Note to the Teacher

The key idea in this scripture for this lesson concerns “influence.” The icebreaker invites youth to practice their influencing skills. The discussion encourages students to talk about what it takes to influence outcomes. The activity allows youth to practice influence through role-play. Times are based on a fifty-five-minute lesson period but may be adjusted.

Relay of Influence (15 minutes)

In this game, divide the group into even teams. Create a relay race where each task that must be completed requires influencing someone to do something (for example, convincing a teammate to do a ridiculous dance move). The team that can influence successfully and complete the relay wins. Here is a list of ideas you can use to get your relay-race creative juices flowing:

Do a funny dance move
Try to pat your head and rub your stomach at the same time
Pretend you are crying
Do an impression of a famous person
Make an angry face

Modification Option:

Consider having your leaders play and instruct them to be a bit harder to influence so that your teens can practice their influencing skills.

Read Scripture (5 minutes)

Our scripture reading today involves the idea of “for such a time as this.” Read Esther 7:1-6, 9-10; 9:20-22.

Discussion (15 minutes)

How did Esther's courage affect her people?
Is this story of a courageous woman unique in scripture? Can you think of other examples of women in scripture who display courage in their part of God’s story?
What characteristics do you think it takes to influence a person effectively?
How can we use our ability to influence for the good of those around us?
When is a time you have seen someone have a positive influence on another person?

Activity and Discussion (20 minutes)

Take this lesson to the next level by involving students’ imaginations in creating royalty. In a bowl, place folded-up pieces of paper (one per student). All except three pieces should be blank. Each of the three non-blank pieces should have a crown drawn on them. Invite those who have crowns to become “royalty.” Ensure that the students who are not royalty cater to the royals’ requests. Make a big fuss about dressing up with crowns, comfy pillows, and so on. Once the three are settled into their “thrones,” invite them to discuss/answer the following questions

You can have $1000 now or $20 a week for a year. Which do you choose? Would your answer change at $500? What amount would influence you to take the $20 a week?
You can have free ice cream from your favorite ice cream spot for a year or give everyone in the room free ice cream for a month. Which do you choose?
You can own the newest iPhone or Android every time one is released, or you can own one that is four generations behind but has unlimited downloads for games, music, and apps. Which do you choose?

If a decision is particularly unpopular, the non-royalty can nominate one member to try to influence the royalty’s decision in one minute or less.

As non-royalty, how did it feel not to have any influence in what was happening to you?
As royalty, how did it feel to make the decisions? Did you feel like they were easy to make? Hard to make? Unpopular?
How might part of Queen Esther’s courage be connected with her need to influence her people to make favorable decisions for one another and for themselves?

TOTAL TIME: 55 minutes

NEEDED RESOURCES:

Dress-up clothes for royalty. We suggest Burger King or dollar store crowns/tiaras, fancy robes, fancy slippers, and so on.
Couch cushions, fancy chairs, pillows, etc.
A bowl
Paper