The Jesus Connection Leader’s Guide has been compiled and edited by Allen Reynolds, M.Div, Crystal Duncan, MA, and Cheryl Price, PhD.
ISBN-13: 979-8-88976-349-9
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means— electronic, mechanical, photocopy, recording, or otherwise without permission of the publisher of the book.
Printed in the United States of America.
Graphic Design by Cy’Ress Cade, Jennifer Ostman and Todd Slater
DEDICATION
The Jesus Connection is dedicated to all the present and future generations that will know Jesus, want to know Jesus, and need to know Jesus.
INTRODUCTION
THE JESUS CONNECTION
HOW TO USE THIS LEADER’S GUIDE
The Jesus Connection Leader’s Guide is useful for leading adult students with The Jesus Connection Student Workbook. The guide was designed to help you confidently lead an engaging Bible study experience using strategies designed to energize the devotional life of your adult learners. We incorporated various portals of learning in the lesson that will give you the flexibility to engage the participants. Whether they are seeking a relationship with the Lord or yearning for a deeper, more fulfilling Bible Study experience, the Leader’s Guide will help you help them!
The lessons are flexible for small or large groups and designed for use as one-hour segments but can be easily expanded to 90 minutes. Ideas are provided for you that easily transfer into other areas of teaching from Vacation Bible School to casual home studies with friends. It doesn’t matter if you are an experienced instructor in search of new ideas or if this is your maiden voyage into teaching. The strategies and resources presented in this guide will bless you and engage your class of adult learners. Adapt your teaching methods to meet the individual learning styles, i.e., visual, audio, or kinesthetic of your class and yourself. Expect to have more meaningful and interactive class sessions that challenge and invigorate your participants to take the Gospel beyond the church walls and out into the world!
The format of The Jesus Connection has been designed to be simple and user-friendly:
• Session Objectives correlate to a chapter in The Jesus Connection
• Resources and Prepare to Teach Checklist section serves as guides to choosing material and conducting a person Bible study to prepare you to lead more meaningful class discussions.
• Every 60-minute session utilizes five segments:
ӹ Open the Session – These lively activities that encourage adults to share their life experiences and have fun.
ӹ Present the Bible Lesson – These activities introduce the Bible content and link biblical ideas to modern ones to allow participants to better relate to the passage and the study.
ӹ Explore the Bible Passage – These strategies were designed to help participants fully analyze the Scriptures and isolate the nuggets of truth that will encourage, strengthen, and revitalize them to spread the Gospel.
ӹ Next Steps – This section encourages participants to apply each lesson’s Bible applications to modern-day setting so they can achieve greater understanding of the Bible, of themselves, and of God’s will for them in today’s world.
ӹ Closing Session – These activities will pull the lesson together and encourage your adult students to take the next steps in their personal lives. A closing prayer is included.
ӹ Quick Glance Teaching Chart – This chart serves as a reminder of the activities as you teach the session. Since it is connected to each detailed section of the plan for the session, this chart will help you remain focused and prepared.
ӹ Additional Research Information on various learning styles, theory of multiple intelligence, and teaching methods:
• Gardener, Howard. Frames of Mind: The Theory of Multiple Intelligence, Basic Book, 2011.
• Lewis, Alvin. Strategies for Educating African American Adults. Chicago: Urban Ministries, Inc. 2006.
• McCarthy, Bernice. The Learning Cycle, The 21st Century and Millennial Learners. About Learning, Inc. 2012.
• What is Your Learning Style?, www.edutopiia.org/multiple-Intelligences
• Learning Styles, www.MindTools.com
• Overview of Learning Styles, www.learningstyles-styles-online.com/overview
Genesis 1:26–31, NLT
26 Then God said, “Let us make human beings in our image, to be like us. They will reign over the fish in the sea, the birds in the sky, the livestock, all the wild animals on the earth, and the small animals that scurry along the ground.”
27 So God created human beings in his own image. In the image of God he created them; male and female he created them.
28 Then God blessed them and said, “Be fruitful and multiply. Fill the earth and govern it. Reign over the fish in the sea, the birds in the sky, and all the animals that scurry along the ground.”
29 Then God said, “Look! I have given you every seed-bearing plant throughout the earth and all the fruit trees for your food.
30 And I have given every green plant as food for all the wild animals, the birds in the sky, and the small animals that scurry along the ground—everything that has life.” And that is what happened.
31 Then God looked over all he had made, and he saw that it was very good! And evening passed and morning came, marking the sixth day.
PREPARE TO TEACH THE CHECKLIST:
☐ Pray for God’s direction and wisdom for you and the participants as you prepare and teach.
☐ Read Chapter 1 in the Study Guide. Answer the Observation, Interpretation, and Application questions prior to class.
☐ Have electronic or printed copies of “The Creator” by James Weldon Johnson.
☐ Review Bible Background:
The book of Genesis is the Bible book of beginnings. It gives an account of how our world and its inhabitants came into existence. The Bible says of Creation that God simply said, “Let there be.” God gave life where there was no life. The first man, Adam, was formed from the dust of the ground. The first woman, Eve, was formed from Adam’s rib. “In the beginning, God created the heavens and the earth” is a declaration of truth we should receive by faith. Only God creates; man simply works with what God created. God said, “Let us make man in our image, according to our likeness.” He then gave man the job of taking care of His world. The world and its beauty are to be enjoyed by man, but with this enjoyment comes responsibility. The humans were told to have dominion (control) of the fish of the sea, the birds that fly, the animals, and all of nature. The human is accountable to God for his stewardship. No one can have the luxury of being lazy about using his or her body or mind for selfish purposes or allowing others to misuse and abuse him or her. The Scriptures begin by assuming the fact of God’s existence, acknowledging His presence, and stating what He did in the beginning. Scriptures are rooted in faith. They were written by chosen people under the inspiration of God to help grow and strengthen the faith of others. While the Bible exposes a historical context for humankind, it reveals Jesus Christ from Genesis to Revelation. In the age of Artificial Intelligence we may think we have the power to create anything with a prompt. But we are only synthesizing and responding to what God has created. God is the only One who can create something out of nothing.
• Play an excerpt or have a dramatic reading of “The Creation”
• Ask the questions for students to ponder but not answer:
ӹ What does it mean to be created in the image of God?
ӹ With so much pain, suffering, and disasters in our world, where is God? Does God hear? Does God care?
• Read the Scripture from the lesson and have students write answers for the observation questions* in the student books. 1O minutes
• Review the Bible Background information.
• Split up the interpretation questions* for participants to partner up and have them share their answers with the class. 15 minutes
• Discuss the Group Discussion questions as a class. 15 minutes
• Review lesson highlights and circle back to ponder questions for students’ feedback.
• Read one question from the Application of Scripture* section for the class to answer.
• Encourage students to complete the rest of the Application Scripture section individually at home along with their Commitment, Prayer, and Activities.
• Closing Prayer 1O minutes
*Potential answers are in the back of the Student Books.
OPEN THE SESSION (10 MINUTES)
• Welcome class participants and lead the class in the opening prayer.
• Class Introductions—Ask each participant to introduce themselves by saying his or her name and a word that describes their personality using the first letter of their name.
• Activity—Have people with birthdays in the current month stand and celebrate them with a song, applause, or shouts of praise. If there are no birthdays to celebrate, give acknowledgement for the students showing up to build up their knowledge of Scripture.
PRESENT THE BIBLE LESSON (10 MINUTES)
Lead class in a discussion about “The Creation” by James Weldon Johnson. Give a brief introduction of Johnson and his work. Share how “The Creation” is a creative interpretation of the creation story in Genesis. Play an excerpt or have a dramatic reading of it.
• Ask the questions for students to ponder but not answer:
ӹ What does it mean to be created in the image of God?
ӹ With so much pain, suffering, distraction, and disasters in our world, where is God? Does God hear? Does God care?
ӹ If our world was made by a good God who loves us as the Bible and Christians claim, why so much suffering and disaster?
Have a volunteer read the Scripture lesson or use one of the suggested Scripture presentation ideas: a dramatic reading, audio and sign language (if possible), silent reading, or in small groups. Have the students write the answers for the observation questions:
1. God’s image is bestowed only on who of His creation?
2. Who are the main characters in Genesis 1:26–31?
3. What were the humans given to eat?
EXPLORE THE BIBLE PASSAGE (15 MINUTES)
Review the Bible Background information with students as necessary.
Split up the interpretation questions for participants to partner up and have them share their answers with the class:
1. What purpose did God give the humans?
2. Who is the “us” in Genesis 1:27? What does it imply?
3. Why is it important that God said everything that He made was very good?
NEXT STEPS (15 MINUTES)
Discuss the Group Discussion questions as a class:
• What does it mean for us to be fruitful as people made in God’s image?
• Did God have to make humans (male and female) to adequately represent Him?
• Artificial Intelligence (AI) is rapidly changing our world. Is AI a tool to be used for our purpose as God’s representatives or is it a distraction from our purpose?
CLOSING SESSION (10 MINUTES)
Review lesson highlights and circle back to ponder questions for students’ feedback.
Read the following question from the Application Scripture section for the class to answer:
• What has God given you to steward, take care of, or govern? Are you faithfully fulfilling that assignment? Why or why not?
Encourage students to complete the rest of the Application Scripture section individually at home along with their commitment, Prayer, and Activities.
Closing Prayer—Read as a class from Chapter 1 in the Student Book:
• Dear God, thank You for creating me, loving me, and designing a future just for me. I praise You for Your wonderful creation and for giving us humans power and potential through Your Spirit. In Jesus’ name, amen.
NOTES
Daniel 1:8–15, NLT
8 But Daniel was determined not to defile himself by eating the food and wine given to them by the king. He asked the chief of staff for permission not to eat these unacceptable foods.
9 Now God had given the chief of staff both respect and affection for Daniel.
10 But he responded, “I am afraid of my lord the king, who has ordered that you eat this food and wine. If you become pale and thin compared to the other youths your age, I am afraid the king will have me beheaded.”
11 Daniel spoke with the attendant who had been appointed by the chief of staff to look after Daniel, Hananiah, Mishael, and Azariah.
12 “Please test us for ten days on a diet of vegetables and water,” Daniel said.
13 “At the end of the ten days, see how we look compared to the other young men who are eating the king’s food. Then make your decision in light of what you see.”
14 The attendant agreed to Daniel’s suggestion and tested them for ten days.
15 At the end of the ten days, Daniel and his three friends looked healthier and better nourished than the young men who had been eating the food assigned by the king.
PREPARE TO TEACH THE CHECKLIST:
☐ Pray for God’s direction and wisdom for you and the participants as you prepare and teach.
☐ Read Chapter 2 in the Study Guide. Answer the Observation, Interpretation, and Application questions prior to class.
☐ Review Bible Background:
Daniel was most likely a teenager when he was taken from his home in Jerusalem. He was one of the best of the best young men that King Nebuchadnezzar of Babylon trained for his benefit. The food presented to the four Hebrews went against their dietary restrictions based on the commandments of God given through Moses. Daniel would not compromise his beliefs; yet he held on to his integrity and wisdom. He gave the king’s official the option of feeding them only vegetables and water with a ten-day window. Daniel left it open for what to do if they weren’t healthier than the other boys. Ten days later, Daniel and his 3 friends were remarkably healthier and more nourished than the other young men. Even better, when he and the others stood before the king—they were found to be ten times better than the king’s wisest of men. Daniel’s integrity brought many blessings that lasted his entire life.
QUICK GLANCE TEACHING CHART:
SECTION ACTIVITY
OPEN
• Welcome
• Opening Prayer
• Activity – What is integrity exercise 10 minutes
PRESENT
EXPLORE
NEXT STEPS
CLOSING SESSION
• Ask the class questions for them to ponder but not answer yet:
• Why is it difficult to find men and women of integrity today?
• What are the benefits of walking in integrity even if going it alone?
• Read the Scripture from the lesson and have students write answers for the observation questions* in the student books. 10 minutes
• Review the Bible Background information.
• Split up the interpretation questions* for participants to partner up and have them share their answers with the class. 15 minutes
• Discuss the Group Discussion questions as a class. 15 minutes
• Review lesson highlights and circle back to ponder questions for students’ feedback.
• Read one question from the Application of Scripture* section for the class to answer.
• Encourage students to complete the rest of the Application Scripture section individually at home along with their Commitment, Prayer, and Activities.
• Closing Prayer 10 minutes
*Potential answers are in the back of the Student Books.
EXPLORE THE BIBLE PASSAGE (15 MINUTES)
Split up the interpretation questions for participants to partner up and have them share their answers with the class:
1. Read Deuteronomy 28:15, 25. Based on this Scripture, what is a possible reason the Jews were captured by the Babylonians?
2. Why do you think that Daniel and the other Hebrew boys looked healthier than their counterparts after only vegetables and drinking water?
3. Read Leviticus 11:47. How does this passage give insight into the reasons that Daniel and companions refused to eat the king’s food?
NEXT STEPS (15 MINUTES)
Discuss the Group Discussion questions as a class:
• Discuss the ways in which living a life of integrity can keep us from falling into the traps of temptation and sin. What are some specific characteristics of living a life of integrity?
• Technology is making it easier than ever to take shortcuts instead of doing necessary work or taking necessary time. How can this lead to problems in the short term and long term?
• Share your thoughts about the struggles of choosing integrity over what is most popular and least problematic in the eyes of the world.
CLOSING SESSION (10 MINUTES)
Review lesson highlights and circle back to ponder questions for students’ feedback.
Read the following question from the Application of Scripture section for the class to answer:
Daniel seemed to be a determined young man, and he was blessed to have friends with him to unite in keeping their integrity. How does involvement and fellowship with a community of believers help us to walk the talk of righteous living?
Encourage students to complete the rest of the Application of Scripture section individually at home along with their commitment, Prayer, and Activities.
Closing Prayer—Read as a class from Chapter 2 in the Study Guide:
• Dear God, thank You for the Holy Spirit who leads me towards being a person of integrity. Father, I seek Your help to walk in truth and not lie with my thoughts, words, and actions. I lean into Your grace to do so. In Jesus’ name, amen.
2 Chronicles 14:8–13, NLT
8 King Asa had an army of 300,000 warriors from the tribe of Judah, armed with large shields and spears. He also had an army of 280,000 warriors from the tribe of Benjamin, armed with small shields and bows. Both armies were composed of well-trained fighting men.
9 Once an Ethiopian named Zerah attacked Judah with an army of 1,000,000 men and 300 chariots. They advanced to the town of Mareshah,
10 so Asa deployed his armies for battle in the valley north of Mareshah.
11 Then Asa cried out to the LORD his God, “O LORD, no one but you can help the powerless against the mighty! Help us, O LORD our God, for we trust in you alone. It is in your name that we have come against this vast horde. O LORD, you are our God; do not let mere men prevail against you!”
12 So the LORD defeated the Ethiopians in the presence of Asa and the army of Judah, and the enemy fled.
13 Asa and his army pursued them as far as Gerar, and so many Ethiopians fell that they were unable to rally. They were destroyed by the LORD and his army, and the army of Judah carried off a vast amount of plunder.
PREPARE TO TEACH THE CHECKLIST:
☐ Pray for God’s guidance and insight as you teach and for the participants.
☐ Read Chapter 3 in the Student Book. Answer the Observation, Interpretation, and Application questions prior to class.
☐ Prepare a map of the area for today’s lesson.
☐ Review Bible Background:
Asa, the son of King Abijah, had reigned ten years in peace as the king of Judah. He began his kingship like some of his predecessors, following the Lord and being obedient. He loved the Lord and wanted to do what was right (2 Chronicles 14:2). Asa had the idols and their places of worship destroyed and restored the altars of worship for God. Asa continued removing the images of idols and commanded Judah to look toward the Lord as their guide and strength in their lives. The idols were false, empty gods that belonged to those whose beliefs were not grounded in the Lord. Asa rejected worship of the false gods and the heathen beliefs. His relationship with God allowed him to have faith in Him. His faith and trust in God gave him ten years of peace in the kingdom. Asa had learned how to live for God and expected the people of Judah to remain loyal to the Lord as well.
His trust and willingness to do what was right before the Lord is evidenced by his prayer in today’s Scripture. Asa knew that God would provide for him during the battle. Praying in an open space where others could hear him, Asa demonstrated that he was not embarrassed to call on the Lord. Like his father King Abijah (13:18), Asa would experience victory in battle because of the Lord. Asa’s determination to prevail through the Lord secured him a triumphant victory that neither he, nor Judah, nor the Ethiopians ever imagined (vv. 12–15).
QUICK GLANCE TEACHING CHART:
SECTION ACTIVITY
OPEN
• Welcome
• Opening Prayer
• Divide participants into small groups to introduce themselves and ask one person from each group to pray for the others plus two prayer requests from the Prayer Request Board.
• Play the gospel song about prayer during their time together.
PRESENT
• Share additional information about Asa and prayer.
• Read the Scripture from the lesson and have students write answers for the observation questions* in the student books. 10 minutes
EXPLORE
• Review the Bible Background information.
• Split up the interpretation questions* for participants to partner up and have them share their answers with the class. 15 minutes
NEXT STEPS
CLOSING SESSION
• Discuss the Group Discussion questions as a class. 15 minutes
• Review lesson highlights and circle back to ponder questions for students’ feedback.
• Read one question from the Application of Scripture* section for the class to answer.
• Encourage students to complete the rest of the Application Scripture section individually at home along with their Commitment, Prayer, and Activities.
• Closing Prayer 10 minutes
*Potential answers are in the back of the Student Books.
OPEN THE SESSION (10 MINUTES)
• Select a gospel song about prayer to play softly while students are taking their seats.
• As you welcome them, encourage participants to write a prayer request on the sticky notes with markers and pens to post on the Prayer Request Board.
• In small groups, ask participants to introduce themselves. Request one person from each group to pray for their group and include at least 2 prayer requests from the board.
PRESENT THE BIBLE LESSON (10 MINUTES)
Use the Lesson Focus and Bible Background information to discuss prayer. Read the lesson Scriptures aloud as a group or silently. Have the students write the answers for the observation questions:
1. Who was the leader of the Ethiopian army and where did the battle take place?
2. Describe what happened during the battle.
3. Write the prayer that Asa prayed.
EXPLORE THE BIBLE PASSAGE (15 MINUTES)
Display the map of the area where the battle took place in today’s Scripture. If possible, use a large screen or monitor. Highlight Ethiopia’s borders at that time and current time.
Review the Bible Background information to use as a resource for questions. Split up the interpretation questions for participants to partner up and have them share their answers with the class:
1. List reasons Asa could not win the battle without the Lord.
2. How do we know that God’s power was too great for the Ethiopians?
3. Why did Asa and his men drive the Ethiopians to the city of Gerar after the defeat? Was it necessary to take the goods from the enemy?
NEXT STEPS (15 MINUTES)
Discuss the Group Discussion questions as a class:
• Asa prayed and God answered the prayer for the Israelites’ victory. Describe your prayers to God when you need a victory.
• What if God had not answered Asa’s prayer request and let the Ethiopians be victorious? Share your response and how you respond when God answers with a “no”.
• What do we learn about Asa’s character and how this may have contributed toward his relationship with God. How would others describe your relationship with God?
CLOSING SESSION (10 MINUTES)
Review the lesson highlights. Read the following question from the Application of Scripture section for the class to answer:
• Asa trusted God to lead and support him. Therefore, he obeyed and followed God’s ways. When we accept God’s sovereignty and walk in obedience in His way, we experience a deeper relationship with Jesus. Do you agree or not with this statement? Support your answer with an example from your personal relationship with Christ.
Encourage students to complete the rest of the Application of Scripture section individually at home along with their commitment, Prayer, and Activities.
Closing Prayer—Read as a class from Chapter 3 in the Student Book:
• Dear God, thank You for hearing and answering my prayers according to Your will. Father, increase my faith to pray big and bold prayers that advance the kingdom of my Lord Jesus Christ. In Jesus’ name, amen.
NOTES
Esther 4:9–16, NLT
9 So Hathach returned to Esther with Mordecai’s message.
10 Then Esther told Hathach to go back and relay this message to Mordecai:
11 “All the king’s officials and even the people in the provinces know that anyone who appears before the king in his inner court without being invited is doomed to die unless the king holds out his gold scepter. And the king has not called for me to come to him for thirty days.”
12 So Hathach gave Esther’s message to Mordecai.
13 Mordecai sent this reply to Esther: “Don’t think for a moment that because you’re in the palace you will escape when all other Jews are killed.
14 If you keep quiet at a time like this, deliverance and relief for the Jews will arise from some other place, but you and your relatives will die. Who knows if perhaps you were made queen for just such a time as this?”
15 Then Esther sent this reply to Mordecai:
16 “Go and gather together all the Jews of Susa and fast for me. Do not eat or drink for three days, night or day. My maids and I will do the same. And then, though it is against the law, I will go in to see the king. If I must die, I must die.”
PREPARE TO TEACH THE CHECKLIST:
☐ Pray for God’s direction and wisdom for you and the participants as you prepare and teach.
☐ Read Chapter 4 in the Study Guide. Answer the Observation, Interpretation, and Application questions prior to class.
☐ Read and prepare additional information on the history of Esther, Mordecai, and the political-religious climate at that time.
☐ Review Bible Background:
The king of Persia gave an extravagant feast because he wanted to show the riches of his glorious kingdom. King Xerxes, also known as Ahasuerus, entertained the men in the banquet hall and the gardens while Queen Vashti hosted a feast for the women in her own section of the royal house. The celebration went on for days. As the celebration ended, King Xerxes sent Queen Vashti to come into his presence. He wanted to show off her beauty. She refused to go, and he became very angry. After meeting with his counselors, the king decided to ban Vashti from his presence forever and to give her position as queen to someone else. Now that the king was without a wife, the princes searched all the provinces of the kingdom for young virgins to replace Vashti. Esther excelled above them all. The king fell in love with her and married her. Since Esther was of Jewish descent, it was highly improbable that she should have become the queen. Mordecai, Esther’s cousin, was an official in the king’s court. He had raised Esther as his own daughter because she was an orphan. While serving in the king’s court, Mordecai discovered a plot against the king’s life. He reported the plotters, and they were hanged. This event was recorded in the king’s journal. A man named Haman became the king’s favorite prince. Because Mordecai would not give Haman the honor he demanded, Haman plotted revenge and caused an edict to be issued. The edict called for the death of all the Jews, and Haman planned to hang Mordecai. Esther dared to risk her life and the rejection of the king to bring about a deliverance of her people. She called a fast—not eating or drinking—for three days and nights. When it was time to approach the king, she told her people, “If I perish, I perish” (Esther 4:16b). Though Esther was a beautiful woman she is mainly remembered for her courage. When she went in to see the king, he held out his scepter. This was a sign that she had found favor in his sight. Esther’s prayers were answered. Her people were saved, and Haman was hanged instead of Mordecai.
QUICK GLANCE TEACHING CHART:
SECTION ACTIVITY
OPEN
PRESENT
EXPLORE
• Play a hymn or gospel song that reflects courage, justice, or honor.
• Welcome
• Opening Prayer 10 minutes
• Share additional information about Esther, Mordecai, and the political-religious climate.
• Read the Scripture from the lesson and have students write answers for the observation questions* in the student books. 10 minutes
• Review the Bible Background information.
• Give each participant the assignment to create a 20-second commercial highlighting one of several topics about Esther and Mordecai.
• Split up the interpretation questions* for participants to partner up and have them share their answers with the class. 15 minutes
NEXT STEPS
CLOSING SESSION
• Discuss the Group Discussion questions as a class. 15 minutes
• Review lesson highlights
• Read one question from the Application of Scripture* section for the class to answer.
• Encourage students to complete the rest of the Application Scripture section individually at home along with their Commitment, Prayer, and Activities.
• Closing Prayer 10 minutes
*Potential answers are in the back of the Student Books.
OPEN THE SESSION (10 MINUTES)
• Play a hymn or gospel song that reflects courage, justice, or honor.
• Welcome—Ask a volunteer to welcome everyone.
• Opening Prayer—Pray in silence reflecting on the song.
PRESENT THE BIBLE LESSON (10 MINUTES)
Use the Lesson Focus and Bible Background information to discuss courage. Share additional information about Esther, Mordecai, and the political-religious climate. Provide an overview of the book of Esther.
Read the Scripture from the lesson and have students write answers for the observation questions in the student books.
1. What reason did Mordecai share for contacting Esther?
2. What is Esther afraid of happening to her? Why?
3. What was Mordecai’s request to Esther?
EXPLORE THE BIBLE PASSAGE (15 MINUTES)
Read the Scripture text as a suggested presentation—a dramatic reading, audio recording, sign language, volunteer, read silently, or in small groups.
Give each participant the assignment to create a 20-second script highlighting one of the following: (1) Mordecai’s frustration with Esther; (2) Mordecai’s courage to save the Jewish people; (3) Esther’s frustration with and fear for Mordecai; or (4) Esther’s fear and courage to face the king.
Review the Bible Background information to use as a resource for questions. Split up the interpretation questions for participants to partner up and have them share their answers with the class:
1. Have you had a situation where you had to make a tough choice that put you and others at risk? How did you weigh the decision?
2. What was the significance of Esther calling for a fast?
3. Why was it so risky for Esther to go to her own husband? How does this help us understand the attitude we should have before an all powerful God?
NEXT STEPS (15 MINUTES)
Discuss the Group Discussion questions as a class:
• As a part of the body of Christ, we can cry out to God to save our people. Discuss a public way to make a statement of lament. Whom do we need to reach to show we desire change for the vulnerable and abused?
• Mordecai shows us that desperate times call for desperate measures. How can we utilize our influence for change in our church and communities for good?
• Esther’s beauty opened the door for her to become queen, but it was her courage that brought salvation for her people. What assets from God do you have to leverage open doors for His people?
CLOSING SESSION (10 MINUTES)
Review the lesson highlights. Read the following question from the Application of Scripture section for the class to answer:
• Esther was resistant at first to Mordecai’s wisdom and tried various plans to encourage him to follow protocol. When is it acceptable to not follow traditions, laws, or rules? Explain your answers.
Encourage students to complete the rest of the Application of Scripture section individually at home along with their commitment, Prayer, and Activities.
Closing Prayer—Read as a class from Chapter 4 in the Student Book:
• Dear God, thank You for the courage to stand in opposition. I pray for a holy boldness through the Spirit of God to speak up and take action when You lead me to do so. In Jesus’ name, amen.
At the end of this session, participants will be able to:
• Understand that God calls them to protect others who are in difficult situations.
• Affirm that their help may come from unlikely sources.
• Respond to the needs of others in respectful and honorable ways.
RESOURCES:
• Several Bible translations
• Bible Commentary
• The Jesus Connection Study Guide, Chapter 5
• The Jesus Connection Leader’s Guide, Chapter 5
LESSON FOCUS:
The main idea of this lesson is that all believers are called to action in caring for others around them. We are not of this world, so we must submit and respond to God’s call for compassionate actions for the benefit of other people. We respond out of love, not callous, selfish intentions.
Jeremiah 38:6–13, NLT
6 So the officials took Jeremiah from his cell and lowered him by ropes into an empty cistern in the prison yard. It belonged to Malkijah, a member of the royal family. There was no water in the cistern, but there was a thick layer of mud at the bottom, and Jeremiah sank down into it.
7 But Ebed-melech the Ethiopian, an important court official, heard that Jeremiah was in the cistern. At that time the king was holding court at the Benjamin Gate,
8 so Ebed-melech rushed from the palace to speak with him.
9 “My lord the king,” he said, “these men have done a very evil thing in putting Jeremiah the prophet into the cistern. He will soon die of hunger, for almost all the bread in the city is gone.”
10 So the king told Ebed-melech, “Take thirty of my men with you, and pull Jeremiah out of the cistern before he dies.”
11 So Ebed-melech took the men with him and went to a room in the palace beneath the treasury, where he found some old rags and discarded clothing. He carried these to the cistern and lowered them to Jeremiah on a rope.
12 Ebed-melech called down to Jeremiah, “Put these rags under your armpits to protect you from the ropes.” Then when Jeremiah was ready,
13 they pulled him out. So Jeremiah was returned to the courtyard of the guard—the palace prison— where he remained.
PREPARE TO TEACH THE CHECKLIST:
☐ Pray for God’s guidance and insight as you teach and for the participants.
☐ Read Chapter 5 in the Study Guide. Answer the Observation, Interpretation, and Application questions prior to class.
☐ Read and prepare additional information on Jeremiah, the book of Jeremiah, and various types of eunuchs and service in ancient biblical times.
☐ Review Bible Background:
The prophet Jeremiah was hated by the princes of Jerusalem because of his prophecies. He kept saying, “This city shall be given into the hands of the king of Babylon; though it will hold out long, it will be taken at last.” This was an unwelcome message, and the men accused Jeremiah of treason because people often renounce truth and God’s messengers when their plans and dreams will be affected. The princes asked the king if they could stop Jeremiah from upsetting the people. They imprisoned Jeremiah in a cistern, but Ebed-Melech, an Ethiopian servant of the king, interceded for Jeremiah. This stranger in the land of Israel believed that Jeremiah was a man of God, and his message should be heard. Ebed-Melech cared enough about Jeremiah’s plight to risk the anger of the princes and the king. God honored EbedMelech’s faithfulness and softened the king’s heart. The king allowed Ebed-Melech to take thirty men with him to free Jeremiah. By a special order of the king, Jeremiah was taken up out of the cistern. The prophesy against Jerusalem was fulfilled, but God spared both Jeremiah and Ebed-Melech’s lives.
OPEN THE SESSION (10 MINUTES)
• Welcome and Prayer—Select a participant to welcome everyone. Follow with a song and a prayer.
• Activity—Recall and share a story of when you helped someone or needed help in a difficult situation.
PRESENT THE BIBLE LESSON (10 MINUTES)
Use the Lesson Focus and Bible Background information to discuss taking action. Share additional information on Jeremiah, the book of Jeremiah, and various types of eunuchs and service within ancient biblical times.
Read the Scripture from the lesson and have students write answers for the observation questions in the student books.
1. What was Ebed-Melech’s occupation and nationality?
2. What was Ebed-Melech’s concern for Jeremiah?
3. Where was Jeremiah hidden?
EXPLORE THE BIBLE PASSAGE (15 MINUTES)
Ask for two volunteers to read the Scripture lesson and select background Scriptures. Review the Bible Background information to use as a resource for questions. Split up the interpretation questions for participants to partner up and have them share their answers with the class:
1. What was unique about Ebed-Melech wanting to help Jeremiah?
2. How do you think Jeremiah felt after he did God’s will and then was put in the dungeon?
3. Why do you think Ebed-Melech took special care in helping Jeremiah out of the dungeon?
NEXT STEPS (15 MINUTES)
Discuss the Group Discussion questions as a class:
• Do you ever suffer for your faith or doing what is right? How is God glorified in your suffering?
• Has technology allowed us to be more helpful or less helpful to people in need? How?
• How does studying God’s Word help us through the difficulties of this life?
A WITNESS OF JESUS
SCRIPTURE LESSON
John 1:29–37
BACKGROUND SCRIPTURES
Malachi 3, 4:5–6; John 1:1–14, 29–37; Acts 22:15, 26:16
SESSION OBJECTIVE
At the end of this session, participants will be able to:
• Understand more deeply that Jesus is the Word of God.
• Lean on the Spirit of God for wisdom and discernment in their witness.
• Witness more boldly and authentically.
RESOURCES:
• Several Bible translations
• Bible Commentary
• The Jesus Connection Study Guide, Chapter 6
• The Jesus Connection Leader’s Guide, Chapter 6
LESSON FOCUS:
Salvation gives us a new way of looking at life, people, events, struggles, and our future. As we give our life to Christ and allow the Holy Spirit to transform us, we begin to look at life and others from God’s perspective. It is our pleasure and responsibility to share with others the forgiveness, love, and salvation offered by Jesus. Therefore, we should not be afraid or ashamed to tell others the Good News of God’s love for us so they also can be saved by believing in Jesus as the Savior of the world. Sometimes sharing our faith will bring us rejection. John the Baptist, prophets throughout the ages, and Jesus Himself experienced rejection and even hatred. Jesus shared how if He was persecuted, so also, we may face persecution for our faith (John 15:20). Yet, if we suffer with Him, we will also reign with Him (2 Timothy 2:12).
QUICK GLANCE TEACHING CHART:
SECTION ACTIVITY
OPEN
• Welcome everyone to class.
• Ask for a volunteer to lead the class in prayer.
• Activity – Ask participants to write down as many names or titles they use to describe Jesus. Share how Jesus’ names/titles are connected to His identity.
PRESENT
• Review the prophetic information with students.
• Read the Scripture from the lesson and have students write answers for the observation questions* in the student books.
EXPLORE
• Review the Bible Background information.
• Split up the interpretation questions* for participants to partner up and have them share their answers with the class.
minutes
NEXT STEPS
CLOSING SESSION
• Discuss the Group Discussion questions as a class. 15 minutes
• Review lesson highlights and circle back to ponder questions for students’ feedback.
• Read one question from the Application of Scripture* section for the class to answer.
• Encourage students to complete the rest of the Application Scripture section individually at home along with their Commitment, Prayer, and Activities.
• Closing Prayer
*Potential answers are in the back of the Student Books.
minutes
NEXT STEPS (15 MINUTES)
Discuss the Group Discussion questions as a class:
• How can we share the Good News about Jesus Christ in a digital age where people are constantly encountering to fake news, false teaching, and distractions?
• (Agree or Disagree) Being a good person is enough for salvation and there’s not really a need for Jesus specifically.
• (Agree or Disagree) We shouldn’t push our faith on others by telling them about Jesus.
CLOSING SESSION (10 MINUTES)
Review lesson highlights and circle back to ponder questions for students’ feedback.
Read the following question from the Application of Scripture section for the class to answer:
• John’s calling was to tell others about Christ so they would recognize and accept Him as their Messiah. What could you do to share the gospel with others more intentionally?
Encourage students to complete the rest of the Application of Scripture section individually at home along with their commitment, Prayer, and Activities.
Closing Prayer—Read as a class from Chapter 6 in the Study Guide:
• Dear God, thank You for sending Jesus Christ to die for my sins so that I can be saved and set apart for Your purpose. I desire to share my faith more freely and authentically, so I ask for the boldness and wisdom from the Holy Spirit to do so. In Jesus’ name, amen.
NOTES
FORGIVEN COMPLETELY
SCRIPTURE LESSON
Luke 22:54–62
BACKGROUND SCRIPTURES
Mark 14:27–31, 66–72; 16:6–7; Luke 22; John 18:15–18; Romans 8:1
SESSION OBJECTIVE
At the end of this session, participants will be able to:
• Know that Jesus loves and forgives us.
• Believe that God’s grace is more than enough to cover our sins.
• Rejoice in our reconciliation with God through grace and forgiveness of sins.
RESOURCES:
• Several Bible translations
• Bible Commentary
• The Jesus Connection Study Guide, Chapter 7
• The Jesus Connection Leader’s Guide, Chapter 7
• Props for Scripture Lesson: stuffed or large paper bird
LESSON FOCUS:
We can give and receive forgiveness because we have been forgiven and restored by God through the blood of Christ. God’s love for us is so strong that He extends great grace through His Son to reconcile us to Himself. As a bonus, He then equips us with His Holy Spirit to accomplish His plan for our lives. When the followers of Christ walk in confidence of their forgiveness, they are unstoppable in moving in God’s purpose and plan for their lives.
Luke 22:54–62, NLT
54 So they arrested him and led him to the high priest’s home. And Peter followed at a distance.
55 The guards lit a fire in the middle of the courtyard and sat around it, and Peter joined them there.
56 A servant girl noticed him in the firelight and began staring at him. Finally she said, “This man was one of Jesus’ followers!”
57 But Peter denied it. “Woman,” he said, “I don’t even know him!”
58 After a while someone else looked at him and said, “You must be one of them!” “No, man, I’m not!” Peter retorted.
59 About an hour later someone else insisted, “This must be one of them, because he is a Galilean, too.”
60 But Peter said, “Man, I don’t know what you are talking about.” And immediately, while he was still speaking, the rooster crowed.
61 At that moment the Lord turned and looked at Peter. Suddenly, the Lord’s words flashed through Peter’s mind: “Before the rooster crows tomorrow morning, you will deny three times that you even know me.”
62 And Peter left the courtyard, weeping bitterly.
PREPARE TO TEACH THE CHECKLIST:
☐ Pray for God’s direction and wisdom for you and the participants as you prepare and teach.
☐ Read Chapter 7 in the Student Book. Answer the Observation, Interpretation, and Application questions prior to class.
☐ Review Bible Background:
Peter, one of the twelve disciples, made not only the great confession of faith but also the most cowardly denial. When Jesus spoke to His disciples about leaving, Peter asked Jesus where He was going. Jesus answered, “Where I am going, you cannot follow now, but you will follow later.” Peter didn’t understand; he loved Jesus so much that wherever Jesus went, Peter believed he could and would go, too. Jesus maintained that Peter would be unable to go with Him. He also stated that Peter would deny Him. Peter was very hurt that Jesus would even voice such a thought. He loved Jesus so much that he was willing to lay down his life for Christ. However, Peter didn’t know how weak the flesh can be. As Jesus predicted, Peter openly denied knowing Christ three times. When Jesus appeared to His disciples after His resurrection, He asked Peter three times, “Do you truly love me?” When Peter replied that he did, Jesus told him to “feed my lambs…take care of my sheep…feed my sheep.” Peter repented, was forgiven and restored to his place of favor.
QUICK GLANCE TEACHING CHART:
SECTION ACTIVITY
OPEN
• Welcome
• Opening Prayer
• Activity – Have participants share one reason they are thankful for God’s forgiveness, grace, and reconciliation. As a class, celebrate God’s love for us with a praise of hand clapping.
10 minutes
PRESENT
EXPLORE
• Read the Scripture from the lesson and have students write answers for the observation questions* in the student books.
• Have volunteers share a dramatic reading of the Scripture Lesson in Luke and John. Have props or images displayed for emphasis during the reading.
10 minutes
NEXT STEPS
CLOSING SESSION
• Split up the interpretation questions* for participants to partner up and have them share their answers with the class. 15 minutes
• Discuss the Group Discussion questions as a class. 15 minutes
• Review lesson highlights and circle back to ponder questions for students’ feedback.
• Read one question from the Application of Scripture* section for the class to answer.
• Encourage students to complete the rest of the Application Scripture section individually at home along with their Commitment, Prayer, and Activities.
• Closing Prayer 1O minutes
*Potential answers are in the back of the Student Books.
JESUS
NEXT STEPS (15 MINUTES)
Discuss the Group Discussion questions as a class:
• How can we help people who’ve failed come to be restored and received back into the church?
• How do we determine if someone is remorseful, repentant, and ready for reconciliation in a relationship?
• How can the church be more effective in helping hurt people know that they are chosen, forgiven, and restored?
CLOSING SESSION (10 MINUTES)
Review lesson highlights and circle back to ponder questions for students’ feedback.
Read the following question for the class to answer:
• Share how you have worked through issues of forgiveness; have you released someone and let it go? If you were the offender, have you forgiven yourself and received restoration? Share the Scriptures that were keys to your healing.
Encourage students to complete the rest of the Application of Scripture section individually at home along with their commitment, Prayer, and Activities.
Provide students with additional Scriptures to encourage them in understanding forgiveness, grace, and reconciliation.
Forgiveness:
Numbers 14:19–20
Matthew 6:14–15
Matthew 18:21–22
Luke 6:37
1 Corinthians 13:4–5
1 John 1:9
Grace:
Luke 2:40
Luke 4:22
John 1:14–17
Romans 3:24
Ephesians 2:8
James 4:6
Revelation 22:21
Reconciliation:
Isaiah 61:1–14
Matthew 5:23–24
John 20:26–29
John 21:15–17
2 Corinthians 2:5–8
2 Corinthians 5:18–21
Colossians 1:20
Hebrews 12:14
Closing Prayer—Read as a class from Chapter 7 in the Student Book:
• Dear God, thank You for forgiving me of my past, present, and future sins through the blood of Jesus Christ. I am free to release all guilt, shame, and regret. Help me to remember how I’ve been completely forgiven when it is time for me to forgive others. In Jesus’ name, amen.
SERVICE COUNTS
SCRIPTURE LESSON
Luke 23:18–26
BACKGROUND SCRIPTURES
Mark 4:21–22, 9:50; Luke 8:16, 11:33, 14:34–35
SESSION OBJECTIVE
By the end of this session, participants will be able to:
• Understand that believers are the salt of the earth.
• Reflect on Jesus’ words that we are the light of the world.
• Be the hands and feet of Jesus to those who are around them.
RESOURCES:
• Several Bible translations
• Bible Commentary
• The Jesus Connection Study Guide, Chapter 8
• The Jesus Connection Leader’s Guide, Chapter 8
• Candles or flashlights and salt packets
• Drawn or presented salt and light comparison chart
LESSON FOCUS:
As believers in the Lord Jesus Christ, we are to serve as instruments of faith to influence and transform society. When we serve others in the name of Jesus, it gives us the joy and strength to withstand harsh spiritual, psychological, and socioeconomic conditions associated with darkness. We serve by the leading of the Holy Spirit who creates a pathway through these adverse conditions. Service is closely associated with perseverance because it won’t always feel good, appreciated, or valued in the eyes of the world. We are part of every community, and they need to see us so focused on His direction and faith walk that God will receive the glory and praise.
Luke 23:18–26, NLT
18 Then a mighty roar rose from the crowd, and with one voice they shouted, “Kill him, and release Barabbas to us!”
19 (Barabbas was in prison for taking part in an insurrection in Jerusalem against the government, and for murder.)
20 Pilate argued with them, because he wanted to release Jesus.
21 But they kept shouting, “Crucify him! Crucify him!”
22 For the third time he demanded, “Why? What crime has he committed? I have found no reason to sentence him to death. So I will have him flogged, and then I will release him.”
23 But the mob shouted louder and louder, demanding that Jesus be crucified, and their voices prevailed.
24 So Pilate sentenced Jesus to die as they demanded.
25 As they had requested, he released Barabbas, the man in prison for insurrection and murder. But he turned Jesus over to them to do as they wished.
26 As they led Jesus away, a man named Simon, who was from Cyrene, happened to be coming in from the countryside. The soldiers seized him and put the cross on him and made him carry it behind Jesus.
PREPARE TO TEACH THE CHECKLIST:
☐ Pray for God’s direction and wisdom for you and the participants as you prepare and teach.
☐ Read Chapter 8 in the Study Guide. Answer the Observation, Interpretation, and Application questions prior to class.
☐ Read additional information in Matthew 5.
☐ Review Bible Background:
Simon was from Cyrene, a city in North Africa located on the Mediterranean coast. Historically, there was a large Jewish colony in Cyrene. Simon was believed to be a convert to Judaism. If so, he may have been in Jerusalem along with other Jews and Jewish proselytes (converts to Judaism) who were required to celebrate the Passover in Jerusalem.
The Gospel of Mark indicates that Simon was just entering the city when the Romans forced him to carry Jesus’ cross. Mark also mentions that Simon had two sons, Rufus and Alexander, who according to church history were believers in the early church. Simon was forced to carry Jesus’ cross without knowing the significance of his deed. He carried the cross from the gates of Jerusalem up to Golgotha. What a blessing to have been chosen for this extraordinary job! He was just an ordinary man who became immortalized in history because of his deed. His race was not a hindrance. His actions brought honor to his people. Certainly, Simon’s story tells us that God can use anyone He chooses. Our lives should reflect the goodness and character of Christ. We should be ready and willing to help others in any way we can so they can see Christ in us and be willing to follow Him as well.
OPEN THE SESSION (10 MINUTES)
• Welcome class participants and have them exercise by stretching their arms outward.
• Have participants pray in small groups.
• Give each student a candle or a packet of salt.
• Activity—Have students list the qualities of salt and candles and compare their answers in the Salt and Light Comparison Chart you draw or display.
SALT AND LIGHT COMPARISON CHART
Salt Qualities Light Qualities
Commonalities of Salt and Light
Differences of Salt & Light
PRESENT THE BIBLE LESSON (10 MINUTES)
Read the Lead Focus at the beginning of lesson. Have the students write the answers for the observation questions:
1.Who did the crowd want released instead of Jesus?
2. Who is Simon and what is his relationship to Jesus?
3. Was Simon a Jewish man? Why is it important to be cross-cultural when serving others in the name of Jesus?
EXPLORE THE BIBLE PASSAGE (15 MINUTES)
Review the Bible Background information with students as necessary.
Split up the interpretation questions for participants to partner up and have them share their answers with the class:
1. What does “carrying the cross” mean to you?
2. Why do you think Simon was chosen to carry the cross?
3. Does culture present any obstacles to sharing or receiving the Good News of Jesus Christ?
NEXT STEPS (15 MINUTES)
Discuss the Group Discussion questions as a class:
• Why is it important for followers of Jesus to serve others?
• Are people successful because they are most qualified or for some other reason? Is the success we see in the world the same thing God sees as success?
• What is your understanding of being a servant of God?
CLOSING SESSION (10 MINUTES)
Review lesson highlights and circle back to ponder questions for students’ feedback.
Read the following question for the class to answer:
• How is God leading you to serve in your community? Ask an AI chat program to create a plan to help you serve in your community. Let the class participate in asking the questions.
• Encourage students to complete the rest of the Application of Scripture section individually at home along with their commitment, Prayer, and Activities.
Closing Prayer—Read as a class from Chapter 8 in the Student Book:
• Dear God, thank You for blessing me with the ability to serve in the way that brings You glory. Help me to stay spiritually and mentally aware of service opportunities all around me. I know when I serve others that I am also serving You. In Jesus’ name, amen.
LOYALTY MATTERS
SCRIPTURE LESSON
John 20:11–18
BACKGROUND SCRIPTURES
Matthew 27:61, 28:1; Mark 16:9–10; Luke 8:2, 24:4; John 10:3–4;20
SESSION OBJECTIVE
By the end of this session, participants will be able to:
• Understand that Jesus’ crucifixion, burial, and resurrection ushered in salvation for the world.
• Affirm that Mary Magdalene was the first person to see the resurrected Savior.
• Respond to the Good News of Jesus’ resurrection with their actions and words.
RESOURCES:
• Several Bible translations
• Bible Commentary
• The Jesus Connection Study Guide, Chapter 9
• The Jesus Connection Leader’s Guide, Chapter 9
LESSON FOCUS:
The focus of this lesson is how God rewards loyal people. These are those who stick to the right path when everyone else has dropped off. They are the people who show up early and stay late until the work has been completed thoroughly. They are not driven by man’s words or rewards; instead, their focus is squarely on the Lord Jesus Christ. Mary Magdalene’s loyalty to Jesus started after He delivered her from demonic oppression. She was at the Cross, after His body was taken down, and at the tomb first thing in the morning. Mary was given the honor of seeing the resurrected Lord before anyone else and she was given the charge to tell His disciples. What a wonderful example of loyalty to Jesus even if she stood alone. Followers of Christ can learn much from Mary.
John 20:11–18, NLT
11 Mary was standing outside the tomb crying, and as she wept, she stooped and looked in.
12 She saw two white-robed angels, one sitting at the head and the other at the foot of the place where the body of Jesus had been lying.
13 “Dear woman, why are you crying?” the angels asked her.
“Because they have taken away my Lord,” she replied, “and I don’t know where they have put him.”
14 She turned to leave and saw someone standing there. It was Jesus, but she didn’t recognize him.
15 “Dear woman, why are you crying?” Jesus asked her. “Who are you looking for?”
She thought he was the gardener. “Sir,” she said, “if you have taken him away, tell me where you have put him, and I will go and get him.”
16 “Mary!” Jesus said. She turned to him and cried out, “Rabboni!” (which is Hebrew for “Teacher”).
17 “Don’t cling to me,” Jesus said, “for I haven’t yet ascended to the Father. But go find my brothers and tell them, ‘I am ascending to my Father and your Father, to my God and your God.’”
18 Mary Magdalene found the disciples and told them, “I have seen the Lord!” Then she gave them his message.
PREPARE TO TEACH THE CHECKLIST:
☐ Pray for God’s direction and wisdom for you and the participants as you prepare and teach.
☐ Read Chapter 9 in the Study Guide. Answer the Observation, Interpretation, and Application questions prior to class.
☐ Invite visitors to perform a skit or liturgical dance for the Scripture lesson.
☐ Review Bible Background:
Mary Magdalene cared about Jesus. Jesus released her from severe demonic oppression, and she became His faithful follower. Mary was also present at Jesus’ crucifixion, along with the other women who had journeyed with the Lord from Galilee. Her loyalty as a true follower of Christ was emphasized when Mary and other women stood by the Cross watching Jesus breathe His last breath. On the first day of the week— the third day after Christ’s crucifixion—Mary visited Jesus’ tomb. She, along with the other women who were Jesus’ close followers, intended to anoint His body. To her dismay, Jesus’ body was not in the tomb. Her sadness knew no bounds; not only had Jesus died, but someone had stolen His body…at least that’s what she thought. Mary didn’t realize that Jesus had, in fact, risen from the dead, just as He said He would. Mary was so overcome with grief that she was unable to recognize Jesus when He presented Himself to her. However, when He called her name, she knew she was in the presence of her beloved “Rabboni.” Mary would have grasped His feet in an act of worship and joy, but Jesus would not permit her. He wanted her to understand their relationship had changed. He was now the resurrected, glorified Lord—not yet ascended to God the Father. Jesus was in transition. He was leaving His earthly life for the life of heavenly realm. He had to ease His disciples and followers into a new relationship with Him as He went through this transition. This turn of events might have been very perplexing for Mary. Her intense joy was probably mixed with confusion and fear. But Jesus gave her a special task. The Master told her to tell the Good News to the disciples—that He is risen. This task was indicative of that given to the whole church—to go and tell others that the Savior is risen! Mary obeyed and the reality of the risen Christ became known.
QUICK GLANCE TEACHING CHART:
SECTION ACTIVITY
OPEN
• Welcome – Select people to serve as class greeters.
• Lead the class in prayer about receiving and sharing the Good News of Salvation.
• Activity – Have a skit or liturgical dance performed for the Scripture lesson or ask students to describe their joy of “reconnecting” with Jesus after feeling disconnected for of time.
PRESENT
EXPLORE
NEXT STEPS
CLOSING SESSION
• Read the Scripture from the lesson and have students write answers for the observation questions* in the student books.
• Review the Bible Background information.
• Split up the interpretation questions* for participants to partner up and have them share their answers with the class. 15 minutes
• Discuss the Group Discussion questions as a class. 15 minutes
• Review lesson highlights and circle back to ponder questions for students’ feedback.
• Read one question from the Application of Scripture* section for the class to answer.
• Encourage students to complete the rest of the Application Scripture section individually at home along with their Commitment, Prayer, and Activities.
• Closing Prayer 10 minutes
*Potential answers are in the back of the Study Guides.
• Mary Magdalene demonstrated her loyalty to Jesus when she was at the Cross and at the tomb. Has there been a time when you were left alone to make the decision to remain loyal to Jesus or not? Describe how you made your decision.
CLOSING SESSION (10 MINUTES)
Review lesson highlights and circle back to ponder questions for students’ feedback.
Read the following question from the Application of Scripture section for the class to answer:
• The disciples deserted Jesus and Mary was left alone at the tomb. Jesus showed His forgiveness when He sent her to them. How does Jesus model forgiveness for us to follow when we are deserted by family and friends?
Encourage students to complete the rest of the Application of Scripture section individually at home along with their commitment, Prayer, and Activities.
Closing Prayer—Read as a class from Chapter 9 in the Student Book:
• Dear God, I want to be loyal to You above all else. Help me to know and follow through on the tasks that You have put on my heart to complete. Thank You for the grace and strength to do all things as to You and not me. In Jesus’ name, amen.
NOTES
Acts 8:27–38, NLT
27 So he started out, and he met the treasurer of Ethiopia, a eunuch of great authority under the Kandake, the queen of Ethiopia. The eunuch had gone to Jerusalem to worship,
28 and he was now returning. Seated in his carriage, he was reading aloud from the book of the prophet Isaiah.
29 The Holy Spirit said to Philip, “Go over and walk along beside the carriage.”
30 Philip ran over and heard the man reading from the prophet Isaiah. Philip asked, “Do you understand what you are reading?”
31 The man replied, “How can I, unless someone instructs me?” And he urged Philip to come up into the carriage and sit with him.
32 The passage of Scripture he had been reading was this: “He was led like a sheep to the slaughter. And as a lamb is silent before the shearers, he did not open his mouth.
33 He was humiliated and received no justice. Who can speak of his descendants? For his life was taken from the earth.”
34 The eunuch asked Philip, “Tell me, was the prophet talking about himself or someone else?”
35 So beginning with this same Scripture, Philip told him the Good News about Jesus.
36 As they rode along, they came to some water, and the eunuch said, “Look! There’s some water! Why can’t I be baptized?”
38 He ordered the carriage to stop, and they went down into the water, and Philip baptized him.
PREPARE TO TEACH THE CHECKLIST:
☐ Pray for God’s direction and wisdom for you and the participants as you prepare and teach.
☐ Read Chapter 10 in the Study Guide. Answer the Observation, Interpretation, and Application questions prior to class.
☐ Review Bible Background:
Today’s lesson focuses on the conversion of an Ethiopian eunuch. Luke who is the author of Acts reveals a further step in the expansion of the church beyond the Jewish world to the Gentile environment. Philip, one of the first deacons of the church at Jerusalem, was sent by the Lord to Gaza to lead the Ethiopian eunuch to Christ. This eunuch was likely a Gentile who revered God or a convert to Judaism on a pilgrimage to Jerusalem. Riding along in a covered, ox-drawn chariot, he read aloud from the prophet Isaiah. He was reading about a man of God who was unjustly killed who had no family, which the eunuch could likely relate to in the passage. Philip overhead his reading and explained how Jesus was the One the Scripture was referring to. He followed with the Good News of Jesus’ death and resurrection. The eunuch believed in Jesus and was baptized by Philip. Tradition supports that he went back home and was a missionary to his country. After he left the Ethiopian, Philip continued to share the gospel with others.
QUICK GLANCE TEACHING CHART:
SECTION ACTIVITY
OPEN
• Welcome
• Opening Prayer
• Activity – Read brief synopsis of Gentile conversions in Acts. Afterwards ask students to share their conversion and baptism experience.
PRESENT
EXPLORE
NEXT STEPS
CLOSING SESSION
• Have students create a “breaking news” story of the Scripture lesson.
• Read the Scripture from the lesson and have students write answers for the observation questions* in the student books.
• Review the Bible Background information.
• Split up the interpretation questions* for participants to partner up and have them share their answers with the class.
• Discuss the Group Discussion questions as a class. 15 minutes
• Review lesson highlights and circle back to ponder questions for students’ feedback.
• Read one question from the Application of Scripture* section for the class to answer.
• Encourage students to complete the rest of the Application Scripture section individually at home along with their Commitment, Prayer, and Activities.
• Closing Prayer
*Potential answers are in the back of the Student Books.
OPEN THE SESSION (10 MINUTES)
• Welcome
• Opening Prayer—Ask for volunteers to pray
• Activity—Read brief synopsis of Gentile conversions in Acts. Afterwards ask students to share their conversion and baptism experience.
The book of Acts presents various conversions, such as Saul and other key personalities in the development of Christianity and the early church. After his conversion, Saul became the Apostle Paul and emerged as a leader in the faith, spreading the Gospel message through his missionary journeys. Barnabas, John Mark, and Luke were the missionary companions who traveled with Apostle Paul (Acts 13:2; 2 Timothy 4:11). Other key personalities were preachers (Philip and Peter) who participated in the historical conversion of Gentiles. Philip, as our lesson reveals, preached Jesus to the Ethiopian eunuch and baptized him, and Peter preached to and baptized Cornelius (Acts 10). According to chronology in the book of Acts, the Ethiopian eunuch became the first Gentile convert and Cornelius the second. Other Gentiles who were converted and baptized were Lydia and her household of Thyatira (Acts 16:15), as well as the Philippian jailer and his household (Acts 16:33).
PRESENT THE BIBLE LESSON (10 MINUTES)
Have the students write the answers for the observation questions:
1. What position did the eunuch hold? Where was he from?
2. What did Philip ask to begin a conversation with the eunuch?
3. What was the passage the eunuch was reading talking about?
EXPLORE THE BIBLE PASSAGE (15 MINUTES)
Review the Bible Background information with students as necessary. Have students create a “breaking news” story of the Scripture lesson.
Split up the interpretation questions for participants to partner up and have them share their answers with the class:
1. Who directed Philip to go down from Jerusalem toward Gaza? What was the purpose?
2. The Ethiopian eunuch worshiped in Jerusalem and was returning home. Why do you think he was reading Isaiah 53:7–8?
3. Who guided the meeting between Philip and the Ethiopian eunuch? Why do you think this was important?
NEXT STEPS (15 MINUTES)
Discuss the Group Discussion questions as a class:
• Describe a time you felt led by the Holy Spirit to share how God answered your prayers.
• Do you have any family or friends who are excluded from gatherings based on their ethnicity or religious beliefs? How can you share Christ’s love with them?
• What are the barriers you see in your neighborhood, community, or workplace? What are you doing to break down barriers?
CLOSING SESSION (10 MINUTES)
Review lesson highlights and circle back to ponder questions for students’ feedback.
Read the following question from the Application of Scripture section for the class to answer:
• Philip led the Ethiopian to the Lord, if you could lead someone to Christ—what is the next step you would encourage after their confession of faith?
Encourage students to complete the rest of the Application of Scripture section individually at home along with their commitment, Prayer, and Activities.
Closing Prayer—Read as a class from Chapter 10 in the Student Book:
• Dear God, thank You for giving us the Word of God to study, read, and meditate on for our spiritual growth. Help us to remain focused and diligent in the Scriptures for our own growth and the potential to explain it to others who don’t know You. In Jesus’ name, amen.
