Use Your Talents for Sunday School Ngah Joseph

Use Your Talents

For Sunday Schools

Directorate of Christian Education, N’Gaoundéré 2023

By Ngah Joseph in

collaboration with Mboudga Bernatte, Ounsoubo Amos, Bassane Jean

Christophe

Title: Use Your Talents – For Sunday Schools

Author: Joseph Ngah Publisher: Digni, Arbins gate 11, 0253 Oslo Norway – www.digni.no

Facilitated by: NMS – Use Your Talents Institutional Development Project Design: The KIT – Ivar Oftedal and Kjell Inge Torgersen and NMS – Anette Thingbø Sundnes

Completition date: 11 May 2023

ISBN: 978-82-93052-14-2

The complete text could be copied and distributed without a permission from the publisher, if it is referred to this information.

Introduction

There are clandestine waves of people that cross the ocean to reach Europe; according to them, there is nothing to do in Africa. Some play the lottery in order to migrate to the USA, looking for their Eldorado. Others are convinced that poverty and misery are all over Africa. Indeed, in our communities and villages, many are convinced that apart from working in the public service or government institutions and the military, there is nothing else to do. African states prefer to hire labour from abroad instead of training and equipping the nationals. That is the mentality that most Africans have till today. However, Africa is endowed with huge material and human resources that just need to be identified and exploited in order to be developed. This manual aims at shaking-off this mentality of being dependent. We believe we should start teaching the children early enough to use what they have here and now for their personal development. In addition to Sunday school programs; this booklet can also be used for Bible studies in the congregation as well as for youth meetings.

The preamble of the Church Constitution states: “EELC aims at bringing the salvation of God to man entirely: spirit, soul and body”. This preamble is inspired from the Bible that doesn’t only take care of the things related to the soul, such as reconciliation, salvation, life after death, but also the wellbeing of our body and our material development in this world. After giving a spiritual education to children and fundamental doctrines to church members, the Church should give advice on personal development skills that will be beneficial to them and the community as a whole. Some of the Biblical characters that we chose as point of interest have certainly been studied in other Sunday school books.

If we make mention of them again in this book, it is to highlight the talents they received in order to help their community. In this book, we focalise on the talents of the characters that we chose.

“Use your talents” is the title of a collective work edited by Sigurd Haus and published by Digni (Norway).

“Use your talents” is inspired by the parable of the talents told by Jesus. Actually, the message behind this parable was developed in the Evangelical Lutheran Church of Madagascar and answers two major questions: What can we do with what we have here and now? How can the congregation be the main actor in developing the community? The Church in Madagascar uses this approach to develop itself, to develop Christians and the community.

In the Greek-Roman world, talent was the value of an amount worth 26 kg. of gold.1 That is what transpires from the parable told by Jesus. Talent can be defined as an aptitude, a capability, a natural or acquired ability.

Through the biblical stories that we have chosen, we aim to attain the following objectives:

Help children/youth to detect their talent (ability, knowledge, relations, possessions, plots of land, house, money…) and get them to valorise these talents;

 Help children/youth to grow-up with the idea that they first of all need to rely on what they own or have in order to develop and stimulate the desire to work together for their personal development and that of the community;

 Develop the approach of African solidarity and extend it to a larger dimension;

 Develop the intellectual, physical, and spiritual life of the children/youth according to the vision of the Church expressed in the preamble of the Church Constitution mentioned above.

1Zondervan NIV Study Bible reveals that a talent was worth more than 1000 dollars (cf. from Mathew 25:15)

Chapter 1

Talents to manage creation

SCRIPTURE:

Genesis 1:26-30; 2:15

OBJECTIVES OF THE LESSON:

1. Learn that the idea of development is not complicated or difficult. The world is filled with many things that can be used for our development.

2. Help the children to be conscious that the environment (the earth, backwaters, the vegetation, birds, animals, the savannah, the forest) are the first domains that we can exploit in order to develop.

3. Help children to understand that God gave us talents to care for His creation; meaning we should manage, direct, and control its good functioning.

INTRODUCTION:

Start with a song and/or a short prayer.

PRESENTATION:

(Present the scripture in a narrative manner as if you were a personal witness of creation).

God wanted to realise a project. This project was important and delicate because God wanted to work with humans. God matured this project in His spirit and decided to execute it. Before creating humans, He created heaven and earth, the backwaters, vegetation, birds, animals. All these were in preparation because all of them would be useful for the living environment and food for the humans that God wanted to create.

God had not yet attained His goal, but after He created all these things, God decided to create Man. In truth, in God’s thoughts, among all the creatures, Man was supposed to be the crown, that is, the most important creature before the eyes of God. Firstly, Man should know the difference between good and bad and be able to be in a relationship with God and adore Him

Secondly, Man should be gifted with intelligence, wisdom, talents in order to survive amongst other creatures of which others were physically stronger than Man.

Thirdly, Man should protect his environment in order not to be exterminated by bad weather as a result of disturbances in the ecosystem. It is due to these challenges that God decided to create Man at His own image and according to His resemblance. God blessed the couple that He had created and asked them to use their talents in order to rule over animals and to fill the earth (Genesis 2:15). As their living environment, the first man and the first woman had the responsibility to preserve the garden, to keep it and to improve its quality. This responsibility required having talents.

SUBJECTS FOR DISCUSSION :

1. Can anybody manage an enterprise?

2. What are the required qualities for a manager?

3. What talents were given to Man in order to manage the garden?

4. What is our garden today?

5. What kind of talent or ability do we need to manage a garden?

6. What things have been created that Man can exploit in order to develop?

ACTIVITIES FOR CHILDREN:

Children form groups of 10. Each group gives two names of the things that God created and that are found in the book of Genesis. Each group choses a spokesperson to give their answers. Tell the children that taking care of the environment is very important; it is even indispensable for the survival of the human race.

The children can make drawings to illustrate the creation of God in Genesis 1.

RESOURCE PERSON

Invite a farmer or an environmentalist to talk about his/her talents and agricultural or environmental experiences.

ACTIONS TO ENCOURAGE:

1. Ask each child to identify their talent and help them to recognize it;

2. Consider making a small garden for the class;

3. Ask the children to take care of their environment.

MEMORY VERSE:

The Lord God took man and put him in the garden to work it and take care of it (Genesis 2 :15).

CLOSING:

1. Hold hands to form a circle and pray for all eco-guardians. The children can repeat the prayer after you.

2. Pray that God should reveal each child’s talent.

Chapter 2

The talents of Abel and Cain

SCRIPTURE:

Genesis 4:1-5

OBJECTIVES OF THE LESSON:

1. Focus on agriculture and animal husbandry;

2. Show that Abel and Cain were the first human beings to domesticate the animals and plants that God had created.

3. Show that the ability to tame wild animals and to take care of plants are amongst the talents that God gave the first men;

4. Help the children to realize that God has given each and every one of us abilities that we can use in order to live. Even toiling the soil needs talents and efforts;

5. Help the children to respect farmers because human survival depends on their activities.

6. Help the children to understand that animal husbandry and agriculture are conceivable activities to value their talents.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

After the birth of Cain and Abel, the daily need for food began to increase in Adam’s family. Moreover, the animals and fishes that God had created were not always available for immediate consumption. Even though God had created all the necessary things for man’s needs, some animals were physically stronger than man. Even plants themselves didn’t provide fruit in all seasons; some of them were toxic for man’s consumption. Given that plants and wild animals were not always available to satisfy dietary needs; the first sons of Adam thought of using what they had, that is their intelligence. Abel settled down in the activity linked to animal reproduction.

Cain got engaged in agriculture (a set of activities destined to harvest vegetables from the soil that are useful for consumption). These first two sons of Adam and Eve noticed that their energy and intelligence was God given. They each offered to God the fruit of their efforts. Abel used his intelligence to tame certain animals that God had created. Rearing them, feeding them, and protecting them from other wild beasts needed a

lot of thinking and perseverance. Cain on the other side, who had learned to domesticate certain plants, offered the fruits of the soil to God. The Lord accepted Abel’s offering but rejected Cain and his offering. God acknowledged Abel’s sacrifice and considered him as holy and his offering was a holy one. Abel’s heart was righteous and his life was godly. But Cain’s offering was not motivated by faith, it was just a task. God had no regard for Cain who was wicked, his sacrifice was a vain oblation (Isaiah 1:13).

SUBJECTS FOR DISCUSSION:

1. What is agriculture ?

2. Does this activity require talents? Which ones?

3. Can agriculture develop a community?

4. What is animal husbandry?

5. Does animal husbandry require particular talents? If yes, which ones? If no, why?

6. Can animal husbandry develop a community?

ACTIVITIES:

Form two groups of children; the first group made up of 10 children will present the advantages of agriculture and the second group also made up of 10 children will present the advantages of animal husbandry.

The children can make drawings to illustrate Abel’s and Cain’s offerings.

RESOURCE PERSON:

The Sunday school teacher can invite a breeder of small cattle (sheep, goats, rabbits, chicken, pigs…) to talk about the talents needed in his job.

ACTION TO ENCOURAGE:

Find time and visit a garden or a farm not far from the village.

MEMORY VERSE:

“For every animal of the forest is mine, and the cattle on a thousand hills” (Psalm 50:10).

CLOSING:

Sing a hymn and say the dominical prayer (Our Father).

Photo: Endre Hilleren / NMS

Chapter 3

The talents of Joseph

SCRIPTURE:

Genesis 37-41

OBJECTIVES OF THE LESSON:

1. Explore this story to illustrate the definition of a talent as given above, that is, an aptitude, a capacity, natural or acquired ability;

2. Show that by using his natural aptitude to interpret dreams, Joseph accomplished great things for Egypt and for his family.

3. Encourage the children not to undermine their talents.

4. Encourage the children to love their brothers and/or sisters, even if they are more talented.

5. Encourage the children not to obliterate their talents, even if it causes jealousy.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

Jacob lived with his children in Canaan where his father Isaac and his grandfather Abraham had lived. Jacob had 12 children and Joseph was the one Jacob loved most, because he had been born to him in his old age. He made him a coat of many colours (multicolour). Joseph’s brothers became very jealous of him, not because he misbehaved, but because of a particular talent that God had given him. This talent belonged to the domain of dreams. Joseph did not only have the gift of interpreting dreams, but also of premonitory dreams, meaning his dreams could forewarn of upcoming events. Actually, he had dreamt of his brothers binding sheaves of grain out in the field when suddenly his sheaf rose and stood upright while those of his brothers gathered around his own and bowed down to it. Some other time it was the sun, the moon and eleven stars that bowed down before him. Even his father scolded him for saying such dreams: “What is this dream that you have dreamed? Shall your mother and I and your brothers indeed come to bow down to the earth before you?”

One day, while his brothers went to feed the flock, his father called for him and sent him to go and check on his brothers to see how they were doing. But when Joseph met his brothers, they stripped him of his beautiful tunic of many colours and cast him into a pit.

They later sold him to a caravan of Ishmaelites who were travelling to Egypt. In Egypt, he valued his talent of interpretation of dreams. Unjustly accused by Potiphar’s wife, Joseph was thrown in prison. As the officer in charge of serving wine to pharaoh (butler) and the one in charge of making pharaoh’s bread (baker) were also prisoners, Joseph explained to each of them the dreams that troubled them. He told the butler that he would regain the favour of his master, while the baker would be hanged. So it came to pass.

But when the butler was freed, he forgot about Joseph. Two years later, pharaoh had a dream: in the Nile valley, seven fat and fine looking cows came and devoured seven ugly and gaunt cows. Then seven stalks of grain, plumb and good, were eaten by seven thin head stalks, blighted by the east wind. As nobody was able to explain these dreams, the butler remembered Joseph and asked pharaoh to let his dreams be explained by the young Hebrew. Joseph was brought to the palace. He explained to pharaoh that there will be seven years of abundance, then they will be followed by seven years of famine. He advised pharaoh to gather and pile food during those seven years of abundance and to redistribute in time of famine. Amazed by such wisdom, pharaoh made Joseph his prime minister and gave him the authority to govern over of Egypt.

When the seven years of famine came, people came from all over to buy food from Joseph. That is how one day Joseph’s brothers came to Egypt to buy food. Joseph first made them go through tremendous hardship and finally revealed himself to them. Joseph magnificently settled his father and his brothers with their wives and children in Egypt.

SUBJECTS FOR DISCUSSION:

1. What are the two principal talents of Joseph as revealed by the Bible?

2. How did these talents manifest?

3. Do all dreams forecast future events?

4. Have you ever had a dream that came to pass?

5. Do you have any of Joseph’s talents?

ACTIVITIES:

Talents to guess

1. Blindfold a child; make him/her face the wall. Choose five other children among which an object is given to one of them to hide, then uncover the fold and ask the child to guess who among the other five is hiding the object;

2. Continue the game while changing the guesser;

3. Mimic the trading of Joseph to the Ishmaelites by his brothers;

4. With the available material, draw the multicoloured coat of Joseph.

RESOURCE PERSON:

Invite a pastor or someone else who is able to teach the children about the nature of dreams and their possible interpretation.

ACTIONS TO ENCOURAGE:

Organise a visit with the leader of the congregation to go and offer gifts to prisoners if possible or visit the chief’s palace in your locality.

MEMORY VERSE:

“But God sent me ahead of you to preserve for you a remnant on earth and to safe your lives by a great deliverance” (Genesis 45:7).

CLOSING:

Form a circle while holding hands and pray for families where there is no harmony. The children can repeat the words after you.

Chapter 4

The talents of Moses

SCRIPTURE:

Exodus 2:1; 3:7-21; 14:5-23

OBJECTIVES OF THE LESSON:

1. Discover the talent of Moses and how he used it to help the community;

2. Encourage the children not to minimise their abilities, no matter how small it may be;

3. Show that while using the leadership skill Moses acquired in the royal palace, he was able to free his people from slavery.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

After the death of Joseph and his brothers, there was a new pharaoh on the throne; he did not acknowledge the people of Israel. He decided to make them slaves and prevent them from multiplying. It was during those difficult moments of slavery that Moses was born. His mother could not raise him because of the barbaric law set by pharaoh; she got a papyrus basket for him and coated it with tar and pitch. Then she placed the child in it and put it among the reeds along the bank of the Nile. Pharaoh’s daughter went down to the Nile to bathe, saw the child and took him in. He was named Moses. He grew up in the palace with all the advantages of the royal court; this enabled him to acquire a sense of leadership at an early age. Moses became a man. He felt bad for his brothers, the Hebrews, who endured the difficulties of slavery and tried all means to rescue them. One day he killed an Egyptian whom he found torturing a Hebrew. He was afraid of Pharaoh’s anger and fled from Egypt. He went to Midian. There he lived with the priest of that area who gave him his daughter in marriage.

Pharaoh died, but the children of Israel were still in bondage and prayed to God, asking Him to deliver them. God appeared to Moses, in the land of Midian, while he was feeding his father-in-law’s cattle and asked him to go to Egypt and deliver his people from slavery. Moses replied: “Who am I that I should go to pharaoh and bring the Israelites out of Egypt?” He wanted to refuse that mission, claiming that he did not know how to talk and that his brothers may not welcome him. God gave him Aaron, his brother, as spokesperson for this tedious mission and promised to be with him.

The Hebrews saw them as liberators and welcomed them with joy. Moses and Aaron went before Pharaoh who, after many trials, finally accepted to let the people go.

SUBJECTS OF DISCUSSION:

1. Is Moses an Egyptian or a son of Israel?

2. Does Moses have one or many talents? If yes, which one/ones?

3. How does Moses show his leadership talent in Egypt?

4. Why does Moses flee from Egypt?

5. How does Moses show his leadership talent in the land of Midian?

6. Do you have Moses’ talent?

ACTIVITIES FOR CHILDREN:

1. Make a drawing of Moses as he feeds the cattle and God appearing to him in the burning bush;

2. Ask the children to role play as Moses attempts to convince Pharaoh to let the people go;

3. Organise an outdoor session or a picnic to admire the wonders of God’s creation (hills, savannah, etc.).

RESOURCE PERSON:

Invite somebody to talk about the link between a shepherd of cattle and a shepherd of men.

ACTION TO ENCOURAGE:

Invite the children to take care of younger ones, both at home and at school.

MEMORY VERSE:

“By faith, Moses left Egypt, not fearing the king’s anger; he persevered because he saw him who is invisible” (Heb. 11: 27).

CLOSING:

Close by interceding for those who lead us so that they exercise their talent of leadership according to the will of God.

Photo: Marit Mjølsneset / NMS

Chapter 5

The talents of David

SCRIPTURE:

1 Samuel 16:1-13

OBJECTIVES OF THE LESSON:

1. Detect the talents of David;

2. Show how David’s talents were useful to the community;

3. Encourage children not to neglect their talent;

4. Detect the hidden talent of David: music.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

When God had rejected King Saul, He sent Prophet Samuel to Bethlehem to meet Jesse. One after the other, the first seven sons of Jesse passed before the Prophet. But none of them was God’s chosen one, for God does not look at the things people look at. The last son named David was in the farm tending the sheep. Samuel asked for him to be brought. When he arrived, God told Samuel: “Rise and anoint him, he is the one to be king in the place of Saul”. Samuel took the horn of oil and anointed him in the presence of his brothers. From that day, the spirit of God departed from Saul and came powerfully upon David. Saul was tormented by an evil spirit. To heal him, his servants proposed to bring a man who could play the harp (a musical instrument with strings). David was chosen; he would play the harp and Saul would calm down. Saul liked David very much and made him his armour-bearer.

Meanwhile, onece more the Philistines gathered their army for war. Saul and the Israelites assembled and camped in the valley of Elah. Goliath moved forward, coming out of the Philistine’s camp. He was a real giant. He challenged the Israelites. “Give me a man and let us fight each other”. Saul and the Israelites were dismayed. They were terrified. Then came David who was bringing food supplies for his elder brothers. David decided to take the challenge and to fight Goliath. Leaving Saul’s armour that was too heavy for him, David took his staff in his hand, chose five smooth stones from the stream and a sling (a weapon for throwing stones made up of a leather pocket held by two straps), he moved towards Goliath. Taking his sling, David slung a stone that struck and sank into the Phil-

istine’s forehead. At ones, he fell face down on the ground and David hurriedly took hold of the Philistine’s sword and cut off his head.

Saul became jealous, but his son Jonathan loved David as himself.

Being tormented by evil spirits, Saul, in his madness, wanted to throw a spear at David who was playing the harp. But David eluded him. David was crowned king of Judah at Hebron; he was 30 years old and ruled for 40 years. God blessed David’s endeavours as he delivered Israel from their enemies. He was a great king, the first great king of Israel; a king who was always faithful to God. Poet, musician, religious, he composed the “Psalms” that are admirable prayers.

SUBJECTS FOR DISCUSSION:

1. What is the name of the prophet who anointed David as king?

2. What was David’s duty before being chosen by Samuel?

3. Does this duty require a talent?

4. What talent did David exercise when King Saul was sick?

5. What is the name of the Philistine who challenged the Israelites and what happened to him?

6. How did David exercise his talent of shepherd in social life?

7. Do you have any of David’s talents?

ACTIVITIES:

Make a stage play of David’s anointing. Select children who will play the role of Jesse, of Prophet Samuel, and of Jesse’s children.

Draw and colour the confrontation between David and Goliath.

RESOURCE PERSON:

Invite the quarter leader or a village chief or any other person who is able to talk to the children about the responsabilities of a leader.

ACTION TO ENCOURAGE:

Ask the children to make suggestions of various activities that they can carry out in order to look like David.

MEMORY VERSE:

“People look at the outward appearance, but the Lord looks at the heart” (1 Samuel 16:7b).

CLOSING:

Close with a short song and/or a prayer.

The talents of Solomon

SCRIPTURE:

1 Kings 1-5

OBJECTIVES OF THE LESSON:

1. Detect the talent of Solomon;

2. Show that the talent of Solomon was wisdom;

3. Encourage the children not to neglect their talent.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

After reigning for 40 years, David died and his son Solomon became King. Solomon was not a warrior like David. He wanted to live in peace with everybody and with neighbouring countries. To prevent Israel from being attacked, he married Pharaoh’s daughter, thereby becoming Pharaoh’s good friend. By this alliance, King Solomon was being very wise. However, he was worried if he would be able to rule over so many people.

Then one day, the King went to Gibeon to offer a sacrifice. The Lord appeared to him at night in a dream and asked him what he desired. Solomon, who was so worried and anxious about governing the people, asked for wisdom. This demand pleased God; God gave him not only wisdom, but also wealth and glory.

One of Solomon’s judgements that showed his wisdom was in the case of two prostitutes whose case needed the court’s intervention. The first woman spoke up: “Pardon me, my lord. This woman and I live in the same house, and I had a baby while she was there with me. The third day after my child was born; this woman also had a baby. We were alone; there was no one in the house but the two of us.

During the night this woman’s son died because she lay on him. So she got up in the middle of the night and took my son from my side while I your servant was asleep. She put him by her breast and put her dead son by my breast. The next morning, I got up to nurse my son—and he was dead! But when I looked at him closely in the morning light, I saw that it wasn’t the son I had borne.”

The other woman spoke up to argue and said: “No! The living one is my son; the dead one is yours.”

The King used his wisdom and proposed that the living child should be cut in two and give half to one and half to the other. The woman whose son was alive was deeply moved; out of love for her son, she told the King, “Please, my lord, give her the living baby! Don’t kill him!” But the other said, “Neither I nor you shall have him. Cut him in two!” Then the king gave his ruling: “Give the living baby to the first woman. Do not kill him; she is his mother.” When all Israel heard the verdict the king had given, they held the king in awe, because they saw that he had wisdom from God to administer justice. Solomon lived in peace with all neighbouring countries and God gave him intelligence and wisdom in abundance; Solomon’s wisdom was greater than the wisdom of all the people of the East and greater than all the wisdom of Egypt and his name was known all over surrounding nations. The whole world was talking about his wisdom; he pronounced 3000 proverbs and 1005 songs.

480 years after the coming out of the Israelites from Egypt, King Solomon started to build the temple of the Lord. It measured sixty cubits long, twenty wide, and thirty high. Solomon shared his project with others and each brought in their know-how. Some of them made bricks and dug the foundation; others raised the walls, cut, and prepared the timber. They all took part in the construction of the temple that lasted seven years. Solomon prepared the inner sanctuary within the temple, which is the most important room of the temple. This room is covered with pure gold. The King and the Israelites offered sacrifices to the Lord: 22,000 cattle and 120,000 sheep and goats.

SUBJECTS OF DISCUSSION:

1. Who is the father of Solomon?

2. What is a talent ?

3. What talent did Solomon make manifest in judging the two women?

4. How did Solomon show his wisdom?

5. How do we know that Solomon could read and write?

6. What talent did Solomon make manifest in building the temple of God?

7. What can we do to take part in the building of our church (carry stones, sand, and fetch water)?

ACTIVITIES:

 Make the children role play the judgement of Solomon.

 Draw Solomon’s sword and the baby waiting to be cut in two.

RESOURCE PERSON:

Invite a leader to give words of wisdom to the children.

ACTION TO ENCOURAGE: Encourage the children to think about politics and architecture.

MEMORY VERSE:

“The fear of the Lord is the beginning of wisdom” (Proverb 1:7).

CLOSING:

Close with a short song and / or the dominical prayer.

Chapter 7

The talents of Samson Pour le Chapitre 7

SCRIPTURE:

Judges 13-16

OBJECTIVES OF THE LESSON:

1. Present the supernatural power of Samson as a talent;

2. Show that everything we are endowed with can be used either for good or bad.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

After the death of Joshua and of all those who had entered Canaan, there came another generation who neither knew Yahweh nor the things He had done for Israel. While the people had turned their backs on Yahweh, they were constantly under the threats of robbers.

In order to save the people of Israel from their enemies, God stimulated special characters to deliver them. The people who threatened Israel in our story are the Philistines. To save them from their enemies, God sent His messenger to Manoah’s wife, who was childless. The angel of the Lord appeared to her and said, “You are barren and childless, but you are going to become pregnant and give birth to a son; whose head is never to be touched by a razor because the boy is to be a Nazirite, dedicated to God from the womb. He will take the lead in delivering Israel from the hands of the Philistines”. The woman gave birth to a boy and named him Samson. The spirit of Yahweh was with him, it gave him an extraordinary strength.

One day, while going to visit his fiancée, Samson met a young roaring lion. Without any weapons, Samson tore the lion apart with his bare hands as he might have torn a young goat. But the Philistines refused to give him the wife as promised. So he went out and caught three hundred foxes and tied them tail to tail in pairs. He then fastened a torch to every pair of tails,5 lit the torches and let the foxes loose in the standing grain of the Philistines. He burned up the shocks and standing grain, together with the vineyards and olive groves. The Philistines wanted to take their revenge on him, but he defeated them.

Some other time, the Israelites were threatened by the Philistines; they tied Samson with new robes and handed him over to them. But Samson broke the robes and with a

donkey’s jawbone that he picked up on the way, he killed a thousand Philistines. As he entered Gaza, the doors of the town were locked in order to keep him prisoner. Then he got up in the middle of the night and took hold of the doors of the city gate, together with the two posts, and tore them loose, bar and all. He lifted them to his shoulders and carried them to the top of the hill that faces Hebron. Some time later, he fell in love with a woman in the Valley of Sorek whose name was Delilah. She was able to know the secret behind his strength and destroyed the sign of consecration to God by cutting his hair while he was asleep. Suddenly Samson lost his strength; then the Philistines seized him, gouged out his eyes and took him down to Gaza. Binding him with bronze shackles, they set him to grinding grain in the prison. But the hair on his head began to grow again after it had been shaved. One day, the rulers of the Philistines assembled to offer a great sacrifice to Dagon, their god, and to celebrate. At the end, when they stood him among the pillars, Samson prayed to God to restore his strength. He pushed with all his might, and down came the temple on the rulers and all the people in it, including himself.

SUBJECTS FOR DISCUSSION:

1. What is the name of Samson’s mother?

2. What was Samson’s talent?

3. What was the secret of Samson’s strength?

4. How was Samson able to deliver his people?

5. How do you use the strength that God gave you?

6. Identify the different tribes of the Sunday school children.

ACTIVITY:

Draw Samson with his morphology.

RESOURCE PERSON:

Invite a Christian athlete to tell you about the usage of his God given talent.

CONCRETE ACTION IN THE WORLD:

Encourage the children to use their strength to defend their nation and to protect the weak, instead of destroying them. Ask the children to research and find the different ethnic groups in the congregation.

MEMORY VERSE:

“For this reason I remind you to fan into flame the gift of God, which is in you through the laying on of my hands” (2 Timothy 1:6).

CLOSING:

Close with a short song or the dominical prayer.

Chapter 8

The talents of Esther

SCRIPTURE: Esther 1-7

OBJECTIVE:

Show that beauty, humility, and attractiveness were the talents that Esther used to save her people, the Jews.

PRESENTATION:

The historical context of Esther’s story took place in Persia, more precisely in the town of Susa, under the rule of King Ahasuerus (Xerxes).

Actually, the King organised a feast in his palace. He ordered that Queen Vashti should come before him wearing her royal crown (female jewellery decorated with precious stones in the form of a crown that fits her head), in order to display her beauty to the people and nobles. But Queen Vashti refused to come as ordered by the King. Thus, she was deposed (deprived of her duties) as Queen. The King had to choose a new Queen. Among those taken captive, there was a Jew who had been carried into exile from Jerusalem by Nebuchadnezzar king of Babylon; he was Esther’s guardian, her cousin. The young girl named Esther had all the qualities of beauty: she had a lovely figure and was beautiful. Mordecai, the Jew, encouraged his cousin to take part in the selection. Esther did not reveal her nationality and family background. When she was introduced to the King, he was attracted to Esther more than to any of the other women, and she won his favour and approval more than any of the other virgins. So he set a royal crown on her head and made her queen instead of Vashti.

Whereas, at the same time, the King’s best man, Haman, thought of killing Mordecai whom he hated as well as the Jews who lived in the empire of Ahasuerus. He wrote letters in the name of the King to exterminate all the Jews.

Mordecai was baffled when he learnt what Haman was planning to do; all over the big cities where the letters were delivered, there was mourning and weeping amongst the Jews: people fasted, lamented, wore sack clothes and poured ashes. Esther alone could intervene before the King, but she had no right to come before the King without being summoned. Confiding to God, after three days of fasting and prayer, Esther came before the dangerous King. God turned the King’s heart to be gentle. He accepted the Queen’s invitation to diner in her home with Haman. There, she told the King that she is Jewish

and that Haman wants to kill all the Jews. The King was furious and condemned Haman to be hung and cancelled the letter of extermination against the Jews. Henceforth, they could live in peace and their enemies were severely punished.

SUBJECT FOR DISCUSSION:

1. Why was Queen Vashti deposed?

2. What was the name of Esther’s uncle? What did he do so that his niece could present herself at the beauty competition?

3. What was the name of the enemy of the Jews? How did Mordecai succeed in neutralising him?

4. What did Esther use to convince the King and to free the Jews?

5. Was it only because of physical beauty that Esther was chosen?

6. Apart from her beauty, what moral qualities did Esther have?

7. What lesson can be learnt from Esther’s story?

ACTIVITIES:

Role-play the deposition of Queen Vashti.

RESOURCE PERSON:

Invite a Pastor to do a presentation on a biblical story where the moral qualities of a woman saved her people.

ACTION TO ENCOURAGE:

1. Encourage boys not to despise girls.

2. Encourage the children to share the story of Esther with their parents.

MEMORY VERSE:

“And we know that in all things God works for the good of those who love him, who have been called according to his purpose” (Romans 8:28).

CLOSING:

Close with a short song or the dominical prayer.

Photo: Marit Mjølsneset / NMS

Chapter 9

The talents of Nathan

SCRIPTURE:

2 Samuel 11 and 12

OBJECTIVES OF THE LESSON:

1. Put emphasis on the fact that being a prophet is a gift from God;

2. Show that gentleness is more important that violence;

3. Put an emphasis on the fact that Nathan’s talent was wisdom.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

David was the first great King of Israel, a King who was always faithful to God. Meanwhile, one day he committed a horrible sin. He fell in love with the wife of one of his officers, called Uriah. After impregnating the woman, he made sure that the officer be assigned to the front row, where the fighting was most violent. The army commander placed Uriah where the soldiers of the enemy were posted. The latter, that were defending their town, came against the Israelites. They killed some soldiers and officers, including Uriah.

But the thing David had done displeased the Lord and He sent the Prophet Nathan to David. Nathan knew that speaking to a monarch was not the same as speaking to a commoner. He thus made use of his wisdom to bring the King to acknowledge his fault; he started by recounting the story of two men, one rich and the other poor. “There were two men in a certain town, one rich and the other poor. The rich man had a very large number of sheep and cattle, but the poor man had nothing except one little ewe lamb he had bought. He raised it, and it grew up with him and his children. It shared his food, drank from his cup, and even slept in his arms. It was like a daughter to him.

“Now a traveller came to the rich man, but the rich man refrained from taking one of his own sheep or cattle to prepare a meal for the traveller who had come to him. Instead, he took the ewe lamb that belonged to the poor man and prepared it for the one who had come to him.”

David burned with anger against the rich man; not knowing that the story Nathan narrated was a parable, he promised to kill the man for what he did to the poor man and he must pay for that lamb four times over, because he did such a thing and had no pity. Then Nathan said to David, “You are the man!”

SUBJECTS FOR DISCUSSION:

1. Who is David?

2. What did he do against the will of God?

3. What is the name of the Prophet that God sent to David?

4. Why did Nathan begin by telling a story?

5. What talent did Nathan reveal by proceeding in this manner?

6. What lesson can we learn from Nathan’s attitude?

ACTIVITY:

Ask the children to compare the behaviour of John the Baptist in front of Herod (cf. Mathew 14:3-12) and that of Nathan in front of David.

RESOURCE PERSON:

Invite a leader to give words of advice and wisdom to the children in light of the behaviour of Nathan.

ACTION TO ENCOURAGE:

Encourage the children to strengthen their personal relationship with God.

MEMORY VERSE:

“The fear of the Lord is the beginning of wisdom;” (Psalm 111:10).

CLOSING:

Close with a short song and or the dominical prayer.

Photo:

Chapter 10

The talents of John the Baptist

SCRIPTURES:

Mark 1:1-8; Mathew 3:1-12 ; Mathew 11:7-19; Mark 6:14-29

OBJECTIVES OF THE LESSON:

1. Show that the courage and sincerity of John the Baptist are good qualities to stimulate peaceful cohabitation;

2. Show that society needs sincere and courageous people to survive.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

For some centuries now, the people had not heard a prophetic voice as before. It was now heard through John the Baptist. He was named as such because he asked people to repent and be baptised in the River Jordan. However, John was different from the other prophets in certains aspects.

Firstly, he did not desire comfort as some men of God these days. John the Baptist didn’t have a family; instead, he lived in the desert, in an isolated place far from people.

Secondly, his life was modest, simple: John’s clothes were made of camel’s hair, and he had a leather belt around his waist. His food was locusts and wild honey. Looking at this man, it was obvious that he had turned his back on pleasures of the world and decided to concentrate on his God given mission.

In reality, this humble man that seemed less important was a true man of God. He invited people to prepare their hearts and change their behaviour in order to receive the Messiah who was to bring the kingdom of God. He baptised those who wanted to prepare for the coming of the Messiah. Pharisees who thought that they will be saved just because they were Jews also came to him for baptism.

They were hypocrites who thought they could escape from the judgement of God by leaning on their tribe. To such people, John clearly explained to them that they need to bear fruits worthy of their repentance, to show that they have changed, and they should not count on their tribe.

When John saw the hypocrite leaders of the people asking to be baptised, he did not play hypocrite like them; he told them the plain truth by calling them “race of vipers”

who seek only to flee the wrath of God, but in reality have not changed their ways. John told them that the only thing that attests of their conversion is their attitude.

Leviticus 20:21 states that a man should not take his brother’s wife. However, Herod thought he could be exempted from this law, maybe because he held power. He sent away his wife and married Herodias, his brother Philip’s wife.

John the Baptist, who feared only God, rebuked the King for this attitude that was contrary to the law. “It is not lawful for you to have her” (Mathew 14:4).

SUBJECTS FOR DISCUSSION:

1. Who is John the Baptist?

2. What is the talent of John the Baptist?

3. Is this talent useful to society?

4. What is the difference between the talent of John the Baptist and that of Nathan?

5. What would happen to society if the most powerful had the right to do what they wanted?

ACTIVITY:

Choose a child to play the role of the King and the others to represent the nobles of the King. Choose another child to play the role of John the Baptist rebuking the behaviour of Herod.

RESOURCE PERSON:

Invite a member of the congregation to talk about the dangers of sexual promiscuity.

ACTION TO ENCOURAGE:

1. Encourage the children to respect established laws;

2. Encourage the children to speak the truth for the survival of the community.

MEMORY VERSE:

“For I am not ashamed of the gospel, because it is the power of God that brings salvation to everyone who believes: first to the Jew, then to the Gentile” (Romans 1:16).

CLOSING:

Close with a short song and or the dominical prayer.

Photo: Marit Mjølsneset / NMS

Chapter 11

The idea of talent in the multiplication of bread.

SCRIPTURE:

Mathew 14:13-21

OBJECTIVES:

1. Show that a context or situation can encourage us to use our talents;

2. Show that talent in this context is what we have at hand; what is available for us to use;

3. Focus our thoughts on the words of Jesus:

4. “You give them something to eat”.

5. Show the importance of hustling in life.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

After hearing the news of the death of John the Baptist, Jesus withdrew by boat privately to a solitary place. Hearing of this, the crowds followed Him on foot from the towns. When Jesus landed and saw a large crowd, He had compassion on them and healed their sick. As evening approached, the disciples came to Him and said, “This is a remote place, and it’s already getting late. Send the crowds away, so they can go to the villages and buy themselves some food.” Jesus replied, “They do not need to go away. You give them something to eat.” In other words, use what you have, do not place the responsibility on someone else; instead of sending these people away to go and disturb someone else, you yourselves do something. Given that the disciples had some money, they answered the master: should we go and buy food for all these people? “How much bread do you have?” He asked them. After verifying, they answered: “We have here only five loaves of bread and two fish.”

“Bring them here to me,” He said. And He directed the people to sit down on the grass. Taking the five loaves and the two fish and looking up to heaven, He gave thanks and broke the loaves. Then He gave them to the disciples, and the disciples gave them to the people.

SUBJECTS FOR DISCUSSION:

1. What was the problem at hand when Jesus landed from the boat?

2. How did the disciples think they could solve the problem?

3. What did Jesus suggest?

4. What talent did the disciples have?

5. Is there a lesson for us to learn from this story?

ACTIVITIES:

Reproduce the dialogue between the disciples who thought the solution was elsewhere and Jesus who was convinced that the disciples should use their talent, meaning what they have at hand, what is available.

The disciples: Master, it is getting late, there is nothing to eat here; tell the crowd to go and buy something to eat in the nearby villages.

Jesus: No, You give them something to eat!

The disciples: Should we go and buy bread to give them to eat?

Jesus: How much bread do you have? Go and check.

The disciples (checked and answered): We have here only five loaves of bread and two fish.

Jesus: Make the people to sit down on the grass.

RESOURCE PERSON:

The Sunday school teacher decides if he/she needs somebody to help clarify the Scripture.

ACTION TO ENCOURAGE:

In other countries, Sunday school children raise funds to help others (cf. “Samaritans purse”). Ask the children what they can do, with the help of their parents, to help members of the congregation who are in need.

MEMORY VERSE:

“But he answered; you give them something to eat” (Mark 6:37).

CLOSING:

Close with a short song and or the dominical prayer.

Photo: Marit Mjølsneset NMS

Chapter 12

The idea of talent in the parable of

the three servants

SCRIPTURE:

Mathew 25:14-16

OBJECTIVES:

1. Show the children the scripture where it is clearly stated that we should use our talent;

2. Encourage the children not to neglect their talent, no matter how small it may be;

3. Convince the children that God has given everybody the ability to do something for themselves and for the community;

4. Help the children to understand that human beings did not receive the same gifts nor talents;

5. Help the children to understand that a person’s talent is not what matters the most, rather it is the way he/she uses it that matters and that God will one day ask us to be accountable.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

One day Jesus told His disciples a story in order to encourage them to use the talents they have received. It’s the story of a man going on a journey who called his servants and entrusted his wealth to them which they were to invest and make it multiply until his returned. To one, he gave five bags of gold; to the second, two bags; and to the third, one bag; each according to his ability. Then he went on his journey. The man who had received five bags of gold went at once and put his money to work and gained five bags more. So also, the one with two bags of gold gained two more. But the man who had received one bag went off, dug a hole in the ground and hid his master’s money.

After a long time, the master of those servants returned and settled accounts with them. The man who had received five bags of gold came forward and presented his profit which was worth five bags of gold. His master replied, ‘Well done, good and faithful servant! You have been faithful with a few things; I will put you in charge of many things. Come and share your master’s happiness!’ The man with two bags of gold also came and presented the other two bags of gold that he gained. He was congratulated just as the first. Then the man who had received one bag of gold came. He called his master a stingy

man who wants to harvest where he did not sow and handed him the exact amount of money that was entrusted to him. The master did not appreciate the attitude of the third servant; after rebuking him severely (he rightfully called him wicked and lazy servant), he took back the one bag of gold and handed it to the man who had earlier received five bags of gold.

SUBJECTS FOR DISCUSSION:

1. After listening to this story: how can you define a talent? (God has given everybody the ability to do something for themselves or for the community. It is this ability that is described in the parable.)

2. What did the master expect from each servant?

3. Did all the servants receive the same amount? What does this mean to us?

4. Name the various talents found in our congregation, for example politicians, soldiers, medical doctors, magistrates, craftsmen, teachers, farmers, businessmen, brick layers, musicians…

ACTIVITY:

Ask the children to enumerate the talents that their classmates are endowed with.

RESOURCE PERSON:

Invite a pastor or some other resource person to explain to the children how to identify a talent.

ACTION TO ENCOURAGE:

Enlarge the talent search exercise to members of the congregation.

MEMORY VERSE:

“Each of you should use whatever gift you have received to serve others, as faithful stewards of God’s grace in its various forms” (1 Peter 4:10).

CLOSING:

Close with a short song and or the dominical prayer.

Photo: Marit Mjølsneset / NMS

Chapter 13

The idea of talent in the parable of the rich fool

SCRIPTURE:

Luke 12:16-21

OBJECTIVES:

1. Help the children to understand that strength, intelligence, and even life were given to us by God for the wellbeing of humanity;

2. Show that, like any other gift, we should be accountable to the supreme master who is God; the fear of God is the beginning of wisdom.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

Another story that Jesus told His disciples to encourage them to use their wealth for the wellbeing of their community is that of a certain rich man whose ground yielded an abundant harvest. His harvest was so big that he did not know where to store the crops. He was embarrassed. Given that he had so much money, he decided to tear down his old barns and build bigger ones to store his surplus grain. This was the best option for him and he had already planned it in his mind. He was already seeing himself living a peaceful life with so much material wealth for many years to come. He had forgotten that life was a momentary gift from God for a precise purpose. That same night, he died.

The rich man tried to fructify his wealth; he was a skilful peasant. His strength and thoughts were geared towards various ways of being more productive. This is the positive side of the story that can be learned from the rich man. However, we should avoid his error: live as if we are the owners of our lives forgetting that it was loaned to us for a short time. The rich man did not know that he had to use these material gifts not just for himself alone but also to help develop other people.

SUBJECTS FOR DISCUSSION:

1. Did Jesus want to encourage the disciples to laziness?

2. Why did Jesus tell this story?

3. What were the talents of this rich man?

4. How did he use them?

5. What lessons can we learn from this story?

ACTIVITY:

Ask the children if they know other stories similar to this parable?

RESOURCE PERSON:

The Sunday school teacher can decide if it’s necessary to invite a Christian personality to advise the children.

ACTION TO ENCOURAGE:

Ask the children to tell this parable to their parents and see what they think about it.

MEMORY VERSE:

“But God said to him, you fool! This very night your life will be demanded from you. Then who will get what you have prepared for yourself ?” (Luke 12:20).

CLOSING:

Close with a short song and or dominical prayer.

Photo: Marit Mjølsneset / NMS

Chapter 14

The talents of Dorcas

SCRIPTURE:

Acts 9:36-42

OBJECTIVES:

1. Show that generosity and sewing were the talents that Dorcas was gifted with;

2. Show that Dorcas’ talents were useful to the community.

INTRODUCTION:

Start the lesson with a short song and or a prayer.

PRESENTATION:

Apostle Peter was based in Jerusalem. But as a pastor, he had to visit newly established churches from time to time. One day, he visited a community that was found in Lydda and healed a paralyzed man. While he was there, the disciples of Joppa sent for him. A member of their community had just died, and they needed him urgently. The disciple’s name was Tabitha in Hebrew and Dorcas in Greek. She was a woman known for her great generosity. In truth, she showed her faith more by her works than by her words. We don’t know why the disciples of Joppa urgently needed the Apostle. Did they want him to say some words of consolation to the community before the burial or did they believe that Peter, being the immediate disciple of Jesus, could do a miracle? Nevertheless, Peter did not hesitate to go with the two men that the community sent from Joppa. When he arrived, there were weeping and lamentations. People were sad because of Dorcas’ death; by her talent she was a seamstress, and she helped the poor. Peter went with them, and when he arrived, he was taken upstairs to the room. All the widows stood around him, crying and showing him the robes and other clothing that Dorcas had made while she was still with them.

Peter sent them all out of the room; then he got down on his knees and prayed. Turning toward the dead woman, he said, “Tabitha, get up.” She opened her eyes, and seeing Peter, she sat up. He took her by the hand and helped her to her feet. Then he called for the believers, especially the widows, and presented her to them alive.

SUBJECTS FOR DISCUSSION:

1. What was the main moral quality of Dorcas?

2. Is generosity useful to a community?

3. How does Dorcas show her generosity?

4. How do you show generosity in your life?

5. What was the artistic talent of Dorcas?

6. Can a person make a living out of sewing?

ACTIVITY:

Ask the children to draw the long garments the women wore that were made by Dorcas.

RESOURCE PERSON:

Ask for help, if possible, to clarify the lesson.

ACTION TO ENCOURAGE:

Encourage the children to be generous and assign them to do an act of generosity that they will present to the others next Sunday.

MEMORY VERSE:

“Be merciful, just as your Father is merciful” (Luke 6:36).

CLOSING:

Close with a short song and or the dominical prayer.

Photo: Marit Mjølsneset / NMS

Chapter 15

The talents of Apostle Paul

SCRIPTURE:

Acts 9; Galatians 1

OBJECTIVES:

1. Show that to serve the Church, Paul used three of his talents (maker of tents, educator, and the art of writing);

2. Show that besides the fact that Paul persecuted the church in the beginning, he was the greatest missionary of Jesus.

INTRODUCTION:

Start the lesson with a short song and/or a prayer.

PRESENTATION:

Paul, first named Saul, is one of the greatest Apostles of Christianity. But before he became a Christian, he had done higher studies of the Jewish law. Confident of the fact that the religion of Jesus was wrong, he wanted to prevent it from growing big. One day, he went to the high priest and asked him for letters to the synagogues in Damascus. He wanted to go to Damascus so that if he found anyone there who belonged to Jesus, whether men or women, he might take them as prisoners to Jerusalem. He was convinced that his actions were good. As he neared Damascus on his journey, suddenly a light from heaven flashed around him. He fell to the ground and heard a voice say to him, “Saul, Saul, why do you persecute me?”

“Who are you, Lord?” Saul asked.

“I am Jesus, whom you are persecuting,” He replied. “Now get up and go into the city, and you will be told what you must do.” The men traveling with Saul stood there speechless; they heard the sound but did not see anyone. Saul got up from the ground, but when he opened his eyes, he could see nothing. So they led him by the hand into Damascus. In Damascus, there was a disciple named Ananias. Jesus appeared to him and asked him to go and pray for Saul. Ananias was scared of Saul, but as it was the order of God, Ananias went to the house and entered it. Placing his hands on Saul, he prayed for him. Immediately, something like scales fell from Saul’s eyes, and he could see again. Then he was baptised.

From that moment, Paul was a changed man. All those who heard him talk about Jesus were astonished: instead of arresting the disciples, he now encouraged people to

follow Jesus. He puts his great religious studies in the service of Christ. He proved that Jesus is the Messiah. The Jews of Damascus did not know what to answer and wanted to kill him; but Saul went to Jerusalem. When he came to Jerusalem, he tried to join the disciples, but they were all afraid of him, not believing that he really was a disciple. He finally succeeded in joining the disciples’ group. He tried to proclaim the gospel to the pagans by making a living with his job of tent maker. He established churches in various areas around Asia and Europe and stayed in contact with them through his numerous letters (epistles).

SUBJECTS FOR DISCUSSION:

1. What talent did Saul use to convince the Jews that Jesus is the Messiah?

2. What talent did Saul use to stay in contact with the different churches he had established?

3. What talent did Paul use to earn a living?

4. What does the life and works of Paul teach us?

ACTIVITIES:

Ask the children to role play the scenes of Paul’s conversion: as he asks for letters of recommendations, his journey with two or three companions, the appearance of Jesus on the way, his blindness, the appearance of Jesus to Ananias and the prayer of Ananias, the recovery of sight, the effort to join the other disciples…

RESOURCE PERSON:

ACTION TO ENCOURAGE:

Encourage the children not to neglect the pastoral ministry, if it ever happens that God ask them to serve Him.

MEMORY VERSE:

“Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up” (Galatians 6:9).

CLOSING:

Close with a short song and or the dominical prayer.