Difference between pages "AY Honors/Dunes/Answer Key" and "AY Honors/Rural Development/Answer Key"

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|authority=North American Division
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{{Honor_Master|honor=Dunes|master=Conservation}}
 
  
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==1. What are dunes?  What is the primary ingredient? == <!--T:2-->
 
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Dunes are unstable hill or mountain size formations composed entirely of sand.  Dunes come in many shapes, occur in a variety of climates and are constantly changing.  The sand types and colors also vary with the geographic location and geologic history.  Sand dunes are found along sea-coasts, lakeshores, deserts and river valleys (Levin, 1990) (Maun, 2009).
 
  
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==2.  Name 4 items needed for dune formation.== <!--T:3-->
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There are 4 things needed in order for dunes to form :
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# Sand and lots of it
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# Space to put the sand
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# Wind from predominately one direction
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<!-- Prolog: This honor is available only to clubs inside the North American Division. For those outside the North American Division, use the [[Adventist Youth Honors Answer Book/ADRA/Community Development|Community Development]] honor instead.  -->
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# Water and wave action (coastal areas)
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<!--T:43-->
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{{IAConnection|[[Investiture_Achievement/Guide/Serving Others|GUIDE Serving Others]]|the Pathfinder choose to complete selected requirements from among several Honors, including this Honor|The Advanced Ribbon requires completion of a selected Honor, of which this is one of the options.}}
  
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==3. Explain the following three ways that wind moves sand.== <!--T:4-->
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<!--T:44-->
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===a) Surface Creep ===
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{{ACS Honor}}
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Dunes are formed by surface creep by particles of sand rolling along on the ground. This is the slowest method of dune formation.
 
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===b) Saltation===
 
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Dunes are formed by particles of sand jumping along at regular intervals.  This method of dune formation is faster than surface creep, but slower than suspension.
 
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===c) Suspension.===
 
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Dunes are formed by particles of sand, fully airborne, and can traveling a long distance before landing.  This is the fastest method of dune formation.
 
  
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==4. Explain the following dune formations:  barchans, star dunes, linear or longitudinal dunes, parabolic == <!--T:5-->
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<!--T:45-->
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Dunes arrange themselves in a variety of shapes as listed below.  There are five general categories and within each category are simple, compound and complex.
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===Barchans===
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[[File:Barchan.jpg|thumb|300px|Barchan Dune formation, Erfoud, Morocco]]
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Barchans are the most mobile of all dune types, migrating many feet every year. They have what are called tips or horns pointing downwind and are wider than they are long.
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<!-- 1. Explain to your instructor why some countries in our world are called “developing” countries and why others are called “developed” countries. -->
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===Star Dunes=== <!--T:6-->
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[[File:Star-dune.jpg|thumb|300px|Star dune]]
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A developing country, also called a less-developed country, is a nation with a lower living standard, underdeveloped industrial base, and low Human Development Index (HDI) relative to other countries.  There is no universal, agreed-upon criterion for what makes a country developing versus developed and which countries fit these two categories, although there are general reference points such as a nation's GDP per capita compared to other nations. Also, the general term less-developed country should not be confused with the specific term least developed country.
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Star dunes are the least mobile of all dune types due to changing wind patterns that keep it basically in one place.  The ridges are in the shape of a star. Formed by wind blowing from several directions, the sand is pushed up.
 
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===Linear or Longitudinal Dunes=== <!--T:7-->
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<!--T:5-->
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[[File:Rub' al Khali (Arabian Empty Quarter) sand dunes imaged by Terra (EOS AM-1).jpg|thumb|300px|Linear or longitudinal dunes]]
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There is criticism of the use of the term developing country. The term implies inferiority of a developing country or undeveloped country compared to a developed country, which many countries
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Linear or longitudinal dunes are long, deep troughs forming many straight rows, all due to strong winds that always blow in one direction.
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dislike.
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===Parabolic=== <!--T:8-->
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[[File:Hoffmaster parabolic dune.jpg|thumb|300px|Parabolic dune]]
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All developed countries graduated from developing to developed at some point (recently Poland for example) or newly industrialized, which is a country still not considered developed but no longer primarily agricultural and poor.
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Parabolic dunes are transitional between transverse and longitudinal. They feature U-shaped depressions and slip faces on the outer edges and over the top. Also called blow-out, winds come from one direction only and the structure is stabilized by vegetation on both sides.  Common in coastal areas.
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<!-- 2. Name ten developing countries and list two things that ADRA is doing in these countries that would fall under the description of “relief” and two things that would fall under the description of “development”. -->
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===Dome=== <!--T:9-->
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Dome dunes are circular or oval mounds with no slipface.
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Rather than provide a list of countries and projects (which changes over time), we direct you to do research on adra.org where you can explore projects by region and country. 
  
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==5. What is Ecological Succession?  How is this demonstrated in dune communities?== <!--T:10-->
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Succession is where one community naturally changes overtime and finally is replaced by a different community.
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Development projects are generally designed to make a long term impact in the developing area. Examples include infrastructure construction (roads, wells and water pipes, sewers, schools, hospitals etc), health programs, education (farming practices, healthy lifestyle, midwife training, basic education and literacy), and microfinance (small loans to help people start businesses).
  
 
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[[File:Gentle waves come in at a sandy beach.JPG|thumb|300px|Beach in Cabo Polonio, Uruguay]]
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Relief work is a much smaller part of ADRA's focus but also very important. Relief efforts usually follow some natural or man-made disaster such as flooding, hurricanes or war.  Relief could mean providing emergency equipment (tents, water purification), clothing and food, or medical assistance for victims.  Other relief may include helping victims contact families or even migrate away from a refugee camp.
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The major steps in succession found in dune communities are listed below. 
 
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;Beach:  There is little or no time for plants to take hold.  Plants and animals that live here must be able to grow in sand, desert like conditions, relentless wind, extreme temperatures and intense sunlight.  Scavengers of all levels of the food chain visit regularly to eat remnants of washed ashore fish, birds, animals and insects.  The beach is generally divided into lower, middle and upper sections.
 
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[[File:OhamaBeach-Foredune.jpg|thumb|300px|Foredune in New Zealand]]
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Now go explore adra.org and make a list or current or recent projects in developing countries.
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;Foredune:  The dunes closest to the beach and water.  They receive direct impact of storms.  This level has some plant species, which slow the wind-driven sand and allow dunes to form.  Open sand is pretty much covered, yet very sensitive to human disturbance. Sometimes winter storms can send waves or spray up into this zone.  
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<!-- 3. Read what Ellen White has written about why we have the poor with us in Desire of Ages, Chapter 70, entitled “The Least of These My Brethren”. Summarize what you have learned from this chapter in 50 words or less. -->
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[[File:Interdunal wetland.jpg|thumb|300px|An interdunal wetland at Miller Woods in the Indiana Dunes National Lakeshore, in the Miller Beach area of Gary, Indiana.]]
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You can find the amazing book Desire of Ages in any Adventist Church or School library and in many Adventist homes. You can also read the required chapter online http://www.whiteestate.org/books/da/da70.html
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;Interdunal Wetland: These form in a valley or trough between dunes. Frequently this is at the water table and is often host to wetlands and small inland lakes, also home to unique and rare or endangered species.
 
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[[File:Pine forest on sand dunes.jpg|thumb|300px|Pine forest growing on sand dunes]]
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Your summary could be written or verbal to your instructor.
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;Dune Forest: These are found several hundred meters from shore and left undisturbed can produce a sufficient layer of topsoil to support climax species such as large trees and a large variety of plant and animal species. Equilibrium has been established, no new species are set to come in.
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<!-- 4. View an ADRA video report (www.adra.org) on development activities in other countries than your own, and participate in a discussion about what you see following the video. -->
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==6. What is dune blowout?  How does it relate to succession? == <!--T:15-->
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<!--T:19-->
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[[File:Dune blow-out - geograph.org.uk - 793532.jpg|thumb|300px|Dune Blowout]]
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Topics of discussion may include:  
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Blowouts are open sand areas that are trough or saucer shaped in otherwise stable, plant covered dunes.  The wind combined with vegetation instability is to blame.  Blowouts can be caused by fires, plant diseases, wind storms, grazing of animals, human disturbances such as hiking off marked trails, off road vehicles, and clearing the area to build homes.  Blowouts eventually stabilize.  The farther from the coast, the faster the recovery due to lessened wind speed; pioneer plants first, then shrubs and trees.  Blowouts cause a complete reversal of succession back to stage one.  The best way to help a dune is to stay on the trails!
 
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==7. What are pioneer plants?  What is their purpose in dune communities?  Give two examples.== <!--T:16-->
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<!--T:20-->
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Pioneer plants are fast growing and are responsible for initial dune stabilization.  Dune stability would be literally impossible without these pioneer plants.  They must be able to withstand very harsh conditions;  water spray, blowing and drifting of sand, low nutrient levels, flooding, extreme temperature changes, high wind for long periods of time, desert like dryness and high salt levels.  Fast reproduction and colonization are a must.  The root system is uniquely specialized to grow both down and across very quickly with new shoots popping out at regular intervals.  This allows large areas of sand to be stabilized in a short period of time.  The purpose is to trap blowing and drifting sand.  These plants are all about business; long roots (increase moisture absorption), often covered in waxy coatings (retain water), smaller or rolled leaves (reduce surface area exposure), unpleasant taste to herbivores (longevity) and have thick, scaly stems or bark (stability).  Some have pretty flowers, others do not.
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# Why is ADRA helping these people?
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# What is ADRA doing to ensure a better life after ADRA leaves?
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# What disadvantages do these people live under?
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# Is there cultural issues, political issues, weather problems, or other issues you can identify?
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# How is ADRA's policy of not discriminating based on religion working here?
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# ADRA often focuses on women - if this project is women focused, why is that?
  
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===Beach Grass, Marram Grass=== <!--T:17-->
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<!--T:21-->
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[[File:Marram Grass - geograph.org.uk - 1493836.jpg|thumb|300px|Beach grass]]
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These are just example discussion points. Have fun and learn about helping others.
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Always found in the zone directly behind the beach, thrives in drifting sand.  A very stiff grass with a very extensive underground root system capable of sending new shoots up at any point.  It has teeth pointing towards the end, a sharp tip.  It also has a seedhead spike.
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<!-- 5. Participate in one of the following field trips or group projects: -->
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<!--T:26-->
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===American Sea Rocket=== <!--T:18-->
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This option is a perfect fit for an international mission trip with Maranatha Volunteers International maranatha.org as most mission trips build churches and schools in rural developing areas.
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[[File:Cakile edentula (Habitus).jpg|thumb|300px|American Sea Rocket]]
 
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Found on seashores and coastal dune communities on a worldwide scale.   It has waxy, thick leaves and its tiny flower clusters are light purple to white depending on geographical location. This plant bears two sectioned fruits.  The seeds fall out and the membrane that was holding the seeds stay attached.
 
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===Beach Morning Glory=== <!--T:19-->
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<!--T:27-->
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[[File:Morning glory at the beach flowering white flowers.jpg|thumb|300px|Beach Morning Glory]]
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In North America and the South Pacific there are many poor rural areas (native reservations for example) that could be visited.  In Europe, there is ample needs to be met in the poor rural areas of Eastern Europe.
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A vine that grows in beach and foredune habitats, tolerates salted air.  The seeds float and are not damaged by salt water. The flowers are insect pollinated. 
 
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==8. Give three examples of plants in dune environments.  How are they adapted for survival?== <!--T:20-->
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===Cottonwood Tree===
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Sometimes local conferences sponsor mission trips for young people that would qualify for this honor. You might also check with the nearest ADRA office.
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[[File:Cottonwood (3684618445).jpg|thumb|300px|Cottonwood Tree]]
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This tree has the ability to grow roots at any point of its buried trunk, grows rapidly from the top.  It is very difficult to determine the true height of the tree(s) due to what is buried below the dune!  Only the top might be exposed of a large, mature tree.  Commonly found in Lake Michigan sand dune environments. 
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===Shore Pine ===
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{{ansreq|page={{#titleparts:{{PAGENAME}}|2|1}}|num=5b}} <!--T:29-->
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[[File:Pinus contorta 28263.JPG|thumb|300px|Shore Pine]]
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Native to the western United States, this tree is often found in sandy environments and coastal sand dunes of the Pacific Ocean.  This tree is most often found with strange forms, stunted growth and deformities all a result of unidirectional, strong winds.  The shrub communities where this tree grows are usually 1-3 meters high, very quickly developing into Shore Pine forests. 
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===Century Plant===
 
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[[File:Agave karatto - Century plant, Dagger, Maypole IMG 0457 C.JPG|thumb|300px|Century plant]]
 
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Native to the southwestern United States and northern Mexico, this plant easily keeps up with the constant blowing and drifting of sand. They thrive on sandy slopes and dry, rocky environments.  Their root system is a widespread, dense mass just below the surface as to absorb any moisture, also stabilize the terrain.  This plant can grow 2 inches per day; the flowering stock can grow 1 foot per day.  Some heights of mature plants range from 15 to 30 feet tall.  They bloom just once in their lives; the pale yellow flowers are bat pollinated. 
 
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===Pitcher’s Thistle=== <!--T:21-->
 
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[[File:Pitchers thistle epa.jpg|thumb|300px|Pitcher's thistle]]
 
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This plant only grows on shorelines or in sand dunes of the Great Lakes in the states of Michigan, Indiana, Wisconsin and Ontario, Canada.  It is a threatened species on federal and state levels.  Michigan contains the most locations.  Pitcher’s Thistle has a tap root capable of going 6 feet down into the sand and blue-green plant parts are covered in silvery hairs to reflect the bright sun and retain water.  The plant may grow to about 3 feet tall with leaves up to 12 inches long.  This plant may take 2-8 years to mature to the flowering stage, produces white flowers.
 
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==9. Give five examples of animal species in dune environments.  How are they unique for living in dune communities?== <!--T:22-->
 
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Reptiles, amphibians, birds, spiders, insects, crustaceans and mammals can survive in the dunes.  Just like plants; geography, amount of moisture and climate have everything to do with what animal species are found and how they are adapted to their environment. 
 
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===AntLion===
 
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[[File:Antlion.jpg|thumb|300px|Antlion]]
 
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An antlion is an insect that makes funnel shaped craters in very soft sand, about 2 cm across and 2 cm deep.  The ferocious looking larvae hide in sand at the bottom and then wait patiently for something to walk past and fall in to be ambushed.  The Antlion larvae react very well to false stimulation that there has been a capture, coming out into full view.  Common in the Great Lakes dunes and throughout the United States.
 
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===Western Snowy Plover=== <!--T:23-->
 
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[[File:Western Snowy Plover watches the sun set over the Pacific Ocean.jpg|thumb|300px|Western snowy plover]]
 
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A shorebird about the size of a sparrow, found on coastal beaches, dunes and near stream inlets in California and Oregon.  They make their nests on the open sand, coming back to the same area year after year.  Due to habitat loss, disturbance and predation these birds are federally threatened.  Several organizations are working together to ensure this species survival. 
 
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===Karner Melissa Blue Butterfly=== <!--T:24-->
 
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[[File:Lycaeides melissa samuelis (cropped).jpg|thumb|300px|Karner Melissa Blue Butterfly]]
 
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A federally listed as endangered butterfly, common in the west and endangered or extirpated in the east.  The caterpillars feed solely on the leaves of Wild Lupine (primary), alfalfa, rattleweeds, other legumes.  Savanna habitat is crucial to this butterfly’s survival, prescribed burns are necessary to keep the woody and invasive species in check.  The amount of Wild Lupines and butterfly populations are directly connected.  There is a population in the Indiana Dunes.  There are several organizations and volunteers working together to ensure the survival of this community.
 
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===Ord’s Kangaroo Rat=== <!--T:25-->
 
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[[File:Ord's kangaroo rat.jpg|thumb|300px|Ord's Kangaroo Rat]]
 
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The most widespread species of Kangaroo Rat.  They hop on their big hind legs like tiny kangaroos, using their long tails for balance.  They are very capable of jumping 5 feet or more in one leap to escape danger!  They sleep in burrows during the day, coming out mostly at night to feed on seeds, frequently their only source of moisture.  They carry many seeds in pouches in their cheeks to store in their burrows.  Common in open sand, grassland and sagebrush flats, pine variety woodlands. 
 
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===Horned Viper=== <!--T:26-->
 
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[[File:Hornviper Cerastes cerastes.jpg|thumb|300px|Horned Viper]]
 
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This snake is a sidewinder, meaning it uses its head and tail to move their body sideways.  It uses camouflage so that it is the same color as its surroundings, usually sand.  It lives in northern Africa deserts.
 
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===Camel=== <!--T:27-->
 
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[[File:Bactrian Camel Tennoji.jpg|thumb|300px|Camel]]
 
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Length:  9 feet, Height 7 feet at the shoulder.  This mammal is characterized by long legs, long curved neck, long eyelashes, and small ears.  They have the ability to close their nostrils against blowing sand and can eat hard, thorny vegetation. They store energy in their hump(s) and can manage losing more water than any other domestic animal.  In fact, camels can tolerate water loss equivalent to over 1/3 of their body weight.  All of these characteristics combined with their two toed feet with webbing make them great animals for crossing deserts and climbing over immense sand dunes.  They are used for police patrol in Arab countries and in the cool season have been documented to walk 620 miles on a single journey over several days with very little or no water.  They can drink over 20 gallons of water in a very short time.
 
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===Atlantic Ghost Crab=== <!--T:28-->
 
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[[File:Ghost crab 2.jpeg|thumb|300px|Atlantic Ghost Crab]]
 
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A crab that feeds at night, also digs burrows up to 4 feet deep and to ¼ mile from the shore.  They are scavengers and have a fantastic ability to live away from the water, only returning to wet its gills (can also do this in wet sand) and reproduce. 
 
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==10. Discover an early pioneer of dunes management and conservation within your conference, union, or division.  Share your discovery with an instructor or group.== <!--T:29-->
 
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[[File:Henry C Cowles in the Santa Catalina Mountains Arizona 1913.jpg|thumb|300px|Henry Chandler Cowles]]
 
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Henry Chandler Cowles (1869-1939), also known as the “Father of Plant Ecology”, was an ecologist, botanist, conservationist and field teacher for the University of Chicago Botany Department.  His work of many years led to the establishment of the Indiana Dunes State Park on August 25, 1916.  This eventually grew and became the Indiana Dunes National Lakeshore in 1966.
 
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==11. Tell a story about sand and draw a spiritual lesson.== <!--T:30-->
 
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{{Bible verse
 
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And God gave Solomon wisdom and understanding exceeding much, and largeness of heart, even as the sand that is on the sea shore.
 
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Have you ever tried counting a handful of sand, or even a pinch of sand?  Imagine trying to count the sand in a sand box or at a beach!  It is nearly or totally impossible, even with a microscope, not to mention how much time it would take!  However, in observing sand grains up close, you can see that they have different shapes, colors, sizes and textures.  Rub it between your fingers and it feels smooth, yet rough.  Sand is so much fun to play and dig in, make sand castles, bury your hands and feet.  Sand is used to make glass, bricks, in landscaping, the abrasiveness used for polishing and sand blasting, dump trucks spread sand on icy roads to improve wheel traction, sand bags ward off rising waters and floods, mix it with cement and water to make concrete for sidewalks and buildings.  Sand grains do not weigh very much, but a bucket full can be very heavy.  Lots of sand in big piles is called dunes with the wind as an essential part in forming the shape and type of dune. 
 
  
 
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Life is like a sand dune.  The sand grains are our daily activities, how we treat each other, what we watch and listen to, what we put into our minds and even how we take care of ourselves.  The winds (problems) will come and go and be very strong at times.  The shape and strength of stability in your dune will be determined by how your relationship with Jesus is.  Just like the pioneer plants and forests of dunes stabilize the sand, our spirituality and faith with stabilize us for eternity.
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A low cost, simple way to meet this requirement as you just need internet, a few minutes, and a credit card to build and fund a box for needy kids.  There is interesting information and stories on the ADRA kids site worth checking out even if you choose a trip or a lock-in.
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==12. Do at least 2 of the following activities:== <!--T:32-->
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===a. Visit an exhibit or conservatory of desert plants/dune plants. Look for how they are adapted to living in sand or poor soil, harsh temperatures and lack of water.  ===
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This option will take some planning, but is a great opportunity to complete the other requirements of this honor in a group setting.  Since you have 24 hours of not eating and no where to go, how many other ADRA and other honors can you complete the reading, research and discussion portions of? 
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===b. Visit a zoo where there are desert animals, especially ones that are adapted to living in sand.  If possible, observe some of the ones you studied while learning about dunes.===
 
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===c. Watch a video about dunes or plants or animals that live in dunes.=== <!--T:33-->
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Here are some possibilities:
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Remember to make this a fundraiser too. Can you use the time to call friends and family for pledges (like a jail fundraiser where you can not eat or leave until you raise "bail") or perhaps use the time to make something your group can sell (baking or knitting honors anyone?)  Brainstorm ideas with your group to plan an awesome lock-in. Than have fun!
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*http://www.youtube.com/watch?v=CV4Bn1lBXH0  What's Behind the Dunes at Kauri Mountain Beach?
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*http://www.youtube.com/watch?v=ib8aMBrb6yk Outdoor Elements - Habitat Is Where It's At! (Plants of Indiana's Dunes)
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===d. Visit a dune and take some photos, or draw a picture of them.=== <!--T:34-->
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Depending on your choice, it would be a good idea to review the [[Adventist Youth Honors Answer Book/Arts and Crafts/Digital Photography|Digital Photography]] or [[Adventist Youth Honors Answer Book/Arts and Crafts/Drawing|Drawing]] honor before engaging in this activity.
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There is little guidance we can give for this requirement. A good activity to do during the lock-in or an evening of your mission trip.
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===e. Construct an outdoor working demonstration of dune progression using sand, an object for obstruction, a fan to blow the sand.  Observe how the sand blows over the obstruction and falls on the other side forming a dune.  Use safety glasses.=== <!--T:35-->
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Big sand box, fans, and stuff to blow sand around? This should be a lot of fun!  '''Wear eye protection,''' and make sure it is the kind that makes an air-tight seal around the face (such as safety goggles, swim goggles, or ski goggles).
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File:Empiral Vision Grey goggles.jpg|Safety goggles
 
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File:2018-01-01 (209) Ski goggles.jpg|Ski goggles
 
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File:Lunettes natation.jpg|Swim goggles
 
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===f. Draw or paint a picture of something you had fun learning about while studying dunes.=== <!--T:37-->
 
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Again, the [[Adventist Youth Honors Answer Book/Arts and Crafts/Drawing|Drawing]] and the [[Adventist Youth Honors Answer Book/Arts and Crafts/Painting|Painting]] honors have tips for creating works of art.  Why not make earning one of these part of your project?
 
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===g. Talk to your group, or write about or make a short video about a real life dune conservation project. Explain why this specific habitat (should be saved, i.e. endangered species of plants and/or animals living there.=== <!--T:38-->
 
  
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This choice will give you a big jump on the Dunes - Advanced Honor.
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Good map of the developing world: http://en.m.wikipedia.org/wiki/Developing_country
  
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Discontinued honor of the same name: http://www.investitureachievement.org/wiki/index.php/Adventist_Youth_Honors_Answer_Book/ADRA/Rural_Development
 
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Revision as of 02:32, 28 December 2020

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Template:Honor desc



Prolog


Investiture Achievement Connection: This Honor is related to the Investiture Achievement requirements for GUIDE Serving Others which require the Pathfinder choose to complete selected requirements from among several Honors, including this Honor. The Advanced Ribbon requires completion of a selected Honor, of which this is one of the options.


This honor was developed in cooperation with Adventist Community Services.




1

Explain to your instructor why some countries in our world are called “developing” countries and why others are called “developed” countries.



A developing country, also called a less-developed country, is a nation with a lower living standard, underdeveloped industrial base, and low Human Development Index (HDI) relative to other countries. There is no universal, agreed-upon criterion for what makes a country developing versus developed and which countries fit these two categories, although there are general reference points such as a nation's GDP per capita compared to other nations. Also, the general term less-developed country should not be confused with the specific term least developed country.

There is criticism of the use of the term developing country. The term implies inferiority of a developing country or undeveloped country compared to a developed country, which many countries dislike.

All developed countries graduated from developing to developed at some point (recently Poland for example) or newly industrialized, which is a country still not considered developed but no longer primarily agricultural and poor.


2

Name ten developing countries and list two things that ADRA is doing in these countries that would fall under the description of “relief” and two things that would fall under the description of “development”.



Rather than provide a list of countries and projects (which changes over time), we direct you to do research on adra.org where you can explore projects by region and country.

Development projects are generally designed to make a long term impact in the developing area. Examples include infrastructure construction (roads, wells and water pipes, sewers, schools, hospitals etc), health programs, education (farming practices, healthy lifestyle, midwife training, basic education and literacy), and microfinance (small loans to help people start businesses).

Relief work is a much smaller part of ADRA's focus but also very important. Relief efforts usually follow some natural or man-made disaster such as flooding, hurricanes or war. Relief could mean providing emergency equipment (tents, water purification), clothing and food, or medical assistance for victims. Other relief may include helping victims contact families or even migrate away from a refugee camp.

Now go explore adra.org and make a list or current or recent projects in developing countries.


3

Read what Ellen White has written about why we have the poor with us in Desire of Ages, Chapter 70, entitled “The Least of These My Brethren”. Summarize what you have learned from this chapter in 50 words or less.



You can find the amazing book Desire of Ages in any Adventist Church or School library and in many Adventist homes. You can also read the required chapter online http://www.whiteestate.org/books/da/da70.html

Your summary could be written or verbal to your instructor.


4

View an ADRA video report (www.adra.org) on development activities in other countries than your own, and participate in a discussion about what you see following the video.



Topics of discussion may include:

  1. Why is ADRA helping these people?
  2. What is ADRA doing to ensure a better life after ADRA leaves?
  3. What disadvantages do these people live under?
  4. Is there cultural issues, political issues, weather problems, or other issues you can identify?
  5. How is ADRA's policy of not discriminating based on religion working here?
  6. ADRA often focuses on women - if this project is women focused, why is that?

These are just example discussion points. Have fun and learn about helping others.


5

Participate in one of the following field trips or group projects:



5a

Go on a mission trip to a disadvantaged rural area in another country or within your own nation.



This option is a perfect fit for an international mission trip with Maranatha Volunteers International maranatha.org as most mission trips build churches and schools in rural developing areas.

In North America and the South Pacific there are many poor rural areas (native reservations for example) that could be visited. In Europe, there is ample needs to be met in the poor rural areas of Eastern Europe.

Sometimes local conferences sponsor mission trips for young people that would qualify for this honor. You might also check with the nearest ADRA office.


5b

Raise funds and contribute to the contents of an ADRA-kids-box of your choice (http://kids.adra.org).



A low cost, simple way to meet this requirement as you just need internet, a few minutes, and a credit card to build and fund a box for needy kids. There is interesting information and stories on the ADRA kids site worth checking out even if you choose a trip or a lock-in.


5c

A 24-hour group fast and educational “lock-in” session with your youth group focused on understanding the needs of the poor in developing nations, and designed to raise funds for rural development.



This option will take some planning, but is a great opportunity to complete the other requirements of this honor in a group setting. Since you have 24 hours of not eating and no where to go, how many other ADRA and other honors can you complete the reading, research and discussion portions of?

Remember to make this a fundraiser too. Can you use the time to call friends and family for pledges (like a jail fundraiser where you can not eat or leave until you raise "bail") or perhaps use the time to make something your group can sell (baking or knitting honors anyone?) Brainstorm ideas with your group to plan an awesome lock-in. Than have fun!



6

Listen to or watch a presentation about a person who grew up in a rural, underdeveloped area. Discuss with a Pathfinder staff, club, unit or class how the following differed from your life:


6a

What they wore or ate



6b

How they kept warm or cool



6c

What home, church or school was like



There is little guidance we can give for this requirement. A good activity to do during the lock-in or an evening of your mission trip.




References

Good map of the developing world: http://en.m.wikipedia.org/wiki/Developing_country

Discontinued honor of the same name: http://www.investitureachievement.org/wiki/index.php/Adventist_Youth_Honors_Answer_Book/ADRA/Rural_Development


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