage Cove, Oxford, MS 38655
       marydavid@watervalley.net

Dr. Greg Goodwiller – 662-234-6069 WK, 662-281-0140 HM, 662-816-5883 CELL
       24 CR 231, Oxford, MS 38655
       goodwiller@panola.com

Rev. Robert Hatcher – 662-429-6646 WK, 662-429-0402 HM
      1455 McIngvale Road, Hernando, MS 38632
       hatchrs5@aol.com



Rev. Don Howie – 662-915-3884 WK, 662-563-3714 HM
      1351 File Road, Batesville, MS 38606
       drhowie@olemiss.edu

Rev. Michele Howie – 662-578-9555 WK, 662-234-5705 HM
      121 CR 422, Water Valley, MS 38965
       revhowie@hotmail.com

Rev. Wil Howie – 662-234-5705 HM
      121 CR 422, Water Valley, MS 38965
       wil.howie@pcusa.org

Mr. Michael Moore – 662-232-2400 WK, 662-281-0716 HM
      303 CR 1017, Abbeville, MS 38601

Rev. Ron Richardson – 662-377-3439 WK, 662-844-6473 HM
      2331 Quail Creek Road, Tupelo, MS 38801
       rrichardson@nmhs.net

Dr. Doug Sullivan-Gonzalez – 662-915-7109 WK, 662-236-4784 HM
      301 Phillip Road, Oxford, MS 38655
       dsg@olemiss.edu

Ms. Martha Wells – 662-323-3095 HM
      1104 Sorbonne, Starkville, MS 39759
       fulwells@aol.com

Dr. Milton Winter – 662-252-2662 WK & HM
       285 East Van Dorn, Holly Springs, MS 38635
       wint8004@bellsouth.net
                                                                                         24
          Hopewell Personnel Policies
Contents:
Absence from Work
Alcohol/Drugs
Camper Registration
Canoe Use
Conduct
Discipline of Campers
Equal Opportunity
Food
Gratuities
Health Examination/History
Insurance
Kitchen
Laundry
Payment of Salary
Performance Evaluation
Personal Property
Photographs and Promotion
Pool/Swimming
Purchasing/Ordering
Public Display of Affection
Safety
Sexual Harassment
Staff Dismissals
Staff Lounge
Telephone
Time Off
Tobacco
Vehicles-Staff
Vehicles-Hopewell
Visitors




                                        25
ABSENCE FROM WORK: Emergency or sick leave will be granted at the discretion of the Directors, not to
exceed five days with pay for summer staff or two weeks for full time staff. The Hopewell office should be
notified in the event an employee, for any reason, cannot be at work on time for their assigned duty. The
employee is expected to give at least 48 hours notice for a planned absence and specify who has been lined up as
a fill-in. The appropriate supervisor must approve all fill-ins. In the event an employee cannot be at work on
time, the employee is expected to notify the Hopewell office at least by their scheduled arrival time. In the
event that an employee is absent from work and does not secure an approved fill-in, this will be considered an
unexcused absence. All unexcused absence from work shall result in a proportional decrease in cash
remuneration. Two unexcused absences or failure to report to work will be considered just cause for
termination of employment. Absence for personal reasons, such as but not limited to the following: attending
school events, family vacations, attending weddings, etc. shall result in proportional decrease in cash
remuneration.

ALCOHOL/DRUGS: Possession or use of alcoholic beverages of any kind, or possession or use of illegal or
controlled drugs not prescribed by a physician on the camp property or any time while on duty poses an
unacceptable risk to children and guests and will not be tolerated. Reporting for duty under the influence of
alcohol or drugs is grounds for termination of employment. Sharing alcohol with or use by persons under 21
years of age is illegal and grounds for termination of employment. Access to prescriptions and other
medications must be controlled. Prescriptions belonging to summer staff and campers will be kept locked and
dispensed by the Camp Nurse or Health Care Manager. Prescriptions required for emergency treatment such as
an inhaler or epinephrine pin will be kept in the first aid kit that stays with the person who might need it.
Random testing for drug or alcohol use may be conducted at any time for any staff.

CAMPER REGISTRATION: All program staff is expected to be present during camper registration to help
welcome campers and greet parents. Staff not assigned to a group shall assist with duties such as managing
luggage, organizing games, orienting campers and parents to the program. Staff need to interact with parents
and campers, not socialize with each other. Parents sometimes come with a variety of needs, questions or
concerns, and staff is expected to be courteous and strive to meet their needs. Remember! Parents want
reassurances that you will take good care of their child.

CANOE USE: Staff may use canoes during times off as long as they abide by Hopewell safety procedures: PFDs
are to be worn by all persons at all times, established safety regulations are followed, never canoe alone, and the
“check out” system is implemented so that others know where you will be and when you expect to be back.
Permission to use canoes may be obtained through a director.

CONDUCT: As Christian workers for Jesus Christ through the Presbyterian Church (U.S.A.), exemplary
behavior and language is expected at all times. Vulgar or abusive language or behavior will not be tolerated.
Public displays of affection are not permitted. Sexual contact is permitted only between a married man and
woman in private. Employees shall maintain personal cleanliness and decent, modest dress. Failure to report to
the Director any illegal or inappropriate behavior that puts any person or the reputation of Hopewell at risk
could result in the same disciplinary action as the person doing it. This could include termination of
employment, arrest or other actions. Other specific rules of conduct and safety are listed in the job descriptions
and program manuals.

DISCIPLINE OF CAMPERS: The goal of camper discipline is to teach personal responsibility, self-discipline,
and compassion for others. A child at camp shall not be punished. Staff members shall not hit, spank, strike,
shake, jerk, shove, threaten, yell at, belittle, ridicule, embarrass, withhold needs, force them to do unpleasant
tasks (beyond normal duties), or coerce any child at camp. Refer to the Counselor’s Manual for more specifics
on discipline.

EQUAL OPPORTUNITY: Hopewell provides equal opportunities to employees and applicants without regard
to race, color, sex, national origin, age, disability, or veteran status. Certain positions have minimum age, skill,
certification, or gender requirements.


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FOOD: Meals are provided for staff only when meals are being served to guests. Off duty meals are the
responsibility of each person. A goal of cost effective food service is to have no leftovers. When there are
usable food leftovers, they shall not be used by staff or removed from the kitchen without specific approval of a
designated Director.

GRATUITIES [TIPS]: No Hopewell employee shall at any time, for any reason, accept gratuities. Persons
wishing to leave a tip may be encouraged to make a donation to the ministry.

HEALTH EXAMINATION/HISTORY: A health examination is required at least every two years for all staff.
An examination form is provided, but a thorough examination for other purposes, signed and dated by a
licensed physician, who confirms the employee's physical ability to perform duties and freedom from or
management of communicable disease will be accepted. Health histories, signed and dated by the employee,
shall be kept on file at Hopewell and shall be updated annually. Periodic screening of staff by the Health Care
Manager or Nurse will be conducted.

INSURANCE: All employees are covered by Workers' Compensation and Social Security as required by law.
Reports on all job related accidents or sickness must be completed within 24 hours following such accident or
sickness. Accident insurance, with limited coverage, is also provided for summer staff. Major Medical
Insurance coverage is the responsibility of each staff person and must be documented if not otherwise specified
in the work agreement.

KITCHEN: Only authorized personnel [e.g.: food service, administration, and some support staff] are allowed
in the kitchen. All persons handling food in the kitchen shall wash hands thoroughly, wear sanitary gloves,
and wear approved head cover.

LAUNDRY: A washer and dryer are available to resident staff. Equipment shall be used according to
instructions. Cleanliness of the laundry area is the responsibility of each user.

PAYMENT OF SALARY: Salary will be paid in accordance with signed work agreements. Taxes will be
withheld in accordance with federal laws and information supplied by employee. Cash remuneration will not
be less than minimum wage as established by law. For resident program staff, such as counselors, minimum
wage is based on an assumed 40-hour workweek with credit for housing, meals and other benefits. Paychecks
shall be issued every two weeks if not otherwise specified in signed work agreement. Camp related expenses
will be reimbursed on the basis of legal receipts and advance authorization by a Director.

PERFORMANCE EVALUATION: Each employee will be evaluated at least annually. Other times of
evaluation will be established as needed or appropriate. Summer staff will have one or two evaluations.
         The evaluation process may include:
                 a) Review of tasks performed in accordance to current job description,
                 b) Working conditions and improvement possibilities,
                 c) Possible job description modifications,
                 d) Quality of performance,
                 e) Feedback from campers and other staff,
                 f) Personal enrichment possibilities,
                 g) Remunerations, and
                 h) Any other item of concern to the employee or employer.

PERSONAL PROPERTY AND ANIMALS: Hopewell is not responsible for loss of or damage to personal
property while at camp. [Personal property might include but is not limited to such items as: clothes, watches,
jewelry, sports equipment, vehicles, animals, appliances, musical instruments, aquatic equipment, bicycles,
radios, MP3/cd players, cell phones, etc.] Summer staff is not allowed to bring or keep animals on Hopewell
property without specific permission of Directors. Year-round, resident staff may have pets at their residence.
However, these pets should be kept clean, current with immunizations, free of evidence of ticks, fleas, sores,
etc. and should not be permitted to disturb or interfere with guests or programs. Staff members are not allowed
to have firearms and/or ammunition on Hopewell property. Year-round, resident staff may have personal
                                                                                                              27
weapons as long as they are locked in their residence. Hunting is not allowed on Hopewell property except for
organized invitational hunts.

PHOTOGRAPHS/PROMOTION: Staff agrees that photographs and video recordings taken of them during
camp activities may be used in promotion of Hopewell Camp and Conference Center. Campers may be
photographed if Hopewell has on record permission to do so signed by parents or legal guardian.

POOL/SWIMMING: NO ONE SHALL SWIM UNSUPERVISED! Swimming in the pool or on any program trip
is permitted only when a currently certified lifeguard is present and on duty. When only staff is swimming in
the pool, such as for swimming laps, the supervising lifeguard may be in the water swimming with them. There
shall be no lake or river swimming after dark. The state heath department has forbidden swimming in the lake
at Hopewell.

PURCHASING/ORDERING: the Camp Director must authorize all purchases and orders charged to Hopewell
in advance. Each account has a record of persons authorized to charge items for Hopewell.

PUBLIC DISPLAY OF AFFECTION: Hopewell Staff definition of PDA developed by consensus process June
1996. “Public displays of affection are not permitted. Sexual contact is permitted only between a married man
and woman in private” Guidelines: Following are items identified to help guide behavior. If you would not do
it in front of your parents, don’t do it at camp. •If you would not want someone to walk in on you doing what
you are doing, don’t do it anywhere at camp, even in the Staff lounge or a “private room”. •If it is offensive to
someone else, don’t do it. •Remember you are setting examples for children and friends to follow • “...whatever
you do, do everything for the glory of God.” (1 Corinthians 10:31). •Sharing personal information about ones
romantic or sexual life, whether by your words or behavior, is considered invasive to children. (See Staff
Manual section on “Guidelines for Camper-Counselor Contact.”) •PRIORITY ONE: Care, teaching, guidance
and being a role model for campers. No personal relationships, personal interest, nor personal goal shall
interfere with staff taking care of campers. Public Places: Any place on camp property including in Staff
House. Specific behaviors to be avoided in public places: These activities have been identified as offensive to
some campers and staff when done in public. •Kissing. •Holding hands with staff. •Pleasure seeking activities.
•Romantic hugging. •Lap sitting. •Snuggling. •Intimate or prolonged massages. •Lying down together. •
Intimate conversations. •Dirty Dancing (dance moves with lewd or sexual implications whether directed
toward self or others). •Lying on top of another person. •Not responding to an offensive behavior by another
person and/or reporting it to the Director. •Not responding appropriately to a request that a behavior stops. •
Standing in another’s personal space. •Allowing personal interest (touching, talking, teasing, etc.) in another
person to distract you from the quality performance of your duties and attention to campers.

SAFETY: All employees are expected to abide by all health and safety rules, guidelines and procedures.
Participation in training sessions, practice of safety procedures, and rehearsing emergency drills are required.
Persons who may be exposed to blood or other potentially infectious materials during the course of their duties
will follow universal precautions for avoiding contamination (See procedures detailed in the Staff Manual.)
          Staff members are not allowed to lead or instruct activities for which they are not qualified. Such
restricted activities include but are not limited to; archery, challenge course, ropes course, swimming, canoeing,
and use of power tools. After proper documentation of certifications and observation of skills, staff may be
authorized to lead specific restricted activities.

SEXUAL HARASSMENT: Any unwelcome sexual advances, gestures, slurs, jokes, or the like shall not be
tolerated and should be reported to a supervisor. Definition: Harassment or sexual harassment is any
unwelcome sexual advances, requests for sexual favors, slurs, jokes, gestures, and other verbal or physical
conduct of a sexual or unwanted nature. Hazing, initiations, or practical jokes or skits that harm, embarrass or
devalue any person (staff, guest, or camper) may be considered harassment.
         Sexual or other harassment becomes unlawful when a person’s submission to such behavior is a
condition of their employment or promotion, OR it affects the person’s job performance, OR it creates an
intimidating, hostile, or offensive work environment.
         It is the responsibility of each employee to reject unwanted sexual or other offensive conduct and
request that such behavior stop. It is further the responsibility of each employee to report to the Director or
                                                                                                               28
next immediate supervisor any continued harassment. Choose the person you are most comfortable talking
with. These persons include: Executive Presbyter, Camp Director, Program Director, or Camp Nurse. It is
necessary for the Camp Directors to be informed for official action to be taken. It is the responsibility of the
Director to keep reports of harassment confidential, promptly investigate, and to take steps necessary to prevent
any further inappropriate behavior on the part of a staff member.
         Any staff member found to have engaged in harassment will be given at least one warning. Repeated
harassment toward an adult staff member will result in being immediately discharged and restricted from
returning to camp property.
         Any harassment or sexual contact toward a minor or abuse of a child is illegal. The law requires that
such events or even suspicion of them be reported to authorities. Authorities are required to conduct careful
investigations and press charges as warranted. Persons under investigation will be relieved of duty until cleared
of charges. There will be no retaliatory action taken against any person who makes a good faith report of
harassment.
         Any of the following and similar behaviors might be considered harassment if it were unwelcome.
Verbal Harassment: •Calling someone “Babe,” “Doll,” “Hunk,” “Honey,” “Stupid,” or any other derogatory term
•Whistling at a person •Cat calls •Sexual comments, requests or references •Turning discussion from work to
sexual topics •Sexual innuendoes, jokes, or stories •Asking about sexual fantasies, preferences, or history
•Making threats. Physical Harassment: •Massaging a person’s neck, shoulders, etc. •Touching a persons
clothing, hair, or body •Hugging, kissing, patting, and/or stroking •Touching/rubbing self sexually around others
•Brushing against or standing close •intentionally exposing body parts •Hitting or slapping •Pulling or pushing
•Pinching, pulling hare or twisting an arm. Nonverbal Harassment: •Elevator eyes (looking a person up and
down) •Blocking a person’s path •Giving intimate gifts (under clothing, bed clothes, condom, etc.) •Sexually
suggestive visuals •Facial expressions, winking, throwing kisses, or licking lips •Sexual gestures with hands
and/or body movements •Threatening gestures such as holding up fist. Check yourself with these questions. •
Would I want my behavior to be the subject of the camp newsletter, shown on the evening news, reported to
my parents or reported to the other person’s parents? • Would I do this behavior if my special friend, fiancé,
spouse, or parent were with me? • Would I want what I am doing to be done to my special friend, fiancé,
spouse or parent? • Is there equal initiation and participation between myself and the person I am interacting
with? If you answered “No” to any of these questions, your behavior may be unwelcome and could be
perceived as harassment.

STAFF DISMISSALS: Normally staff will not be dismissed without prior warning. However, in cases of gross
violations, misconduct, or irresponsibility, dismissal can be immediate. Notice of dismissal will be given in
writing. Any unpaid salary will be prorated to work completed. Conditions warranting dismissal include:
failing to perform duties as identified in designated job descriptions; behavior that puts the safety and /or
welfare of campers or other staff at risk; behavior which puts the reputation of Hopewell in jeopardy; violation
of Hopewell policies and procedures; or any illegal activity.

STAFF LOUNGE: The Staff Lounge is off limits to campers. Staff may use it during times off. It is the
responsibility of each staff person to keep the Staff House clean.

TELEPHONE: The Hopewell office telephone is for emergencies and conducting camp business. Staff shall
receive permission of the Directors before using this phone to make or receive calls. Personal calls should be
made and received at times which do not interfere with program activities or scheduled job duties. Persons
calling for staff may have to leave a message and, perhaps, be called back at a time when it will not interfere
with work responsibilities. Campers may not use a phone unless arranged through the directors. Personal/Cell
phones may be carried by staff but when on duty shall be turned off except for emergency calls (prior approval
from a director is necessary to have your phone on during on duty time.) All calls coming in or going out shall
be limited to off duty times. Phone calls shall never be allowed to interfere with care, supervision and
leadership of campers. A phone that rings while on duty shall be confiscated.

TIME OFF: Due to the nature of the camp and retreat ministries, it is not possible to allow employees off on all
official holidays or on a consistent weekly schedule. Therefore, days off will be variable and negotiated or
determined by the Directors. When an employee is required to work on an official holiday, another day may

                                                                                                              29
be taken as approved by the employee's immediate supervisor, within no more than 6 months following said
holiday. Annual holidays include: January 1; Friday, Saturday and Sunday of Easter; Memorial Day; Labor Day;
Thanksgiving and the Friday following; and December 24, 25, and 26. Annual vacation leave is determined by
the Directors, is specified in each work agreement, and may not be accumulated. For Summer Program Staff -
DAILY each staff person shall take two hours off, free from camp responsibilities. These times shall be
scheduled between 9:00 a.m. and 9:00 p.m. and in such a way as not to interfere with program plans or
jeopardize the safety of campers. Co-Counselors shall not both be off at the same time. As often as possible,
arrangements shall be made for a resource person to fill in during a counselor's daily time off. Every two weeks
each staff person shall have 24 hours off in blocks of not less than 12 consecutive hours. Normally the 12 to 24
hours off shall be on weekends while camp is not in session. Any other times off require special permission of
the Directors. Staff may leave campus for times off but must sign "out" and "in" at the office. All staff must be
back on campus by 9:00 p.m. daily.

TOBACCO: Use of tobacco is not permitted while on duty. Staff members who do smoke, chew or dip may do
so only off camp property during scheduled breaks or times off and never in the presence of campers. One
exception is that only cooks may smoke on the back porch of kitchen. Users shall dispose of butts and "juice" in
a sanitary, non-littering manner. Smokers do not get extra breaks in order to smoke and must limit their use of
tobacco to their scheduled breaks and time off.
          It has been well documented that tobacco can be addictive and can cause cancer. It is understandable
that second-hand smoke can increase risks of cancer and addiction to tobacco. Therefore smokers are to respect
the right of non-smokers to not be exposed to the risks or annoyance of another’s smoke.
          It is illegal for persons under 18 to possess or use tobacco. An arrest of an adult for providing tobacco
to a minor or a minor possessing it would have a serious impact on the reputation of Hopewell. Any illegal
activity is grounds for dismissal.

VEHICLES-STAFF: Staff vehicles are to be parked in designated parking areas when not in use. Especially
during summer camp, vehicles, unless specifically designated as an emergency vehicle, should not be driven to
or parked in the cabin area while camp is in session. Summer staff parking will be behind the maintenance
barn and down the maintenance entrance. All staff should abide by the established speed limit of 6 mph when
driving on Hopewell property. Unless specifically authorized, campers shall not be transported in staff vehicles.
Staff members who agree for their vehicle to be used for Hopewell business will sign an agreement for such use.

VEHICLES-HOPEWELL: Only designated persons shall operate camp-owned or leased vehicles, including the
golf cart, Gator and tractor. Riders are never allowed on the tractor or in the back of the pickup truck.
Operation of any vehicle for Hopewell business shall be according to all laws and safety procedures. (See Trip
Manual for details on transporting campers.)

VISITORS: Summer staff members are not allowed to have on-campus visitors while on duty or on campus
without advance permission of the Directors. Visitors shall in no way disrupt or interfere with program and are
not allowed in areas designated "Employees Only", such as the kitchen and maintenance areas. It is the
responsibility of each staff person to report any and all unidentified persons on campus. Any staff person may
question and stop any unapproved visitor, but caution and careful judgment are to be used. Protection of the
campers is the first priority. Approved visitors will be issued a nametag pass by a Director. Approved visitors
may include: •members of the Camps and Conferences Committee, •ministers of the Presbytery, •parents of the
campers, •workers called in for deliveries or repairs, and •friends or relatives of staff. On some occasions, such
as during programs for children, visitors might be accompanied by a staff person.

                                             Updated 04/13/2007




                                                                                                                30
                           Transportation Policies & Procedures

1) PEDESTRIAN & VEHICLE TRAFFIC AT CAMP
         Vehicles should remain in the designated parking areas in the main camp. Unauthorized
vehicles are not permitted in the cabin areas while camp is in session. Speed limit for in camp
vehicles is 6 mph. Campers and staff are requested to walk to the side of the road when vehicles
approach. Campers are not permitted in or on vehicles (such as a car, truck, golf cart, gator)
when parked at camp between uses for transportation. Camp Hopewell does not permit the
transportation of persons (campers, staff or guests) in non-passenger vehicles. This means
persons shall not ride in the back of any pickup truck nor ride while hanging onto the back or
side of golf cart, gator or tractor. No exceptions and no excuses.
2) GENERAL SAFTEY PROCEDURES
         -All drivers shall have the appropriate license for vehicles to be driven and shall carry
their current license with them on each trip. Drivers will authorize review of their driving record
by submitting a copy of their current driver’s license for review and for their personal record.
         -All drivers shall be oriented to the safety features of the vehicle and procedures for
safely transporting campers. Drivers of camp van shall have additional behind-the-wheel
training to include driving the van while pulling the trailer. (Experiential training is also required
for anyone driving the camp tractor, gator or golf carts.) All vehicles used to carry campers and
staff shall be equipped with a stocked first aid kit, reflectors, and fire extinguisher. Written
permission is required from owners of private vehicles by camp to provide transportation. Upon
submission of the permission form, a Vehicle Safety Check Sheet is to be completed and
submitted to the Site Director for all vehicles used to regularly transport campers and staff
including checks of: lights, tires, windshield and wiper condition, emergency flashers, horn,
brakes, mirrors, fluid levels, presence and readiness of safety equipment. This check sheet will
also be completed on the camp van prior to any trip camp session and quarterly for all camp-
owned vehicles.
         -Prior to loading, the driver will provide a safety and procedure orientation to all
passengers.
         -Loading and unloading of passengers and/or luggage shall be accomplished when the
vehicle is parked in an appropriate parking space, lot, or traffic has been halted to permit loading
or unloading. Passengers should enter and exit the vehicle near the curbside (i.e.: away from
traffic). Backing up shall be accomplished only after driver has verified all is clear behind the
vehicle. When stopping to refuel, at least one staff member should supervise campers while the
other attends to refueling. The staff member refueling may supervise campers remaining in the
vehicle. The other staff member should go into the public facility (gas station, store, or
restaurant) to supervise campers. Do not permit campers to go into public facilities alone.
Always use the buddy system when stopping at public areas (such as rest stops, gas stations, or
restaurants) to increase safety. Please remember to secure receipts (to be turned in to
administrative office upon return) and to record purchase of gas, oil checks and other safety
checks in vehicle log book at that time.
         -Passenger’s should not “double up” on seats – one passenger per designated seat,
wearing a seatbelt when provided. Maximum capacity of vehicles established by the
manufacturer should not be exceeded. Safety procedures should be followed, even when it is
necessary to make unexpected stops. Use highway reflectors in case of emergency stops,
especially in low visibility situations.
         -In a convoy situation (where vehicles are traveling together), convoy procedures shall be
followed. Care should be taken when traveling in convoys to keep up with the vehicle following
yours. If they get stopped at a red light or you lose sight of them, slow down or pull over to the
side of the road until they can catch up with the rest of the convoy.

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        -Persons in wheelchairs are not to be transported while seated in wheelchairs. Instead,
they are to be transferred to vehicle seats. They should wear the provided seatbelts and the
wheelchair should then be safely stowed.
        -For trip camps, see trip manual for detailed instructions regarding each trip location,
route and trip plan.
        -Review “Safe Travel Procedures for Hopewell Van” listed below prior to each trip for
safety checklist and dealing with camper behavior and how to orientate campers.
        SAFE TRAVEL PROCEDURES FOR HOPEWELL VAN
        1. Safety --
        Before you leave, make a logbook entry of the beginning mileage and complete a safety
        check sheet to return to the Site Director making sure that:
        a. Do all the lights work and are they clean?
        b. Do the tires appear full of air? The spare too?
        c. Is the first aid kit inside?
        d. Is the emergency triangle kit inside?
        e. Are the tire tools inside?
        f. Is the fuel tank full?
        g. Are other fluids—oil, coolant, power steering, etc.—at their proper levels?
        h. Are the windshield and other windows clean and visibility not obstructed?
        i. Are mirrors properly adjusted?
        j. Do you have a list of names for all passengers?
        k. Do you have copies of each person’s health forms?
        l. Does the Hopewell office know your trip plans?
        Safety Rules for passengers of the vehicle:
        a. The van should never have more persons than the seats are designed to carry: 1-12-15.
        b. Passengers must remain seated while the vehicle is in motion.
        c. When provided, seat belts should be worn.
        d. Nothing is to be hung outside the windows
        e. The vehicles are not to be driven with any door open.
        f. No loud or rowdy behavior in the vehicle with could distract the driver.
        g. At least one counselor, in addition to the driver, should ride in the vehicle with the
            campers for supervision en route.
        Safety Rules for drivers of the vehicle:
        a. Check to be sure all drivers have their driver’s license with them.
        b. On long trips, stop every few hours to change drivers and/or walk around a bit.
        c. Do not drive if you are fatigued.
        d. Do not drive over the posted speed limit. Speeding tickets are costly to you and bad
            PR for the camp!
        e. Keep the volume of the radio such that you can hear the traffic outside.
        f. Wear your seat belt! Without it, even a small bump could cause you to lose control of
            the van by bouncing you out of the seat.
        g. Lock the vehicle when you leave it.
        h. Do not leave key in unattended vehicle. Turn key in to office when vehicle is not in
            use.
        i. Check oil and other fluids with each fuel stop.
        j. When you return the vehicle, report any problems or repairs needed.
        2. On trips where loading and unloading of person and gear may need to be done along
side of the road, extra precautions should be taken to prevent accidents or injury. Be sure the
vehicle is pulled of the road as far as is practical and safe. Caution campers against walking into
the road or placing any gear in roadway during loading or unloading process. If for any reason,
it is impossible to pull vehicle completely off roadway, use the emergency triangle to alert
                                                                                                  32
approaching drivers of the hazard and position one staff member as a safety watch to caution
campers and staff concerning approaching traffic. Don’t dawdle! Direct group efficiently and
quickly as possible to reduce time spent loading and/or unloading.
        3. If an emergency stop must be made, pull off the road as is practical and safe. Try to
stop in a place that has good approach visibility for one-half mile or more. (Don’t stop just over
a hilltop, a blind curve, or a bridge for example.) Use the emergency triangle to alert
approaching drivers of the hazard. Passengers should remain seated in vehicle or move, with
staff supervision, away from highway a distance at least beyond the highway right-of-way.
        4. Do not wave or signal to passing vehicles. This might be confusing and cause an
unwanted response. If help is needed, call on the cell phone. Be cautious of strangers stopping
to help.
        5. Transportation of campers is forbidden in vehicles not designated for passengers,
except when operation is off public roads at speeds of not more that 15 mph and passengers
remain safely seated (as in truck beds or on trailers as for Hay Rides).
        6. Transport only staff and registered campers. Do not pick up hitchhikers.

3) SUPERVISION RATIOS
         There shall always be at least one staff person in addition to the driver to provide
supervision of campers and managing camper behavior. Camper supervision and behavior
management should be handled in a manner consistent with what has been taught during staff
training and what is written in the staff manual. For trips over five hours in length, there shall
always be at least two drivers and the drivers shall implement a driver relief system. Ratios
required for transportation of campers are the same as specified in the supervision ration chart
located in the staff manual with exception that a minimum of two staff persons will accompany
camper passengers in vehicles. This applies to trip camps, transporting a camper to the doctor,
or any other occasion for transporting campers. Additions to this minimum may be deemed
necessary by the directors or camp medical personnel on a case-to-case basis.
4) IN CASE OF AN ACCIDENT
         Copies of health histories and emergency release forms for both campers and staff shall
be carried with the staff on all trips out of camp (includes day trips, overnights, trip camps, and
trips to the doctor). At least one staff member in each vehicle shall be trained to carry out
accident/emergency procedures. First aid procedures to be followed shall be those taught in the
American Red Cross Community First Aid Manual (available in camp library and course book
used during staff training).
         -Provide or secure care of the injured (follow ARC guidelines)
         -Provide or secure supervision for the uninjured (following standard supervision policies,
remembering never leave any camper unattended)
         -Notify the camper directors as soon as possible (in the case of accident with or without
injury, camper or staff illness, emergency or vehicular breakdown). Directors may then notify
parents and insurance company or give instructions for you to do so, if needed.
         -Identify witnesses and obtain appropriate accident/emergency information. Complete or
secure completed forms (“Before You Go” packet including accident/incident, insurance, health
history form to physician, and record of first aid/medical treatment) and obtain signatures, phone
numbers, etc.

5) OTHER VEHICLES OWNED BY CAMP
        1.Golf Cart-No more than three riders (one driver and two passengers) in the golf cart at
one time. If the golf cart has a rear seat attached, then three passengers are allowed to travel with
the driver. No riders are to stand on the golf cart, or hang on the sides while the cart is in
motion. All persons authorized to drive the golf cart must be trained by a director and observed
driving and following all safety rules posted on the golf cart. The golf cart will be used for
                                                                                                  33
transporting persons in need of assistance around the camp property. Any exceptions to its use
may be made by a director.
        2. Luggage Trailer-A maximum of two riders may be seated on the floor of the trailer
during luggage transport while maintaining a 6 mph speed limit. The trailer will be towed by the
camp truck, tractor or gator. The purpose of the luggage trailer is to move camper’s luggage
from the pavilion area to the cabins in a more efficient manner during registration. Operators
must be trained by a director and observed practicing all safety rules.
        3. Lawn Tractor-The lawn tractor will carry only a driver and no passengers. All safety
devices will be used according to the manufacturer’s recommendations. A director will
authorize all persons allowed to operate lawn tractor. All drivers must be trained by a director
and observed practicing all safety rules.
        4. Gator-No more than two riders (one driver and one passenger) on the gator at any
time. No riders are allowed in the cargo box. The gator is to be used for maintenance and
emergency use authorized by a director. All safety rules posted on gator are to be followed. A
director will authorize all drivers. All drivers must be trained by a director and observed
practicing all safety rules.




                                                                                             34
Camp
 er
Care
       35
36
                                          “The Perfect Counselor”
                                 (Compiled by Resource Staff at Planning Retreat, 2002)
   Shares Faith                               and gives them extra love                     Is easily approachable
   Does daily devotions                       and attention                                 Has a loving attitude
   Reads Bible                               Gives hugs                                    Takes care of self-
   Prays-for campers, staff,                 Trusts other staff                             mentally, physically and
    self                                      Treats staff as friends                        spiritually
   Shows faith in his/her                    Gets along with all staff                     Bathes often and
    actions                                   Supports staff                                 practices good hygiene
   Spends daily time with                    Discusses problems with                       Uses deodorant and
    God                                        staff reasonably                               toothpaste
   Has consistent quiet time                 Stands up for self and                        Dresses appropriately
   Supports other staff in                    others                                        Knows how to distinguish
    their faith                               Listens with an open                           right from wrong
   Has and shows love for                     heart                                         Eats right
    Christ                                    Doesn’t gossip                                Exercises regularly
   Has knowledge of Christ’s                 Shows cooperation                             Doesn’t drink or smoke
    teaching                                  Cares about other staff                       Practices good morals
   Demonstrates ideas in                                                                    Laughs out loud
    Bible studies                                                                            Enjoys himself/herself
   Participates in singing,                                                                  and spreads joy to others
    energizers, etc.                                                                         Appreciates creation
    enthusiastically                                                                         Picks up litter
   Doesn’t leave campers in                                                                 Cleans up his/her cabin
    group settings                                                                           Straightens up after an
   Shows patience                                                                            activity
   Doesn’t get out of control                                                               Keeps things in order
    or lose temper with staff                                                                Has knowledge in special
    or campers                                                                                areas of camper: i.e.
   Has fun with kids                                                                         OLS, archery, etc.
   Helps kids work out                                                                      Can start a 1 match fire
    problems                                                                                 Shows good leadership
   Supports campers ands                                                                     skills
    lets them know it                                                                        Seen as a good role
   Is always available for                                                                   model
    campers.                                                                                 Adapts well
   Spends individual time
    with campers
   Gets to know campers
    well
   Spends “down-time” with                   Discusses other opinions
    campers, not other                         in a reasonable manner
    counselors                                Cares about what
   Tells stories                              someone else thinks and
   Knows a lot about nature                   believes
   Talks with each camper                    SMILES a lot
    every day                                 Is slow to anger
   Takes time to listen                      Has good manners
   Watches for “outsiders”                   Is optimistic
    amongst their campers                     Lifts others up
                                              Shows a positive attitude
                                                                                                                    37
On the first day of Camp, do you…?
-Know the names of all your campers?
-Know that all of your campers know each other’s names?
-Know that you have made eye contact with each of your campers?
-Know each of your camper’s favorite camp activity?
-Know that your campers have been orientated to camp?


As campers arrive, make sure you great them and their parents.
SMILE!


         mile a lot! It says that you welcome them.


          ake eye contact! It connects you to your campers.


    ntroduce each camper to all campers in your group.



         earn each camper’s name.




         nthusiasm is contagious. Be enthusiastic!




                                                                  38
                        CAMPER CARE
                A daily checklist of ways to care for campers.

Each Day:
  1. Pray for each camper
  2. Spend time listening to each camper.
  3. Calm their fears with truth and encouragement.
     -help campers feel “at home”
     -identify strange sounds
     -debunk any “monster” myths.
  4. Look for early signs of ill health and take appropriate action.
     -find out about medications and special needs
     -watch for sunburn, fever, cuts, bruises, poison ivy, etc.
     -do a tick check
     -administer first aid as instructed
     -take camper to the Nurse or Health Care counselor as needed.
  5. Use discretion and empathy when dealing with sensitive issues:
     -bed wetting
     -missing home (fear is at the root of “missing home”)
     -special “handicaps”
     -physical development and sex.
     -etc.
  6. Monitor food and liquid intake.
     -encourage campers to eat a balanced diet
     -encourage campers to drink plenty of water
  7. Help campers get enough rest.
     (Fatigue will reduce judgment and increase accidents.)
  8. Make sure no camper feels left out.
  9. Encourage each camper to meet their personal goals for the week
  10. Treat others the way Christ would have you treat them and encourage others to
     do the same.




                        HAVE FUN!


                                                                                 39
                      Guidelines for Camper-Counselor Contact
Remember that the biggest fears of campers are:
   1. Loss of self-control                  4. Being hurt
   2. Being rejected by others,             5. Getting in trouble with or disappointing
      especially an adult or mentor         a friend, parent, teacher, or you.
   3. Being humiliated
-There shall be no “hazing” of campers by campers or staff.
-Campers shall not be subjected to “initiation” rites that are abusive in any manner.
-There shall be no romantic encounters or relationships between a camper and a staff member.
-A staff member will not be alone with a camper. Remember the rule of 3s. Always be in a group of at
least 3—one staff member and 2 campers or 2 staff members and one camper.
-A staff member shall under no circumstances share a bed or sleeping bag with a camper.
-Counselors and campers shall not enter the cabin or room of the opposite sex without permission and in
most cases only when the whole group is getting together. Everyone should be dressed for cabin visits—
not in pajamas or underwear.
-Counselors will set limits with children who “cling” or hang on them. Try to discover and meet the
child’s need and take care so the camper does not feel rejected.
-Counselors will not give back rubs unless another adult is present and then only when both are fully
clothed.
-Tickling or teasing a camper to the point where the camper is out of control is unacceptable.
-Pillow fights or wrestling and the like can become over stimulating and cause a camper to lose self-
control in short order and need to be limited and carefully supervised.
-Campouts must have at least two adult leaders. There must be at least one leader present of the same
gender as the campers.
-Staff sleeping together (literally or euphemistically) is grounds for dismissal.
-Romantic lives of counselors shall not be shared with campers, PERIOD!.
-Counselors need to be aware that adolescents tend to develop romantic fantasies. These fantasies may be
directed toward staff. Counselors must be very careful not to do or say anything that would encourage
campers to act on these fantasies.
-Respect each other’s privacy:
         -Never embarrass a child about his or her body.
         -Never draw attention to a child while he or she is changing or showering.
         -Children should change their own clothes.
         -Do not enter a shower or toilet area with a camper except in an emergency.
         -When approaching a cabin room other than yours, always announce yourself, stand outside the
door so you cannot see in when it is opened and do not enter until invited.
AFTER CAMP CONTACT BETWEEN CAMPERS AND STAFF
-Staff members shall not initiate contact with campers: in person, on the phone, by Internet or mail.
-If a camper writes a staff member, he/she may answer the camper’s letter with a post card. This way the
parents can see it.
-If the camper calls you, listen to the camper’s stories or concerns but do not unnecessarily prolong the
conversation. Do not make promises you cannot fulfill. End the conversation politely.
-If the camper writes, calls, or e-mails again; communicate with the parents to secure their permission and
guidelines before you respond.
-If the content of a camper’s letters or conversations is romantic or inappropriate in other ways, explain
carefully to the child that you cannot reciprocate and that you are required to let his or her parents and the
Camp Director know. If inappropriate conversations or advances occur again, report them to the Director.




                                                                                                          40
                                                  Missing Home

 Most missing home has its roots in fear.                         To help manage missing home:
 -Fear of being rejected or teased                                -Accept each camper unconditionally, avoid showing favoritism,
                                                                  and discourage teasing. Let the camper be an expert on
                                                                  something. Assign a returning camper as a big brother or big
                                                                  sister.
 -Anxiety about being in a strange place and with strange         -Show campers around, help them find important things like
 people,                                                          light switches, the bathroom, dining hall, etc.
 -Confusion over new rules,                                       -Help campers understand that rules are for their safety. When
                                                                  possible, involve campers in setting rules.
 -Fear of being embarrassed,                                      -Honor needs for privacy. Use Full Value Contract to avoid
                                                                  putdowns.
 -Not having the security of home,                                -Assure campers that you will take care of them. (Campers are
                                                                  not allowed to call home directly. A phone conversation
                                                                  may be arranged through a director.)
 -Fear of strange silence or weird noises, especially at night,   -Help campers identify night sounds. Tell the truth even if the
                                                                  knowledge of the noisemaker causes fear. Help dispel new
                                                                  fear with more truth.
 -Uneasiness about dressing around other people,                  -Respect the need for privacy and help campers respect each
                                                                  other.
 -Fear of imagined monsters or ghosts,                            -Avoid stories that cause fear. Debunk any camp horror stories.
 -A “co-dependent” parent fearful of the child’s growing          -Stay close by when camper reads mail from home. Help the
 independence or of a child not missing home may cause            child focus on the fun of camp.
 intensified missing home.

                                        When Missing Home Strikes:
-The symptoms may resemble real illness, like a stomach ache       -See the camp nurse if you suspect symptoms might be
                                                                   physical.
-It may become contagious and spread to the other campers,         -Take the camper for a “walk and talk” (Remember the Rule of
                                                                   3s. Have another staff person watch from enough distance to
                                                                   have the privacy needed.)
-Same fears may be real                                            -Remove the causes of real fear whenever possible.

Remember:                                                          -Always accept feelings related to missing home as real. You
-While most cases of missing home show up by the second            or another camper might share about a time when you missed
night, some may surface the second or third day. The late          home and how you got over it.
ones may be more intense.                                          -Reassure campers that feelings of missing home are normal—
-Returning campers may also experience missing home.               everybody gets them, even Mom and Dad, even I get these
-Girls tend to express emotions outwardly.                         feelings.
-Boys tend to withdraw from participation and interaction          -Explain: Feelings of missing home like to win, if they win, they
                                                                   will come back again and again. If you win, they will go away
                                                                   and either will not come back or, if they do come back, they will
                                                                   go away sooner.
                                                                   -Ask: If you were feeling the way you want to feel, (hopefully
                                                                   happy), what would you be doing? Encourage the camper to
                                                                   choose to do things that would help him/her feel better, rather
                                                                   than choosing to do things which cause sad feelings. Make
                                                                   friends and focus on the fun, etc.



                                                                                                                          41
                        Building Character
Foster Self-Esteem   Treat each camper as a special valued person.
                     Have realistic expectations for age.
                     Structure activities to increase success.
                     Communicate confidence in campers.
                     Thank, praise, and appreciate campers often.
                     Listen with understanding and compassion.
                     Use “I feel…” messages and avoid “You idiot!…” messages.
                     Help campers fulfill responsibilities. Be clear and precise about
                     expectations.
                     Encourage campers to exercise self-control.
                     Model and teach problem solving skills.
                     Apologize sincerely.
                     Show continuous interest in campers—their needs, lives,
                     hobbies and interests.
                     Talk frequently with campers.
                     Promote responsibility.

Instill Hope         Give messages of hope such as:
                     God loves you!
                     God wants to be your friend.
                     God wants you to have a meaningful life now and eternal life in
                     Heaven with Him.
                     God has a special plan for you.
                     God has some things for you to do that no one else can do.
                     You are like a light for the whole world. (Matt. 5:14)
                     God has not finished with you yet. (Genesis 50:20)

Build Trust          Always be honest.
                     Use good judgment when kidding or teasing.
                     Don’t devalue!
                     Avoid untruths like beaver-sharks and evil spirits haunting the
                     graveyard!
                     Do what you say.
                     Listen with compassion and understanding.
                     Show you care and respond to needs.
                     Trust your campers.
                     Love your campers.
                     No relationship can stick together without the glue of trust.
                     If children do not trust you, they will not believe you, follow you,
                     listen to you or cooperate with you.

                                                                                      42
Build Courage     Listen with compassion
                  Start where the learner is. Progress toward new skills in small
                  steps.
                  Be truthful. If you are not sure, check it out.
                  Do not increase fear, like with tricks or horror stories.
                  Help campers be less afraid of things such as snakes, learning,
                  height, change, sharing feelings, honesty, trying new things,
                  accepting Christ as Lord and Savior and doing God’s will. Help
                  them be more fearful of doing evil, drugs, alcohol, tobacco,
                  lying, sin and other things that hurt.
                  Share with them 1 John 4:8

Teach Honesty     Always be honest
                  Confront dishonesty.
                  Correct untruth.
                  Celebrate truth.
                  Do what you say. Do what you pray.
                  Live your faith in Christ.
                  Let God increase and perfect the faith in you.
                  Read 1 Thessalonians 4: 15-22.

Model Christian
Community         Lead activities with enthusiasm.
                  Model acceptance, concern, empathy and generosity.
                  Encourage high levels of involvement and sharing.
                  Form buddy teams and change partners often.
                  Share group chores, like helping with cabin clean up and
                  cruising tables.
                  Celebrate healthy communication.
                  Resolve conflicts quickly.
                  Model and encourage forgiveness.
                  Encourage campers to help each other.
                  Accomplish group service projects.
                  Pray for and with campers.
                  Do not allow things which hurt community, such as bullying,
                  cliques, cabin raids, devaluing and rumors.




                                                                                43
                            EVANGELISM AND HOPEWELL

         Church camping, as we know it today, had its origin in Biblical pilgrimages and
the forty-year wilderness journey of the Israelite people. On the American frontier,
week- long camp meetings became the primary annual spiritual pilgrimage. Gradually,
revival services and church camp programs replaced these pilgrimages. God has often
chosen to use camps, revivals, pilgrimages, and even the wilderness to inspire, call,
instruct, and renew people for faithful service.
         In the Presbyterian Church (USA) when a child is baptized the congregation
promises to nurture that child’s faith in Jesus Christ and to set an example for them by
the way that they live. At Hopewell we seek to live out those promises on behalf of the
whole church and for all children, baptized or not yet baptized, Presbyterian and non-
Presbyterian, who are placed in our care. Rather than using high pressure or emotional
tactics to get children to make a public profession of faith in Christ, we strive to set an
example, nurture, and encourage children to follow Christ by the way that we live and by
sharing the importance of God’s presence in our lives.
         The experience of daily living in a family group provides many opportunities for
learning about and exploring what it means to follow Christ as we practice forgiveness,
resolve conflicts, and make decisions about life together. Building community helps
campers to understand the connections between humankind and the earth, between
themselves and other people all over the world, and between themselves and God. As
campers explore and discover the wonders of nature, they are inspired by the abundant
blessings of God our Creator. Daily Bible studies help campers to find relevance for
their lives in those “ancient” stories of God’s active presence among his people, while
evening worship gives them an opportunity to respond to what God is doing in their
lives. Through the entire camp experience, campers are encouraged to live out Biblical
principles, such as, “Do unto others as you would have them do unto you.” Whether the
camp experience provides a safe place to ask hard faith questions or opens the door to
a deeper commitment to Christ, the staff is ready to help guide, encourage, and
celebrate.
         Being a part of the Hopewell staff is a ministry that is shared by directors,
counselors, support staff and many others. Like the people of Ephesus, all of us are
charged to “lead a life worthy of the calling to which [we] have been called, with all
humility and gentleness, with patience, bearing with one another in love, making every
effort to maintain the unity of the Spirit in the bond of peace…” and to use our gifts for
the building up of the body of Christ. (Ephesians 4:1-3)




                                                                                        44
       P.A.R. Conflict Management

P   REVENT:
       Be present
       Establish rules
       Full value contract
       Interrupt before conflict escalates.


A   RREST:
    Break it up
        -Separate partners
        -Move between them
        -Speak firmly and calmly
        -Using only prudent physical contact.
        -Cool it off
        -Take a time out.


R   ESOLVE:
-Explore problems, attitudes, behaviors and solutions.
-Encourage responsibility, self-control and empathy.
-Engage new agreement, understanding or contract.
-Do not allow: blaming, bossing, devaluing, judging,
keeping score or getting even.




                                                         45
                                 Dealing with Inappropriate Behaviors
          Most incidents and accidents come when children have free time or are “horsing around.” A well-planned
program, timed so children are not idle or bored while waiting on others, is key to the prevention of inappropriate
behavior. Have songs or no-equipment games ready to play while waiting. Be prepared for the wanderer, the
camper that always finishes first (or last), changes in the weather and unexpected delays.
          Discipline is sometimes regarded as an old-fashioned word; it is also a principle that helps channel selfish
interests to the welfare of the whole group. Before discipline becomes an issue, take in consideration these issues
that need to be understood and accepted by anyone dealing with children:
          -A child has the occasional need to test he limits.
          -A child cannot always manage self-control.
          -A child has a strong tendency to support the values of his/her peer group.
          -A child has the right to make mistakes.
          -A child has a right to be respected as an individual, regardless of unattractive attributes.

          Discipline problems can be prevented by helping campers understand behavior expectations while at camp,
earning campers’ respect by giving respect, maintaining control, listening, reading signals, and trying to be one step
ahead of them.
          When discipline is required, there are a few common guidelines to keep in mind. Discipline should always
be used sparingly to be effective—if you discipline constantly it becomes the accepted norm. Discipline should never
be used vindictively or emotionally—never let a disciplinary problem put off balance. Punishment, if any, should
follow the deed as quickly as possible. Using work as a punishment usually creates a poor attitude toward work; the
exception might be when the punishable deed created work for others. Physical punishment is not acceptable, nor is
verbal abuse, which can be as destructive as physical force. (It should be noted that physical punishment or verbal
abuse of a camper by a counselor or another staff member might be symptoms of stress on the part of the individual
and grounds for dismissal.)
          If initial attempts to control or change an unacceptable behavior have failed, these disciplinary approaches
may help:
          -Maintain the initiative and try to persuade the camper that it is better to conform.
          -Avoid specific threats by using a broad warning of a possible course of action. Rather than saying, “If you
do that again, you’ll be sent home,” try “There are consequences for breaking camp rules or for not cooperating.” A
child may imagine far more fearsome punishments than you can suggest. A specific threat commits you to carry it
out or back down and may even dare the child to try you out, whereas a general warning reinforces the idea that
compliance will be better than defiance.
          -Involve other campers in the process. An indication that peers may not like the behavior brings in a
different aspect. For example, in a situation where a group of boys were bullying a younger group, the camp director
got the two groups together and, by asking questions, forced the older boys to face up to their actions. There were
no threats or punishment, but the behavior changed.
          -Check age characteristics to assess the level of comprehension or the motivation for obeying authority.
          -Review any punishment before setting it. Does it fit the offense? For example, if one camper has
peppered another dessert, is it fair that the culprit goes without his dessert? Is punishment necessary to deter a
repetition of the behavior? Any persistently antisocial behavior should not be allowed to pass without some
appropriate action. Some children respond better to negative consequences while others respond better to rewards
or positive reinforcement.

         Look for causes of poor behavior. Avoiding difficult situations is much better than having to deal with them
once they arise. Campers with too much energy can get into trouble; overtired campers are prone to react badly to
provocation. If there is a camper more prone to negative behavior, try to start each day in a manner that will
encourage proper behavior. Try to identify campers who might cause problems and have strategies in mind to deal
with them. Creating a discipline plan will keep problems from becoming overwhelming.
         The Camper Behavior Management Guide on page 34 (of Camp is for the Camper) shows intervention and
prevention techniques as well as consequences and policies for specific camper behaviors.

(Camp is for the Camper: A Counselor’s Guide to Youth Development, American Camping Association, 2000)


                                                                                                                    46
           WHEN A PROBLEM CHILD TAKES ALL OF YOUR ATTENTION:

1. Make a list of behaviors you consider unacceptably disruptive such as:
      -Screaming at others
      -Crying all the time
      -Calling other campers bad names
      -Trying to rally the group against one child
      -Hitting or starting fights with others

2. What can I do?
      -Make a list of ways you might get through to the child.
      -Deal with the observed behavior AND/OR
      -Discover and deal with the root of the behavior.

3. What should I not do?
       You should refrain from: losing your temper, yelling, calling names, making threats,
punishing, hitting, spanking, humiliating, cursing, or devaluing.

4. When do I ask for help?
        -It’s better to ask for it sooner than later.
        -Ask for help way before the camp experience is ruined for one or more of the campers
in the group.
        -Ask for help before you lose control and do or say something that you will regret.

5. Who do I ask for help?
      -Anyone who may be able to help
      -Someone more objective
      - Someone with more experience
      -Your Resource Staff person assigned to your cabin for the week.
      -One of the Directors (The Directors will know you are sincere about doing your best
when you ask for help. Asking for help is not a sign of weakness)

6. How do I ask for help?
      DO:
      +Identify the specific observed behaviors of the child.
      +Describe the things you have said or done to solve the problem.
      +Separate the facts from your feelings.
      +Share your feelings. Don’t blame others for your feelings.
      +You might ask, “What do you think about me trying…(insert a possible solution here)?”
      or “What else could I try?”

        Try not to:
        -Whine when asking for help
        -Use untrue statements like “I’ve tried everything!” (because you haven’t!) or “Nothing
works” (something out there will work!). It would be more accurate to say, “Nothing I’ve tried so
far has made a noticeable difference.




                                                                                               47
                               Preventing Violence at Camp

Teach Campers about Appropriate Behavior:
        -Review rules about what is and is not appropriate behavior at camp. Because campers
come from homes with different values, do not assume they all live by the same standards.
        -Introduce the Community Covenant.
        -Keep rules simple and word them in a positive manner. Rules such as “Please walk
down paths” and “Treat others with respect” will illicit better behavior instead of rules using
negative words like “don’t” and “no” because children will often times only hear part of what you
are saying. Have campers help make up the rules. This will make the camper feel ownership of
his and the group’s behavior throughout the week and in turn, will cause the camper to follow
the rules instead of breaking them.
        -Intervene early to prevent inappropriate behavior from escalating. Violent behavior may
start with name calling, pranks, or devaluing and quickly lead to retaliation or acts of “getting
even.”

Steps to Intervention:
         -Be visible. Your physical presence is the most effective deterrent to bad behavior.
         -Help campers maintain self-control. Help them resolve even minor misunderstandings,
hurt feelings or other offenses quickly, both to prevent escalation and to model for them the
skills of resolution and Christian love.
         -Stay calm and avoid becoming emotional or losing self-control. If you get too upset,
you lose control of yourself and the situation.
         -Stop the conflict and separate the campers. Ask for help if necessary.
         -Have the parties sit for a few minutes to calm down and regain control.
         -Reassure campers that the situation can be resolved. Give each camper a chance to
explain the problem from his or her perspective.
         -Restate the problem(s) in your own words and check with the camper if you have
understood the issue correctly.
         -Give the campers options and provide possible solutions to the problem. Identify and
discuss the possible consequences if the problem is not resolved. If possible, the campers
come up with their own plan for resolution.
         -Allow enough silence for them to think and continue to calm down.
         -If the campers are unable or refuse to calm down, back off and get help from a Director.

Keeping Dangerous Items out of Camp:

        -Dangerous items include such things as, but not limited to: drugs, alcohol, weapons of
any kind, or fireworks.
        -If found, inappropriate items (including those listed above and tobacco products,
pornographic material, any type of electronic equipment—MP3 players, cell phones, etc.) will be
confiscated and held in the Director’s office to turn over to the parents.
        -If there is reason to suspect that a camper might have such items with them, a search
may be done, but ONLY under the supervision of the Director.
        -There would be reason to suspect an inappropriate item: if you see it, if another person
reports seeing or hearing about it, or you hear someone mention having it. Report your
suspicions to the Director as soon as possible. If the camper will voluntarily turn over the item
to you for safekeeping, you need to take it and the camper to the Director.




                                                                                               48
                                        CHILD ABUSE
        Child abuse leaves deep and lasting emotional scars and is a serious offense. Anyone
who works with children has the responsibility to treat each child with respect, teach them how
to avoid abuse and how to respond to abuse or attempted abuse. Also, we must report
suspected child abuse to child protection service.
Signs of Abuse:
        Physical abuse will sometimes leave signs such as bruises, scars, or malnutrition.
Some forms of abuse do not leave physical evidence. Certain behaviors may hint at, but not
prove some form of abuse.
        Behaviors to watch for: 1. Children tend to treat others they way they have been treated.
A child who hits others may have been hit by adults. 2. Mood swings, withdrawal, unreasonable
fear. 3. Fear of certain places, people, times of day or activities. 4. Inappropriate sexual activity
or showing an unusual interest in or knowledge of sexual matters may indicate sexual abuse.
Remember that these behaviors could have other explanations.
        If a camper grows to trust you enough, he/she may confide in you about abuse they
have suffered. Listen with empathy but do not panic or pass judgment. Do not pry and listen
responsively to what the child offers. Assume the child is telling the truth. Do not criticize or
blame the child. Respect the child’s privacy. Do not discuss or share the information with
anyone other than the Director, nurse and required authorities. The information should not be
discussed with other staff. Bring the child to the Director as soon as convenient.
What to do if you suspect Abuse:
1. State law requires that anyone who has reasonable cause to suspect that a child under our
care has been neglected or abused must report it to the authorities. At Camp Hopewell, such
reports should be made through the Directors.
2. Reports of child abuse are confidential except for the court in which the investigation report is
filed. Staff shall not talk to anyone about suspected child abuse other than the camp Directors,
perhaps the nurse, and the investigating officer, and then only share first hand knowledge.
Never talk to persons representing the media. If questioned, refer media to the Director.
3. Any person or institution reporting child abuse in good faith shall be immune from any liability,
civil or criminal, that might otherwise be incurred or imposed.
4. Be familiar with guidelines for identifying and responding to victims of abuse.
5. Staff suspected or accused of child abuse shall be immediately removed from duty and all
contact with campers. Suspended staff will be reinstated only when all required investigations
have been completed and if no evidence of child abuse has been confirmed and no charges
filed or legal prosecution begun.
Avoiding Accusations involving staff:
1. When it is necessary to spend some one-on-one time with a camper, make sure others know
what you are doing and can see you at all times.
2. Always travel in 3s!
3. Avoid behaviors that could be misunderstood when described by a child.
4. Respect the privacy of others. Encourage modesty. Observe campers as necessary to
monitor health and safety, but use discretion when dressing or in the bath. Do not photograph
anyone not appropriately dressed.
5. Touch or hug only with permission.
6. Maintain your own privacy.
7. Do not touch any part of another person’s body that would be covered by a bathing suit. It is
generally safe to touch arms, top of shoulders, and center of back. Model and encourage care
when playing games. Use discretion when permitting lap sitting and when hugging. Don’t bathe
a child.




                                                                                                  49
 First Aid
    and
Health Care
  Policies




              50
  CAMP HOPEWELL
HEALTH CARE POLICIES
   Camp Hopewell provides health care for its summer resident camp programs
    only. Retreat/guests groups are responsible for their own health care. During
    summer camp, the health center houses the camp infirmary where basic health
    care is provided. A health counselor with a minimum Community First Aid and
    CPR certification staffs this facility. The camp nurse is on site daily to provide
    supervision to the health counselor(s). The nurse works under the direction of
    the written protocols of the camp physician. During special sessions such as
    diabetes camp and the cancer camp, a physician and nurses are in residence on
    site to provide health care.

   The camp health care staff are responsible to follow the direction of the camp
    physician in matters of health care. These are specified in written protocols.

   Camp program staff (counselors and support staff) are trained and expected to carry out
    basic, routine first aid according the ARC Community First Aid Course and specific
    orientation by health center staff. Other staff (such as Adventure Camp Leads, when
    possible and/or others as needed) have additional training for out of camp trips (i.e.:
    secondary level first aid or Wilderness First Aid certifications as required for specific
    trips).

   A crisis management team has been recruited to provide care in the case of
    severe crisis (fatality or disaster affecting many in camp). This team is
    comprised of professionals including: medical, mental health, and pastoral
    counselors.

   On site care is provided centrally at the Health Center building. Additionally,
    counselors are trained to provide basic care and carry first aid kits with them to
    all program activity locations. Off-site health care is provided by Adventure
    Camp Lead staff and, if needed, hospitals identified nearby to trip locations.

   The health counselor, under the supervision of the camp nurse, is responsible for
    routinely stocking first aid kits, inventory and ordering supplies.

   Each staff member is oriented to his/her responsibility in obtaining emergency
    health care assistance. These duties vary depending on the specific
    circumstance or situation.

   Health screening and medication management procedures are specified in the
    medical protocols. Persons authorized to conduct screening are specified and
    updated annually. Medications, including staff medications, are taken up at
    registration and kept in locked cabinets in the health center during camp
    sessions. They are monitored and dispensed according to the prescription
    instructions of the physician. Non-prescription medication being taken by a
    camper or staff will be sealed in a zip-lock bag with the individual’s name and
                                                                                          51
    instructions for taking the medication written on it. These medications will also
    be kept in the locked cabinets in the health center and dispensed by health care
    staff.

   Health screening, which normally occurs at registration, shall occur within 24
    hours of the person’s arrival at camp. The completed health history form is
    checked to see that there is a parent or guardian’s signature giving permission to
    treat the camper if necessary. A list of medication kept by camp is sent to
    parents with the health form to remind them to make note of any drug allergies.
    Sick campers or volunteer staff shall not be accepted for that session of camp,
    unless a licensed physician confirms the lack of contagion and the ability to
    participate in camp activities.

   All staff share responsibility for monitoring sanitation in camp. However, each
    staff member normally has specific duty in his or her area of responsibility.

   Health histories and all medical records are kept on permanent file and are not
    discarded.




                                                                                      52
                                           First Aid Reminders
 Each cabin group and program area shall have a stocked first aid kit.
 The first aid kit goes everywhere the group goes.
 Campers are not allowed into the first aid kit.
 Each counselor shall know how to use everything in the kit.
 Only Red Cross First Aid procedures should be followed. No unauthorized procedures, such as giving shots, shall
  be performed.
 Every time anything is treated or dispensed to a camper or staff member, it shall be recorded in the health log.
 Reports of treatments shall be turned into the Health Care Manager or Camp Nurse so that they can be entered
  into the Health Log.
 Let the HCM restock your kit anytime you run low on any item. Turn in your kit at the end of each week for
  restocking.
For Exposure Control for Blood-Borne Pathogens:
 Whenever possible, allow the camper to treat him/herself while you watch and instruct.
 Wear latex gloves anytime there is a chance of contact with blood or other body fluids.
 Place all first aid trash in a zip-lock bag in the kit box.
 When putting a band-aid on a cut or scrape, apply the antibiotic ointment to the clean pad on the band-aid, then
  place it over the wound. Do not squeeze ointment directly onto an open wound—you risk contaminating the whole
  tube.
 Wear a mask or glasses when potentially contaminated materials might become airborne, such as coughing,
  spitting, and vomiting or when an artery is severed.
 Wash carefully after giving any treatment or activity where there was an exposure risk. If body fluids come in
  contact with your skin during treatment, the area exposed should be washing immediately with soap and water and
  then rinsed with a solution of bleach. All material exposed to any potentially contaminated substance is to be
  treated as if it is contaminated.
 Dispose of gloves, masks, lancets, needles, syringes, blood test strips, cotton balls, bandages and any exposed
  materials after one use. Dispose lancets, needles and syringes in a SHARPS container. DO NOT THROW
  CONTAMINATED MATERIALS IN A REGULAR TRASH CAN OR DROP THEM ON THE GROUND. Floors,
  furniture and other structures with become exposed to potentially contaminated materials must be cleaned with a
  solution of bleach.
NOTE: Any staff person who in the line of duty comes into unprotected contact with the blood of another person shall
be offered a Hepatitis B vaccination. The camper will pay for the cost of only those shots given during the
employment period. The staff person will be responsible for the third shot and in some instances the second shot.
Any staff person whose duties may exposes them to any kind of body fluid may request appropriate protective
equipment for use while performing the tasks that involve rise of exposure to such fluids.
TICKS:
 Remove ticks as soon as they are spotted.
 Handle ticks with tweezers whenever practical.
 Disinfect hands with alcohol after handling a tick.
 Disinfect the tick bite before and after removing the tick.
 Destroy the tick. Mash it, cut it or flush it. A tick that as had a blood meal can then lay up to 5000 fertile eggs.
MOSQUITOES:
 Mosquitoes can carry different diseases like malaria, yellow fever and West Nile Virus.
 Wear insect repellant at all times to help prevent bites from mosquitoes.
 Some campers are allergic to mosquito bites, so watch campers to see if the bites become inflamed or oozy.



SUNLIGHT/HEAT:
 Too much sunlight can damage your skin! Use sunscreen with SPF 15 or more. Apply sunscreen liberally. Apply
  sunscreen before going to the pool and reapply often. Remember, persons using certain medications and those
  with fair skin should observe extra precautions. If allergic reactions occur, change sunscreen.
 Remember, even on cloudy days, the sun’s UV rays can burn.
 Check often for signs of heat stroke. The skin will be hot and red. The pupils will be very small and the victim
  will have a very high body temperature. He/she may be sweating or the skin may be dry. If these symptoms are
                                                                                                                   53
  present, call for medical attention; get the person out of the heat and into a cooler place. Use water to cool him/her
  down.
 Check for heat exhaustion. Symptoms are cool, pale and moist skin, heavy sweating, dilated pupils, headache,
  nausea, dizziness and vomiting. Body temperatures will be nearly normal. If these symptoms are present, get the
  person out of the heat and into a cooler place. Play him/her on back with feet up. Cool the person down with
  water or fanning. Give the victim water every 15 minutes until symptoms cease.
 If the person suffers heat cramps, cool them down and give them water until the cramps cease.

 Please remember that as a person certified by the American Red Cross in First Aid/CPR, you are trained to
give basic first aid. You are obligated to help someone in need of first aid. So, if you can help, do so! If you
       need additional medical help, ask for it. Your campers and other staff are depending on you.

                                   POISON IVY (Oak and Sumac too!)




  Poison Ivy                                      Poison Oak                                    Poison Sumac

          Poison Ivy, Poison Oak and Poison Sumac all contain an oily resin that includes a toxin (Urushiol), which
can produce allergic symptoms on contact in people who are sensitive to it. Symptoms may range from a few small
itchy bumps to many large blisters and severe swelling. More than 50% of the population is sensitive to poison ivy.
          One becomes sensitized by a primary exposure to the plant. The first time no symptoms appear, but the
next and subsequent exposures the rash and itch develop within 2-4 days. The rash may peak in about five days
and disappear in 7 to 20 days.
          Upon contact, the plant’s resin bonds almost instantly with the proteins in the skin, which is why many
“cures” do not work. Washing with a strong soap after exposure can remove unbonded resin thus reducing the
amount of rash that might otherwise develop and may keep from sharing it with a friend.
          Exposure can also occur by touching something that has been in contact with poison ivy. A common source
is your shoes. You may walk through some poison ivy, get the resin on your shoes and transfer it to your hands
when taking your shoes off. The resin can stay potent for months on shoes, pets and clothing, and contaminate
humans upon contact. After the symptoms appear, the resin has bonded and it’s usually not communicable to
others.
          Burning poison ivy is dangerous because the resin is carried in the smoke and can be inhaled, swallowed,
or infect a large area of skin.

What to do:
-Wash as soon as possible with soap and hot water.
-Washing exposed shoes and clothing in hot soapy water.
-A number of things can be used to soothe (but not cure) the itch: calamine, baking soda solution or even
oatmeal or cornstarch. The saps of jewelweed or aloe vera may also help.
-Avoid “remedies” with turpentine, ammonia and bleach. These can harm the skin and aggravate the
problem.




                                                                                                                    54
                                     Special Children with Diabetes
          Diabetes is a chronic, disease that prevents normal processing of sugar or glucose in the body. The body
gets glucose from food and uses the hormone called insulin to transfer glucose into every cell to be used for energy.
If the pancreas doesn’t properly produce insulin, sugar is unable to be processed and remains in the blood. Children
with Type I diabetes require insulin injections to regulate their blood sugar levels. Those with Type II diabetes may
not require insulin injections, but a combination of medications, diet and exercise.
          Diabetes has no cure at this time, but it can be controlled. Under a doctor’s supervision, a careful program
of diet, exercise, blood testing and insulin injections can control the disease. This allows a person with diabetes to
live an otherwise normal, active, productive life. Most children learn quickly how to control their own diet, take their
own blood test and give their own shots. One of the goals of Hopewell program for children and youth with diabetes
is to help them learn and practice these skills.
         Emergency conditions you will to watch for and respond to:
    1. Insulin Reaction: Rapid onset of low blood sugar (hypoglycemia)
         -Caused by too much insulin, not eating enough food, delayed meal or snack and/or an unusual increase in
    exercise
         -Signs include: excessive sweating, faintness, headache, hunger, increased pulse, trembling, impaired
    vision, irritability or other personality change. May be difficult to awaken. If not treated, low blood sugars can
    lead to seizures.
         Response: perform blood test. If awake: give 2 glucose tablets or food containing glucose (fruit juice, milk,
    peanut butter and crackers, mashed potatoes are examples of food with glucose).

    2. Insulin Reaction Untreated: Low blood sugar that has not been treated.
          -Same causes as an insulin reaction
          -Signs: same signs as an insulin reaction, but since it has not been treated, the camper may progress to
    seizures.
          -Response: Immediate call for medical assistance. Obtain blood sugar. Follow guidelines for an epileptic
    seizure (although these seizures are not due to brain disorder). Gel glucose can be placed in cheek for
    absorption, but should be down with caution as the child may be having a combative seizure. Obtain a glucagon
    kit, prepare for injection. You may need to assist with getting arm, thigh or buttocks position to give injection.
    Once glucagon is in, keep child safe from injury. Repeat blood glucose every 5-10 minutes. Activity may be
    decreased for 1-2 hours to allow for recovery. It is not necessary to isolate child.

    3. High blood sugar (hyperglycemia): Elevated blood glucose
         -Can occur rapidly in children on insulin pumps. It is caused by too little insulin, eating/drinking more sugar
    than insulin can handle, infection, fever, stress, and insulin pump malfunction.
         -Signs include: increased thirst, and urination, high blood sugar, weakness, abdominal pains, generalized
    aches, nausea.
         -Response: perform blood test; call for medical assistance, and no strenuous physical activity, give plenty of
    fluids. Insulin can be given with proper instruction.

    4. Ketoacidosis: persistent high blood sugar.
        -Caused by: too little insulin, same causes as high blood sugar, kink in insulin pump tubing or pump
    malfunction. Ketoacidosis in a child on an insulin pump can occur quickly.
        -Signs include: increased thirst and urination, high blood sugar, ketones in urine or blood, weakness, nausea
    and/or vomiting, abdominal pain.
        -Response: perform blood glucose, urine or blood ketones. Call for medical assistance. Additional insulin
    may be given as directed by medical staff. Trouble shoot for causative factors and correct. Once treatment is
    underway, no strenuous physical activity, but there is no reason to isolate child. Provide adequate hydration.
    Other Concerns:
          Persons with diabetes tend to be more susceptible to disorders of circulation, eyes and infection. Observe
    proper hygiene; promptly tend to things such as cuts, scrapes, bruises, blisters, burns and sunburn; never
    disregard complaints of blurred vision.
          Find out as much as you can about each particular child’s regimen, each will be unique. Generally, the plan
    will include 3 low-fat, no-sugar, balanced meals with healthy snacks in between each meal; blood tests are
    preformed before breakfast and dinner, at bedtime and any time indicated. Insulin injections are usually
    individually prescribed; however, most occur prior to breakfast and supper and occasionally prior to bedtime.
    Children on insulin pumps receive insulin continuously and can help calculate meal-dosing requirements.
    Encourage the necessary responsibility and self-control to follow their management plan. Do not give insulin
    shots unless specifically instructed to do so. Insulin pumps can tail and any high blood sugar must be attended
    to immediately.
          Learn to use blood test kit. Many new ones are electronic and easy to get accurate readings. Lancets,
    syringes, blood glucose strips, alcohol swabs, cotton balls and anything that may be exposed to blood must be
    handled with care. All needles are to be deposited in a hard plastic container, properly labeled and disposed of
    as medical waste. Be a role model for the proper disposal of these items.


                                                                                                                     55
                            Special People with Epilepsy
        Epilepsy is a disorder of the central nervous system. When brain cells create
abnormal electrical discharges a seizure occurs. Seizures can be very mild
disturbances isolated in a portion of the brain. Depending on where the electrical
discharges are, a person may experience strange sensations in some party of the body,
unusual smells, distorted vision or hearing, muscle twitching, unconsciousness, or most
anything else. Anything the brain can control or perceive can be artificially stimulated.
These are called partial seizures.
        When the abnormal electrical discharges envelope the whole brain a general
seizure occurs. A person may have a brief warning or aura just before the seizure
occurs. A person having a general seizure will lose consciousness and fall to the
ground. The body stiffens briefly then muscles all over the body cause powerful jerking
movements. Bladder or bowel control may be lost. He or she may bite (but not
swallow) his or her tongue. Breathing may be depressed or ever stop momentarily.
The seizure usually only lasts a few minutes and will stop naturally as the brain regains
control. A period of confusion and fatigue follows a general seizure. A person can
resume normal activities after a period of rest.
        Most children with epilepsy will be taking a prescribed anti-convulsant
medication. These will usually control the seizures. It will be necessary for staff to
make sure the camper takes the medication on schedule.
        Epilepsy is not contagious, not a mental illness and not a sign of low intelligence.
It affects about 5 million Americans and 80% live normal lives almost totally free from
symptoms. An injury to the head or an illness such as measles or encephalitis may
cause epilepsy, but there are many cases where no cause can be identified.
        In most cases there are no restrictions to activities. However, close supervision
is required for all activities in or near water, activities around a fire (flickering lights may
trigger a seizure), and high places like climbing a tree. Persons on belay are at no
additional risk.

What to do when a seizure occurs:
      -Keep calm and reassure other children present.
      -Have another staff person take other campers to another activity.
      -Clear the area of hard objects that might be hit.
      -Place something soft (like a folded towel) under the head.
      -Turning the person on their side may help keep the airway open.
      -Do not attempt to force anything into the mouth!
      -Do not try to hold or restrain the movements.
      -Stay with the child and let the seizure end naturally.
      -Be reassuring and supportive with consciousness returns.
      -Let the camper rest for an hour or so with supervision.
      -Explain the nature of epilepsy in simple terms to other campers.
      -Complete an “Incident Report” and file with the camper’s records.
      -Call ambulance if seizure does not stop or repeats rapidly.




                                                                                             56
                                              Children and Cancer

           Cancer is one name covering a group of diseases. Each of these cancers has its own name, treatment an
chances of control or cure. Normal cells grow to form the body, its tissues and organs. Cancer cells are abnormal
cells. A particular cell or group of cells begins to grow uncontrollably and crowds out normal cells. No one knows
why children get cancer. As far as we know, nothing that a child or parent does causes the disease. There is no
evidence that childhood cancer can be prevented. Only a few forms of childhood cancer are hereditary.
           Cancers in children and adults are different. Cancer in children usually grows in different types of body
tissues than cancer in adults. The most common sites of cancer in adults are skin, lung, colon, rectum and breast.
For children, cancer of the blood and bone marrow, tumors of the lymph tissue, brain, nervous system, kidneys and
bone are most common. The number of new cases of childhood cancer has not changed much over time. For some
adult cancer, like lung cancer, the number of cases is increasing each year. Cancer occurs much less often in
children than in adults. Much of the success in cancer treatment has been with these childhood cancers. Childhood
cancer is often more responsive to treatment.
           Our campers look and act like any other children…with notable exceptions: Hair loss, physical changes
caused by medication and or surgery, etc. The campers represent the entire spectrum of childhood cancer. Some
campers have been diagnosed and treated for cancer years ago when they were very young. Some of these
campers may have only vague memories of that time in their lives. Other campers may have been diagnosed within
the last month before coming to camp. These campers may be still trying to figure out all the changes going on in
their lives. We also have campers who have had a reoccurrence of the cancer and are fighting an increasingly
difficult battle that most likely will not be successful. Whatever the situation, each camper is first and foremost a child
or teenager who wants to have fun and make friends.
           Providing for our campers and their family’s health and safety in the context of their special medical needs is
the first step to achieving the goal of having a memorable camping experience. Staff members are asked to assist
the campers to the Health Center with the general health care of the campers when needed. Make sure your
campers are drinking fluids frequently. It can be very hot at camp so make a point to stop and drink. There will be
water provided at activity areas.
           Make sure campers and family members are getting enough rest. Even campers who have been off
therapy for several years have a tendency to be less active than their same age peers. It is very important to get out
of the heat and to settle down. Please encourage family campers to lie down and rest during rest period and any
other time needed.
           Please be aware of your camper’s appearance daily. If a camper complains of feeling hot or feeling poorly,
or appears sick of flushed, tell his/her parent and escort them to the Health Center immediately. Fevers are a
concern and may indicate infection, which may be serious for children with cancer. Check often for rashes, as
chicken pox is a particular risk for children on chemotherapy or have any other reason to have a suppressed immune
system. Be aware also of the possibility of seizures. Many of our campers with brain tumors may be prone to
seizures. Discuss with the parents if your camper is prone to seizures.
           Some of our campers have VP shunts. A VP shunt is a tube that runs under the skin from the brain down
the side of the neck and into the abdomen. This tube drains extra fluid in the brain. It is important to avoid head
trauma with campers that have s shunt. Avoid pillow fights! If a camper with a shunt starts vomiting, has a bad
headache, becomes unusually sleepy, take them to the Health Center immediately.
           Several of our campers have central lines. A central line is a catheter or tube that is normally threaded from
a major blood vessel in the child’s neck into their heart. These tubes give the parents and doctors the ability to give
the child medication or draw blood without sticking them with needles over and over again. Efforts should be made
to avoid chest trauma with these campers. Parents will be responsible for central line care and dressing changes. If
a family decides to swim, they may want to allow for 15 minutes before and after for dressing changes before the
next activity period. Please be prepared to adjust time to meet the needs of your family and camper.
           Some campers will use wheelchairs, crutches or a walker to assist them in walking. Please be careful of the
rugged terrain, as campers may not be used to maneuvering in a rustic outdoor environment. Do not play with any
of the equipment used by the campers. Please talk with your camper’s parents to assess their individual needs.
Strive to make the experience a wonderful one for all of the family campers.




                                                                                                                       57
58
Weekly schedule




                  59
          GUIDELINES FOR CHOOSING ACTIVITIES AT CAMP HOPEWELL

Choosing activities and songs which help us accomplish our goals as a Church Camp is not
easy—there are millions to choose from and some are not appropriate to lead: some you have
about from others including campers, some you have read about—even from books we provide,
and some have been invented by you or your campers. “Test everything. Hold on to the good.
Avoid every kind of evil.” (Thessalonians 5:21-22)

Affirmative answers to the following questions will indicate (by the number of yeses) which
activities will best meet the goals and objectives of Hopewell’s program.

    1. Does the activity affirm Christian values? (if so, which ones?)
    2. Does the activity promote a positive outlook on life?
    3. Does the activity affirm the camper as a valued person?
    4. Will the activity encourage development of a caring community?
    5. Is the activity appropriate for where the campers are in their physical, mental,
       emotional and spiritual development?
    6. Will the activity be fun for all, not just for some at the expense of another?
    7. Will the activity help the campers grow in some significant way—in understanding of
       self and others, in confidence and self esteem, learning a truth or new skill, or
       increasing faith?
    8. Does the activity help the campers meet some personal need or goal and will the
       learning from it be something the camper can internalize and take home?
    9. Is the activity safe physically, mentally, morally, emotionally and spiritually and, if
       risky, will the risks be managed and reduced to an acceptable level?
    10. Is the camper involved in selecting the activity?


   Plan a series of activities so they flow smoothly one to another. Move to a new activity
    when it has met its goal, but while interest is still high.
   Plan more activities than you think you can use but be willing to drop some to allow campers
    enough time with each to benefit from it’s values.
   Don’t promise campers more than you can deliver.




                                                                                                   60
Suggested Activities for Campers
Activity                         Estimated Time                         Required Leadership                         Camper Age
Swimming                         About 1.25 hrs.                        Lifeguards and Watchers                          Age 6-16
Pool Games/Orientation           1 hour                                 Lifeguards and Watchers                          Age 6-16
Canoe Orientation                30-45 mins                    Canoe Authorized Leader/Lifeguards/Watchers               Age 6-16
Canoeing                         1 to 1.5 hrs.                 Canoe Authorized Leader/Lifeguards/Watchers               Age 6-16
Fishing                          30 minutes to 1 hour                   Lifeguard and Group Counselor                    Age 6-16
Creek Walk                       1 hour                                 Experienced Counselors                           Age 6-16
Archery                          45 minutes to an hour                  Certified Archery Instructor & Counselors        Age 6-16
Archery Games                    45 minutes to an hour                  Certified Archery Instructor & Counselors        Age 6-16
Arts and Crafts                  30 minutes to an hour                  A/C Resource Staff and/or Group Counselors       Age 6-16
Horses (lead rides) 15 minutes per group                                CHA Instructor & Group Counselors                Age 6-16
Field Games                      15 minutes to 1 hour                   Group Counselors                                 Age 6-16
            (Plan various field games to fill more time. Don’t try to play tag for an hour.)
Indoor Games                     15 minutes to 1.5 Hrs.                 Group Counselors                                 Age 6-16
Nature Hike                      45 Minutes to 1 hour                   OLS Resource & Experienced Counselors            Age 6-16
GPS Navigating                   30-60 minutes                          OLS Resource/Group Counselors                   Age 10-12
Service Projects                 1 Hour                                 Group Counselors (consult Darren)                Age 6-16
Low Challenge Course             1.5+ Hrs.                              Authorized Low Challenge Facilitators       (See Age
Req.)
High Challenge Course            1+ Hrs.                                Authorized High Challenge Facilitators      (See Age Req.)
Zip Line             1.5+ Hrs.                                          Authorized Zip Line Facilitators                Ages 10+
Energizers/Dancing 30 minutes                                           Group Counselors (Allyson)                       Age 6-9
Camp Out                         All Evening starting after snack       All Group Counselors                             Age 7+
Camp-Out clean /rest             All Morning                            Group Counselors                                 Age 7+
Cook-out/camp fire 1+ Hrs                                      Authorized Fire Builders                                  Age 7+


                                           Night Activities (Only 1 for Discovery per wk)
HeyRide                                                                 Authorized HeyRide Driver/Counselors             Age 6-16
Night Swim                                                              Lifeguards and Watchers                          Age 10+
Night Hike                                                              Group Counselors                                 Age 6-16
Star Gazing                                                             Group Counselors                                 Age 6-16
Serenading                                                              Group Counselors                               Age 10-16
Labyrinth                        15-30 mins                             Group Counselors                                 Age 6-16
Graveyard Rubbings               15-45 mins                             Group Counselors                                 Age 6-12




                                                                                                                               61
                                      Observation of Activity Leader

Name/Title of Staff Observed: _____________________________________________

Activity: _________________________________                        Date: ___________________

Name of Supervisor: ________________________                       Time: ___________________

Site: __________________________________________________________________

Rate the staff member according to the following criteria:
                       NA= Not applicable; NI= Needs Improvement;
                       Meets= Meets expectations; Exceeds= Exceeds expectations
Please make comments including encouragement, praise, suggestions for improvement, expectations, necessary
corrections, etc.
                                                              NA         NI       Meets    Exceeds
1.          Did the staff member orient the participants to
   the activity with clear instructions on procedures,        0          1          2          3
   equipment, safety, and behavioral expectations?
Comments:


2.          Did the staff member enforce general camp
   safety regulations, as well as those of the specific       0          1          2          3
   activity?
Comments:


3.          Were adequate instructions given in a clear       0          1          2          3
   and understandable manner – appropriate to the age
   and skill of the participants?
Comments:


4.          Did the staff member monitor participants
   closely as they developed competency? Did the staff        0          1          2          3
   member continue to provide adequate supervision as
   the participant progresses in the activity?
Comments:


5.        Were any/all potential hazards identified and       0          1          2          3
   managed effectively by the staff member?
Comments:

                                                              0          1          2          3
6.         Were emergency procedures applied
   appropriately?
Comments:
                                                              0          1          2          3

7. Does the staff member interact with the participants in
     an appropriate and respectful manner, focusing on the
     needs and interests of the participants?
Comments:

                                                              0          1          2          3
8.          Does the staff member use positive behavior
   management techniques according to the camp’s
   written procedures?
Comments:
                                                                                                   62
                       Every week each camper will:
 Further develop (or form) a relationship with God
  o Discover and use the talents and gifts God has given them
  o Open themselves to God through prayer, worship, and Bible studies
  o Come to better understand God’s unending and unconditional love for
     him/her through positive camp experiences.
 Develop better interpersonal skills
  o Learn to accept and appreciate others’ differences
  o Discovery his/her own ability to solve problems, resolve conflicts, and
     build self-esteem
  o Develop better communication and cooperation through games,
     discussions and other activities.
 Grow personally and learn from new experiences
  o Learn new skills
  o Find personal meaning in activities and experiences




             HAVE AN AWESOME, FUN-FILLED WEEK!
                                                                              63
             Wee Bit Camp
                Ages 6-8




Overview:
     Wee Bit camp is a short, three-day camp for beginning campers, age
6-8. This camp session serves as an introduction to the camp experience.
Therefore, we try to allow campers exposure to a wide array of activities
and experiences.


Goals:
       Campers will first and foremost gain an experience getting away from
home, some for the first time, to a brief session of camp. Campers will
participate in many general camp activities, such as led rides, swimming,
archery, and arts and crafts. Campers will develop better interpersonal
skills, and grow personally and learn from new experiences.


Scheduling:
       The main thing to remember in planning your schedule for Wee Bit is
that these campers have probably not been to camp before. Therefore,
they won’t always know what we offer and need suggestions for activities.
Try to plan a variety of activities that will allow them to sample what Camp
Hopewell has to offer. Try planning activities for a shorter period of time.
However, allow for enough time for orientation and instruction. Make sure
you include bedtime activities and the close of the day for this is when
campers will most likely miss home. You could have story time, flashlight
time, and make sure you do bed checks.




                                                                          64
                            Discovery Camp




                                 Ages 7-9

Overview:
      Discovery Camp is an exciting week of fun for younger campers that
introduces them to the all around camp experience. Friendships are
developed here that continue and are renewed each year the camper
returns to camp.


Goals:
       Campers will experience a wide variety of activities, including arts
and crafts, swimming, canoeing, archery, an introduction to nature, an
overnight campout and much more. They will learn to be away from home
and will work as a community with their cabin mates. They will form or
develop a relationship with God. They will develop better interpersonal
skills, grow personally and learn from new experiences.

Scheduling:
       For many campers, this will be their first experience at camp. Plan a
variety of activities, with shorter periods, to give them an overall camp
experience. Take time to instruct, assuming that their skills in each area
may be limited. Do not over schedule, so as to allow time for community
time with the cabin group, such as story time and other friendship building
activities. Make sure that Bible studies are participatory, so that they will
pay attention and absorb the meaning. Set good examples and model the
Christian community in all that you do.




                                                                            65
                    Explorer Sherwood Camp
                                Ages 10-12




Overview:
       Sherwood camp is an adventure-type week with an emphasis on
Outdoor Living Skills, archery and other survival/nature activities. Campers
will spend more time in the outdoors, and will participate in an extended
campout session.

Goals:
       Campers will learn outdoor skills such as lashing, fire building and
orienteering. They will use these skills in preparation for and during the
campout. Campers will also learn basic archery skills and will participate in
various archery-related activities. They will also form or further develop a
relationship with God, learning that God is the creator of all that is in nature.
Campers will develop better interpersonal skills, as well as grow personally
and learn from new experiences.

Scheduling:
      Scheduling will involve challenge course activities and other trust
building and community building activities that will bring the group closer
together. Arts and crafts projects should focus on using objects from
nature. Campsite preparation should be included and given ample time
during scheduling. Archery orientation, as well as sessions for archery
games, will make up part of their week. The campout could involve two
whole days of the week, to allow for a more involved experience.




                                                                              66
                 Explorer Night Owl Camp
                                    Ages 10-12




Overview:
       Night Owl camp is an exciting camp for those campers who like to stay up late
and sleep late! It’s also a chance for campers to learn more about the nightlife of
nature. They will still do all the same camp activities, but on a different schedule than
everyone else.


Goals:
        Campers will have an all around camp experience to include: challenge course
and other trust/community building activities, archery, canoeing, arts and crafts and
many more. They will spend time learning about nature in the nighttime; going on night
hikes, campouts, stargazing, etc. They will also form or further develop a relationship
with God, learning that God is the creator of all that is in nature. Campers will develop
better interpersonal skills, as well as grow personally and learn from new experiences.


Scheduling:
        Scheduling for this camp is different due to the different times. Plan one morning
activity after a later breakfast, such as canoeing, challenge course, archery, and field
games. After lunch the scheduling will be the same as the rest of camp. Plan a night
activity for each night for after worship. Include night hikes, stargazing, campout, etc.
Also, plan for a late night snack each night over a campfire.




                                                                                            67
               Explorer Aquatics & Canoe Camp
                                 Age 10-12

Overview:
     Aquatics and Canoe camp is a camp with a larger amount of
waterfront activities in addition to the regular weekly activities. The week
ends with a canoe trip down Bear Creek in Tishomingo State Park.

Goals:
       Each camper will learn basic water safety. They will learn canoeing
rules and basic skills. By the end of the week they will have acquired the
skills needed to successfully canoe Bear Creek. They will be able to
communicate and cooperate with a canoe partner. The camper will further
develop or form a relationship with God. They will develop better
interpersonal skills and grow personally and learn from new experiences.

Scheduling:
     The week should focus on canoeing. Make it fun with relays,
obstacle courses, and group challenges that teach the needed skills.
Schedule extra pool time to learn other water games or adapt land-based
games for the pool. Still schedule other regular camp activities like arts
and crafts, challenge course, field games, etc.




                                                                               68
    Explorer Sports & Aquatics (SPAQ)
                       Ages 10-12




Overview:
     Sports and Aquatics camp is a camp combining waterfront activities
and organized sports and games.


Goals:
      Each camper will spend the week learning basic water safety, basic
canoeing skills, and the rules of several types of organized sports. They
will work together with the cabin group to build team spirit and cooperation.
They should observe and model good sportsmanship. The camper should
focus of self-improvement over competition. They will also further develop
or form a relationship with God. Also, the camper will develop better
interpersonal skills, while growing personally and learning from new
experiences.

Scheduling:
       The schedule this week should make time to learn and play several
types of team sports (soccer, basketball, ultimate Frisbee, etc). Also try out
different types of organized team sports like Siamese soccer or Volley-
volley-volley ball (there are resources available for more games like these).
Spend time canoeing as well as learning other water games in the pool. At
the end of the week hold an event of some type (like a field game day or
the Olympics). Spend the week getting ready for it, focusing on teamwork,
determination and good sportsmanship over competition.




                                                                            69
                       Explorer M.A.D.
                    (Music, Arts and Drama)
                          Ages 10-12




Overview:
      MAD Camp is a week for campers who want to learn more about the
Arts. The campers will spend the week learning all aspects of putting on a
musical production. From scenery and costumes to music and acting, all of
these will be covered during the week. The campers will also participate in
other camp activities to get the full experience of Camp Hopewell.

Goals:
       Campers will gain experience in putting together a theatrical
production. They will learn about the singing, the acting, building sets,
making costumes, doing stage make-up, etc. They will also participate in
several other camp activities. Campers will form or further develop a
relationship with God. They will develop better interpersonal skills and
grow personally and learn from new experiences.

Scheduling:
      This week the main focus is on music, art or drama. There will be a
guest artist coming in to help with this part of the week. At least half a day
should be devoted to putting together the production. The rest of the day,
the campers should be involved in regular camp activities. This group will
not camp out, but spend Wednesday working on their production. The
schedule can be modified depending on the enthusiasm of the group
towards the production---more or less time can be spent on it.




                                                                             70
                      Explorer Wrangler Camp
                                  Ages 10-12


Overview:
       Wrangler camp is a week for campers who want to learn western
style riding and care of horses. The camper will get to take several trail
rides throughout the week that will take up either the morning or the
afternoon time block. The campers will also participate in the full spectrum
of regular camp activities.

Goals:
       Each camper will learn basic riding safety skills. They will also learn
how to saddle and groom a horse. By the end of the week they should be
able to ride a horse, including being able to use basic commands and
directing. They will learn how to use and take care of all riding equipment.
They will also further develop or form a relationship with God. The camper
should develop better interpersonal skills. They should also grow
personally and learn from new experiences.

Scheduling:
    Of course, the main focus of the camp is the horses. However,
campers will still participate in all of the other activities camp as to offer.




                                                                                  71
                         Adventure Camp
                           Ages 13-15
Overview:
       Adventure Camps are sessions for the older campers, ages 13-15.
There are four sessions, each on emphasizing a different special area of
interest, as well as participating in general camp activities. The Adventures
of Whitewater Rafting camp works on team building at the beginning of the
week and celebrates and practices this while taking a rafting trip to 3
exciting whitewater rivers. Adventures in Canoeing camp allows campers
to learn and practice canoeing skills, as well as other camp activities and
ends with an overnight canoe trip down a beautiful river in Arkansas.
Adventures in Rock Climbing is a chance for campers to learn different
aspects of climbing while tent camping at a state park in Tennessee.
Adventures in Missions is a camp, that while they stay here in Mississippi,
the campers will have the opportunity to serve God and do projects at
Camp and the surrounding areas. All adventure camps will participate in
regular camp activities.

Goals:
      Campers will work together with their cabin group to build trust and
community through Challenge Course activities, as well as other general
camp activities. The campers will gain a basic knowledge of the area
related to their trip to ensure their safety and enjoyment. All Adventure
campers will form or further develop their relationship with God through
Bible Study, devotion and worship. Interpersonal skills will be developed
and campers will grow personally and learn from new experiences.

Scheduling:
      In scheduling, each camp will offer some general camp activities,
such as Challenge Course, swimming and other activities. However, each
session will be view individually to meet the specific needs of that camp
focus. Activities will be listed in the trip manual for those trips requiring
advanced training to prepare campers.


                                                                             72
                    Adventures in Leadership
                                  Age 16

Goal:
       To develop skills useful for leadership responsibilities in church,
camp, school, home as well as modeling Christ-like choices and behavior
in all settings.

Strategies:
      The group will out of Hopewell’s Adventure Treehouse and will use
the Hopewell challenge course as a tool for learning and practicing
Christian leadership. Using democratic principles, they will assess their
needs and goals, and develop a plan of activities for the week. Each
student will participate in each learning activity and group reflections and
feedback. Each student will keep a personal journal about their
experiences, insights, feelings, thoughts, theological reflections and other
notes. At various times the Adventure Leadership class will assist in the
leadership of activities or classes with children at camp.

Areas of learning will include leadership skills such as:
-Knowing the learning, starting where the learner is and setting realistic
goals,
-Knowing where you are going and how to show others the way
-Planning the flow and sequence of learning activities with flexibility
-Experiential learning and using all nine human intelligences.
-Motivating and inspiring yourself and others.
-Helping people make course corrections with they go astray (self
discipline)
-The normal progression of a group, group dynamics, peer pressures and
what makes groups (or teams) fail.
-Maintaining healthy relationships: trust + trustworthiness, clean thoughts+
clean actions, language that builds up v. language that tears down, truth v.
lies, dating etiquette, appropriate touching, dealing with rumors, sharing
feelings, what to share + what not to share, etc.)
-Teaching responsibility in a self-indulgent world.
-Teaching character in a permissive society.
-The challenge and need to believe and live as Christ taught us.




                                                                               73
                                Wrangler Program




Goal:
      To learn horseback riding, have fun; develop responsibility and safety in care for
horses.

Access:
       Wrangler campers will be with the horses Monday, Tuesday, Thursday and
Friday. Wednesday the horses are used for led rides with the rest of camp

Instructor Qualifications:
1. At least 21 years of age and certified or have documented endorsements of
instruction.
2. Demonstrated ability to: A. enforce safety rules; B. work with children ages 7 –16; C.
identify and manage environmental and other hazards related to the activity and
participants; and D. apply proper emergency procedures.
3. Instructors and/or assistants present during activities will be currently certified in first
aid and CPR.
4. They will classify each horse as to its suitability for various levels of rider’s skill.
5. They will evaluate and classify participant’s riding ability and assign them to horses,
equipment and activities appropriate to each one’s ability.
6. Shall conduct a daily check of riding equipment and remove any that are not in good
repair.
7. Shall make a daily check on the health and physical soundness of each horse and
not allow any horse to be used that has evidence of sickness, lameness or saddle
sores.
8. Make sure the horses have access to plenty of water and keep the areas used for
teaching free from the accumulation of manure.
9. No horse will be ridden in the ring for more than 3 continuous hours nor more than 6
hours per day. On the trail, riding will not exceed 4 continuous hours or more than 8
hours per day.

      Staff to camper ratio for Horse Program:
              There will be at least one staff member for every 10 campers in the area
and one staff member for every 7 campers who are riding in addition to the instructor.




                                                                                             74
    CAMP HOPEWELL HORSEBACK PROGRAM

Overview
The horseback program gives beginning to intermediate riders a basic introduction to safe
horsemanship. Wrangler campers develop confidence and advance their skills in riding and
care of horses through practice in the ring and on trails. Non-wrangler campers may choose a
recreational led “pony” ride to give them a safe, brief introduction to the horseback program.
Goals
      To have fun while learning about, caring for and safely riding horses.
      To abide by all safety rules and emergency procedures.
      To advance skills in safe horsemanship.
      To learn how to approach a horse safely.
      To learn how to get a horse to respond to commands.
      To learn how to lead a horse.
      To learn how to saddle a horse.
      To learn how to mount a horse.
      To learn how to control a horse with right and left turns, stop and go, etc.
      To learn how to “read” what the horse is teaching you about himself.
      Non-Wranglers will only ride a walking horse.
      Wranglers will be permitted faster gaits as their skills allow.
      To learn how to dismount.
      To learn proper care of tack.
      To learn about feeding and watering horses.
      To learn about brushing and bathing horses.
      To learn how to cool down a horse after riding.
Staff Responsibilities:
    Staff will provide an orientation to each group of riders before going to the stables. This
     should include information about appropriate dress, personal gear, and an opportunity to
     share expectations and to ask questions.
    Staff will review written safety rules with each group of riders upon arrival at the stables
     and as needed at other times.
    Instructors and staff shall rehearse accident and emergency procedures prior to starting
     riding with campers, and have quick access to necessary emergency equipment during
     riding activities. Availability and access to needed equipment or supplies is the
     responsibility of staff (such as orange safety vests, first aid kits, adequate water, working
     walkie-talkies, back board, rescue tube, ear drops, etc.).
    Riding equipment shall be safety-checked each day of use. Equipment that is not in
     good repair shall not be used.
    Horses will be checked daily for physical soundness. Any unsound horse will not be
     used for riding and should be reported to Steve Freeman for assessment and care.
    Assist with safety checks such as checking the tightness of girth each time before a rider
     mounts.




                                                                                               75
                             RIDING SAFETY RULES
1. All campers and staff shall wear properly fitted helmets while riding – no exceptions (even
during the “swim with the horses.” See details below at #7.).

2. All campers and staff shall wear long pants while riding (except for led “pony” rides at main
camp where only those being led are permitted to wear shorts or during the time in the water for
the “swim with the horses”.)

3. All campers and staff shall wear boots or shoes with a heel and firm toe. Sneakers are not
acceptable. (Led “pony” rides at main camp and the time in the water for the “swim with the
horses” are the only exceptions.)

4. Staff to camper ratio is 1 to 10 for all riding activities with a minimum of 2 staff, at least one of
whom shall be an adult. There must be a trained and approved instructor with each riding
activity.

5. The riding instructor will assign riders to horses based on the rider’s skill and temperament of
the horse. The riding instructor will select equipment sized appropriately for each rider.

6. At the led recreational “pony” ride, riders are to be led by staff or volunteers who have been
trained as to their duties and who are wearing appropriate shoes (i.e.: no sandals or open-toed
shoes are permitted).

7. For the “swim with the horses” activity, only wrangler campers are eligible to participate in
this activity. The riding instructor will determine whether a group is adequately prepared prior to
scheduling this activity. Helmets, boots and long pants must be worn, over swimsuits, while
riding en route to the swimming hole. Horses are generally led or ridden bareback to the
swimming site. Once at the swimming site, long pants can be removed during the “swim with
the horses” time. Only staff shall lead the horses into and out of the water for the “swim.” (i.e.:
Campers should not ride them for the transition into or out of the pond.) If horses are ridden
back to the barn, helmets, long pants, and boots must be worn. A currently certified lifeguard
with a rescue tube must be present to supervise the “swim with the horses” activity. Eardrops
should be administered to all campers and staff participants immediately following the “swim
with the horses” activity.

8. Keep at least a one-horse space distance between your horse and others, especially on trail
rides. Pay attention and learn good horsemanship so you can be safe and have fun.

9. A person currently certified in first aid and CPR must be on duty at each riding activity.
There must be a first aid kit and walkie-talkie available with each riding activity. This is
especially important for trail rides and the “swim with the horses.” It is also advisable to have a
cooler of water and disposable cups available at the barn for each riding session.




                                   Happy Trails!


                                                                                                     76
            Horseback Riding Emergency Procedures
Reduce the chance of emergencies by being prepared and alert to potentially dangerous
situations that may arise. If an emergency occurs, remain calm; remember and use your first
aid/CPR training; and call for help. It is especially important for the riding staff to carry a first aid
kit, working walkie-talkie, and water on trail rides in case of emergency.

In case of a fall from a horse . . . Implement your first aid/CPR training. Do suspect neck or
back injury. Do not allow the victim to move until a qualified person has determined it is safe for
them to do so. Notify the Directors or Health Care staff immediately of any injuries resulting
from a fall from a horse and report the victim’s location.

In case of an injury from a kick . . . Implement your first aid/CPR training. Examine the victim
carefully for bleeding, broken bones, disorientation or unconsciousness. Notify the Directors or
Health Care staff immediately of any injuries resulting from a kick, especially if any of the
symptoms listed above are evident, or, if the kick was to the head.

In case of a runaway horse with a rider . . . One of the riding staff should immediately and
continuously give verbal instruction to the rider to remind him or her how to bring his or her
horse back under control while they pursue, calm and help “catch” the runaway. Other riding
staff should help calm and control the other horses and riders, bringing them to a stop and
keeping them together.

In case of a runaway horse without a rider . . . One of the riding staff should immediately give
attention to the rider (assuming a fall has occurred) and follow procedures outlined above. If the
horse has not run far, it can be calmed, caught, and checked for physical soundness. If the
horse has gone far, it is most likely to return to the barn. Notify the Directors or Health Care
staff immediately of any injuries to a person resulting from a fall from a horse and report the
victim’s location. Also, report the runaway horse if it is not caught, so that staff can begin a
search (from the barn toward your location).

In case a severe storm (with thunder & lightning) develops during a riding activity,
especially during a trail ride away from the stables or camp . . . The riding staff should be
weather alert – paying attention to darkening clouds or increasing breezes or wind. Check the
weather report in advance to be better prepared. If the weather begins to look threatening take
a shorter trail route back to the stables or camp (whichever is nearer), so that you won’t get
caught out on the trail in a storm. If it is simply raining, other than getting wet, you should be
able to make it back safely. However, if the weather becomes severe, especially if it is
thundering and lightning, or the horses are becoming spooked by the weather, and you cannot
make it back to the stables to avoid the storm; stop the group and have them dismount their
horses. Tether the horses loosely and move the campers and staff away to a safe distance.
Notify the Directors or Health Care staff immediately of your location and situation so they can
send a vehicle to pick up the group. If any of the horses breaks free and runs, let them go.
They will likely return to the barn and can be collected there. Use a steady, reassuring voice to
help keep campers and horses calm.




                                                                                                      77
                                               Archery
GOALS:
    1.      To develop skill in eye/motor coordination
    2.      To learn the need for discipline in maintaining safety and developing skills.
    3.      To develop the Christian values of sharing, respect for others, and safety.
    4.      To learn the ancient art of archery.

STANDARDS: Staff to camper ratio of 1:3 on firing line plus one for all not shooting. Instructor must
certified Level One instructor by National Archery Association. Follow guidelines set forth by the NAA.

RESOURCE: National Archery Association.

Level One:
   1. Know and follow basic safety procedures
   2. Learn how to stand, nock, extend, draw, anchor, hold, aim, release, follow through.
   3. Practice the basic skills of handling a bow and shooting an arrow.
   4. Learn parts of bow, arrow and other archery tools.

Levels Two and Three:
   1. Learn to string a bow.
   2. Increase skill of consistent shooting.
   3. Increase distance of target.

PROCEDURES:
   1. Equipment shall routinely be checked by instructors for condition, wear, repair or replacement
      needs. Equipment should be visually checked prior to each archery session. Equipment shall
      remain locked in the archery equipment cage unless there is a currently certified archery instructor
      present.
   2. While on the range, counselors should assist the instructor wherever they are permitted. This can
      include but is not limited to a) keeping campers of the range and behind the rope, b) assisting
      campers in putting on arm guards, c) supervising campers who are not shooting and keeping them
      occupied with alternate activities and d) enforcing Range Rules at all times.
   3. Counselors will be trained how to shoot and be taught basic ways of assisting campers in shooting.
      If an instructor asks for assistance with a camper, the counselor should agree only if they feel
      comfortable enough to assist.

RANGE RULES:
   1. Safety at all times
   2. Listen carefully to instructor
   3. Do no cross range rope unless asked to do so by an instructor.
   4. All participants must wear arm guards when shooting. (Counselors and instructors too)
   5. Do not play with arrows, bows or any equipment due to dangers.
   6. Always point arrows towards the target and only at the target.
   7. Stay behind the firing line until the instructor says you can cross it.
   8. If arrows go behind the targets or target net, only instructors are allowed to retrieve the arrows.
   9. WALK! Do not run anywhere on the archery range.
   10. Enjoy learning new skills and HAVE FUN!


                                                                                                            78
                 ARTS AND CRAFTS INSTRUCTION




                                       GOALS:
1. To teach campers the skills of creative expression, art appreciation, and techniques
                                 of using various media.
      2. To use some of the arts and crafts projects and processes as means of
             demonstrating and communicating Christian values and beliefs.
  3. To use some of the arts and crafts projects and process as a means of personal
                          communication and self-expression.


                                        PROCEDURES:
                                 -Staff to camper ratio of 1:10
 -Instructors shall be qualified to use the crafts equipment and tools and teach their safe
                                   and proper use to others.
    -Projects selected shall be appropriate for the age and skill level of each camper.
           -Order, cleanliness and safety shall be maintained at the craft shop.
-Use of object from nature shall be done in a way that demonstrates respect and care of
                                        the environment.
                     -Power tools shall be used by qualified staff only.


                                      PROGRESSIONS:
The range of possible projects suitable to each and skill level and within the knowledge
 and skills of the instructor is too large and varied to define here. The Crafts instructor
has the responsibility of selecting a wide variety of appropriate options for each camper.
   Records will be kept on each camper identifying the projects attempted, projects
       completed, knowledge and skills acquired and the instructor’s evaluation.




                                                                                        79
                   Canoe Orientation & Training
Overview
Rather than formal canoe instruction, the Hopewell Canoe program is design to provide a basic
orientation to canoeing skills so that campers may participate in recreational canoeing in a fun
and safe manner.

Goals
     To orient participants to equipment care, safety and skills according to the guidelines of
the American Red Cross and American Canoe Association.
     To prepare campers for safe enjoyment of lake canoeing at Hopewell and, for those
going on trips, to provide basic skills in preparation for river canoe and wilderness trips.
     To use analogies of the canoe and the canoeing experience for teaching Christian truths
and values.

Standards
1. The required staff to camper ratio is 1:10
2. Progression levels One and Two shall be taught by a Certified Instructor or person with
documented experience indicating knowledge and skill in teaching and supervising the specific
canoeing activities assigned.
3. Level Three-B shall be taught by a person as described in #2 above and supervised by the
same if a river trip includes rapids above class 2.
4. The Canoe Instructor or an assistant shall be a currently certified Lifeguard.
5. All equipment shall be in proper working order and be sized appropriately for the person
using it. Staff should remove any damaged or unsound equipment from use.
6. PFDs shall be worn by all persons in watercraft activities (campers and staff).

Skill Progressions
Level One: Introductory safety skills, PFD use, know the parts, basic paddling strokes (bow,
stern, back, sweep, draw and “J”), and care of canoes and equipment.

Level Two: Skills equivalent to Basic Canoe Certification. Canoe rescue. Prerequisite for all
canoe trips.

Level Three-A: Canoe trips and/or tripping skills classes by Hopewell or equivalent
satisfactory completion of canoe camping trip(s) totaling at least 100 miles. Properly securing
canoes on the canoe trailer (if used) for transporting on the highway. Proper loading and
unloading of gear in trip canoes. Water rescue of loaded canoes. Knowledge of canoeing
under adverse conditions: rain, wind, fast water, dark. How to tell when not to canoe: when to
stay in camp and when to portage around dangers. Techniques for portage of canoe and gear.
How to protect canoes and gear when at a campsite. Emergency signals.

Level Three-B: Satisfactory demonstration of basic river canoeing skills including:
[See Basic River Canoeing by Robert E. McNair, and Camp Boating, ACA]
—Improvement of basic and advanced strokes, i.e. back, cross draw, reverse quarter sweep,
draw, forward, low brace, pry away, J stroke, and high brace.
—Bow and stern skills, responsibilities and commands.
—Navigating moving water with back ferry, forward ferry, eddy turns and peel outs.
—“Reading” fast water and planning proper action.
—Safety procedures for fast water problems.
—Rescue procedures for fast water.
Prerequisite for all canoe trips where participants will be running rapids above class 2.
[American Canoe Association, PO Box 248, Lorton, VA 22079 Phone: (703)550-7523]

                                                                                              80
                                  Canoe Games
Always begin canoeing with Canoe Orientation. Teach about the parts of the canoe and
paddle and basic strokes. It is very frustrating for a group to get in a canoe having no
training and being expected to maneuver in these games. Canoeing is much more fun
when you know what you are doing!

Scavenger Hunt
Have all boats begin at one location. Give campers instructions on what to do. “First,
you will head to the metal culvert at the levee. You must touch the culvert with your
paddle. Then, proceed along the levee shoreline to the cove over there. Grab a cattail
from the cove shoreline. Come out of the cove there and proceed to the north
shoreline. Once the bow of your boat touches that log, you must turn your canoe
around 360 degrees and head to the center of the lake. Once in the center, you must
demonstrate a forward and a backward sweep before heading to the dock for the finish.
YOU MAY NOT RAM ANY OTHER CANOE OR YOU WILL BE DISQUALIFIED.
Once you reach the dock, the nose of your canoe must softly touch the south edge of
the dock. First one to do that WINS!”

You can come up with any combination or skill that you like. Be creative and have fun
with it!

Sponge Tag
Have all boats spread out in the lake. Throw out large sponges (ones found in the auto
parts dept. that are used to wash cars). Instruct the participants to try and get sponges
into other people’s canoes only using their paddles to lift and throw them. You get wet
and have lots of fun!

If you are teaching skills, you can tell campers that they can try and hit others with a
sponge. If you are hit with a sponge, you must swamp your canoe and practice canoe-
over-canoe rescue, etc. Make skills testing fun!

Canoe Racing
Similar to Scavenger Hunt, but you just give race parameters and send them off. First
one to complete wins! Make sure no one is permitted to ram another canoe. This is
very important!

Chase!
Another way to test skills/have campers demonstrate skills is to have canoes chase
each other around the lake. If you are caught (boat is tagged by a paddle), you must
swamp your canoe, perform a sweep, back paddle, etc. Note: If you are testing for
canoe rescues, put a limit on how many times a boat can be tagged. It works best if
you only have to perform this once. Continuous swamping can get very annoying and
tiresome for one team!




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                             Camping Out/Cooking out

During each church camp session, Discovery campers and Explorer campers camp-out
one night on Camp Hopewell property, usually on Wednesday evening. Remember that
staff must stay with campers throughout the camp out, so daily breaks must not be
scheduled during this time. When camping out, keep it simple. Carry only what you
really need. Carry coolers with food and other supplies using the garden carts.

Personal Items Needed:

Sleeping Bag
Toothbrush and toothpaste
Flashlight
Insect Repellent (make sure campers wear it!)

Everyone sleeps in the clothes they are wearing. Extra clothes are only needed for trip
camps.

Group Items Needed:

Tents or tarp(s), saw for cutting wood, MATCHES!, water in a cooler, coolers for
food, cook pots, and eating utensils, plates, cups and napkins. A campout first
aid kit needs to be taken on campout. Counselors will pick these up from the
Health Care Manager prior to going to the dining hall. Camper meds will be
brought to campout by the HCM. Each cabin group must have a working radio to
take on campout. Keep radios on and refrain from misuse. In an emergency, use
the radio to communicate with main camp.

While camping out, remember the rules of environmental friendly camping:
        Pack it in-pack it out. Remove all litter, trash and garbage. Try to leave the
campsite area clean and even better than you found it. Make sure your campfire is
completely out and cold to the touch when you leave. Disperse remains and ash.
        If no latrine or restroom facility is nearby or available, teach campers to dig a cat
hole @300 feet away from the water source. Designate separate girls and guys
directions or areas. Remind campers to bring back all paper products to dispose of in
trash bags. Place toilet paper in protected but accessible location for campers.

Cook out Guidelines and Procedures

Goals:        To develop responsibility and cooperation
              To develop skills in outdoor living
              To have a good meal and good fun

        Complete the cook out order form and turn it in to the OLS Resource Counselor
by breakfast on Tuesday morning. The resource staff will pack items as requested by
the counselors. Items will be packed for easiest transportation and safest storage.
Supplies and dry items are packed in a dry cooler. Perishable food is packed in an iced
cooler. Keep hot foods hot and cold foods cold when serving. Raw meat must be
tightly wrapped and kept chilled to avoid contamination. Take precautions not to
accidentally cross-contaminate cooked foods with raw, uncooked foods. Cook all meats

                                                                                           82
thoroughly. For chicken, juices should run clear with no sign of pink when done: beef
should be cooked to at least medium with no pink showing. Eggs should be cooked
through.
             NOTE: Use food from the iced cooler only as long as there is still ice
             present. If all of the ice is melted, throw out remaining food.

       Food and cooking supplies will be picked up from the dining hall before
proceeding to the camp out sight. Counselors will check over items at this time.
Request any missing items from resource counselor or cook. Walk campers and
supplies out to campsite.

        At campsite, gather wood for fire. Get fire started as soon as possible. Only
counselors that have been through fire building orientation may light and tend to the fire.
Instruct campers about fire safety. Make sure everyone understands why it is
dangerous to play with fire, carry burning sticks away from fire, wave burning sticks in
the air, run or roughhouse around a fire, or build the fire too big. Supervise campers
around a fire at all times to prevent dangerous activities and injury.

Skills for building a good cooking fire
Select small, dead, dry wood. If the wood is too big to break, it is too big to burn. Start
laying the fire with match-sized twigs and increase wood size gradually. Fast burning
wood like pine and cedar make good kindling wood so that the fire can “breathe”. If the
fire fuel is properly prepared, you should be able to light the fire with one match!
Let the coals burn down before laying food on the fire.

Food Preparation
       Campers and staff should wash or sanitize their hands before beginning food
preparation. Use only clean and sanitized utensils and equipment during food
preparation. Water may be boiled and used to dunk utensils in for sanitizing purposes.
Utensils should be boiled for approximately 5 minutes to sanitize. Clean and sanitize
food contact surfaces (cooler lids, knives, cutting boards) after each use. Food utensils
should be stored between uses in such a way as to protect from contamination.


       Make campouts fun and participatory for the campers! Give them jobs to
do. Make everyone a part of the activity. Have a meaningful campfire experience
after the meal, including singing, worship and bible study. Share stories (not
scary ones) and talk about God’s creation. Remember that some campers will be
afraid of sleeping outdoors. Identify sounds that may frighten them. Assure
them that they are safe.




                                                                                         83
                              COOKOUT FOOD ORDERING GUIDE
These are some basic campout meals that are easy to make. When filling out the cookout order make
sure to request all supplies that will be needed. At the bottom there is a list of other meals that do not
require as much prep and cook time.
Hobo Packs:
Ingredients/Supplies: (can be changed to suit the groups needs)
         ½ lb. meat per person                Worcestershire sauce
         5 potatoes, sliced                   Salt/Pepper
         5 carrots, sliced                    Seasoning salt/Mrs. Dash’s
         2 onions, sliced                     Aluminum Foil
         1 bell pepper, sliced                Tongs
         Sliced cheese (one slice per person)
Have each camper place their ingredients onto a piece of heavy-duty aluminum foil. Seal foil
tightly around ingredients and place on the fire coals. Cook until the meat is completely cooked,
10-15 minutes for each side, depending on the size of the hobo pack. Be careful when flipping
the hobo pack. Any holes in the foil will cause it to dry out and burn.
Beignets
Ingredients/Supplies:
        Canned biscuits (each biscuit will make 3)             Dutch oven
        Vegetable oil                                          gallon Ziploc bags
        Powdered sugar
Heat vegetable oil in the Dutch oven on the fire coals. While it’s heating up, cut each biscuit into
thirds. Once oil is hot, put the biscuit pieces in the oil. Cook until golden brown on both sides.
Put the powdered into doubled up Ziploc baggies. Once beignets have cooled down, put a
handful into the bag and coat with the powdered sugar.
Barbeque Chicken (over open flame)
Ingredients/Supplies:
       ½ lb chicken per person
       Barbeque sauce
       Grill top
       Two cinder blocks
Place grill top onto the cinderblocks over the fire. Place chicken onto the grill and coat with
barbeque sauce. Cook until chicken is no longer pink on the inside.
S’mores
Ingredients/Supplies:
       Marshmallows
       Graham crackers
       Chocolate frosting (or chocolate covered graham crackers)
       Roasting sticks

Other Meals/Snacks:
      Hot dogs/Sandwiches and chips                                        Fruit
      Dutch oven meals (see page on Dutch oven cooking)
      Cereal/Milk
Things to remember on the cookout order: Garbage bags, matches, paper towels, plates,
cups, cutlery, coolers of water/kool-aid.




                                                                                                             84
                              Outdoor Living Skills

GOALS:
    To understand God’s creation and one’s Christian responsibility in it to develop
    self-confidence and skills for survival in outdoor settings
    To prepare campers to go on extended camping trips and wilderness
    expeditions.
    To develop the skills of low impact camping.
    To develop leadership skills in these areas
    To know and use good conservation and safety practices

STANDARDS:
    Staff to camper ratio of 1:10
    Teach safety and care for the environment

SKILL PROGRESSION:
    Level 1
           Learn way around camp
           Plan a hike and what to be taken along
           Identify dangers and safety practices
           Fire building and safety
           Identify and avoid poison ivy, harmful insects and poisonous snakes
           Identify plants and animals found at camp as part of God’s creation
           Learn gentle care of the environment (service projects included)

    Level 2
           Outdoor cooking skills
           Map and compass skills
           Knots and rope skills
           Safe disposal of human waste and garbage

    Level 3
           Care and use of camping tools: saw, knife
           How to pack and carry gear for trips
           Learn lashing for shelters
           Learn about healing environment: erosion, planting, wildlife protection,
           recycling, etc.
           Learn about simplifying life




                                                                                       85
                    GOALS OF HOPEWELL’S CHALLENGE COURSE

                      1. To assure the safety of each person.
                                     2. To have fun.
        3. To empower growth in spiritual, social, mental, and physical skills.
          4. To enhance the ability to reflect on and learn from experiences.



                                        INTRODUCTION:

Hopewell's Challenge Course includes a variety of specially adapted adventure/challenge
activities that are used to enrich the Christian Education goals of Hopewell. The specific
objective of each activity will vary, but the over all purpose is: To discover, through experience
and reflection, important aspects and values of living as Christians -- of accepting the
"Challenge" of living with and for our Lord, Jesus Christ. The group experiences of these
activities will be very different from group to group and from time to time. The activity leader will
need to be alert to the many rich possibilities for personal learning and growth that present
themselves during these group experiences. Some common learning possibilities include:
developing and increasing responsibility, care and trust for one another, problem solving,
decision making, increasing self confidence, healthier self esteem, greater cooperation,
interdependence, encouragement of each other, and communication skills — especially the
sharing of feelings. Some of the activities/experiences can be used as theological analogies.
Each activity outline suggests possible analogies, but others will become obvious during the
activity or the discussions following each activity and the most important ones will be
discovered by the participants, not imposed by the leader. Be alert to the possible Biblical
parallels and help campers weave their "story" with the Biblical story through theological
reflection.


The Challenge Course is not an obstacle course used just for individual challenge or
physical exercise. Our high elements are not just a giant jungle gym. Nor is it just a bunch of
fun games used to fill time. While these activities have proven to be fun, and they should be, if
they are used only for fun, most of their other values may be lost. While there is good physical
exercise associated with doing some of these activities, it is the way the whole person [body,
mind, emotions, and spirit] is enabled to grow that makes these activities valuable to the goals
of Hopewell. The elements selected are those that best participate in furthering goals and
objectives of the camp. Most of these are adaptations of activities found in other resources
such as those from Project Adventure Inc.


The Hopewell Challenge Course focuses on "the Christian way of life." “Hagogae” is the
New Testament Greek word for this. It is found in the Bible in this form only in one place, II
Timothy 3:10, where it is translated "conduct". "Now you have observed my teaching, my
conduct, my aim in life, my faith, my patience, my love, my steadfastness, my persecutions, my
sufferings..."




                                                                                                  86
GENERAL SAFETY RULES & GUIDELINES
There are some physical and emotional risks associated with doing these activities. There is no growth
without risks — at least the risk of change. It is the responsibility of the activity leader to follow the rules
and to keep the risks within reason. OUR NUMBER ONE GOAL IS SAFETY! The minimum staff to
participant ratio is 1:18, however, there should be at least one facilitator and one other staff person when
working with children. For high elements there shall be one leader/belayer for each person on the
element.
1. Lead Challenge Course, Low or High, only if you are an authorized facilitator (CCF), 18 years old or
    older, who knows the activities and has been trained in the safety and group dynamics of the course.
    Training shall include at least the following:(See “...Competences...”)
         a. Experience the activity/element as led by an authorized facilitator.
         b. Demonstrate competence in leading the entire activity with campers, including the
    ability to make mature judgments, a rehearsal of a strategic introduction of each element or activity,
    simple, clear, and accurate instructions to the participants, proper safety management during the
    activity, including care of equipment, sensitivity to the needs and goals of individuals and the group, a
    debrief of the experience for meaningful learning, and enabling the group to identify learning useful
    for other activities and life beyond.
2. Encourage participants to set group and individual goals.
Present and win the group’s agreement to the Community Covenant
 3. Lead the group in some physical warm up and muscle stretching exercises to reduce the chance of
     injury and increase creativity. Use active games to loosen the group up. Teach falling and spotting
     practice as taught in Challenge Course training.
4. Do some group and trust building activities. Trust is the glue that holds human relationships
    together. Use some that help teach spotting skills needed at most elements.
         Ex. Trust walks: Blind Partner, Human Camera, People Pass, Two or Three-person trust fall,
5. Inspect the activity area and props just PRIOR TO EACH USE.
         a. Make sure the ground around the activity area is free of dangerous objects like limbs or
              holes.
         b. Check the prop for proper security, alignment and for wear such as frayed lines, worn links,
              loose bolts, splinters, etc.
         c. Check for wasp nests under or around the prop. Remove the wasps (or have them removed)
              before using the prop.
         d. Make sure overhead is free from obstructions such as limbs or vines and free from things that
              might fall onto participants such as dead limbs.
7. Use at least two spotters for every activity. Some situations require more spotters — see the notes
    with each activity. Teach the group members how to do spotting and use spotters generously.
    Counselors may be spotters but should first encourage responsibility of the participants. The leader
    is usually not a spotter because spotters must concentrate their attention on the participants who are
    at risk, while the leader must observe the whole group, group dynamics, problem behaviors,
    dangerous plans, etc.
         a. Spotters stand with solid footing with one foot back for balance.
         b. Keep eyes on the person at risk and stay alert at all times.
         c. Keep at least one hand raised toward the person at risk.
         d. Do not try to catch a person who falls, rather break the fall so the person falling has a soft
              landing. The head and upper trunk get priority protection in a fall.
8. Be alert to the times when stress is getting too high for an individual. Let them grow beyond their
    present limitations, but do not push them beyond their readiness or ability. Watch for a wide variety
    of strong feelings, and encourage participants to identify their own feelings. Fear and anger are
    common and usually more obvious. The sense of failure or embarrassment may be less obvious but
    just as important.
9. Be alert to peer pressure getting too high. Teach the values of group support and alternatives to
    remarks that put-down or discourage. (Full Value Contract)
10. Be sensitive to the need for modesty: suggest appropriate attire, speak discretely to individuals if
    needed, stop inappropriate comments, jokes and teasing.
11. Demonstrate and teach appropriate touching.
12. Know the special safety rules that are listed with each activity and watch for new possibilities for
    injury. Take necessary actions to prevent injury.



                                                                                                              87
                HOPEWELL'S CHALLENGE COURSE PLANNING GUIDE
All activities are listed for the youngest age and may be done by that age and up. Elements within an age
category are not necessarily in order of progression. The selection and sequence of activities for a
particular group will vary based on the group’s skills and goals as guided by leader’s judgment. Skill
development (behavioral, physical, and attitudinal) should be planned so what is learned from one activity
will help prepare participants for the next. In the descriptions of each element, prerequisites are listed
with each element.
                                     Discovery Campers
Activity                            Suggested Time                  # in Group        Notes
All Aboard                               15-30 min.                        6, 12 or 18     See board size
TP Shuffle                               15-40 min.                        5-16
Challenge/Cooperative games              any amount                        5-30     Only samples in this
manual.
Entrapment                                20-45 min.                      6-18
Line Ups                                3-5 + min. each                   5+
Storm on the Sea (Whale Watch)             5-20 min.                      5-36
Power Grid                                10-20 min.                      5-18
Web — Weaving variation                    20+ min.                       5-12
Balance Blocks                            20-45 min.                      6-20
Marshmallow River                         20-45 min.                      6-12
Turnstile                                 15-45 min.                      6-20
                                          Explorer Campers
Activity                                Suggested time                # in group          NOTES
Any of the activities above.
Big Foot (or "Trolley”)                     10-40 min.                    8-18
Challenge/Cooperative games                any amount                     5-30     Only samples in this
manual.
Lean-On-Me                            6± min. per person                  6-18
Mohawk Walk                                 30-60 min.                    6-18
Serum Crossing (Nitro)                       30-90 min.                   5+
*Trust Circle (Willow in Wind)               10± min.                     8
Trust Fall, 2-Person, 3-Person             10± min.                    6-18 Prerequisite for all other T.F.
*Trust Fall Platform                   5 min. per person                  8-18    After 2-Person trust fall.
*Web of Life (Spider Web)                    30-45 min.                   5-16
*Zig Zag                                    60-120 min.                   6-18
HIGH ELEMENTS                     30 min. intro for the group             including teaching harnesses
2-Line Bridge                         5+ min. per person                  5-18
3-Line Bridge                        10+ min. per person                  5-18
Cat Walk                               5 min. per person                  5-18
*Climbing Wall                        10 min. per person                  5-18
*Fire Cracker Ladder                 10± min. per person                  5-18
Multivine                             10 min. per person                  5-18
Rappelling, Ground School             5+ min. per person                  5-18    Prerequisite to high
angle
Rappelling, High Angle                5+ min. per person                  6-18
Zip Line                       10 min. intro. +10 min. per person                  (Never the 1st High
Element)
                                                                          6-18     +2 CCFs +1 assistant
*Some people may not be physically able to do these activities.
                                     Adventure Campers
LOW ELEMENTS
Chain-Link Fence (Nuclear Fence)      15-40 min.                          12-18
Group Wall                             30-90 min.                         6-18
Islands                               30-45 min.                          10-18
HIGH ELEMENTS
Ascender Climb                         2-4 hours                          6-8      +2 CCFs, (1 rescue
CCF)
Belay School                           2-4 hours                          6-18     +2 CCFs (1 CCM)
Dangle Duo                        10± min. per person                     6-18     +2 facilitators +1
assistant

                                                                                                          88
                              WATERFRONT REMINDERS

Maintain staff to camper ratio of: 1 lifeguard for every 25 campers in the pool area and 1
watcher for every 10 campers in the pool area.
   1. Enter pool area and swim only with lifeguard on duty.
   2. Walk when in pool area.
   3. One person on ladder at a time.
   4. Use ladder for exit only.
   5. Do not hang on the rope.
   6. Safety equipment for use by lifeguard only.
   7. Dive only in deep end.
   8. No climbing on or jumping (diving) from a lifeguard’s chair.
   9. No dangerous play such as riding shoulders near poolside or pushing people in
       pool or holding person underwater.
   10. Swim with a buddy at all times.
   11. No food, drink or gum in pool area.
   12. Keep talk with lifeguards to a minimum. Don’t distract guards.
   13. Respect the judgment of lifeguards.

        Time out of the pool is not used as punishment. It is the consequence of misuse
privileges. When persons are asked to sit out they shall be told the time and/or
assignment for that time. (Example 1: “Billy, you seem to have a hard time
remembering not to dive in the shallow area. When you put yourself or another rat risk
you lose the privilege of getting in the pool. Sit on the bench for five minutes. I’ll watch
the time.” Example 2: “It is very dangerous to hold someone under water, especially
when they have asked you to quit. Please sit out and think about what you need to do
to be able to remember not to dunk people. When you can tell me your plan, I’ll let you
back in the pool.”) NEVER take away pool time for unrelated incidents or places.

Swim Instruction:
Goals:
        To prepare campers for safe and enjoyable participation in water related
activities.
        To teach and improve swimming skills
        To teach responsibility and respect of others.
        To have safe fun.

Standards:
   1. Staff ratio is 1 instructor to 10 campers and 1 lifeguard for every 25 campers in
      the water and 1 watcher for every 10 campers in the water.
   2. Swimming instructors shall be current Water Safety Instructors.
   3. All equipment at the pool shall be maintain in proper condition for use or removed
      from service.
   4. Follow procedures, progression and instructions of the American Red Cross.




                                                                                          89
                              Waterfront Reminders
LAKE SWIMMING-

       Swimming is only permitted in the pool. Swimming in the lake is not allowed.
The state of Mississippi would require regular chemical treatment of the water if we
used the lake for swimming. All campers and staff who are exposed to lake water from
an activity such as canoeing or a creek walk must have their ears treated with drops
(currently recommended mixture specified in medical protocols) immediately following
this activity.

FISHING-

       Fishing may require a lifeguard to be present—depending on the circumstances
and locations fishing is taking place. Do not fish in an area that requires a lifeguard
without a guard on duty. The attached map specifies appropriate areas for fishing
without and with a guard. Accreditation standards require that if the water depth or
conditions are such that a person in the water (intentionally or unintentionally) could be
helped by someone trained in elementary, no-swimming forms of rescue, a guard may
not be required. However, if the water depth or conditions (such as current or
temperature) would prevent someone from standing up and recovering themselves or
being assisted by someone trained in elementary, non-swimming forms of rescue, then
a currently certified lifeguard is required to be on duty. For example, fishing from the
dock does require a lifeguard. Fishing from boats requires a lifeguard. Fishing from the
shore may also require a guard if the bottom slopes away from the shore sharply and
quickly becomes deep. If you are planning on putting fishing on a schedule you need to
indicate the location of fishing and whether or not you will need a guard.


Wheelchairs in aquatic areas-

        For the safety of our campers, guests and staff, wheelchairs in aquatic areas are
not permitted beyond indicated boundaries. For your convenience, a designated
boundary is marked at the pool. Wheelchairs are not permitted on docks or lakeshores.
A guest should be assisted and removed from his or her wheelchair in order to safely
participated in activities in any aquatic area. If you have a camper or guest in a
wheelchair that would like to participate in aquatic activities, please notify a director for
assistance.




                                                                                          90
         Aquatic Watcher Orientation & Training
A “Watcher” or “Lookout” is a staff member or volunteer who has been oriented and
trained to assist certified lifeguards in providing safety supervision of an assigned
aquatic area. Watchers are most frequently assigned to assist at the swimming pool,
though they may also be used at the lake during canoeing.

Watcher or Lookout Responsibilities
     To aid lifeguards in enforcing safety regulations.
     To arrive for assigned duty “dressed out” (wearing an appropriate swim suit).
Sunscreen is highly recommended to reduce the risk of burns and skin cancer.
     To provide supervision from an assigned “post” in an assigned aquatic area.
Your “post” will be assigned by a lifeguard, but should be located in a position from
which you can continuously observe and readily assist participants. You may fulfill your
“post” duties by either standing on the pool edge (or dock at the lake) or sitting in a
guard chair (or in a canoe at the lake) in direct view of the activity you are supervising.
Lifeguards and watchers will periodically rotate locations to reduce fatigue.
     To continuously visually scan the area, accounting for swimmers or boaters in
the area of your “post.” Sunglasses, a cap or a visor may make it easier to observe.
     To be attentive to your responsibilities at all times while on duty as a watcher.
     To demonstrate competence in simple forms of non-swimming rescue to include:
            o Reaching assists (arm or leg extension, rescue tube extension, reaching
                 pole, canoe paddle, towel or clothing extension)
            o Shallow water assist to non-swimmer
            o Human chain
     To demonstrate competence and familiarity with safety rules of their assigned
aquatic area; including the lifeguard communication signals for emergency response.
     To demonstrate competence in responding to a severe weather emergency in
their assigned aquatic area.
     To report immediately to a lifeguard any emergency in the aquatic area and to
assist them as directed in responding to that emergency. If an emergency occurs in an
aquatic area, a watcher may be directed to assist lifeguards by going to get help or
leading non-victim swimmers or boaters out of the area. Watchers are also frequently
certified in first aid/CPR and may be able to provide assistance in this area if needed.

All watchers must be trained and demonstrate the required skills before they are
authorized to be a watcher. The waterfront director is responsible for verification
of watcher skills.




                                                                                         91
                                          Storytelling

Storytelling is a wonderful thing to share with campers. You can make up your own,
borrow from others, or simply read from a book.
                          Choose whatever you like…just do it!

Here are some characteristics of preferred stories.
 Choose stories that teach Christian values and illustrate a truth.
 Choose stories that help hearers deal with issues, such as overcoming prejudice
   and stereotyping, dealing with a loss, meeting challenges, gaining courage, facing
   fears, etc.
 Don’t choose stories that devalue or disrespect God and others.
    Never tell scary stories. Never tell stories that are inappropriate for camper’s
   ears.
 Share personal stories with campers, as long as they are appropriate. Tell your faith
   story.

There are several storybooks to share with campers on the bookshelves in the staff
lounge. Borrow them all you like just please return them so others can use them. If you
know of a story that you would like for camp to have, please let a director know.



Song Leadership

Singing is a wonderful part of camp. It is our most natural and joyful expression.
Everyone can sing and will sing when the setting is safe.

Just a few hints in leading singing:
 Know the song well yourself.
 Be comfortable with the tune.
 Emphasize the beat.
 Use singable kinds of songs. Keep the tunes easy.
 Make the atmosphere supportive of the participants. Make people want to sing!
 Relax and don’t worry about being perfect.
 Actively involve others. Be a participant, not a performer.
 Project your voice.
 Repeat words and lines until everyone gets it.
 HAVE FUN!
(adapted from Yohann Anderson’s “Song Leading Hints”)




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93
                                  Hopewell HEY! Rides

Program:
       Hey rides may take place as part of the summer program or as a service for
guest groups. Often hay is not used due to the allergies some participants may have to
hay—so refer to this as a HEY! Ride.
       The large cotton wagon is used to carry people participating in a hey ride.
Sometimes, loose hay is spread on the floor of the wagon. Hay bales, if used, are lined
up and down the middle of the wagon, not against the sides.
       The Ford tractor is used to pull the wagon. The tractor is to be drive as
instructed. Speed will be about 10 miles per hour which is the maximum speed allowed.
       Activities may include:
       -Driving down the Hopewell Road and making a loop through the cemetery and
returning to camp.
       -Stopping in an open area like the cemetery to look at the stars, identify
constellations, or tell stories---NOT GHOST STORIES!
       -Returning to camp for a campfire program.
       -Other options as instructed.

Training for drivers:
       Drivers shall have received training on the safe and proper use of the tractor
before being allowed to drive it. Further training for hey rides shall include:
    Driving the tractor with the trailer through the planned route for the hey ride.
    Conducting a safety check before loading passengers:
          o Enough air in the tires. Check with tire gauge and fill as needed.
          o Connecting trailer to tractor hitch and securing the pin.
          o Connecting and checking the lights
          o Check tractor headlights.
          o Enough fuel for tractor.
          o Check other fluids in tractor and fill as needed.
          o A working flashlight is ready for use on the tractor.
    Loading and unloading passengers:
          o Park trailer in a well lit area.
          o Set step stool beside trailer and stand by it to assist people as they get
              in/out.
    Make sure everyone is either sitting on the floor or on the bales.
    Instruct passengers about safety issues:
          o Keep all body parts inside trailer while it is moving
          o Remain seated while the trailer is moving.
          o Do not throw hay or shine lights at passing vehicles.
    Staff/Adult to child ratio shall be at least 1:6 for 6-8 years old, 1:8 for ages 9-14,
       1:10 for youth 15-18, and/or at least two adults not counting the driver.
    A maximum of 35 people may ride in the trailer at a time.




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                Registration and Departure of Campers
Church Camps
        Registration for church camp sessions begins at 3:30pm. Many campers arrive
early, so counselors are to be at the pavilion at 3:00pm. Beginning at 2:45pm, two
counselors or support staff wearing orange safety vests will be posted at the camp
entrance to greet campers and parents. They will hand out the registration procedures
and direct cars to park in the playing field to the right of the gate. There will be a
roadblock set up just before the pavilion area to prevent cars from going beyond that
point. There is a handicap parking area just in front of the pavilion.
        When campers begin to arrive for registration, all staff members should be
welcoming, greeting and answering questions that might arise. Campers and parents
should be made to feel at ease. Remember, both may be nervous about camp, so
address everyone’s needs.
        Counselors at the pavilion will direct campers to the sign in table. There,
campers will pick up their nametags and get their cabin assignments. The parents will
then drop off camper mail, leave any store deposits, and visit the camp nurse or health
care manager with their camper for the health screening. Parents can be told that they
can visit their child’s cabin, but must leave all luggage at the pavilion area. Luggage will
be carried to the cabins on the luggage trailer.
        When parents are ready to leave their camper, they will take them to the dining
hall. Counselors will be stationed down in the dining hall to supervise/welcome
campers. Each cabin group will be in a designated area of the dining hall. As parents
arrive in the dining hall with their campers, they will take them to their cabin’s area.
These will be distinguishable by a certain color.
                Discovery Girls- Pink               Explorer Wrangler- Purple
                Discovery Boys- Red                 Explorer Sherwood- Green
                Explorer Aquatics- Blue             Wee Bit and Night Owl- Orange
                                      Treehouse- Yellow
        On Saturday, parents will return at 9:30 for a closing worship service. Prior to
this time, a roadblock will again be put up in front of the pavilion area. Counselors
and/or directors will be stationed in front of the pavilion area to direct cars again to the
playing field. Parents can join campers and counselors in the church for worship, or
wait at the pavilion for sign out. After the brief worship service, counselors will bring
campers to the pavilion where parents will sign them out. Once all of the campers have
departed, counselors will proceed with cleaning for the weekend.
Diabetes Camps
       Registration will proceed just the same as church camp, except nurses will be
stationed at tables…one for each cabin…to conduct the health screenings and collect
medication. After all campers have been checked in, everyone will proceed to the
dining hall for an opening welcome. All counselors will be introduced using a skit or
song, the counselors will call up campers and campers will depart the dining hall with
their counselors. Parents will say goodbye at this time.
Christians Living with Cancer Camp
      When the families arrive for registration at the pavilion, the camp doctor will
conduct health screenings on each family member. Afterwards, the families will
proceed to the cabins to move in.



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                             In the Dining Hall

      Mealtime is a very special time at camp. It provides a great
opportunity for the cabin group to enforce their community. We eat
“Family-Style” during camp, which means that food is served at the tables
by passing around to each other. At least one counselor needs to be sitting
at the table with his/her cabin group during meals. The counselor needs to
supervise mealtime and make sure that is a positive experience for all. The
counselor should put the campers first. Campers are served before the
counselor, and the counselor needs to make sure the camper has
everything he/she needs for the meal.

      Fifteen minutes before a meal time (Breakfast-8:00am, Lunch-
12:30pm and Supper 5:30pm) a “cruiser” from each cabin group needs to
go to the dining hall to set up the table for the group. Items needed are:
plate glass with ice water, napkin with flatware placed on top, cold foods,
ice bucket, salt, pepper and other things needed. Once the bell has been
rung, campers may enter the dining hall in an orderly manner and stand
behind their chairs.

     Campers need to wear proper clothing in the dining hall. Shirts and
shoes must be worn. Hats need to be removed. Bathing suits are only to
be worn underneath proper clothing. A towel wrapped around a suit is not
acceptable.

      There will be a sung blessing and a spoken blessing. After the
blessing, the cruiser will retrieve hot food from the window and serve it on
the table. Serve food passing to the left. Each person should take one
portion of each item. Campers need to ask for what they want instead of
reaching across the table. Wait until everyone is served before eating.
Seconds can be obtained from other tables or from the window by the
cruiser if there is enough food. After eating, have campers stay at the table
to get their assignment for clean up. Make sure everyone helps scrape,
stack, sweep and wipe. Further instructions will be given if there is an
after-meal activity.

      Please keep the volume in the dining hall to an acceptable level so
that each group can have conversation at their table. If there are visitors,
such as committee members, please show them respect and make them
feel welcome. Please remind your campers to thank the kitchen staff for
their work in preparing the food.



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             Cabin Clean up and Maintenance Guidelines

Always pick up litter! Have campers look for it everywhere they go.
Daily Cabin Clean up with Campers:
   Sweep/vacuum floors, including porches
   Look for gum on floor/furniture and remove
   Mop floor as needed (don’t use bleach with campers)
   Clean window sills and spider/cob webs
   Check behind and under mattresses for trash
   Sanitize with 10% bleach: bathrooms, counter tops, light switches,
      door handles and trash can lids. (Don’t let campers handle bleach
      bottle. Counselors can spray for them.)
   Remove trash from all rooms, including front porch as needed, and
      replace with fresh bags.
   Put out fresh toilet paper and paper towels, and refill soap as needed.
   Clean mirrors and wipe shelves.
   Check for mice droppings and report as maintenance if needed.
   Check all lights and replace bulbs as needed.
   Check hot and cold water and report any needed repairs.
   Check thermostats. Do not turn A/C below 72 degrees or set window
      units above 6. The units will freeze up and won’t blow cool air.
   Inspect and spray for wasps as needed.
   If window blinds need to be raised, please do it carefully and only
      when the blind is open. Report any broken blinds as a maintenance
      request.
   Remember that we are on a septic system, so only toilet paper can
      be flushed in the toilets. If a toilet is stopped up, please plunge
      immediately.
   Report any plumbing problems, (not a stopped up toilet), as a
      maintenance request.
   Keep cabins free from items on the floor. Have campers pick up
      clothing, etc. daily.
   An organized cabin runs more smoothly during the week!

At the end of the camp session:
Follow all of the above procedures with the campers.

When campers leave…
Make sure all items are out of the cabin. All lost and found needs to be
turned into the office.
Mop the floors with a 10% bleach solution.
Make sure thermostats are set to 75 degrees and window units are at 4.
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On The Journey…

        Camp
        Hopewell




Bible Studies
and Worship

                   98
Biblical and Theological Reflections
Whether walking, wandering, fleeing, or traveling along the way, the characters in the biblical story are
involved in a journey. The image of a journey is a powerful one. Abraham took a pilgrim journey to an
unknown destination. The Israelites wandered in the wilderness. Jesus and the disciples walked from town
to town, spreading the good news. Paul wrote letters that read like the diary of a road trip.
The journey is an image more of process than destination. That makes it an apt description for our life of
faith as well. Our faith journeys may have a beginning point—an early memory or realization of being
beloved of God—but they have no end point, no culmination at which we say, “I’ve done it all; I’m finished.”
Rather, our journey of faith is ongoing, changing direction and focus as we continually strive to grow more
fully into God’s intention for humanity. During the summer, campers will explore this rich image as their
journey of faith continues at camp.
The theme of journey will be introduced through the story of God’s call to Abram and Sarai to be the
founders of a great nation. Campers will hear how Sarai and Abram left all that was familiar, trusting in
God’s promise to bless them, so that they could be a blessing to others.
The Israelites, too, wandered into the unknown as they fled Egypt in the dark of night. But they did not
travel alone; God provided a pillar of cloud by day and fire by night to guide and protect the people on their
journey.
Ruth and Naomi, unlikely companions brought together by God and circumstance, became shining
examples of what it means to live in community. They looked beyond their own needs and desires to meet
the needs of those around them.
In the story of Jesus’ baptism and temptation, campers will hear how through it all Jesus was obedient.
They will have the chance to see that God gave him the resources he needed to resist temptation and
consider how those same faith resources are available to them.
The faith of Peter and John makes the story of the healing of the lame man remarkable. They shared
something so awesome that the only way to respond was to burst out in song and dance that gave glory to
God.
Gathering on a mountaintop in Galilee, the disciples were uncertain about the future of their journey—much
had changed, and much was unknown. Then the risen Christ called them to go, just as God had called so
many before, equipping them for the journey with the promise of his presence to the end of the age.
Through this story campers will explore how their faith journeys will continue beyond camp and they will
explore the challenge of a call to a life of discipleship.

Themes for On the Way
Discovery 1: Blessed on the Way
Abram and Sarai—Genesis 12:1–2
Discovery 2: Led on the Way
Pillars of Cloud and Fire—Exodus 13:17–18a, 20–22
Discovery 3: Walking Together on the Way
Ruth and Naomi—Ruth 1:1–18
Discovery 4: Challenged on the Way
Jesus’ Baptism and Temptation—Luke 3:21–22; 4:1–15
Discovery 5: Rejoicing on the Way
Peter, John and the Lame Man—Acts 3:1–10
Discovery 6: Sent on the Way
Great Commission—Matthew 28:16–20

Sections for Each Discovery
The “Biblical and Theological Reflections” is composed of five sections for each Discovery:
The Story retells the scripture passage in a form that speaks to campers.
The Story’s Context describes what comes before and after the story in the scriptural context.

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Background provides information about cultural, social, and religious practices of the biblical time that will
be helpful in telling and interpreting the story.
Theological Issues focuses on what the scripture has to say about who God is, who humans are, and the
relationship between God and humanity.
Leader Reflections gives leaders an opportunity to ponder their own connection to the scripture and to
campers.

Discovery 1: Blessed on the Way
Scripture: Genesis 12:1–2
The Story
Sarai and Abram were old and had no children. They were comfortably settled in their home. Then God
spoke to Abram and changed everything. God commanded him to leave his home country and go to a new
place God would show him and Sarai. This wasn’t just moving to a new neighborhood and staying in touch
with the old one—this was “leave it all behind.” Before Abram could voice the first question or objection,
God went on to tell him about the quality of their future lives. God would make him and Sarai the mother
and father of a whole new community of people, a great nation. God promised to bless them, to give them
good things and meaningful lives so they, in turn, could give good things to others. Trusting God, Abram
and Sarai left their home and traveled to a new place. They depended on God’s promise without having
any idea how it would ever happen.

Scriptural Context
         In the eleven chapters of Genesis that precede this story, we hear about the creation of all things,
about the flood God sent, and about the Tower of Babel. First, God reached down into the void to create
the heavens and the earth, the plants and animals. God formed the first humans in God’s own image. The
Creator sought to be in loving relationship with all creation. Then in the second chapter of Genesis,
humanity turned away from God by sinning and was exiled from the garden.
         According to Genesis 6, God saw the chaos of a world given over to violence and filled with evil.
Genesis 6–9 tells how God’s judgment took the form of a destructive flood. God’s great mercy was shown
through a new covenant with Noah and his sons that blessed and preserved them.
The flood provided a new beginning, but it didn’t eliminate humanity’s poor choices. As creation flourished
in the post-flood period, so did humanity’s attempts to overreach their human limitations. Genesis 11 tells
the story of the Tower of Babel where people showed their prowess and pride, refusing to center their lives
on God. The city with the tower reaching to the heavens was left unfinished, the people scattered, and their
language was confused. The genealogy of Abram follows in Genesis 11:10–32. This includes the account
of his marriage to Sarai, and their journey from Ur to Haran,.
Immediately after the call in Genesis 12 verses1 and 2, Abram and Sarai packed up and headed for an
unknown destination that proved to be the land of Canaan. There, the barren Sarai’s status as the mother
of a nation was put in jeopardy more than once. Abram faced military challenges. The couple wandered
and waited for years. Each year Sarai aged, making the promise of offspring more unimaginable. Through it
all, Abram and Sarai remained steadfast, even though they had questions, doubts, and moments of
impatience. More than once, God stepped in to remind them about the divine promise of blessing. Their
journey was not easy or without anguish, but Abram and Sarai remained faithful to God’s call.

Background
Historical questions surrounding the Abraham stories are as varied as the answers. Some scholars try to
locate it at a particular time in history; others say none of the material can be located in any identifiable
historical setting. While historical issues are important, the text is less concerned with communicating
something about history than it is with communicating something about the nature of God.
The places were real. Ur, a harbor city and trade center on the southern Euphrates River less than 200
miles north of the Persian Gulf, was devoted to the moon god Nanna. Its history reaches back before 4000

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B.C.E. Haran was a trade center on the Balikh River, sixty miles north of the Euphrates River in modern
Turkey. Interestingly, in the Sumerian language, Haran means “journey.”
The outlandishness of the command to “go”—to leave all that is familiar, comfortable, and safe—is matched
only by the outlandishness of what is promised. At the time, Abram didn’t even have a name for this God
who promised to give land and to make a nation from a wandering, landless people to be birthed by an
aging, barren woman.
The promise of a great nation depended on the promise of an heir, but Abram and Sarai were well past
childbearing years. Sarai’s status as a barren woman is a reminder that women gained much of their value
through giving birth to sons. Sarai had failed to do that. The story and the promise of land and nation
depended on the promise that this old couple would have a child.

Theological Issues
Beginning with this story of Abram and Sarai, God begins a relationship with a specific people, Israel. The
rest of the Old and New Testaments is a fulfillment of God’s promise to make from them a great nation, to
bless them so they can bless others.
The call of Abram and Sarai centers on communicating something about the nature of a God who creates,
calls, and blesses even in the face of human failure. Set against the backdrop of the flood and the Tower of
Babel, the call is about re-creating a new community capable of living in trusting relationship with God and
out of the power and promise of God’s blessing. Abram and Sarai’s journey into the wilderness was a new
beginning, a new opportunity to seek to be in right relationship with one another and with God.
The story invites us to question a world that depends on what is safe, predictable, comfortable, and
controllable. Responding to God’s call drew Abram and Sarai out of their comfort zone— away from the
familiarity of family and friends. It left them vulnerable and uncertain about the future, but it placed them
squarely in the hands of God who promises to bless them and make them a blessing to others. By
answering the call and moving into the unknown, Sarai and Abram acknowledged that their future was a gift
of the One who gives all good gifts. They decided to live by faith in God rather than by faith in things they
could see and control. They set off on a journey with God rather than staying in the comfort of known
places and familiar people.
Another remarkable aspect of the story is how unremarkable the two main characters were. Abram and
Sarai weren’t nobles or particularly learned people. They were your everyday couple in their twilight years.
God doesn’t depend on the present success of those God chooses. God sees our potential and promises
to bless even ordinary humans. Working through everyday individuals, God creates a new community that
God designs to be as responsive and receptive to the divine call as Abram and Sarai were.
Finally, note the order of things. Long before Sarai and Abram chose God, God chose them. Not because
they did something right or because they were exemplary people with an unshakable faith and impeccable
morals, but because God chose. God’s action stands at the beginning of this story, this faith journey—just
as God stands at the beginning of all faith journeys.

Leader Reflections
How have your choices allowed you to remain fixed in a world that is safe, predictable, and controllable?
What are your greatest fears about beginning new journeys?
What are your fears about your journey to camp?
In what ways do you expect God to bless you during the time at camp?
How can you allow God to use this time to make you a blessing to others?


Discovery 2: Led on the Way
Scripture: Pillars of Cloud and Fire – Exodus 13:17–18a, 20–22
The Story
The Israelites had been slaves in Egypt for many generations. God called Moses to lead them out of
slavery and back to the land God had promised to Abram and all his descendants. After all the plagues
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God sent on Egypt, the pharaoh told Moses to take his people and go. They fled in the dark of night,
unleavened dough still in their mixing bowls.
Their journey out of Egypt had barely begun when God spoke to them again. God led them southeast on a
roundabout way to avoid a war with the Philistines. God wanted to make sure they didn’t change their
minds. The exodus from slavery in Egypt was neither easy nor direct, but God provided tangible guidance
throughout their journey. God led the Israelites with a pillar of cloud by day and a pillar of fire by night. The
pillars of cloud or fire never left their place in front of the people as they traveled to the new land.

The Story’s Context
In Exodus 3, God called Moses to lead the chosen people out of Egypt. Chapters 7 through 11 tell about
the ten plagues that came upon Egypt as Pharaoh’s heart was hardened in response to Moses’ pleas for
freedom. In fact, Pharaoh responded to the signs and wonders God performed through Moses by
increasing the Israelites’ hardship. Chapter 11 announces the final plague, death of all the firstborn.
Chapter 12 tells that the angel of death killed all the firstborn of Egypt, but spared Israel’s sons.
God gave Moses specific instructions for the people about how they were to prepare for the journey.
Finally, in Exodus 12:31, Pharaoh uttered the long awaited words: “Rise up and go away from my
people…go worship the Lord…take your flocks and herds and be gone.” Pharaoh was ultimately proven
powerless in the face of the God of Israel.
Following our text is another familiar story: the crossing of the Red Sea. In the wake of the Israelites’
departure, Pharaoh suddenly had a change of heart and sent chariots in pursuit of them. As the Israelites
stood on the shore of the sea, watching chariots bear down upon them, they cried out in fear asking why.
Through Moses, God reminded the people to remain faithful and to watch the deliverance the Lord would
accomplish. Suddenly, Moses stretched his hand out across the sea, and the water divided so the people
could cross over. The pillar of cloud moved unexpectedly from in front of them to surround them and
separate them from the Egyptian army. This chapter closes with Egyptian chariots mired in mud as the
waters returned to end their journey for good, while opening new paths for Israel to follow.
           God then led the people of Israel into the wilderness. There they fell back into unfaithful ways and
had to wander for the next forty years before they entered into the land God promised to Abraham. Through
all that time and space, God continued to lead.

Background
The exodus story is a defining event for biblical faith. Much time and energy has been devoted to locating
the story at a particular time and place in history and verifying its occurrence, but little evidence has
emerged. Two major theories have developed. The first leans on archaeological evidence and dates
Abraham at about 1900 B.C.E.; the entrance to Egypt under Joseph after 1700 B.C.E.; and the exodus from
Egypt at about 1250 B.C.E. The other theory starts with 1 Kings 6:1 and Judges 11:26, putting Abraham at
2100 B.C.E.; Joseph after 1900 B.C.E.; and the exodus at about 1440 B.C.E.
This story mentions two cities, a road, and a sea. Succoth was located on the road that led to Beersheba.
There Egyptian officials checked migrating tribes that were entering Egypt from the Sinai wilderness.
Scholars continue to debate the location of Etham. The Egyptian armies traveled on this road, calling it the
Way of Horus, as they left to fight in Canaan and Syria. It went directly north to the Mediterranean and then
to Gaza, Ashdod, and Joppa. Scholars propose that the waters crossed by Israel were the Reed Sea rather
than the Red Sea we know today.
Ultimately, the immense importance of this story lies in recognizing what it tells us about who God is and
the relationship God desires with God’s people. The story of their exodus from slavery in Egypt is the
centerpiece of the Jewish faith, celebrated each year through the Passover. During this spring festival, the
Jews retell the story and remember the event. Special foods served at the Seder meal represent different
elements of the story and are eaten as the story is told.
The exodus story begins in Exodus 2 with a cry of oppression and ends with Miriam’s song of freedom in
Exodus 15. In between come oppression and freedom as God worked through Moses and Aaron to
intimidate and finally defeat Pharaoh. At the center is the miracle at the sea, a miracle made possible only
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because Israel banished their fears and started a journey. As they followed God’s cloud and fire, they went
through the wilderness and ultimately arrived in the land of promise.

Theological Issues
The primary theological issue is God’s deliverance of the people Israel. They belonged to Pharaoh as
slaves. God challenged Pharaoh’s right to control them. In response to Pharaoh’s hard-heartedness, God
performed the miraculous acts of the plagues, particularly the final plague involving death and blood on the
doorposts. God led his obedient people out of Egypt and toward the promised land. At the sea they had to
choose whether to follow God or return to Egypt. Would they show the faith of Abraham and continue on
with God? Or would they turn back to Egyptian slavery and graves? God made deliverance possible, and
Israel chose to obey and follow God on their journey.
God’s active leading is neither wholly dependent nor wholly independent of human involvement, just as with
Abraham. God knows human ways are not God’s ways. God understands human fear and lack of faith.
God realized that the new nation was not prepared emotionally or spiritually to face one Egyptian military
outpost after another. Such confrontation would have led the people to change their minds and turn back.
Our human situation makes a difference to God. God led Israel to the wilderness so that Israel’s faith could
mature and they could have the opportunity to enter the divine covenant.
God’s direction of God’s people into the wilderness also demonstrates that human beings have a choice.
God provided the cloud and fire as evidence of God’s divine presence and leadership. Still, God did not
prevent Israel from returning to Egypt. God gave them freedom to resist the will of God. Both God and
people make decisions that determine the shape the future will take.
The exodus story offers us comfort through the promise of God’s presence. The pillars were constantly with
the people, no matter how they grumbled and groaned. The pillars provided a tangible expression of God’s
abiding presence that they could experience with all their senses. The constancy of the pillars confirmed
God’s intent to dwell among the people.

Leader Reflections
Who are the individuals who have led you like a pillar of smoke or fire during your faith journey?
What model for leadership will you offer to campers this summer?
What experiences do you have of God leading you on a roundabout way?
How have God’s “no’s” led you to a greater “yes”?
What happens in your experience when you say “no” to God and refuse to follow where God leads?

Discovery 3: Walking Together on the Way
Scripture: Ruth and Naomi—Ruth 1:1–18
The Story
Naomi and her husband, Elimelech, left Bethlehem in a time of famine and went to Moab, a foreign land, in
search of food. In time, Naomi’s husband and two sons died. In their culture, a woman needed a man to
take care of her, so Naomi decided to return to Israel and find a male relative who would do that. She told
her daughters-in-law, Orpah and Ruth, to return to their own families so they could marry again. At first, the
women refused to leave Naomi.
Naomi urged them a second time to return to their own families in Moab. Orpah agreed and left. Ruth
clung to Naomi and declared that she would return with Naomi to her homeland, make her home with
Naomi, and adopt Naomi’s God as her own, pledging that even death will not separate them. So the two
widows journeyed to Bethlehem, uncertain of what the future held but devoted to each other and to God.
On their journey, they had each other; and they knew that God would remain with them.

The Story’s Context
The book of Ruth takes place during the time of the judges. This is the time between the entrance into the
land of Israel, after the people had wandered in the wilderness, and the establishment of rule by kings.
Joshua had succeeded Moses as God’s appointed leader and had helped Israel finish its journey into the
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promised land. God had not sent another Moses or Joshua for the people, but instead appointed judges to
guide them.
Following the remarkable beginning of Ruth’s story is a drama highlighting the fidelity and loyalty that binds
families and communities together. Ruth and Naomi returned to Bethlehem. Ruth took the initiative in
tending to the needs of both herself and her mother-in-law. She went to gather the grain left behind after
the reapers had completed their work. As luck, or God, would have it, she chose the field of Boaz, a
kinsman of Elimelech.
Ruth, Naomi, and Boaz demonstrated unusual acts of kindness as each advocated for the welfare of the
other. Boaz instructed his reapers to leave plenty for Ruth to glean. Ruth took the results of a day’s hard
labor in the fields and shared this with Naomi. Naomi used Hebrew law to help Ruth find a husband, and
the security and status within the community that marriage provided.
Boaz consulted with the town elders regarding the complicated marriage and inheritance laws that
surrounded marriage to a widow. Ultimately, he and Ruth married, and God blessed them with a son,
Obed, who became the grandfather of David who was later king of Israel. The journey back to Moab
eventually blessed not only one grieving family but also an entire nation.

Background
The story of Ruth is a story about economic survival, the inclusion of foreigners, and relationships marked
by loving faithfulness. God worked through all of this to bring about blessings.
The region of Moab had long been an enemy of Israel. The Bible traces the Moabite ancestry back to Lot,
Abraham’s nephew (Genesis 19:37). The long held hostility between the two nations raises significant
questions:. Why did Elimelech travel to and reside in Moab in the first place? Why did Naomi’s sons take
Moabite wives?
The story of Ruth illustrates the status and role of women in ancient Israel. Typically, women were unable
to attain property right. The family land and possessions were passed down through the sons. So typically,
women were nothing. Their status and security were found primarily through men, particularly husbands
and sons. Most often, a woman’s worth was measured by her ability to bear sons. So in the eyes of society,
being childless was, quite literally, to be worthless. All of this highlights the remarkable nature of Ruth’s
commitment to Naomi. Rather than return to Moab where her prospects of remarrying were good, this
Moabite woman committed herself to Naomi, whose prospects were precarious and whose hometown
would probably reject her.
Naomi’s unusual speech (1:11–13a) about giving birth to sons who might become Ruth and Orpah’s
husbands refers to the practice called levirate marriage. The law required the brother of a man who dies
childless to marry the deceased brother’s widow (Deuteronomy 25:5–10). It also points to the far-fetched
scenario of Naomi’s ever being able to provide for Orpah and Ruth the security found only in marriage.
Cultural norms were stacked against Ruth. Journeying to Bethlehem with Naomi involved great personal
risk and great courage. Her deep commitment was highlighted in her vow to find her home, her God, and
her burial place with Naomi. In the ancient world, burial in one’s ancestral lands was extremely important.
By making such a pledge, Ruth further distanced herself from her homeland and any thought of a return to
Moab.

Theological Issues
Woven throughout the story is the Hebrew word hesed—often translated as loving kindness, faithfulness, or
loyalty. This is the Hebrew term for the kind of extraordinary behavior usually ascribed to God. It is with
hesed that God loves us, a love deeply founded in loyalty to the covenant made with the people.
 Hesed refers to action by one person on behalf of another—action that in some way is essential to the
well-being of the recipient. This is not about meeting a frivolous desire, not done impulsively, not done to
repair a broken relationship or establish a new one. Hesed is more a way of life than a circumstantial
choice.
Throughout the book of Ruth, we see this quality reflected in the characters’ behavior. Naomi invoked it in
her prayer that God would deal kindly with her daughters-in-law as they had dealt kindly with her. Ruth
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embodied it in her commitment to and care of Naomi. Boaz demonstrated it in his faithfulness to traditional
law and family commitments. All made choices that went beyond normal expectations for these
relationships. Ruth’s commitment to remain with and care for Naomi, even at the risk of her own well being,
bears witness to the depth of her loyalty. Ultimately, she became a model of “hesed” for the Jewish
community and for all generations to come. Though the story hinges on Ruth’s accompanying Naomi on
the journey, the writer is not critical of Orpah for her choice to return to Moab. Though the biblical text does
not make it explicit, Bible students commonly assume that Naomi instructed the women to return home so
that their families could do what Naomi herself could not: give them security and, potentially, new
husbands. Assuming Naomi’s advice was given out of the caring of an older woman for younger women,
Naomi would have been pleased with Orpah’s response. Orpah did what was expected, no more, no less.
The extraordinary nature of Ruth’s response should not dim Orpah’s more ordinary choice. Often the divine
destination takes different roads for different individuals, even when they appear to be on the same journey.

Leader Reflections
When have you moved into a new community – even coming to camp – and adopted those residents you
met as your own friends and family?
Think of some faithful friends you have. What does it require to be a faithful friend?
What risks are you willing to take to form new relationships and to demonstrate your faithfulness and loyalty
to those relationships?
What voices influence you in making decisions?
How much freedom will you give others to make decisions that are quite different from the decisions you
make?

Discovery 4: Challenged on the Way
Scripture: Jesus’ Baptism and Temptation—Luke 3:21–22; 4:1–15
The Story
An amazing sight! Crowds traveled down paths into the Judean wilderness to find a strange-looking man
preaching and baptizing people in the Jordan River. Some proclaimed him as the promised Jewish
Messiah, a claim he vehemently denied. He promised, however, that another would come and baptize them
with the Holy Spirit.
 Then Jesus took his place in the line for John the Baptist to baptize him. After John baptized him, Jesus
began to pray. Suddenly, the heavens opened, and a dove descended on Jesus. Then a voice from heaven
declared that Jesus was the Son of God, God’s Beloved. God affirmed Jesus and declared God’s pleasure
in his obedience by submitting to baptism.
Not long afterward, Jesus went into the wilderness. Named and blessed by God, he now faced many tests.
For forty days, he fasted. Then the devil came to him, tempting him three times— first, to turn stones into
bread; second, to make all nations worship him; and finally, to trust the devil with his life. Full of the Holy
Spirit and armed with scripture, Jesus rejected each temptation. Foiled, the devil departed and Jesus, still
filled with the Spirit, returned to Galilee to begin his ministry.

The Story’s Context
Immediately preceding this text, John the Baptist— the man of loincloths, locust, and honey who prepared
the way for the Lord—is introduced. John traveled the countryside around Jordan, preaching a baptism of
repentance for the forgiveness of sins. John preached and taught about the one who would come after him.
In doing so, he made the necessary preparations for Jesus’ coming.
The gospel of Luke places the genealogy of Jesus between the story of Jesus’ baptism and the account of
his time in the wilderness. This shows that by heritage, Jesus is the son of humanity and the Son of God.
Immediately following the conclusion of the temptation story is the story of Jesus' experience preaching in
the synagogue at Nazareth, his hometown. Reading from the scroll of Isaiah, Jesus proclaimed that his
coming fulfilled the scripture. As Jesus interpreted the scripture, the residents of his hometown became
enraged and later tried to run him off a cliff.
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Background
Many religions practice some type of water purification rite akin to Christian baptism. In Jesus’ day, the
Jews also had baptismal rites. The Greek term baptize means to dip in or under, to dye, to bathe, to drown.
Jews baptized and circumcised non-Jews who wanted to enter the Jewish faith, keep the Jewish law, and
worship with the Jewish people. Just as this proselyte baptism initiated people into the Jewish worship
community, so John’s baptism initiated people into a community of the last days—when the Messiah would
come and fulfill God’s promises to Israel.
The Spirit of God plays a somewhat minor role in the Hebrew Scriptures and is mentioned only eleven
times in the Old Testament. Among these are the activities of the Spirit in creation and in inspiring
prophecy. King David received God’s Spirit when Samuel anointed him. The Old Testament also looked to
the day God would pour out the Spirit on all people.
The devil or Satan is the enemy or adversary, a common noun used throughout the Old Testament. The
accuser functions in the court of heaven, accusing Job in Job 1 and 2 and accusing the high priest Joshua
in Zechariah 3. In Jewish literature written after the Old Testament but before Jesus came, the idea of an
evil, satanic figure developed with several names.
Jesus’ baptism is tied to the ancient Hebrews’ understanding of how the heavens were ordered. The
ancients believed the heavens were organized like a set of upside-down mixing bowls of graduated sizes,
nesting one inside the other. These bowls protected the earth and its inhabitants from the waters that were
believed to surround them. Here God, who literally separated the fabric of heaven in order, reaches down
to name and bless the Son who would redeem the people.
The words of the voice from heaven, “you are my Son, my beloved, with you I am well pleased,” are drawn
from the Old Testament: Psalm 2:7, used at the coronation of Israel’s king, and Isaiah 42:1, a description of
the servant of God. This is a declaration of the sovereignty and service to which Jesus is called.
In the temptation story and other places in scripture, the number forty is symbolic and conveys a very long
time rather than an exact calendar measurement. It recalls other significant periods of testing and trial from
the history of Israel. Moses was on the mountain for forty days (Exodus 34:28). The Israelites wandered the
wilderness for forty years (Deuteronomy 8:2n6). The Flood lasted forty days. The number continues to be
significant in the life of the church as it waits for Easter during the forty days of Lent.

Theological Issues
This text is marked by the presence of the Holy Spirit. The gift of the Holy Spirit, given to Jesus at his
baptism in 3:22, is reiterated as he headed for the wilderness in 4:1 and again as he left the wilderness and
began his ministry in 4:14. Despite the seriousness of the trials, at no time was Jesus left without the
powerful and comforting presence of the Spirit. The gift of the Spirit is not a promise of a life of ease, not an
assurance that all will be easy. The gift of the Spirit is a promise that having been chosen, named, and
blessed by God, Jesus would not be left to go into the wilderness alone. The path of the Beloved is narrow
and riddled with pits and potholes, yet imbued with the joy of a life lived in the company of the One who
speaks the blessing.
In both baptism and temptation, Jesus was gifted with the presence of the Spirit and the power of prayer.
Throughout the Gospel of Luke, Jesus is often seen in prayer, particularly at critical moments of his
ministry. Luke’s recording of the numerous times of prayer is a model for our life as individuals and as
church.
The tempter or the devil seen in this text is characterized throughout scripture in a variety of ways: the
power of evil in the world, tendencies within ourselves, an angel gone astray, or a cosmic power. Whatever
the image, scripture conveys that there is in and among us strong opposition to the life of love and
wholeness God desires for us.
The things to which Jesus was tempted are not inherently bad things—food when he was hungry; political
control in a time of Roman oppression; a leap of faith as proof of God’s power in him. Yet each in its own
way was an invitation for Jesus to deny his identify as the Beloved of God. If Jesus had yielded to
temptation, he would have given in to Satan’s powers or used God’s powers for Satan’s purposes. Jesus’
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example bears witness to the power of scripture, the presence of the Spirit, and the power of prayer to
sustain faith through any temptation.
Ultimately, both stories—baptism and temptation—are more about identity than circumstances, more about
God than Jesus. Before Jesus did anything, God named and claimed him, calling him beloved. Beloved not
because God knew that Jesus would feed the multitudes or heal the lame; beloved simply because he is,
because God knew Jesus and knew us before we were born. God knit each of us together in our mother’s
womb. First we learn to know Jesus as God’s Beloved, and then we learn how to live as God’s beloved.
Obedient in the face of temptation, Jesus remained obedient to God and God’s promised blessing.

Leader Reflections
How does your life model what it means to live in ways that are pleasing to God?
What memories do you have of times you faced choices that seemed like really good things but were not
part of God’s plan for your life?
How have you discerned the difference? What resources did you utilize?
How do you respond to the incredible grace of being a beloved child of God?


Discovery 5: Rejoicing on the Journey
Scripture: Acts 3:1–10
The Story
In the days following the ascension of Jesus, the disciples still worshipped in the Temple according to
Jewish custom. Peter and John were going to the Temple to lift up prayers and bring offerings.
Approaching the temple, they noticed a lame man being carried in. The lame man, a beggar, asked Peter
and John for alms. They studied the helpless man before them for a moment. Then Peter commanded him
to look at them. “I don’t have any silver or gold,” Peter said, “but I want to give you what I do have.” Then he
commanded the man to get up and walk in the name of Jesus Christ of Nazareth. Taking the lame man by
the hand, Peter helped him up. Immediately the man’s feet and ankles became strong. Once on his feet,
the lame man went from walking to leaping and praising God as he entered the temple. Everyone
recognized him as the one who used to sit begging at the Beautiful Gate. They were filled with wonder and
amazement at what had happened to him.

The Story’s Context
The healing at the Beautiful Gate occurs during the formation of the fledgling church. Acts 1 opens with a
flashback to Jesus’ resurrection and his ascension into heaven. Charged with the task of being Christ’s
witnesses, the disciples gather to pray and wait for the coming of the Spirit. As they wait, they draw lots to
select a replacement for Judas, the one who betrayed Jesus.
The second chapter recounts the remarkable story of Pentecost, the fulfillment of Christ’s promise that the
disciples would be baptized with the Holy Spirit. In a rush of wind and a blaze of flames, the Holy Spirit
descends upon the small band of Galileans and gives them the ability to speak in other languages. At the
strange sound, crowds gather around the men and hear the gospel message in their own native tongue.
Although some accuse the disciples of being drunk, Peter quickly addresses the crowd, proclaiming Jesus
of Nazareth as the long awaited Messiah. Peter issues the call to repentance and baptism, and about three
thousand persons are added to the Christian community that day. The chapter closes by describing the
actions of the community.
The account of the healing of the lame man appears in the third and fourth chapters. While the crowds who
had witnessed his healing gathered around, Peter began to preach. He was careful to point out that it was
neither the power nor piety of the man, Peter, or John that made the man walk, but rather their faith in the
name of Jesus. While Peter was preaching, the priests and the captain of the temple, annoyed that Peter
was teaching resurrection of the dead— a ”hot-button” issue among Jewish leadership— had him and John
arrested. Nevertheless, about five thousand people believed in Jesus because of Peter’s message.

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Background
The book of Acts stands alone in telling the story of the church’s origin, early mission work, and growth
from Jerusalem to Rome and beyond. Acts shows how a small group of frightened Jewish followers of
Jesus gained power from the Holy Spirit to overcome their fears and prejudice. They extended the gospel
promises to all people in all nations considering anyone qualified to hear the gospel and to join Christ’s
church. Thus, the church moved from Jerusalem to Judea to Samaria to Antioch to Ethiopia to Asia Minor
to Macedonia and eventually to Rome. It ends with Paul in prison in Rome, still finding ways to proclaim the
gospel message .
The text intentionally begins with Peter and John going to the temple to pray. Though no longer accepted
within Judaism, the apostles—those who had seen the risen Christ—along with most early converts still
considered themselves faithful Jews and lived accordingly. With Jesus’ example fixed in their minds, the
apostles knew the life of faith required more than an obligatory offering of prayer or coins; it required them
to share the good news of forgiveness and new life in Christ.
Peter used the name of Jesus Christ as the source of his power to heal the lame man. Later on in verse
16, Peter declared that “the name itself has made the man strong.” The idea that tremendous power was
contained within the divine name is deeply rooted in the Hebrew tradition. To know the divine name was to
be entrusted with the power of that name. Think about Moses at the burning bush, hearing God reveal the
holy personal name of Yahweh to him. For our biblical ancestors, the divine name represented the power
behind it. Neither magic nor the piety of the church nor the lame man affected this miracle; no human has
the power to control the divine. Rather, this healing power and the miracle it enacted was a gift, visible
evidence of the Lord’s presence within the community. And such a gift propelled the disciples on their
journey, filling them with joy.
Theological Issues
The central theological issue in this narrative is the power of Jesus to change lives, and give hope and joy.
The lame man expected a bit of money. Instead, he received the power to walk and the joy of new life.
Peter and John had no money to share. They could and did give the lame man the message of Christ’s life,
death, and resurrection. They showed him Christ’s ability to heal. They called him to faith in Jesus. Events
such as this laid the foundation on which the early church was built. The preaching of Pentecost and the
healing in the temple offered evidence of the reality and power of the resurrected Christ.
This text challenges us to think about more than money when we hear the call for the Sunday offering.
Simply shrugging our shoulders and showing our empty pockets is a way to avoid sharing the gift of our
own journey of faith as a witness to others. Peter and John had no money; all they had was their faith in
Christ’s promise to be among them. Sharing that faith through their witness distributed gifts far more
powerful than any money they might have given.
This story reminds us that social or economic standing has nothing to do with what one person can offer
another. You don’t have to be among the “haves” of this world to have a gift to share. The lame man had
nothing to offer God but his exuberant dance of joy at God’s graciousness. His enthusiastic leaps and
twists drew attention, and helped draw large crowds of people, moving others to repentance and baptism.
Peter, John, and the lame man demonstrated a variety of ways to live out and share our life of faith. Peter
and John were headed to the temple, committed to a life of regular prayer. The lame man’s response to
being healed was a prayer of joy, certainly far from the quiet posture that usually comes to mind when we
think about a temple. Singing, leaping, praying, praising, and sharing our stories all are ways we can share
our faith journey.
Leader Reflections
How have your campers surprised you?
What unexpected and amazing gifts have they given you?
What did you expect from your relationships with the other staff members?
How have they enriched or challenged your faith?
What risks have you taken in sharing your faith?
How do you show your joy in the Lord?
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Discovery 6: Sent on the Way
Scripture: Great Commission—Matthew 28:10, 16–20
The Story
Thick silence enfolded the disciples as they went to the appointed place, the top of the mountain.
Overwhelmed with joy and wonder at seeing Jesus again, some fell to the ground and worshiped at his
feet. Others were held back by doubt with many questions swirling in their minds.
Jesus spoke his final words to the disciples: “All authority in heaven and on earth has been given to me.”
Through his faithfulness to God, Jesus possesses all authority in heaven and on earth. All creation belongs
to the risen Christ. Once having called the disciples to leave their nets and become fishers of people, he
calls them again, saying, “Go and make disciples…baptizing them…and teaching them to obey everything I
have commanded you.” Jesus’ last words offer an eternal promise: “And remember, I am with you always,
to the end of the age.”

The Story Context
This text concludes Matthew’s gospel. Jesus had been tried, the crowds had cried for Barabbas to be
released, and Pilate had washed his hands of the matter. Flogged and taken to Golgotha, Jesus was hung
on a cross with a sign stating his crime: “This is Jesus, the King of the Jews’ (Matthew 27:37). Mocked by
criminals and passers-by alike, Jesus took his final breath as the earth trembled and rocks were split in two.
The Roman centurion uttered the first proclamation of faith in the crucified Son of God. Joseph of
Arimathea placed Jesus’ body in his own tomb and rolled a large stone over the entrance. Out of concern
that the disciples might steal Jesus’ body and claim he was raised from the dead, Pilate ordered that
guards be placed at the entrance.
On the first day after the Sabbath, Mary Magdalene and the other Mary made their way to the tomb.
Suddenly the earth began to shake, and a brilliant angel of the Lord appeared, rolled the stone away, and
sat on it. Offering words of both comfort and joy, the angel told the women that Jesus is risen and that they
need to go and tell the others. The text translates the risen Christ’s first word as “greetings,” though a more
literal and appropriate translation would be “rejoice.” Jesus told the women not to fear, but to go and tell the
disciples to wait for him in Galilee.
In verses 11 through 16 , we read the tale of a cover-up. The guards returned to the city and reported the
morning’s events. Bribed with silver, they spread the story that the disciples had come and stolen his body
while they slept.

Background
Questions surround the characters of the story in the first part of Matthew 28. Two women visited the tomb
and twice received orders to tell the disciples to go to Galilee. Would the eleven men believe the word of
the two women? Would they defy Roman authorities and walk all the way to Galilee? Could they really
expect their crucified leader to meet them there? What could they expect to happen once they got there?
Jesus offered no explanation about what has happened or what will happen. He simply issued orders for
the disciples.
Galilee was home for Jesus and most of the disciples. It was the launching pad for Jesus’ earthly ministry
and for the call of most of the disciples. It was also the place held in contempt by the Jewish leaders in
Jerusalem. Matthew shows Jewish readers that something great can come out of Galilee, namely the
founding words for the mission of the church of Jesus Christ.
Throughout Matthew’s gospel, references to ”the mountain” alert readers that something important is about
to occur. The Sermon on the Mount is delivered from “the mountain.” Jesus goes to ”the mountain” to pray
(Matthew 14:23). The Transfiguration occurred on “the mountain” (Matthew 17:1). The disciples returned to
”the mountain” to hear Jesus commission them for a world mission journey.

Theological Issues
Jesus’ last words have many theological terms and issues. Jesus called his followers to lead other persons
to follow him. To fulfill the commission, the disciples had to embark on a journey. They had to be on their
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way. Once they led others to become disciples, they were to baptize these people, incorporating them into
the Christian community and letting the new disciples make their first public confession of Jesus as their
Lord and Savior.
New disciples must become learners, which is the root meaning of disciple. They must learn to obey
everything Jesus taught. It means devoting oneself to studying what Jesus said. It means living out daily
what Jesus taught. New disciples then take up the commission. They go on their way, baptizing and
teaching others. Such obedience to the commission becomes possible only because the commission-giver
remains present with his disciples.
Though not a popular word, obedience is a key theological issue for this text. Jesus didn’t tell the disciples
to go preach. He said, “Teach them to obey.” Teaching people how to live a life in obedience to Jesus’
commandments was stressed. Throughout Matthew’s gospel, Jesus preaches that it is not enough to
believe; faith must be demonstrated in acts of love and obedience. Christianity isn’t a philosophy; it’s a
journey, a way of life where the last shall be made first, the hungry are fed, the outcast are welcome, sins
are forgiven. We are beloved, not because we’ve earned it but because God loved us into being.
The Great Commission introduces the idea of a trinitarian God as it instructs Christians to baptize not in
one name but in three. Out of this grows the mysterious Christian doctrine of the Trinity: God as One
revealed in three persons. God the Creator and Father reveals the nature of God through the indwelling
presence of the Holy Spirit and through the incarnation of the human Jesus, the Christ. In so doing, the
church declares that it believes not in three different Gods, but only One. The work of each of the three
persons of the Trinity is necessary for a believer to experience salvation and live the Christ-commanded
life.
Obedience and faithfulness mean that we constantly strive to live according to Christ’s commandments:
offering hospitality to all, turning no one away, breaking down barriers, considering the needs of the
community and not just our own. Through it all, we give glory to God. It’s not easy, but now, as then,
through faith we are equipped for the journey. Jesus’ final words about his presence with us always are not
a promise of the easy life. They are a promise that God in Christ will never abandon us, but will dwell in the
midst of God’s people until the end of days.

Leader Reflections
How will your faith journey continue beyond camp?
What resources did you learn about at camp that will help you as you continue your journey?
How do you define a disciple? What does it mean for you to be a disciple?
What does a life lived in obedience to Christ’s teaching look like?
How will you help your campers with their mission for Christ?
To what ministries are you called?




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Daily Discoveries for Primary Children
Discovery 1: Blessed on the Way
Scripture
Abram and Sarai—Genesis 12:1–2
Focus
Campers will explore the way in which God told Abram and Sarai to take a journey, promising them they
would be blessed and be a blessing to others.
Campers will:
recognize camp as part of their journey
examine the meaning of being chosen and blessed of God
recognize God’s call to be a blessing and identify concrete ways to be a blessing during the camp
experience
participate in first-day community building (i.e., covenant-making, name games, and other welcoming
activities)

Connection to Campers
Campers this age understand the idea of taking a trip and all the preparations involved. Feeling safe is still
a primary issue for them. Talking about God’s blessing of Abram as a promise to journey with them is
helpful as they settle into the camp environment.

Suggested Songs
“Rock-a My Soul,” “Thy Word,” “Children Go Where I Send Thee,” “The Happy Wanderer,” “Step by Step,”
“Take My Life and Let It Be,” “Blind Man,” “Guide My Feet,” “Follow Me,” “Siyahamba (We Are Marching),”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 1. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

1. Tell the Bible Story
Ask the campers whether they have been to camp before or if it is their first time. What did you do to get ready to
come to camp? What did you bring with you to remind you of home? What are some things at home you will miss
while you are at camp? Remind campers that part of feeling comfortable and safe at home has to do with being
familiar with where everything is. Sometimes it is difficult to leave home because we leave behind our familiar
surroundings to experience something new and different. Encourage campers to talk about what how camp is similar
or different to their homes. Be aware of campers who may be feeling homesick during this discussion. In this case,
put more emphasis on what is familiar at camp rather than on missing home.
Explain to campers that today they will hear a story about two people who left their home and friends to move to a
new place. They believed that God called them to move. Read Genesis 12:1–2. Explain that although God asked
Abram and Sarai to leave their home, community, and familiar surroundings, God also promised to be with them.
God said that they would bless others. Remind campers that God is with them on this journey to camp, just as God
was with Abram and Sarai on their journey. Explain that during the time at camp, the group will be discovering the
many ways that God is with them on our journey and the many ways that they can bless to others.
Activity Modes: Interpersonal, Linguistic
Materials: Bibles

2. List Blessings
Remind campers that in today’s story they heard that God promised to bless Sarai and Abram. Reread Genesis
12:1–2. Invite campers to say what they think the word blessing means. After hearing their responses, guide them to
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a consensus on a general definition for blessing. This might include that blessings are good things, people, or events
that we receive from God. Record the list of blessings and post it somewhere the group can see it. Explain that
during the time at camp they can add to the list as they experience or remember additional blessings.
Activity Modes: Interpersonal
Materials: Paper and markers

3. Create a Collage
Remind campers that God also told Sarai and Abram that they would be a blessing to others. Ask: What do you think
it means to be a blessing to others? What can you do to be a blessing to others while you are here at camp? After
campers have responded, give them a large piece of paper, several magazines, scissors, and glue. Encourage them
to create a collage with pictures of good things they can do for others, using pictures from the magazines or ones
they have drawn. This collage can be hung in a common area to remind campers to be a blessing to others.
Activity Modes: Intrapersonal, Spatial
Materials: Scissors, glue, tape, magazines, crayons, markers, large piece of paper

4. Do First-day Activities
During first day at camp, help campers feel safe within the camp setting by giving them a chance to learn names, find
their way around, and understand the rules for camp behavior. This is part of setting the stage for God to transform
this new and unique group of individuals into a Christian community. Part of this process includes playing name
games in large and small groups (see “More Activities: Group Building and Recreation”) and creating a group
covenant (see “More Activities: Group Building and Recreation”). As campers get to know one another, learn
where things are at camp and the schedule, and understand appropriate behavior, they will relax into the community.
Activity Modes: Bodily/Kinesthetic, Interpersonal

5. Tour the Camp Community
Line up campers with a counselor at the front and back of the group. Travel around the camp and visit the different
locations that the group will use throughout the time at camp. As you tour the camp, introduce those who work in
different areas— such as the director, health care manager, lifeguards—and discuss their roles in the camp
community. As the group meets these individuals and hears about their jobs, emphasize how everyone works
together to make the camp a community. .
Include in the tour some of the natural settings around camp, such as the lake or woods or wildflower field.
Encourage campers to find one thing in the setting for which they are thankful. Conclude the tour by visiting the camp
chapel, worship site, or a place that has a cross. Remind campers that God is also present with them as part of the
camp community.
Activity Modes: Bodily/Kinesthetic, Interpersonal, Spatial, Naturalist

6. Create a Name Plaque
Remind campers that God called Abram to go to a new land and that God promised to make Abram’s name great.
Encourage them to talk about what their names mean and who knows them by name. Have a name book available
for campers to look up the meaning of their names. Invite them to create name plaques. Have construction paper or
cardboard, glue, ,markers, and a variety of decorating materials available. Campers then write their names on their
plaques, and decorate the plaques with the materials you have provided. Help campers make a hole in the top two
corners and hang the plaque from cord tied through the holes. The plaques can be hung over their bunks.
Activity Modes: Spatial
Materials: Construction paper, cardboard, markers, glue, buttons, sequins, beads, embroidery floss, yarn,
paint, paint brushes, items from nature




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Worship Resources
Morning Watch
Explain to campers that each morning they will meet at a designated spot (a spot you show them while on your camp
tour) for Morning Watch. Invite them to bring their Bibles and a notebook and pencil. Have them spread out so they
cannot touch or talk to one another. Explain to them that they can sit quietly; write or draw in the notebook; or
complete Camper Page 1. Remind them that this is a time for thinking about God. Gather for a few minutes at the
end, and invite them to share about their experience if they want to do so.
Activity Modes: Intrapersonal, Linguistic
Materials: Bibles, notebooks, copies of Camper Page 1, pens/pencils

Evening Worship
Before worship begins, prepare the space so that there is an area where the worship leader can be in the center of
several concentric circles. Using masking tape or sidewalk chalk, draw four rings on the floor or ground, expanding
out from the center. From above, the final design should look like a bulls eye with the worship leader located at the
center.
Open with prayer.
Sing: Sing songs from your camp’s tradition or the list of Suggested Songs.
Read the scripture: Genesis 12:1–2.
Reflect on the scripture:
Point out the rings of concentric circles on the floor or ground. Invite campers who traveled less than one hour to
camp to stand in the center circle. Campers who traveled less than two hours go to the second ring and so on until
those who traveled more than four hours are on the outside of the outermost ring. (Adjust these distances or times for
your camp.) Explain to campers that this arrangement shows that everyone has come to camp from a variety of
distances and places. Like Sarai and Abram, the camp community was called to travel on a journey from their homes
to camp. Explain that during the time at camp, they will be learning more about the idea of their journey and their call
to be a blessing to others. Invite them to form small groups with other campers who are within the rings. Have them
introduce themselves to one another by saying their names and where they live.
Close worship: Teach campers to sing the first verse of “They’ll Know We Are Christians By Our Love.”
Activity Modes: Interpersonal, Musical
Materials: Material to mark off circles (chalk, stones, masking tape), songbooks or music leadership

Cabin Devotions
As a way of concluding the day, ask campers to each share one thing they learned about the camp today. Next,
invite each camper to share one way that another person has been a blessing to him or her on the first day of camp.
Always be sensitive to those who do not wish to share, but make sure everyone feels welcome to do so. Close this
time of sharing with a prayer of thanksgiving, thanking God for the start of this new journey here at camp.
Activity Modes: Intrapersonal

Discovery 2: Led on the Way
Scripture
Pillars of Cloud and Fire—Exodus 13:17–18a, 20–22
Focus
Campers will explore how God led the Israelites through the wilderness and God’s faithfulness on Israel’s
journey.
Campers will:
reflect on God’s presence and activity in the lives of God’s people
identify ways that God guides people
discover that following God sometimes means taking a roundabout way


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Connection to Campers
Campers this age can relate to the idea of learning about God through different people and experiences.
The Israelites experienced God through all their senses in the pillar of cloud and fire. Camp is a great place
for children to do the same.

Suggested Songs
“Rock-a My Soul,” “Thy Word,” “Children Go Where I Send Thee,” The Happy Wanderer,” “Step by Step,”
“Take My Life and Let It Be,” “They’ll Know We Are Christians,” “Love Will Guide Us,” “We Shall Overcome”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 2. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

1. Tell the Bible Story
Introduce the story by telling campers that today’s story is about a journey taken by the descendants of Sarai and
Abram. (You may need to define descendants for this age group.) Explain that the Israelites were slaves in Egypt
until God sent Moses to lead them to freedom. God promised they would have a land of their own. First, however,
they had to travel across a wilderness or desert area. Invite campers to talk about what that might have been like.
Ask: What do you think the wilderness looked like? How did the Israelites feel? What did they see there? What did
they hear there? Ask them to close their eyes and imagine they are on a journey across a large desert. Guide them in
their imagining by suggesting some scenes. After they open their eyes, help them find Exodus 13:17–18a, 20–22 in
their Bibles, and invite them to read along with you.
Encourage campers to tell what they think the pillars of fire and smoke looked like. Give each camper a large piece of
paper and crayons, markers, or paint and paintbrushes. Encourage them to illustrate this story of Israel’s journey.
When they finish their illustrations, invite them to share their drawings with the group. Remind the group that God is
present with them at camp, just as God was present with the Israelites in the wilderness. Encourage them to name
some of the signs of God’s presence at camp.
Activity Modes: Intrapersonal, Spatial, Naturalist
Materials: Paper, crayons, markers, paint, paintbrushes

2. Take a Group Trust Walk
Remind campers that the people of Israel had to trust God and that we need to trust God, even if we can’t see any
signs. This variation of a classic camp activity allows younger campers to experience what it is like to trust someone
to lead them when they cannot see. Ask campers to line up in a single line. Place one counselor at the front of the
line and one at the end. Stretch a length of rope between the two counselors. Blindfold campers and have them hold
onto the rope. Explain that they are to follow the leader and group by holding on to the rope. Counselors need to be
careful and move slowly. Remind campers that if they feel scared or uncomfortable, they can remove the blindfolds,
but need to keep holding on to the rope. At the end of the walk, ask: What did it feel like when you couldn’t see where
you were going? What helped you to feel safe? How do you think the Israelites felt as they traveled through the
wilderness? What are some ways that God guides us today? Remind campers that God guides us even when we
can’t see where we are going.
Activity Modes: Bodily/Kinesthetic, Interpersonal
Materials: A length of rope (allowing approximately two feet for each camper in the group)

3. Make Roundabout Maps
Just as the Israelites took a roundabout way to the promised land, we too often have to take alternate routes or
change our plans when traveling. Go to a familiar place within camp. Divide the group into two groups. Explain that
an unusual situation has occurred, such as excessive rain causing the pool to overflow and flood the normal trail to
the archery range. Challenge the small groups to find an alternate path to a goal, such as the archery range. Send a
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counselor with each group so they won’t get lost. After an agreed upon time, gather at the starting place. Ask each
group to show the other groups their alternate route by taking them on the new pathway. Remind campers that God
is with us and guides us even when we must travel a roundabout way.
Activity Modes: Bodily/Kinesthetic, Spatial

4. Smell a Hike
Remind campers that the Israelites didn’t know which way to go on their trip, but they had a cloud and fire to lead
them. Explain that the campers will have a chance to smell in order to find their way. Divide campers into two groups,
with one counselor to each group. One of the groups lays a trail for the other group to follow by rubbing a cut onion
along leaves, tree bark, and large rocks along the chosen path. After a set amount of time, the second group follows
along and attempts to locate the trail by smelling. Then switch roles and have the other group lay a trail in a different
area. Encourage the campers to talk about the experience. Ask: What was the hardest part of following the trail?
What was the most surprising thing that happened? What did you learn about following a trail by using your senses?
Activity Modes: Bodily/Kinesthetic, Naturalist
Materials: Onions cut in half

5. Create a Map Using Natural Landmarks
Take a walk around camp. Encourage campers to notice where natural landmarks—such as the large boulder by the
pool or the muddy trail to the lake—are located and what they look like in detail. Following the hike, return to the
meeting area. Divide into small groups. Give each group a map of camp, crayons, markers, and pencils. Have them
mark the natural landmarks on the map. Come back together and invite them to share their maps. Another option is
to have the groups come up with verbal directions to describe how to get to designated locations at camp.
Activity Modes: Logical/Mathematical, Naturalist, Linguistic
Materials: Camp maps, crayons, markers, pencils.

6. Play a Rhythm Game
Begin this “follow the leader” game with the group seated in a circle. Ask for one group member to be “it” and to leave
the immediate area. Choose a different group member to be the leader. Explain that the group leader will create a
rhythm (by patting legs, snapping fingers, tapping head, etc.) for the entire group to follow. Instruct the leader to
keep the rhythm but to change the motion periodically. Group members follow the leader as he/she changes motions.
Once the entire group has the rhythm, call the “it” person back to the circle. “It” tries to figure out who the rhythm
leader is. Once the leader is identified, a new “it” and “leader” are selected for another round. Give all campers an
opportunity to be “it” or the leader.
Activity Modes: Bodily/Kinesthetic, Musical

7. Play Follow the Leader
Invite campers to play the classic game Follow the Leader. They simply take turns being the leader, while the rest of
the group follows the leader’s path and actions. Be sure that anyone who wants to be the leader has an opportunity
to do so.
Activity Modes: Bodily/Kinesthetic, Interpersonal

Worship Resources
Morning Watch
Explain to campers that each morning they will meet at a designated spot for Morning Watch. Invite them to bring
their Bibles, a notebook and pencil. Have them spread out so they cannot touch or talk to one another. Explain to
them that they can sit quietly; write or draw in the notebook; or complete Camper Page 2. Remind them that this is a
time for thinking about God. Gather for a few minutes at the end, and invite them to share about their experience if
they want to do so.
Activity Modes: Intrapersonal, Linguistic
Materials: Bibles, notebooks, copies of Camper Page 2, pens/pencils
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Evening Worship
Open with prayer.
Sing: Sing songs from your camp’s tradition or the list of Suggested Songs.
Read the scripture: Exodus 13:17–18a, 20–22
Reflect on the scripture:
Have campers arrange the illustrations they made during “Tell the Story” so that their pictures tell the story. There
may be duplicates, but use this as an opportunity to point out the different ways the parts of the story might be
depicted. Give campers time to enjoy the pictures. You may want to arrange the pictures in a gallery format, and then
give them time to get up and take a closer look at the pictures. Remind them that God used the pillars of fire and
cloud to guide God’s people through the wilderness. Similarly, God can use us to guide each other. Ask: Who are
some people that God uses to guide you? These may include parents, teachers, ministers, counselors, fellow
campers etc. Encourage them to look for ways that God uses them to guide others.
Close Worship: Sing a few more songs and then end with prayer.
Activity Modes: Interpersonal, Spatial, Musical
Materials: Campers’ illustrations from the “Tell the Story” activity, Bible, songbooks or musical leadership

Cabin Devotions
Encourage campers to tell about the day. Ask: What was the best part? Where did you see God at work in creation
and through others today? In this responsive prayer, offer a repeated phrase to which they will respond with their
prayers. Open the prayer with the phrase, “God, you are wonderful. I’ve seen you in…” and repeat this prior to each
camper’s reply. After everyone has had an opportunity to share, close the prayer by thanking God for God’s constant
loving presence in our lives, no matter where we travel.
Activity Modes: Interpersonal, Linguistic
Discovery 3: Walking Together on the Way
Scripture
Ruth and Naomi—Ruth 1:1–18
Focus
Campers will explore the story of Ruth and Naomi and examine the meaning of living in community as
God’s people.
Campers will:
reflect on making choices as individual members of a community
examine the ways they encounter God through relationships with others
explore commitment and challenges in relationships

Connection to Campers
Young campers can relate to the dynamics of insider/outsider and hospitality by thinking about meeting or
being the “new kid” in church, school, or camp. They can also consider how they welcome others, choose
friends, and treat friends.

Suggested Songs
“Weave,” “Stand By Me,” “Welcome Table,” Love, Love, Love,” “Jesus Walked That Lonesome Valley,”
“Whose Side Are You Leanin’ On?”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 3. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

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1. Tell the Bible Story
Explain that today’s story takes place after the Israelites found a home in the land God promised them. It is about two
women who went on a journey together. Help campers find Ruth 1:1–18 in their Bibles. Invite them to read the
passage along with you. Ask; What happened in this story? What happened to Naomi and her family? What did she
decide to do? What did Ruth decide to do? What did Ruth promise?
Divide campers into three small groups. Assign each group a collection of verses to read: 1-5, 6-14, and 15-18.
Explain to each group that they are responsible for coming up with motions or actions to illustrate their verses. Give
campers about five minutes to work on their motions. When the groups have planned their motions, explain that you
will read Ruth 1:1–8 again. While you are reading, each group is to come forward and silently do their motions or
actions. After the groups have shared with one another, ask: Why do you think Ruth decided to go with Naomi? How
do you think Ruth felt? How do you think Naomi felt? Why is it better to have someone go with you than to go alone?
Activity Modes: Bodily/Kinesthetic, Spatial
Materials: Bibles

2. Create a Traveling Rap
Invite campers to work together to make up a rap that could be used when they walk around camp. Explain that this
rap can include group member by name or describe the group’s role in the camp community. Be sure that all group
members work together to come up with this rap. Remind them to do their rap as they travel from place to place at
camp.
Activity Modes: Interpersonal, Musical
Materials: Paper, pens/pencils

3. Play Commonalities
Remind campers that as Ruth and Naomi walked, they probably learned more about each other. Have each camper
stand next to a camper whom he/she doesn’t know well. Have campers find out one thing that they have in common
with that person. Once a pair has agreed on the common thing, have that pair find another pair to form a group of
four. Invite campers to share their common thing with the other pair. Next, the group of four decides on one thing that
all four of them have in common. This needs to be different than the information they have already shared. Then
each group of four joins another group of four. Continue until all groups are one group again. Encourage them to
come up with one thing that everyone shares in common.
Activity Modes: Bodily/Kinesthetic, Interpersonal

4. Show Kindness to Your Secret Pal
Remind campers that Ruth and Naomi probably helped each other on their way back to Israel. Ask: What are some
kind things they might have done for each other? Explain that today each camper will be able to do kind and helpful
things for someone else in the group. Have each campers and counselor write his/her name on an index card. Place
the cards in a hat or other container. Then have each camper draw a name from the container. Anyone who gets his
or her own name returns the card to the container and draws another one. Explain that the name they have drawn is
their secret pal for the day and not to tell who it is. Encourage them to show God’s love to their secret pal throughout
the day. Remind campers that like Ruth and Naomi, we are on a journey together during camp and that we are called
to care for one another throughout this time. At the end of the day or during cabin devotions, campers will tell the
identity of their secret pal. If they enjoy this activity, you may want to repeat it on another day or even through the rest
of camp.
Activity Modes: Interpersonal
Materials: Index cards, pens/pencils, hat or other container

5. Visit Nature
Gather together in a spot where you can see the variety of God’s natural world. Encourage campers to touch the bark
on the trees, to smell the flowers or the grass, to listen for birds and other sounds, or to watch a spider spinning a

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web. Ask: How does God’s creation show God’s love for us? Ask: How can nature help us when we feel far away
from God? What about nature reminds of God’s presence in our life?
Activity Modes: Naturalist, Bodily/Kinesthetic

6. Draw a Picture of the Camp Community
Give campers a large piece of paper from a roll. The paper should be big enough for the whole group to gather
around it. Give them artistic media, such as crayons, markers, and paints. Invite them to use these materials to
create a picture of their camp community. This picture should include all members of their group, the other camper
groups, and other members of the camp community, such as directors, lifeguards, nurses, and others. Encourage
them to include the natural elements of the camp community - trees, the lake, raccoons, the camp dog, etc. Make
sure they are sharing the materials and that all are participating. When they have finished, hang their masterpiece in
a central meeting area for everyone to enjoy.
Activity Modes: Spatial, Naturalist
Materials: Large roll of butcher paper, marker, crayons, paints, paintbrushes, masking tape

Worship Resources
Morning Watch
Explain to campers that each morning they will meet at a designated spot for Morning Watch. Invite them to bring
their Bibles and a notebook and pencil. Have them spread out so they cannot touch or talk to one another. Explain to
them that they can sit quietly; write or draw in the notebook; or complete Camper Page 3. Remind them that this is a
time for thinking about God. Gather for a few minutes at the end, and invite them to share about their experience if
they want to do so.
Activity Modes: Intrapersonal, Linguistic
Materials: Bibles, notebooks, copies of Camper Page 3, pens/pencils

Evening Worship
Open with prayer.
Sing: Sing songs from your camp’s tradition or the list of Suggested Songs.
Read the scripture: Ruth 1:1–18
Reflect on the scripture:
Have campers form groups of four or five. Ask them to imagine that they are going on a trip to the beach, Disney
World, or a popular destination in your area. Invite them to share with one another what they would like to do at this
location, where they would like to eat, and where they would like to stay. Remind them that taking trips and traveling
is more fun with others. While it is more fun to have companions on our journeys, we sometimes have to make
compromises so that everyone can have a good time. Ask the groups to agree among themselves on two things they
would like to do. Invite the groups to share their decisions. Remind campers that the journey at camp is similar. As
part of a community, it is often necessary to make compromises. Encourage campers to name some compromises
they have made during camp.
Close Worship: Sing a few more songs, and then end with prayer.
Activity Modes: Interpersonal, Musical
Materials: Bible, songbooks or musical leadership

Cabin Devotions
For cabin devotion, ask campers to go around the circle and reveal their secret pals for the day. Encourage them to
share how they were a blessing to their secret pal or how their secret pal blessed them. If you suspect that several
campers may have difficulty with sharing what they have done, or may have forgotten to do something during the
day, another option would be to have each one offer thanks aloud for his or her pal: “God, thank you for giving me
(name) as my friend.” Close this sharing time by asking campers to pray silently for their secret pals. Then close with
the Lord’s Prayer or another group prayer.
Activity Modes: Interpersonal, Intrapersonal

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Discovery 4: Challenged on the Way
Scripture
Jesus’ Baptism and Temptation—Luke 3:21–22; 4:1–15
Focus
Campers will explore the story of Jesus’ journey through his baptism and temptation, and learn about what
it means to be beloved of God.
Campers will:
explore the meaning of being the beloved of God
discover the importance of faith when facing temptations
examine Jesus’ obedience to God

Connection to Campers
Campers this age understand the idea of being loved and the many ways they experience God’s love. They
can connect with Jesus’ example of prayer, reflect on different forms of prayer, and develop their own
prayer life.

Suggested Songs
“Seek Ye First,” “Day by Day,” “They’ll Know We Are Christians,” “O Lord, Hear My Prayer,” “In God Alone,”
“Wade in the Water,” “Come to the Waters,” “Lord, Listen to Your Children Praying,” “Lift Me Up”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 4. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

1. Tell the Bible Story
Explain that today’s story has two parts. Both parts tell a story about Jesus and take place before he began his
ministry. The first story tells about Jesus’ baptism. Help campers find Luke 3:21–22 in their Bibles and then follow
along as you read. After the reading, encourage them to tell you what happened in the story. Ask: Where did Jesus
go? What happened there? What did the voice say? What do you think it means for Jesus to be God’s beloved child?
Explain that the second part takes place in the days just after Jesus’ baptism. Read Luke 4:1–15. Invite campers to
discuss what happened in this part of the story. Ask: Where did Jesus go? Who visited him there? What were the
three things the devil wanted Jesus to do? Why do you think Jesus did not do what he said? Help campers
understand that since Jesus was God’s beloved son, he obeyed God and not Satan.
Divide campers into two groups. Explain that one group will come up a skit to tell the story of Jesus’ baptism, and the
other group will come up with a skit to tell the story of Jesus’ temptations. Encourage campers to read the scripture
again, and then to discuss how to act out their interpretation of the story. After a few minutes of preparation, invite the
groups to share their skits. Ask: What did you learn about Jesus in these stories? What did you learn about God in
these stories?
Activity Modes: Bodily/Kinesthetic, Interpersonal, Spatial
Materials: Bibles
2. Talk about Temptation
Begin this activity by rereading Luke 4:1–15. Inform campers that you need their help to understand more about
temptation. Lead them in a discussion by asking them questions. Ask: What is temptation? When and where can we
experience temptation in our lives? What temptations did Jesus face in this story? How did Jesus respond to the devil
and these temptations? What are some temptations we face at school? How about at home? How about at camp?
How does Jesus want us to respond to temptation? What are some ways that we can avoid temptations? Conclude
the discussion by reminding campers that God loves us and is with us even when we are tempted.
Activity Modes: Interpersonal, Linguistic
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3. Create a Sandpaper Symbol Print
Explain that the church uses a variety of symbols to represent baptism. Three common symbols for baptism are a
descending dove, a shell, and water. Show them the symbols on Camper Page 4. Provide each camper with crayons
and a piece of sandpaper. Have them draw one of the symbols on the sandpaper. This activity works best if campers
press very hard with the crayon onto the sandpaper. When they have finished drawing, place a piece of blank white
paper over the drawing so that the crayon drawing is facing the blank paper. Then place this “sandwich” between
several sheets of newspaper. Press with a warm iron. The crayon wax and the dotted texture of the sandpaper will
transfer a unique picture to the paper.
Activity Modes: Spatial
Materials: Sandpaper, blank white paper, crayons, iron, newspaper, Camper Page 4

4. Explore God’s World
Meet together outside near a body or pool of water. Remind campers that the story of Jesus’ baptism took place in a
river, a place full of wildlife. Offer each camper a magnifying glass. Encourage campers to explore the larger area
around the water with the magnifying glasses. Ask them to find something that reminds them of God’s love for them.
They might choose plants and flowers because of their rich textures and subtle details. They might choose insects
and worms because they can also be fascinating. They might count the number of blades of grass in a square inch.
Encourage them to share their discoveries with the group and tell how these remind them of God’s love for them.
Activity Modes: Naturalist, Bodily/Kinesthetic
Materials: Magnifying glasses (optional)

5. Make Ice Cream
Use a recipe for homemade ice cream, and provide resealable quart-size plastic bags for campers to make ice cream
on their own or with a partner. Prepare the recipe ahead of time. With campers, pour a cup or two of the ice cream
mixture into each quart-size bag, and then seal it with duct tape. Place the quart-size bag into a gallon-size
resealable plastic bag, and surround it with cubed ice and rock salt. Seal the larger bag with duct tape. Then have
campers shake and squeeze their larger bags. Provide towels to wrap around the bags in case they are too cold to
handle. When the ice cream is ready, thank God for the gift of food. Have campers remove the smaller bags from the
larger bags, and then put the ice cream into bowls. Remind them to be careful not to get the salty liquid from the
larger bags into the smaller bags or their bowls. Enjoy the treat together.
Activity Modes: Bodily/Kinesthetic
Materials: Ice cream mixture, quart and gallon size resealable plastic bags,, duct tape, cubed ice, salt,
bowls, spoons

6. Share a Story
Choose a quiet, outdoor spot where you can enjoy nature and offer this story. You may also choose to use this
during a quiet cabin time. Read Just the Way You Are. Talk about what it means to be loved by God just the way we
are.
Activity Modes: Linguistic, Spatial
Materials: Just the Way You Are by Max Lucado (Good News Publishing)
Worship Resources
Morning Watch
Explain to campers that each morning they will meet at a designated spot for Morning Watch. Invite them to bring
their Bibles and a notebook and pencil. Have them spread out so they cannot touch or talk to one another. Explain to
them that they can sit quietly; write or draw in the notebook; or complete Camper Page 4. Pass out crayons in case
they want to color the symbols of baptism. Remind them that this is a time for thinking about God. Gather for a few
minutes at the end, and invite them to share about their experience if they want to do so.
Activity Modes: Intrapersonal, Linguistic
Materials: Bibles, notebooks, copies of Camper Page 4, pens/pencils, crayons
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Evening Worship
If your site has the option of worshiping by a lake or river, that would be an ideal setting. If not, hang large sheets of
blue cloth above and around the worship space, if possible.
Open with prayer.
Sing: Sing songs from your camp’s tradition or the list of Suggested Songs.
Read the scripture: Luke 3:21–22, 4:1–15
Reflect on the scripture:
Invite campers to come closer to the water, or show them the bowl and pitcher of water you have brought. Ask them
to name uses for water. Remind them that one purpose for water is baptism. Invite them to share their experiences or
memories of baptism. Ask: Why do we use water for baptism? Do you remember your baptism or seeing someone
else baptized? What memories do you have about baptisms? In baptism, we remember that we are beloved and
cared for by God.
Close worship by singing a few more songs, and then end with prayer.
Activity Modes: Linguistic, Musical
Materials: A body of water or a bowl and a pitcher of water, Bible, songbooks or musical leadership

Cabin Devotions
Ask campers to gather together in a circle or to be seated so that they can hear one another. Explain that they will be
closing the day with a popcorn prayer. Instruct them to think of one way in which God can help them in their lives
right now. This might be a particular temptation, something that gets them in trouble, or an emotion or feeling (such
as impatience, a short temper, etc.). Begin this prayer with the words, “Dear God, I ask you for help with…” Allow
them to pray voluntarily with responses that would complete the sentence. After a long, perhaps painful silence, close
the prayer with a response of gratitude and praise for the fact that God is always with us, and helps us in all areas of
our lives.
Activity Modes: Intrapersonal, Linguistic


Discovery 5: Rejoicing on the Way
Scripture
Peter, John and the Lame Man—Acts 3:1–10
Focus
Campers will explore the story of Peter, John, and the lame man, and learn about sharing gifts and
rejoicing in God’s graciousness.
Campers will:
examine how God provides people and gifts to help them on their faith journey
celebrate God’s love and graciousness
explore ways to share their faith in Jesus with others

Connection to Campers
Campers this age enjoy learning that worship doesn’t have to mean sitting still and being quiet for an hour.
Invite them to create other ways of worship and to consider how all of life can be an act of praise to God.
Children also enjoy being able to give to others something that’s theirs. Help them think about the gifts they
uniquely have to offer.

Suggested Songs
“Go Tell It on the Mountain,” “I Love to Tell the Story,” “I’m Gonna Sing,” “Psalm 100,” “River of Life,” “Tell a
Friend,” “On Eagle's Wings,” “All God's Critters (Got a Place in the Choir),” “It's Amazing,” “I Shall Walk”


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Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 5. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

1. Tell the Bible Story
Explain that today’s story takes place after Jesus arose into heaven. The disciples were busy telling everyone about
Jesus—what he did and who he was. Help campers find Acts 3:1–10 in their Bibles and to follow along while you
read or tell the story. Invite them to talk about what happened. Ask: Where were John and Peter going? What did the
lame man ask for? What did Peter say? What did Peter and John give the man? How did the lame man show how
grateful he was?
Divide the group into smaller groups. Explain to campers that each group will be coming up with a skit, and that they
will act out the story for the other groups. Instruct them to read the scripture again in their small groups. Then they
are to discuss and decide how to act out their interpretation of the story. Encourage them to express the exuberance
and joy of the healed man. After a few minutes, invite the groups to share their skits with one another.
Activity Modes: Bodily/Kinesthetic, Interpersonal, Spatial

2. Write a Song Based on the Story
Reread or tell the story in Acts 3:1—10. Invite campers to tell the story in their own words. Suggest that they can tell
the story in a song. Select a familiar, simple tune, such as “Row, Row, Row Your Boat” or “Happy Birthday.” Then
they work together to write song lyrics based on this scripture. They may also want to make up motions to go with the
song.
Help them as necessary. Give them time to share their songs with their group. If they want to share these with the
rest of the camp, arrange a time for them to do so at a meal or during worship.
Activity Modes: Linguistic, Musical
Materials: Paper, pens/pencils

3. Make Gifts for a Gift Exchange
Explain to campers that they will be making gifts to share at a gift exchange during Evening Worship. Hand out index
cards and pencils. Ask each camper to write down a gift or talent that God has given to him/her. This might be a
specific skill, something about his or her personality, a way that he or she helps others, or something that he or she
enjoys doing to glorify God. Once they have written their gifts, instruct them to roll the index card into the shape of a
tube and to seal it with a piece of tape. Using the tissue paper, markers, and ribbon, campers wrap and decorate
their gifts. The tissue paper can be wrapped around the tube and then twisted on the ends, similar to the way a piece
of hard candy is wrapped. Make sure that each camper makes a gift tag, writes his or her name on it, and attaches
the tag to the gift. Do this so that the gifts can be identified later in the day.
Activity Modes: Intrapersonal, Linguistic, Spatial
Materials: Index cards, pens, tissue paper, markers, tape, ribbon

4. Make a Gift Quilt
Give each group member a piece of construction paper. Ask them to write their name on one side of the paper. On
the other side, encourage them to write or draw a picture showing a talent or skill they have. If individuals have
trouble coming up with a talent or skill, provide suggestions. Once they are finished, staple or tape these together so
that they form one large sheet of paper. Hang this paper quilt in the group’s cabin or meeting area. Remind campers
that their talents and skills are a gift to them from God. Invite them to talk about some ways they can use their talents
and skills to help others, as Peter and John did. Make a list of ways the group can combine their talents and skills to
do something for another group or for the entire camp. Encourage the group to choose one thing to do, and then to
follow through with it.
Activity Modes: Interpersonal, Intrapersonal
Materials: Construction paper, markers, crayons, pens, stapler, tape

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5. Think of a Symbol
Gather campers together, and ask them to tell about their favorite superhero. Remind them that usually superheroes
have a symbol to identify them, such as an “S” for Superman. Ask campers to share what symbols we use to identify
Christians. Many campers will mention a cross, but push them to think a little deeper. Ask: What are other ways that
we can identify Christians? Are there certain types of actions or behaviors that Christians might use? Remind
campers that actions also witness to our faith and show others that we are Christians. Ask: How can you show others
that you are a Christian today?
Activity Modes: Interpersonal, Linguistic

6. Take a Hike
Invite campers to consider that the story of Peter, John, and the lame man is a reminder about God’s gifts to them.
Explain to campers that you are going on a hike around camp. They will be looking for the gifts in nature that God
has given them. Encourage them to watch for ways that creation helps us every day, and to be ready to share what
they discover. For example, trees provide shade, absorb carbon dioxide, emit oxygen, and attract wildlife. Or share
about the air they breathe and how it helps their bodies. After the hike, ask campers to tell what they discovered. If
possible, plant a tree together as a group, and consider with them the gifts it will provide to future campers.
Activity Modes: Naturalist, Spatial

Worship Resources
Morning Watch
Explain to campers that each morning they will meet at a designated spot for Morning Watch. Invite them to bring
their Bibles and a notebook and pencil. Have them spread out so they cannot touch or talk to one another. Explain to
them that they can sit quietly; write or draw in the notebook; or complete Camper Page 5. Remind them that this is a
time for thinking about God. Gather for a few minutes at the end, and invite them to share about their experience if
they want to do so.
Activity Modes: Intrapersonal, Linguistic
Materials: Bibles, notebooks, copies of Camper Page 5, pens/pencils

Evening Worship
Open with prayer. Inform campers that worship will be a little different because they will be having a party.
Sing: Sing several songs that are more fast paced, praise oriented, or ones that even include motions or dancing.
Read the scripture: Acts 3:1–10
Reflection on the scripture:
Remind campers how the healed man in the story rejoiced and shared his news and gifts with those around him.
Invite campers to stand and to talk with one another as if they where at a party. When they have mingled for a while,
ask them to stop where they are and to exchange the gifts they made during “Make Gifts for a Gift Exchange” with
someone near them. Encourage them to open their gifts and to thank the giver. Continue the party by sharing more
songs and possibly snacks, too. Close the party by reminding them to share the gifts God has given them with as
many people as they can, while here at camp and back home.
Close Worship: Offer a prayer of praise and thanksgiving.
Activity Modes: Interpersonal, Musical
Materials: Gifts from the “Make Gifts for a Gift Exchange” activity, Bible, songbooks, music leadership,
snacks

Cabin Devotions
Ask campers to gather in a circle and hold hands. Explain that in this prayer, they will pass a squeeze around the
circle. When the squeeze comes to an individual, he or she is to pray aloud for the person on the right and
specifically thank God for a gift that he or she sees in this person. For example, “God, thank you for Sue and her
helpfulness. When I fell on a hike today, she helped me get up.” Give campers a minute or two to think of what they
will say.
Activity Modes: Interpersonal, Linguistic
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Discovery 6: Sent on the Way
Scripture
The Great Commission—Matthew 28:16–20
Focus
Campers will explore Jesus’ last instructions and promise to his disciples, and focus on being Christ’s
disciples in the world.
Campers will:
identify how their journey continues beyond camp
remember that God is always with them on their journeys
be challenged to obey the way of Christ’s love by loving others

Connection to Campers
As concrete thinkers, campers this age easily enter this story from the perspective of Jesus’ telling the
disciples to go teach others about him. They can consider how they can be faithful followers of Jesus by
being kind to one another, caring for God’s creation, telling others about camp, and sharing their faith with
others.

Suggested Songs
“Servant of All,” “What If,” “This Little Light of Mine,” “Be Not Afraid,” “In Christ There Is No East or West,” “I
Have Decided to Follow Jesus,” “Take My Life and Let It Be,” “I Shall Walk”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 6. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

1. Tell the Bible Story
Prior to doing this activity, write verses 19 and 20 in large letters on a piece of poster board. Cut the poster board into
several puzzle pieces. Sit down with campers and explain that this story is about the last time Jesus was with his
disciples on earth. Help them find Matthew 28:16–20 in their Bibles, and invite them to read along as you read aloud.
Invite to talk about the scripture by asking: What did the disciples do when they saw Jesus? How did they feel? How
would you have reacted if you had been one of the eleven disciples? What three things did Jesus tell the disciples to
do? What did Jesus promise to the disciples? Ask the group to read the passage again. Then hand out the puzzle
pieces. Instruct the group to put the pieces together and read the verse.
Activity Modes: Linguistic, Spatial
Materials: Bibles, puzzles pieces (poster board, marker, scissors)

2. Write a Recipe for Disciples
Gather campers together and reread Matthew 28:16–20 aloud. Ask campers to identify the instructions Jesus gave to
his disciples. Ask: What does a disciple of Jesus do? Do you think there are still disciples? Who are some disciples
you know? If you were writing a recipe for a disciple with ingredients and measurements, what do you think needs to
be included? Using a piece of newsprint, write down their ideas for the disciple recipe. Use a conventional recipe
format, including the characteristics of a disciple as ingredients as well as the methods for preparation and cooking.
Encourage campers to be creative, while emphasizing the attributes that embody a disciple.
Activity Modes: Logical/Mathematical, Interpersonal
Materials: Newsprint, markers


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3. Show the Week in Pictures
Review with campers the Bible stories they have heard during their time at camp. Divide campers into small groups,
and give each group a large piece of paper and a box of markers or crayons. Assign each group one of the days at
camp, and ask them to draw what they remember from that day. They may want to include the Bible story, activities
that the group did, other things they remember. When they are finished, have each group share the pictures of its
assigned day. Ask each group shares its picture, attach that picture to the wall in chronological order. When all the
pictures have been placed on the wall, hang a blank piece of paper on the wall where the next day would be. Explain
that this is not the end of the story of their journey with Jesus. Remind them that after they get home, they will
continue their journey. It is their job to tell others about Jesus and what they have learned about God. Encourage
them to name ways they can tell others about Jesus. Invite them to suggest ways to complete this final picture. Then
ask for one or two volunteers to draw the ways suggested on the blank paper.
Activity Modes: Logical/Mathematical, Intrapersonal, Spatial
Materials: Seven large pieces of newsprint, markers and crayons for six groups, masking tape

4. Play Question and Answer
For this activity, gather the group in a comfortable setting. Encourage campers to talk about their time at a camp.
Ask: What was you favorite meal here at camp? What is the first thing you will eat when you go home? What is one
new thing that you learned about yourself this week? What is the first thing you will do when you get home? What will
you miss most about camp? Who is the first person you will call when you get home from camp? Who else will you
tell about your time at camp? What will you tell them about camp? What will you tell them about what you learned?
What was you favorite activity at camp? What is something you learned about God this week? What is one thing that
you learned about being on a journey this week?
Activity Modes: Interpersonal, Linguistic

5. Click a Slide
Gather in a quiet spot and tell campers to close their eyes. Invite them to watch a virtual slideshow in their minds of
the time at camp. Encourage them to name and describe the scenes they see. Offer a prayer of thanksgiving for the
time at camp.
Activity Modes: Spatial, Intrapersonal

6. Visit a Tree
Gather campers around a large tree. Encourage them to examine the tree and its details. Ask: How old do you think
this tree is? What is the purpose of this tree? Does this tree provide shade or a home for animals or insects? What
are the gifts this tree gives? Have campers look around at other parts of nature nearby. Encourage them to identify
the gifts provided by these other elements of nature. Have them sit down and say a prayer, thanking God for all the
gifts God provides to us through creation.
Activity Modes: Linguistic, Naturalist

Worship Resources
Morning Watch
Today have campers sit close together so that they can pass around and sign one another’s Camper Page 6. Before
they begin signing, spend a couple of minutes in quiet reflection on the special journey they’ve shared at camp this
week. Gather for a few minutes at the end, and invite them to share about their experience if they want to do so.
Activity Modes: Intrapersonal, Linguistic
Materials: Bibles, notebooks, copies of Camper Page 6, pens/pencils

Evening Worship
Open with prayer.
Sing: Sing the group’s favorite songs from your camp’s tradition or the list of Suggested Songs.
Read the scripture: Mathew 28:16–20

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Reflection on the scripture:
Remind campers that just as Jesus commanded the disciples to share his teachings with others, they are also called
to share what they have learned this week with others. Explain to them that they are going to create a time capsule
together, which they will be sharing with campers who come to camp after them. Provide each camper with an index
card and a pen or pencil. Ask them to write down one thing they have learned this week about being on a journey of
faith or about God. As they complete their contributions, invite them to bring their cards up to the front and place
them in a box. When all the cards have been collected, seal the container. From the previous week’s box, share
selected cards that tell what previous camper groups have learned. Encourage campers to continue to share what
they have learned about themselves and about God after they get home. Remind them that all Christians are called
to share and pass on the message of God’s love for us.
Close Worship: Sing a final song and have a final prayer.
Activity Modes: Interpersonal, Spatial, Musical
Materials: Songbooks or song handouts, index cards, pens/pencils, Bible, container (can or plastic box)

Cabin Devotions
Ask campers to sit in a circle for an evening prayer. Invite them to participate in a prayer of thanksgiving that follows
the letters of the alphabet. Begin the prayer by saying, “God, we thank you for…A…” Explain to campers that they
will then offer what they are thankful for that begins with the letter A. When the responses seem to have stopped,
move on the next letter. Hopefully, by the end of the alphabet, all group members will have shared a prayer and
enjoyed the experience of a different kind of prayer. With younger campers, you may need to stop before you get to
Z.
Activity Modes: Logical/Mathematical, Intrapersonal




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Daily Discoveries for Older Children

Discovery 1: Blessed on the Way
Scripture
Abram and Sarai—Genesis 12:1–2
Focus
Campers will explore the way in which God told Abram and Sarai to take a journey, and promised them
they would be blessed and be a blessing to others.
Campers will:
recognize camp as part of their journey
examine the meaning of being chosen and blessed of God
recognize God’s call to be a blessing and identify concrete ways to be a blessing during the camp
experience
participate in first-day community building (i.e., covenant-making, name games, and other welcoming
activities)
Connection to Campers
Campers this age are likely to begin to talk about fears, expectations, and hopes for the journey. The idea
of being blessed may be more difficult for them to understand. Being chosen—whether for a team, for a
part in a play, or in some other way—is very familiar. Blessing others connects well with their desire to be
helpful.

Suggested Songs
“Rock-a My Soul,” “Thy Word,” “Children Go Where I Send Thee,” “The Happy Wanderer,” “Step by Step,”
“Take My Life and Let It Be,” “Blind Man,” “Guide My Feet,” “Follow Me,” “Siyahamba (We Are Marching)”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 1. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

1. Tell the Bible Story
Invite campers to share the story of their journey to camp this week. Ask: What did you do to get ready for camp?
What did you have to leave behind? How did you feel? Remind campers that camp is like a journey or trip. Talk about
what they will be doing during their time together at camp.
Explain that today’s story is about two people who left their home because God told them to. Read or tell the story of
Abram and Sarai from Genesis 12:1–2. Talk about what happened in the story. Ask: What did God tell Sarai and
Abram to do? What did they do? What did God promise?
Encourage campers to suggest what it means to be a blessing and to be blessed (something good, a good gift, a
kindness). Divide them into small groups. Ask each group to make two lists: a list of the blessings they have and a list
of the blessings they can share with others. Gather together, and encourage the groups to share their lists.
Encourage them to name specific blessings they can give to others during this time at camp.
3. Do First-day Activities
During this first day at camp, help campers to feel safe within the camp setting by giving them a chance to learn
names, find their way around, and understand the rules for camp behavior.
4. Learn about Each Other
Have campers choose partners and then line up across from each other so that there are two straight lines facing
each other. Tell campers that they will have a minute to take turns and to tell their partner everything they can think
of about themselves. When time is up, ask one line of campers to move one person to the left. Give them another

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minute to tell their new partner about themselves. Repeat this a few more times, and then invite campers to gather
together again. Encourage them to talk about their experience. Ask: What did you learn about the other members of
the group? Who do you have something in common with?
5. Create a Name Plaque
Remind campers that God called Abram to go to a new land and that God promised to make Abram’s name great.
Encourage them to talk about what their names mean and who calls them by name. Have a name book available for
campers to look up the meaning of their names. Invite them to create name plaques. Offer construction paper or
cardboard, glue and a variety of decorating materials. Campers write their names on their plaques, and then use the
materials you have provided to decorate them. Help campers to make a hole in the top two corners and tie cord
through the holes. The plaques can be hung over their bunks.
6. Tour the Camp Community
Line up campers with a counselor at the front and end of the group. Travel around the camp, visiting the different
locations that the group will use throughout the week. As you tour the camp, introduce those who work in different
areas— such as the director, health care manager, lifeguards, and others—and discuss their roles in the camp
community As the group meets these individuals or hears about their roles, emphasize how everyone makes the
camp into a community.
Include on the tour some of the natural settings of the camp, such as the lake or woods or a wildflower field.
Encourage campers to find one thing in the setting for which they are thankful. Conclude the tour by visiting the camp
chapel, worship site, or a place that has a cross. Remind campers that God is also present with them as part of the
camp community.
7. Share a Story
Pick a quiet, outdoor spot where you can enjoy nature, or offer this story during a quiet cabin time. Read Wonderful
Promise aloud. Ask campers to imagine the feelings Abram and Sarai had as they were called by God to travel to a
new land. Reflect together on what they must have been thinking and whether they trusted God to provide for them.

Worship Resources
Evening Worship
Gather: Sing some songs from Suggested Songs or from your camp tradition.
Reflect: Read the scripture or retell it in your own words. Invite campers to share their thoughts from the day, and
what they experienced in learning about the story of Abram and Sarai. Encourage them to share the skits they
created today.
Respond: Invite everyone to participate in a litany with you:
Leader: Thank you God for your blessings today.
Campers:          We were blessed today by your presence.
Leader: Thank you God for allowing me to be a blessing to others today.
Campers:           Today I blessed those around me by my presence.
Then allow time for campers to name specific ways in which God blessed them and specific ways in which God used
them to bless others that day. You may need to offer examples or ask the other leaders to get this started
Close: Sing and offer a prayer of thanksgiving for the presence of God on your camp journey.

Cabin Devotions
Before bedtime, gather campers together for cabin devotions. Invite them to join you in singing a quiet song. Ask
them to share one of their favorite parts of the day. Then ask them to share a time when someone helped them today
and was a blessing to them. Remind campers about Abram and Sarai’s journey and God’s promise to bless them.
Ask them to consider how camp might be part of their own personal journey with God. Close with prayer.




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Discovery 2: Led on the Way
Scripture
Pillars of Cloud and Fire—Exodus 13:17–18a, 20–22
Focus
Campers will explore the way in which God led the Israelites through the wilderness and God’s faithfulness
on Israel’s journey.
Campers will:
reflect on God’s presence and activity in the lives of God’s people
identify ways that God guides people
discover that following God sometimes involves taking a roundabout way

Connection to Campers
Campers this age often look up to and even idolize others. Moses and the pillars were easy to follow. They
can begin to think about which leaders or signs they choose to follow.

Suggested Songs
“Rock-a My Soul,” “Thy Word,” “Children Go Where I Send Thee,” “The Happy Wanderer,” “Step by Step,”
“Take My Life and Let It Be,” “They'll Know We Are Christians,” “Love Will Guide Us,” “We Shall Overcome”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 2. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

1. Tell the Bible Story
Invite campers to tell about the people in their lives whom they admire and whose advice they like to follow. Discuss
what they learn from these people, the kind of guidance they receive from them, and what makes it difficult to follow
the leading of others. Encourage campers to share a story from their own life of a time when they needed guidance.
Be prepared to share one of your own.
Remind campers that Israel was in slavery in Egypt until God sent Moses to lead them to freedom. Explain that
today’s story takes place as they were leaving Egypt and were traveling in a big desert. Read or tell the story of the
Israelites in Exodus 13:17–18a, 20–22. Ask: How did the Israelites feel about leaving Egypt? What did God send
them to guide them? How did they feel about following a pillar of cloud and a pillar of fire?
Invite them to imagine they are TV reporters in the Israelites’ time. Ask: As a reporter, what questions would you ask
Moses? What questions would you ask Pharaoh? What questions would you ask the Israelites? Allow them to take
turns being the reporter and being the person interviewed, giving them time to prepare some questions and answers.
. Encourage them to take on different roles: Moses, Pharaoh, a man, a woman, a boy or girl of any age. After the
interviews, discuss what it might have been like to experience God’s presence as cloud and fire.

2. Map Out the Story
Remind campers that they are on a journey this week and that they need to know which way to go. Ask them to give
examples of trips they have taken, including the one to camp, and to tell how they got directions for where to go. Give
an example of a time in your life when you needed to find your way to a place. Show a map of your state, and ask
campers to help you find your way from chosen destinations to camp. Explain that the Israelites went on a long
journey when they fled Egypt. They needed to know what way to go, but there weren’t any maps. Reread or tell the
story from Exodus 13:17–18a, 20–22. God sent the pillars of cloud and fire to act as a map for the Israelites. Invite
campers to consider the maps that God gives them to lead them in their lives. Ask: What are those maps? How does
God lead us in our lives today?


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3. Chalk a Walk
Use sidewalk chalk on a piece of pavement to create a series of lines for campers to follow. Make the lines twist and
turn, provide spaces where campers have to jump or stretch to reach another line, and draw different choices for
campers to take to reach a goal. Ask for a volunteer to be the leader, and encourage campers to work together. One
option is to make campers start over from the beginning if they fall completely off the line or step in an open space.
After they reach the goal, encourage them to discuss what it was like to follow the leader. Remind them that the
Israelites followed God, even though God led them on a roundabout way.

4. Find Your Way
Gather campers in an area near trees during the day or where they can see the stars at night. Tell about Harriet
Tubman, an escaped slave who led more than 300 slaves to freedom. Read the story Wanted Dead or Alive: The
True Story of Harriet Tubman to them. Discuss with them what they would do to find their way if they were lost. Then
ask how this compares to the stars and moss for Harriet Tubman, and the cloud and fire for the Israelites.

5. Visit Nature
Gather together in a spot where you can see a variety of God’s natural world. Encourage campers to feel the bark on
the trees, to smell the flowers or the grass, to watch a spider spinning a web, or to listen for nature sounds. Ask them
to share how those things show God’s love for us. Remind campers that the Israelites may have been scared or
lonely or worried, and that they were assured of God’s presence by the pillars of cloud and fire. Discuss what they
can do or think about when they feel far away from God and need to be reminded of God’s presence in their life.

7. Follow the Light
Play this in your cabin at night or in a darkened room. Give each person a flashlight. The game begins with playing
follow the leader. Remind campers about the pillar of fire that lit and led the way for the Israelites each night. The
chosen leader flashes a path on the ceiling, and the others use their flashlights to try to keep up. Allow other campers
to have a turn at being the leader.

Worship Resources
Evening Worship
Gather: Sing some songs from Suggested Songs or from your camp tradition.
Reflect: Read the scripture or retell it in your own words. Invite campers to share their thoughts from the
day, and what they learned about the story of the Israelites’ journey through the wilderness. Encourage a
few campers or leaders to share personal stories of a time when they needed God’s guidance.
Respond: Invite everyone to participate in a response with you from Psalm 18:1–4. Tell them that their
response is: “His love endures forever.”
Leader:          Give thanks to the Lord, for he is good.
Campers:         His love endures forever.
Leader: Let Israel say…
Campers:          His love endures forever.
Leader: Let the house of Aaron say…
Campers:          His love endures forever.
Leader:           Let those who fear the Lord say…
Campers:          His love endures forever.
Close: Sing and offer a prayer of thanksgiving for God’s leading in your lives.

Cabin Devotions
Before bedtime, gather campers together for cabin devotions. Invite them to join you in singing a quiet song. Ask
them to share one of their favorite parts of the day. Remind them about the Israelites’ travel into the wilderness and
God’s presence with them. Ask them to share a time today when they felt that God was with them. Close with prayer.

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Discovery 3: Walking Together on the Way
Scripture
Ruth and Naomi—Ruth 1:1–18
Focus
Campers will explore the story of Ruth and Naomi and examine the meaning of living in community as
God’s people.
Campers will:
think about the choices they make as a member of a community
examine the ways they encounter God through relationships with others
explore commitment and challenges in relationships

Connection to Campers
Campers this age are beginning to think about how their choices affect others and what it means to make
decisions as part of a community. They have had experiences of being insiders or outsiders. They are
beginning to understand what it means to offer hospitality.

Suggested Songs
“Weave,” “Stand By Me,” “Welcome Table,” “Love, Love, Love,” “Jesus Walked That Lonesome Valley,”
“Whose Side Are You Leanin’ On?”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 3. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

1. Tell the Bible Story
Encourage campers to talk about how they choose their friends. Ask: What makes a good friend? What do good
friends do for each other? Do you think friends can be older or younger than us? Can our relatives, such as our
brothers and sisters, parents and grandparents, be our friends? Why or why not? Invite campers to share a story
about a good friend and why they call that person a friend.
Explain that today’s story is about two women, Ruth and Naomi, who traveled together and were devoted to each
other. Ask campers to lean back or lie down, if possible, close their eyes, and try to visualize the characters as you
read or tell the story found in Ruth 1:1–18. While their eyes are still closed, ask them to describe each character as
you name them. Encourage them to think about each character and to share how that person might look and sound.
Invite campers to open their eyes. Then discuss how Ruth and Orpah might have felt at being told to leave Naomi,
and how Naomi might have felt when Ruth refused to go. Encourage them to talk about what this story tells us about
friendship. Ask: What does it tell us about being friends this week at camp together?
2. Illustrate the Story
Prepare a place with enough space for your group of campers to make a large mural. Use newsprint on the floor, a
table, or a wall, or provide chalk for use on a section of sidewalk. Invite campers to participate in the reading of Ruth
1:1–18. Assign campers to the women’s roles and to the role of the narrator.
Divide campers into small groups, and assign each group a section of the story to illustrate. Emphasize that artistic
ability is not required. When the pictures are done, invite the groups to tell their part of the story as they have drawn
it. Hang the mural on a wall so that others can see.

3. Trust Hike
Pick an easy, wide path in camp to follow, or prepare a path in a room using tables and chairs as obstacles. Assign
partners or ask campers to choose a partner. If you don’t have enough leaders to act as spotters, assign some

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responsible campers to help keep everyone safe. Emphasize that this a “challenge by choice” activity. One camper is
the guide, and the other is the hiker. The hiker walks the path with eyes shut while the guide gives verbal directions
and helps the hiker on the journey. Voluntarily shutting their eyes allows this age camper to feel safe and still in
control. Allow everyone an opportunity to participate as a hiker and as a guide.
Afterwards, ask: How did it feel to be the guide? What was difficult? Did the hiker have trouble following your
instructions? How did it feel to be the hiker? What helped you feel safe? Which job did you like better, guide or hiker?

5. Make and Share Beads
Remind campers about the affection and commitment of Naomi and Ruth. Emphasize that they worked together and
supported one another. Invite campers to create a bead for each person in your group, illustrating the unity of your
community.
Use polymer clay in several colors. Warm up the clay in your hands, and then manipulate it to soften it. Take small
pieces of clay and work them together, keeping the colors distinct. Make several ½-inch thick ropes from the clay.
Use a knife to cut the ropes into individual pieces. Give each camper a piece of clay for each member of your group.
Have them roll the clay into smooth balls (or experiment with other shapes), and then pierce a hole through the
center of the beads they have made. Collect the beads and test the holes to match the thickness of the cord they will
use for stringing the beads. Bake the beads according to the instructions with the clay. Encourage them to share the
beads with one another and to string the beads to make a necklace or bracelet.

6. Decorate a Picture Frame
Invite campers to make a picture frame for their favorite camp photo. Provide a piece of cardboard or poster board
already cut for the frame. For a small photo, cut a rectangle about 5 by 7" with a 3 by 5" space in the middle for the
photo. For larger photos, cut an 8 by 10" rectangle with a 5 by 7" photo space. Provide paints, markers, glitter, yarn,
and items from nature for campers to decorate their frames. Encourage them to highlight the theme of community
and friendship in some way on their frames. Glue magnets on the back of the frame so campers can hang them on
their refrigerators when they get home.

7. Prepare for Worship
Ask campers to choose a song (see Suggested Songs) that highlights today’s theme of walking together and
discovering God in our relationships with others in our community. Help them create actions to the song with the goal
of teaching these to others during Evening Worship.

8. Share a Story
Pick a quiet, outdoor spot where you can enjoy nature, or offer this story during a quiet cabin time. Read the story of
Naomi and Ruth from Greatest Bible Stories Ever Told, Vol. 8, “Friendship and Kindness.” Invite campers to imagine
the feelings Naomi and Ruth had as they chose to live in a new community together. Reflect together on how they
may have felt and how God provided for them.

Worship Resources
Evening Worship
Gather: Sing songs that highlight the theme of walking together and living in community.
Reflect: Read the scripture or retell it in your own words. Invite campers to share their thoughts from the
day, and what they learned about the story of Naomi and Ruth. Invite them to share the murals they
created earlier in the day.
Respond: Teach actions to a song that reflects community and God’s relationship with us through others.
Invite groups who created actions for the song to teach those to the larger community.
Close: Sing and offer a prayer of thanksgiving for each person in your community.

Cabin Devotions
Before bedtime, gather campers together for cabin devotions. Invite them to join you in singing a quiet
song. Ask them to share one of their favorite parts of the day. Remind them of Naomi and Ruth’s
commitment to each other. Ask them to share a time today when they helped someone or when someone
helped them. Remind them that together they too are a community of God. Close with prayer.
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Discovery 4: Challenged on the Way
Scripture
Jesus’ Baptism and Temptation—Luke 3:21–22; 4:1–15
Focus
Campers explore the story of Jesus’ journey through his baptism and temptations, and learn about being
beloved of God.
Campers will:
explore the meaning of being the beloved of God
discover the role of faith in facing temptations
examine Jesus’ obedience to God

Connection to Campers
Campers this age connect with the challenges of being tempted to do things that don’t seem that bad and
can examine how to make good choices. They are ready to think about how they experience God’s love.

Suggested Songs
“Seek Ye First,” “Day by Day,” “They’ll Know We Are Christians,” “O Lord, Hear My Prayer,” “In God Alone,”
“Wade in the Water,” “Come to the Waters,” “Lord, Listen to Your Children Praying,” “Lift Me Up”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 4. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

1. Tell the Bible Story
Explain that today’s story has two parts. Both parts tell a story about Jesus and take place at the beginning of his
ministry. The first story tells about Jesus’ baptism. Help campers find Luke 3:21–22 in their Bibles. Invite them to
follow along as you read aloud. Encourage them to tell what happened in the story. Ask: Where did Jesus go? What
happened there? What did the voice say? What do you think it means that Jesus is God’s beloved child?
Explain that the second story takes place in the days after Jesus’ baptism. Read Luke 4:1–15 aloud. Invite the
campers to discuss what happened in this part of the story. Encourage them to discuss whether it was difficult for
Jesus to resist the devil when he was hungry and had been in the wilderness for forty days. Ask: How was Jesus
obedient to God? Why was Jesus obedient to God? Help them understand that since Jesus was God’s beloved son,
he obeyed God and not Satan.
Divide campers into small groups with an adult leader for each group. Invite campers to share with one another some
times when they were tempted or to give examples of what they are tempted by. Encourage them to remember a
time when they were tempted to do something wrong. Ask: What was the temptation? What happened? What did you
do? How did you feel? Gather together as a large group, and invite them to share what they discussed.
Encourage campers to talk about someone in their life who loves them and whom they trust. Ask: What does it
means to be obedient to that person? Why do you choose to be obedient? What role does that person’s love and
trust play when you are tempted to disobey?

2. Arrange the Scripture
Prepare index cards or slips of paper with the verses from the story in Luke 3:21–22, 4:1–15. Divide up the verses so
that there is one verse for each camper in your group. Place the cards in a container and mix them up well. Invite
campers to listen as you read the story of Jesus’ baptism and temptation again. After you have read the story, pass
around the container and have each camper take a card. Be sensitive to reading abilities, and encourage the readers
to help one another read the cards they have drawn. Explain that they are to line up in the correct order of the verses
as they appeared in the scripture you read. Help them move around to get the verses in the correct order. When

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everyone agrees that they have the verses in order, start at the beginning of the line and have each person read the
scripture from his or her card.

3. Explore God’s World
Meet together outside by a body of water or a pool, if possible. Remind campers that the story of Jesus’
baptism took place at the Jordan River, a place full of wildlife. Offer each camper a magnifying glass.
(Inexpensive magnifying glasses can be purchased at discount stores.) Encourage campers to explore the
larger area around the water with the magnifying glasses. Ask them to find something interesting and be
prepared to show it to the group. They might choose plants and flowers because of the rich textures and
subtle details. They might choose insects and worms because they can also be fascinating. They might
count the number of blades of grass in a square inch to understand the intricacies of creation. Encourage
them to share their discoveries with the group and tell how these remind them of God’s love.

4. Write a Prayer
Invite campers to review the story of Jesus’ temptation. Ask: How did the devil tempt Jesus? Why did Jesus refuse?
Tell campers to find a space that is separate from the others, and give them Camper Page 4 to write (or draw) a
prayer to God. Reassure them that no one will see this page unless they choose to show it. When they are finished,
ask them to share some ideas to create a community prayer. Write down their ideas to use later.

5. Pass the Water
Divide campers into groups of eight to ten and have them line up. Give each camper a piece of PVC pipe about 18
inches long. (Pipe that is cut in half works best, but whole pipe will also work.) Tell campers that their challenge is to
pass the water along their pipes and to fill a empty cup at the end of the line. See which group gets the most water in
the cup at the end of line. Afterwards, discuss the difficulty of the activity. Ask: How did you work together to
accomplish this goal? How did you cooperate with one another? What was the most helpful thing you did to make
this work?
6. Share a Story
Pick a quiet, outdoor spot where you can enjoy nature, or offer this story during a quiet cabin time. Read Just the
Way You Are. Talk about what it means to be loved by God, just the way we are.
7. Prepare for Worship
Invite campers to create a litany for worship that highlights God’s love for them. Explain that a litany usually has
words or sentences are repeated. The litany might start with a leader speaking, followed by a response from the
campers. Or it might start with the campers speaking, followed by a response from a leader. The responses might be
spoken or sung. Encourage campers to be creative in preparing this piece for worship and to involve other groups in
camp, if Evening Worship experience is shared with other groups. Work on this together, using a large sheet of
newsprint.

Worship Resources
Worship
Gather: Sing some songs from Suggested Songs or from your camp tradition.
Reflect: Read the scripture or retell it in your own words. Invite campers to share their thoughts from the
day, and what they learned about the story of Jesus’ baptism and time of temptation.
Respond: Invite individual campers or groups to share the prayers or litanies they wrote earlier in the day.
Or use Psalm 100:1–5, and invite campers to respond to God’s word with spontaneous actions.
Close: Sing and offer a prayer of thanksgiving for the presence of God on your camp journey.
Activity Modes: Interpersonal, Linguistic, Musical
Cabin Devotions
Before bedtime, gather campers together for cabin devotions. Invite them to join you in singing a quiet song. Ask
them to share one of their favorite parts of the day. Remind them that Jesus was beloved of God and so are we. Ask
them to share a time when they felt special or loved that day. Close with prayer.
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Discovery 5: Rejoicing on the Way
Scripture
Peter, John, and the Lame Man—Acts 3:1–10
Focus
Campers will explore the story of Peter, John, and the lame man, and learn about sharing gifts and
rejoicing in God’s graciousness.
Campers will:
consider how God provides people and gifts to help them on their faith journey
celebrate God’s love and graciousness
explore ways to witness to others about their faith in Jesus

Connection to Campers
Peter and John taught the lame man about Jesus with their words. The lame man showed others about
Jesus with his praise. Older children are ready to think about the different people and gifts that have taught
them about Jesus. Children this age also enjoy exploring alternatives to the traditional Sunday morning
worship.

Suggested Songs
“Go Tell It on the Mountain,” “I Love to Tell the Story,” “I’m Gonna Sing,” “Psalm 100,” “River of Life,” “Tell a
Friend,” “On Eagle's Wings,” “All God's Critters (Got a Place in the Choir),” “It's Amazing,” “I Shall Walk”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 5. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.

1. Tell the Bible Story
Discuss with campers the definition of a talent. Ask: What talents or skills do you have? Remind them that everyone
has several talents or skills, and that these are gifts from God. Ask: How have you seen people using their talents
and skills at camp? Explain that many people in the Bible also had gifts and talents that they used to help others.
Tell them that today’s story is about an unexpected gift. Tell or read the story of Peter, John, and the lame man from
Acts 3:1–10. Invite campers to think about how each person in the story might have felt. Ask: How did Peter and
John feel? How did the lame man feel? What did the people in the temple think when they saw a lame, beggar man
leaping and running and praising God? How can we rejoice and thank God for our gifts?
Remind campers that one way to thank God for our gifts is to share them with others. Have them brainstorm aloud
ways they can use their talents and skills to help others. Remind them that they may do this openly or as a surprise.
Make a plan together for a way that your entire group can help another group or person at camp. Set a time when
you will do this.
2. Decorate a Counselor
Reread or tell the story of Peter, John, and the lame man from Acts 3:1–10. Invite campers to discuss the gift of
healing that the lame man received. Divide campers into small groups, and assign a counselor to each group. Assign
one of the story’s characters— Peter, John, the lame man, or a person in the temple—to each group of campers.
Encourage them to dress up their counselor as that character. Offer props and costumes, if available, or encourage
them to use items from their own belongings or items found around camp. Gather together again. Ask several
campers to tell the story while the counselors act out the story. Ask: What new things did you learn about the
characters during this presentation?



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3. Entertain a Storyteller
Before campers arrive, one counselor or leader creates a presentation of the story in Acts 3:1–10 from the
perspective of the lame man. Make a stage area where this storyteller can lie flat on his or her back with his or her
head hanging off a table so that the storyteller's face appears upside down to the audience. Put up a curtain that
blocks campers’ view so that only the person’s upside down head is visible. Use makeup to paint eyes and a nose
upside down on the storyteller’s chin.. Tie a shawl or scarf over the storyteller’s nose and eyes to look like clothing.
Conceal the rest of the face. Invite campers into the room, and introduce your storyteller of the day. Tell campers that
the storyteller has a wonderful story to tell about a miracle that occurred. The storyteller's exaggerating movements
with the mouth will add extra drama to the story. Another option is to invite your campers to put on this show for
younger campers. Involve more people by also assigning the parts of Peter, John, the lame man and the worshipers
in the temple.

4. Create Nature Note Cards
Remind campers that God provides many people, both at camp and at home, to help them on their journey. Invite
them to choose one or two people whom they want to thank. Campers will create their own note cards to send or
deliver to the individuals they choose.
For this project, allow campers to collect a variety of leaves from the ground or downed limbs. Fold plain paper or
construction paper in half, either direction, to form a note card. Brush paint on the back of a leaf and place it carefully
on the paper. Keep it still so the paint won’t smear. Cover the leaf with tissue and press on it. Then have campers lift
the tissue and peel off the leaf. Repeat the process with other leaves until the front of the card is decorated. When
the paint is dry, encourage campers to write a note of thanks inside the card.

6. Share a Story
Pick a quiet outdoor spot where you can enjoy nature, or offer this story during a quiet cabin time. Read Wemmicks:
You Are Special. Talk about what it means to be a unique creation of God with special gifts.

Worship Resources

Evening Worship
Gather: Sing some songs from Suggested Songs or from your camp tradition.
Reflect: Read the scripture or retell it in your own words. Invite campers to share their thoughts from the
day, and what they learned about the story of Peter and John and the lame man. Tell or read the story of
the lame man, and ask campers to provide the sound effects. Invite the storyteller to perform.
Respond: Provide each person with an index card or a slip of paper and a pencil. Ask them to write down a
talent or skill they have. Reassure them that no one will see this.. Collect the cards or slips of paper in a
basket. Ask campers to participate with you in offering these gifts in service for God. Tell them that you will
read a line, and their response is: “Thanks be to God.”
Leader:            Lord, we bring our gifts, given to us by you.
Campers:           Thanks be to God.
Leader: Help us to use these gifts to serve in your community.
Campers:           Thanks be to God.
All:               Amen.
Close: Sing and offer a prayer of thanksgiving for God’s love and for the gifts given to each person by God.

Cabin Devotions
Before bedtime, gather campers together for cabin devotions. Invite them to join you in singing a quiet song. Ask
them to share one of their favorite parts of the day. Remind them that God provides us with people and gifts to help
us on our faith journey. Ask them to share a time today when they saw someone share or use one of their talents or
gifts. Close with prayer.
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Discovery 6: Sent on the Way
Scripture
The Great Commission—Matthew 28:16–-20
Focus
Campers explore Jesus’ last instructions and promise to his disciples, and consider what it means to be
Christ’s disciples in the world.
Campers will:
realize that their journey continues beyond camp
remember that God is always with them on their journeys
hear the challenge to be obedient to the way of Christ’s love

Connection to Campers
Older children can explore what it means to be a faithful follower of Jesus. Though primarily concrete
thinkers, they can begin to examine the call to take the gospel message to the nations by considering how
their participation in service/mission projects teaches others about Jesus.

Suggested Songs
“Servant of All,” “What If,” “This Little Light of Mine,” “Be Not Afraid,” “In Christ There Is No East or West,” “I
Have Decided to Follow Jesus,” “Take My Life and Let It Be,” “I Shall Walk”

Discovery Activities
Note to Leaders: To prepare for leading campers, read through the Biblical and Theological Reflections for
Discovery 6. Begin with “Tell the Bible Story.” Then use an additional Bible study and the other activities to
interpret the story throughout the day.


1. Tell the Bible Story
Invite campers to talk about what a disciple is. Ask: Who were some of Jesus’ disciples in the Bible? How did they
serve with Jesus? How did they show their love for Jesus? Does Jesus have disciples today? Who are they? What
do today’s disciples do to show Jesus’ love?
Explain that today’s story takes place after Jesus’ resurrection and tells about the last time that Jesus was with his
disciples on earth. Read or tell the story from Matthew 28:16–20. Ask: What were the things Jesus told his disciples
to do? Do Christians do those things today? If so, how? Have campers brainstorm aloud things they can do to tell
others about Jesus and God when they get home. Record their responses on a large sheet of newsprint so all can
see. Invite each camper to choose one thing from the list that they can do when they get home. During a time of
silence, ask them to think about a plan for how they are going to do it.

2. Create a Collage
Reread or tell the story in Matthew 28:16–20. Encourage campers to give examples of what this scripture means for
them. Ask: Who are Jesus’ disciples today? Is it hard to tell others about God? Why or why not? What makes it
easier?
Give campers one-half of a poster board, magazines, newspapers, and nature items to create a collage. Ask them to
create a piece of art that expresses their plans to share Jesus with their families and friends through their words and
actions. Provide a flat surface with space for each camper to work. Display these collages during the day, or share
them at evening worship.




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3. Discover a Community
Find an area outdoors that is crawling with bugs or other wildlife. Invite campers to explore and discover communities
in nature. Discuss how the different communities operate and how they work together. Ask: How do they cooperate
with each other?
Talk about the community they have discovered during this time together at camp. Ask: Whose gifts and talents
helped you this week? What community in nature is our camp community most like?

4. Play Twenty Questions
          Prior to meeting with campers make up a list of questions about each of the stories the campers have
heard. Encourage campers to review each story they have heard at camp and its theme. Remind them briefly about
the stories: God’s call of Abram and Sarai; the Israelites’ journey into the wilderness; Naomi and Ruth’s walk together
into a new life; Jesus’ baptism and temptation; the healing of the lame man; and the Great Commission.
Have the campers work in small groups and to use their Bibles to find the answers. Bring all groups together again.
Ask: What experiences have you had this week that you want to share with the group?? Who in these stories is most
like you? What will you tell your friends and families at home about your time at camp?

5. Create a Reminder
Give each child a pillowcase or T-shirt or make arrangements ahead of time for them to bring to camp with them a
pillowcase or T-shirt for this activity. Have available fabric markers in several colors. Invite campers to decorate their
items with words and pictures that will remind them about the Discovery themes and their memories of the week. As
they work, remind them of the stories they have heard at camp and the growth they have experienced as a
community.

6. Tie Your Group Together
Gather your group in a circle. Hold onto one end of a ball of string, and pass it to the left around the circle, asking
each person to hold onto the piece of string with both hands. When the ball has been around the entire circle, cut the
string and tie the ends together. Invite campers to experiment with this circle of string. Have some of them let go of
the string or pull on the string without breaking it. Explain that this string is like the community they have formed at
camp. They are connected by the string, by their faith in Jesus, and by their experience together at camp. Offer a
prayer of thanksgiving for each person in the circle and the talents and skills they bring to the group. As the campers
continue to hold onto the string, cut it apart so that each person has a piece of the string to take home. Encourage
them to tie it on their wrist, attach it to their nametag, or use it as a bookmark in their Bible as a reminder of their
camp community. Remind them to pray for their friends from camp when they return home.

7. Share a Message
Invite campers to tell about some bumper stickers they have seen or ones that are on their families’ cars. Ask: What
does a bumper sticker tell you about the person in the car?
Brainstorm together some possible bumper sticker slogans they could use to share their faith in God with other
people. Provide white contact paper and markers so they can create their own bumper stickers. The message needs
to relate to what they have learned at camp this week. Give them time to show their bumper stickers to one another.
They can take their bumper stickers home. Remind them they will need parent’s permission to put the sticker on the
car.

8. Prepare for Worship
Retell or read the scripture from Matthew 28:16–20. Divide campers into small groups. Ask each group to create for
worship a skit illustrating ways to tell their families and friends about Jesus. Include examples of witnessing through
actions as well as words. Practice the skits to perform at worship. Provide props and costumes for campers

Worship Resources

Evening Worship
Gather: Sing some songs from Suggested Songs or from your camp tradition.


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Reflect: Read the scripture or retell it in your own words. Invite campers to share their skits from the day,
and tell what they learned about Jesus’ commission to the disciples. Invite them to share ways they can tell
their family and friends back home about Jesus. Share the collages created earlier. Respond: Ask campers
to say a word that will complete each sentence as you read the sentence.
Dear God, we serve you and others with our hands when we_______________.
We serve you and others with our mind when we_______________.
We serve you and others with our mouth when we_______________.
We serve you and others with our ears when we_______________.
We serve you and others with our feet when we_______________.
Leader: God, we want to do what you ask. We will serve when and where you lead us. Amen.
Close: Sing and offer a prayer of thanksgiving for all that you have learned and shared together during this
week.

Cabin Devotions
Before bedtime, gather campers together for cabin devotions. Invite them to join you in singing a quiet
song. Ask them to share one of their favorite parts of the day. Remind them that God provides us with
people and gifts to help us on our faith journey. Ask them to share a time today when they saw someone
witness to his/her faith in Jesus. Close with prayer.




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