loving well On Journey Together, J. Steven Layton, D. Min. Discipleship Minister, Brentwood Baptist Church Brentwood, Tennessee

Transcription

1 Leader ' s Guide

2 loving well It has been too long. Let s grab lunch or a cup of coffee and catch up. We pick up our drinks and grab a seat at an open table. I ask, How are you doing? The ensuing conversation typically revolves around family, church, work, health, and recreation. Generally, I hear that things are well and relationships are healthy. However, in other conversations, I learn of stress, pain, confusion, and a general lack of wellness in the lives of people I deeply care for. The Loving Well: Healthy Relationships conversation begins with: Love the Lord your God with all your heart, with all your soul, and with all your mind. This is the greatest and most important command. The second is like it: Love your neighbor as yourself (Matt. 22:37-40). These two commandments help us prioritize our lives around the ordering of our loves. First and foremost, we love God; then, we love others in ways that seek God s best for them. Venture In will help us think and talk about the theology and methodology for making our homes the center of godly influence. We will discover and discuss well-worn pathways designed to lay foundations and move conversations toward salvation and Christlike transformation in the lives of those we love and interact with on a regular basis. Further, we will delve into healthy singleness, marriage, parenting, and blended families. This part of our conversation concludes with contemplation on how to leave a legacy that impacts future generations. Venture Up invites us to examine relationships where we live, work, and play. As members of God s family, respectful and sacrificial love should be demonstrated to one another in Christ. We will pause along the way to think, learn, reflect, and act in Christlikeness to those in our church families, our neighbors, the nations, and unbelievers. We will proceed with endurance and encouragement [allowing us] to live in harmony with one another, according to the command of Christ Jesus (Rom. 15:5). So, let s talk. Grab your Bible, this travelogue, and a pen, and join me in a conversation about Loving Well where we live, work, and play. On Journey Together, J. Steven Layton, D. Min. Discipleship Minister, Brentwood Baptist Church Brentwood, Tennessee i

3 foundations curriculum VENTURE IN LOVING WELL: HEALTHY RELATIONSHIPS Volume 4, Book 1 Teaching Plans Linda L. Still Copyright 2016 EquippedChurch.es, a publishing ministry extension of Brentwood Baptist Church

4 VENTURE IN: Loving Well: Healthy Relationships, Volume 4, Book 1 These teaching plans are designed to be used by adult leaders to lead learners in their individual spiritual journey to Christlikeness. PROJECT LEADERSHIP TEAM J. Steven Layton, Concept & Strategy Roger Severino, Content Design, Scope & Sequence Norma J. Goldman, Project Manager EDITORIAL STAFF Linda L. Still, Teaching Plan Writer Brenda A. Harris, Teaching Plan Editor Jay Strother, Content Writer Printed in the United States of America ISBN Unless otherwise noted, all Scripture quotations are taken from the Holman Christian Standard Bible Copyright 1999, 2000, 2003, 2009 by Holman Bible Publishers. Used by permission. Holman Christian Standard Bible, Holman CSB and HCSB are federally registered trademarks of Holman Bible Publishers. To view or purchase Foundation Curriculum Resources visit us at To learn more about the JourneyOn Network of Churches and/or JourneyOn Resources, us at info@journeyondiscipleship.com or visit us on the web at

5 RELATIONSHIPS: THE CENTER OF THE GOSPEL MESSAGE When Jesus was asked to name the greatest commandment, He named two. He said, Love the Lord your God with all your heart, with all your soul, and with all your mind. This is the greatest and most important command. The second is like it: Love your neighbor as yourself. All the Law and the Prophets depend on these two commands (Matt. 22:37 40). While Jesus answered with two commandments, there are three parts: love for God, love for neighbor, and love for self. As with most of Jesus commands, this simple quote belies the difficulty of living out these commandments in real life. Let me show you what I mean: To love God, you have to love your neighbor. To love your neighbor, you have to love yourself, and to love yourself, you have to love God. Each relationship depends on the other. In fact, you can t have one relationship without the other two. If we miss one aspect of these commandments, we miss them all. From the very beginning, relationships were at the center of God s divine plan. God created humanity to live in relationship with Him, each other, and creation. We lost all of that in the fall. Since then, God has been working to restore to us all that we have lost. One way to understand the ministry of Christ is to see how, through Christ, God is restoring to us everything we lost in the fall: our relationship with Him, each other, and creation. Relationships are the center of the gospel message. God is love and because He is love, we are liberated to love each other unconditionally and love ourselves the same way. According to 1 John, the presence of love in the fellowship and in our own lives is the evidence of Christ s presence. The following pages help us understand how God intended our relationships to be from the beginning. Through Him, love flows through us, to us, and from us. Once touched by His love, you and those around you will never be the same. Michael Glenn, D. Min. Senior Pastor, Brentwood Baptist Church Brentwood, Tennessee iv

6 introduction to the travelogue The travelogue for Healthy Relationships: Loving Well is designed to be a companion to an individual or corporate Bible study experience. Jesus highlighted the two greatest commands: love God and love people. These Bible studies provide insights from Scripture about how to honor God in the way we relate to others. The first book, Venture In, communicates biblical principles for the home, and then goes on to address single adults, married couples, parents and children, blended families, etc. Venture Up (book two) focuses primarily on relating well in the church and then to everyone else (neighbors, co-workers, the community, the nations, etc.). There are different types of journeys. Some are ones that we take with friends or family, while others are adventures we pursue on our own. The travelogue is designed to be used either way. Learners may dive into these lessons by themselves, so the journal is designed to stand on its own. Others may gather a group of friends, going through the travelogue together, sharing insights each has gained during private times of engaging the material. Finally, we have developed teaching plans that allow these lessons to be taught in a more traditional format, such as a LIFE Group or Sunday school class. The travelogue is designed to encourage practicing at least four different spiritual disciplines in each lesson. First, learners engage a text of Scripture, thus practicing Bible study. Secondly, we have included a memory verse for each lesson to encourage the habit of Bible memorization. Third, journaling will be part of the experience as learners write out their thoughts in engaging the material. Finally, prayer is an essential part of this experience as we prayerfully reflect on how God is speaking to us. We hope you will find these lessons to be a true source of joy and encouragement as you take your next steps on the journey to becoming more like the Jesus. It s not easy but it s relatively simple: love God and love people. We hope this study will inspire you to love others well. Happy travels! v

7 WHAT DOES IT MEAN TO LOVE WELL? Norma J. Goldman You might be tempted to say, I have an idea of what it means to love God and to love others, but I m not so sure about loving them well. This expression, loving well, had not been a part of my conversation until about a year ago when I came across it in a book written by my friend, Scotty Smith. Curious, I pondered over it, trying to apply it to my own experience. I asked myself, I know that I have a deep love for the Lord, for my church, my family, friends, and many who are unbelievers, but do I love them well? Loving is sometimes risky business. Fanny Crosby s hymn, All the Way My Savior Leads Me, includes a line that says: For I know what ere befall me, Jesus doeth all things well. Surely, we can all agree that Jesus, indeed, does all things well. He loves us, and He loves us well. So what does loving us well, in Jesus example, look like? Although Jesus loves us deeply, He doesn t always give us what we ask for. He delights in us, yet doesn t beat around the bush in calling out sin. He wants the best for us, and even describes His plan to give us a hope and a future, yet He calls us to focus our energies on the things He loves mercy, justice, and obedience. He intercedes for us, but often doesn t take us out of trouble. Instead, He gives us strength to endure. He s prepared a place for us in heaven, but reminds us that others have not yet heard this good news. There are no pat answers to the challenges and difficulties of loving well in a world with no apparent moral compass. Yet, a Christian s love for God should be mirrored in relationships with others. We have in Jesus the model for loving others well, for seeking their best, and for living out our faith so winsomely that others are captivated and moved to love Him who loves so well. vi

8 Vision for loving well Roger Severino Jesus thought relationships were very important. In fact, He said that the two most important commands in life were to love God and to love others. There is no such thing as a God-honoring faith that does not glorify God in the way one relates to others. It does not matter if you meticulously practice the various spiritual disciplines (Bible reading, prayer, church attendance, fasting, giving, etc.) if those disciplines are not accompanied by love and mercy toward others. Jesus often chided the Pharisees for just such a lifestyle and religion. On more than one occasion, the apostle Paul said that the whole law is summed up by one statement: Love your neighbor as yourself (Rom. 13:9; Gal. 5:14). The vertical relationship with God simply will not be right without the corresponding horizontal relationship, godly love for others. This is why we thought it was vitally important to create a series of Bible studies that helped believers reflect on what it means to love others well by honoring God in our relationships. In the Venture In book of this series, we begin by outlining some general principles about relationships, particularly on how these relate to home and family. We also have attempted to paint a broader picture of what a home is today, including the fact that a home can include single adults, married couples, those with children, empty nesters, and blended families. We have tried to steer away from the assumption that a home always includes a husband, wife, and 2.5 kids. The second book, Venture Up, addresses healthy relationships in the church and God-honoring relationships in the world. For an outline of both books, please see the overview on page 142. Part of our growth in Christlikeness is to have healthy patterns in the way we relate to others, and to love them as Jesus does. Our prayer is that these Bible studies will inspire you to love well, and, thereby, grow to be more like Jesus, giving glory and honor to Him. vii

9 loving well overview CATEGORIES 26 LESSONS General Principles 1. Every Household: Where Everyday Discipleship Happens 2. Create Conversations: Laying the Foundation of Christ 3. Build Relationships: Providing Context for Shared Experiences 4. Instill Truth: Defending Against Ungodly Influences 5. Affirm Value: Validating Identity and Uniqueness 6. Bless and Empower: To Make Christ Known Relationships at Home 1. Healthy Singleness 2. Healthy Marriage 3. Healthy Parenting 4. Relating to Parents 5. Healthy Blended Families 6. Leaving a Legacy Relationships at Church 1. The Church as Family 2. The Church as a Community of Believers 3. Characteristics Needed for Healthy Community 4. A Healthy and Redemptive Community 5. Spiritual Friendships 6. Church Leaders and the Congregation Relationships in the World 1. Relating to Neighbors 2. Relationships at Work and School 3. Relating to the World 4. Relating to the City and Community 5. Relating to Unbelievers 6. Relating to the Nations Book 1 1. What are Healthy Relationships? 2. Every Household: Where Everyday Discipleship Happens 3. Create Conversations: Laying the Foundation of Christ 4. Build Relationships: Providing Context for Shared Experiences 5. Instill Truth: Defending Against Ungodly Influences 6. Affirm Value: Validating Identity and Uniqueness 7. Bless and Empower: To Make Christ Known 8. Healthy Singleness 9. Healthy Marriage 10. Healthy Parenting 11. Relating to Parents 12. Healthy Blended Families 13. Leaving a Legacy Book 2 1. The Church as Family 2. The Church as a Community of Believers 3. Characteristics Needed for Healthy Community 4. A Healthy and Redemptive Community 5. Spiritual Friendships 6. Church Leaders and the Congregation 7. Relating to Neighbors 8. Relationships at Work and School 9. Relating to the World 10. Relating to the City and Community 11. Relating to Unbelievers 12. Relating to the Nations 13. Healthy Relationships to the Glory of God. viii

10 resources RELATIONSHIPS: HOME AND FAMILY Deal, Ron L. The Smart Stepfamily. Minneapolis, MN: Bethany House, Jones, Timothy Paul, ed. Perspectives on Family Ministry 3 Views. Nashville, TN: B & H Publishing Group, Keller, Timothy, and Kathy Keller. The Meaning of Marriage: Facing the Complexities of Commitment with the Wisdom of God. New York: Dutton, Kimmel, Tim. Grace-based Parenting: Set Your Family Free. Nashville, TN: W Pub. Group, Smalley, Gary, and John Trent. The Blessing. Nashville, TN: Nelson, Thomas, Gary. Sacred Marriage: What If God Designed Marriage to Make Us Holy More than to Make Us Happy? Grand Rapids, MI: Zondervan Publishing House, Thomas, Gary. Sacred Parenting: How Raising Children Shapes Our Souls. Grand Rapids, MI: Zondervan, Tripp, Tedd. Shepherding a Child s Heart. Wapwallopen, PA: Shepherd, RELATIONSHIPS: WHERE WE LIVE, WORSHIP, WORK, AND PLAY Bonhoeffer, Dietrich. Life Together. New York: Harper & Row, Crouch, Andy. Culture Making: Recovering Our Creative Calling. Downers Grove, IL: IVP Books, Hellerman, Joseph H. When the Church Was a Family: Recapturing Jesus Vision for Authentic Christian Community. Nashville, TN: B & H Academic, Keller, Timothy, and Katherine Leary Alsdorf. Every Good Endeavor: Connecting Your Work to God s Work. New York: Dutton, Keller, Timothy. Center Church: Doing Balanced, Gospel-centered Ministry in Your City. Grand Rapids, MI: Zondervan, Richardson, Rick. Reimagining Evangelism: Inviting Friends on a Spiritual Journey. Downers Grove, IL: InterVarsity Press, Scazzero, Peter, and Warren Bird. The Emotionally Healthy Church: A Strategy for Discipleship That Actually Changes Lives. Grand Rapids, MI: Zondervan, HELPFUL WEBSITES FOR BIBLE STUDY To view or purchase Foundations Curriculum Resources visit us at To learn more about the JourneyOn Network of Churches and/or JourneyOn Resources us at info@journeyondiscipleship.com or visit us on the web at ix

11 about the writing team Linda L. Still wrote the teaching plans for this study. She has written numerous content and teaching plans for LifeWay Christian Resources, including Explore the Bible series. She also wrote the teaching plans for the first Foundations study on Spiritual Practices. Linda served for 31 years at LifeWay, retiring in 2002 as Director of Communications. Linda has been married to her husband, Pat, for 41 years. They are members of ClearView Baptist Church, Franklin, Tennessee, where she is the co-teacher of an adult Bible study class. She has participated in more than 25 mission trips in the United States and many foreign countries. A native of Missouri, Linda accepted Christ as her Savior at the age of eight at First Baptist Church, Jefferson City, Missouri. She is a graduate of William Jewell College in Liberty, Missouri, and holds an M. A. degree in journalism from the University of Missouri. Since retiring, Linda enjoys freelance writing for Bible study curriculum and feature articles for magazines. Brenda A. Harris edited the teaching plans for this study, bringing a wealth of experience from her work as content editor for Explore the Bible and HomeLife magazine at LifeWay Christian Resources, Youth and Family Ministries at the Tennessee Baptist Convention, and Director of Christian Education at North Cleveland Baptist Church in Cleveland, Tennessee. Brenda began her personal relationship with Jesus Christ early in life. She developed a love for God s Word and loves to spend time in prayer. She has been married to her best friend, Mike, for more than 43 years. They have two daughters, Stephanie, who is mother to their granddaughter Amber Joy, and Amber, who fought a valiant battle with cancer before passing away 17 years ago. Brenda recently served as communications associate and prayer coordinator for Christian filmmakers, The Kendrick Brothers. In 2014, she and Mike served on the production crew for their latest film, WAR ROOM. They currently serve the Lord through Northside Baptist Church in Murfreesboro, Tennessee. x

12 Jay Strother wrote the 13-lesson Foundations study on Loving Well: Healthy Relationships. He is the Campus and Teaching Pastor of The Church at Station Hill, located in Spring Hill, Tennessee. It is a campus of Brentwood Baptist Church. From , Jay served the Brentwood campus, first, as Student Minister, and then as the Emerging Generations Minister, overseeing the spiritual formation process for families and all ministries, birth through college. Previously, he was Minister of Discipleship and Students at Shiloh Baptist Church in Somerville, Alabama, and Wisetown Baptist Church in Greenville, Illinois. Jay is a graduate of Greenville College, in Greenville, Illinois, and New Orleans Baptist Theological Seminary, where he earned a Master of Divinity degree. He is a contributing author to Perspectives on Family Ministry, Broadman and Holman, 2009, and author of several small group resources for Serendipity House, Nashville, Tennessee. Jay and Tanya, his wife of 18 years, live in Spring Hill. They are the parents of Eliza, Lexi, Ella, and Liam. xi

13 table of contents VENTURE IN: Loving Well: Healthy Relationships Volume 4, Book 1 Teaching Plans Loving Well - J. Steven Layton Relationships: The Center of the Gospel Message - Michael D. Glenn Introduction to the Travelogue - Roger Severino What Does It Mean To Love Well? - Norma J. Goldman Vision for Loving Well - Roger Severino Loving Well Overview Resources About the Writing Team i iv v vi vii viii ix x 1. Healthy Relationships: What Are They? - Matthew Your Home: Where Discipleship Happens - Deuteronomy Creating Conversations: Laying Foundations - 2 Timothy Building Relationships: Through Shared Experiences - 1 Thessalonians Truth: The Defense Against Ungodly Influences - 1 Peter Affirming Value: Identity and Uniqueness - Psalm Bless and Empower: To Make Christ Known - Ephesians Healthy Singleness: Undivided Devotion - 1 Corinthians Marriage: Intentional, Sacrificial Love - Ephesians 5:1-6: Parenting: Pointing Children to the Gospel - Ephesians 5:21-6: Relating to Parents: God s Way - Deuteronomy 5: Blended Families: Homes of Hope and Love - Psalm Your Legacy: Loving God and Others - 2 Timothy 1 94 page 1 1

14 LESSON 1 healthy relationships: what are they? TEACHING AIM: Establish that healthy relationships are based on obedience to the Great Commandments: loving God supremely and relating rightly to others and to ourselves. Jesus taught the most important commands relate to relationships. We are to love God supremely and, secondly, to love others the way we love ourselves. WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Healthy relationships revolve around the right ordering of our loves. We are to love God above all other loves, love others in ways that seek God s best for them, and have a healthy sense of self. Background Passage: Focal Passage: Memory Verses: M AT T H EW 22 MATTHEW 22 : MAT T 2 2 : Hardwired to Connect (vv ) It s a Trap! (vv ) An Ancient Truth (v. 39) What Is Love? (v. 40) The Right Ordering of Our Loves He said to him, Love the Lord your God with all your heart, with all your soul, and with all your mind. This is the greatest and most important command. The second is like it: Love your neighbor as yourself. page 12 healthy relationships

15 PREPARING TO TEACH As you develop your teaching plan, recognize that this lesson is foundational to the other lessons in this Venture In Travelogue. Begin by reading the Focal Passage and its context in the events of Matthew 22. Study the Travelogue carefully (pp. 9-18) and review available Bible study resources such as commentaries, a Bible dictionary, or Bible handbook. Excellent online resources are available at and www. biblehub.com. Also review the titles and teaching aims of the other sessions to avoid duplication as you plan. As you note in Hardwired to Connect (Travelogue, pp. 9-10), about 25 percent of children at risk today suffer from a lack of healthy relationships and connections to moral and spiritual meaning. Call attention to the statistics in this section that illustrate these problems. However, keep your focus as much as possible on the characteristics of healthy relationships. Review carefully the Travelogue questions and use them in your teaching plan as appropriate. Emphasize the importance of adults writing their responses as they study the lessons during the week. Encourage them to reflect on their own strengths and weaknesses in cultivating and maintaining healthy relationships. In light of the Focal Passage, spend as much time as possible on how a relationship with Christ enables a believer to cultivate healthy relationships. Highlight from the text Jesus strong emphasis on the importance of a healthy relationship with Christ to a person s relationships with friends, family, and self. On a marker board or tear sheet, write What is love? Write the following questions/statement on a tear sheet (to be revealed later in the teaching session): 1. Where does love originate? 2. What connects the commands of loving God and loving others? 3. How does God s love for us make it possible for us to love others? 4. How is God s love perfected in believers? 5. Describe the traits exhibited by a believer who loves like Jesus. page 13 healthy relationships

16 TEACHING SUGGESTIONS HARDWIRED TO CONNECT Lead adults to brainstorm characteristics of healthy relationships. Record the responses on a tear sheet or the marker board. Discuss. Call attention to the statement at the beginning of the Travelogue that answers the question, Why Study This Lesson? (p. 9). Briefly overview this lesson as a foundation for those that follow. Read aloud the following statement from the Travelogue (pp. 9-10): Secular researchers in our nation are forecasting an impending crisis as one-fourth of the next generation will not be stable enough to hold a job, stay in a committed relationship, or contribute to society in a meaningful way, all because they lack healthy relationships. Ask: What examples of instability and unhealthy relationships have you encountered among families, friends, colleagues at work, and other settings? Guide discussion as examples are given and point out the importance of this study in better understanding the principles of healthy relationships. Conclude with this statement from the Travelogue (p. 10): As our culture continues to struggle to find its way forward, we can see how modern research only validates what we already know to be true; we are hardwired for loving relationships and the stronger and more loving those relationships, the healthier and more fruitful our lives will be. IT S A TRAP! Read aloud the Focal Passage, Matthew 22: Emphasize the relationship of the two commandments that enable believers to live more fruitful lives: 1) Love God. 2) Love others as we love ourselves. To enhance understanding of the Focal Passage, lecture briefly on Matthew 22:19-33, highlighting the two events preceding the Focal Passage when the Pharisees and the Sadducees posed questions to Jesus in futile attempts to trap Him. Draw from the Travel- page 14 healthy relationships

17 ogue (pp ) to describe the legalism of the Scribes and Pharisees that led to ongoing controversies. Ask adults to read silently Matthew 22: Comment that trapping Jesus also was their goal in posing the question: Teacher, which command in the law is the greatest? State: The Pharisee, described as an expert in the law, worded his question carefully. Ask: What are some ways Jesus might have responded that would have divided those listening to Him? Discuss ways legalism may divide Christians today. AN ANCIENT TRUTH Call on a volunteer to read aloud Matthew 22: Point out that, rather than giving a lengthy, complicated answer, Jesus simply answered the Pharisee s question. He went further in also identifying the second greatest commandment. In doing so, He linked the commands to show that the second command, loving others, was not possible without the first, loving God with heart, soul, and mind. Call on volunteers to read aloud Deuteronomy 6:4-6 and Leviticus 19:18. Point out these passages and commands were among the most familiar to Jews of that time. Ask: Why do you think Jesus included these truths in His response? Discuss the following Travelogue statement and question (p. 12): It s often been said there s too much Bible study and not enough Bible living. How does this story illustrate that statement? WHAT IS LOVE? Call attention to the question you wrote on the marker board or a tear sheet: What is love? Point out that some languages have several words for love, depending on the context. However, English includes only one word and it has resulted in the dumbing down of the meaning of love. Call on volunteers to identify ways the word love is used to describe insignificant things. Examples may page 15 healthy relationships

18 include: 1) I love pizza. 2) I love that song. 3) I love my cat. 4) I love the color blue. Emphasize that, rather than turning to the dictionary to understand the true meaning of love, it is better to look at one of many Scripture passages. Display the tear sheet on which you ve written these questions/statement. Ask adults to read silently 1 John 4:7-12 and record their own responses about love as John the apostle described it. 1. Where does love originate? 2. What connects the commands of loving God and loving others? 3. How does God s love for us make it possible for us to love others? (As this question is discussed, include the meaning of propitiation, v. 10.) 4. How is God s love perfected in believers? 5. Describe the traits exhibited by a believer who loves like Jesus. Call attention to the definition of love by John Piper quoted in the Travelogue (p. 15): Love is the overflow of joy in God that gladly meets the needs of others. Call attention to We Grasp the Depth of God s Love in the Gospel (Travelogue, pp ). Point out that truly loving others well is possible only through a relationship with Jesus. Invite any in the class who are interested in learning more about making a decision for Christ to stay after class so you can talk about this most important topic. If everyone in the class is a believer, ask: How did your ability to love well change after you accepted Christ as your Savior? Teaching Option Enlist a member of the class to give a brief one-to-two minute testimony about a fellow believer whose life is characterized by understanding and giving love. page 16 healthy relationships

19 THE RIGHT ORDERING OF OUR LOVES Draw from the Travelogue to review the order of having a relationship with God, loving God well by loving others, and loving yourself as a child of God and a follower of Christ. Point out many in today s world struggle with an inflated or deflated sense of their identity. Ask: Why is it difficult to love others well if you have an exalted opinion of yourself? If you feel you are unworthy of others love? How does a relationship with Christ help you in these areas? CONCLUSION Conclude by discussing the responsibilities believers have in putting the two commands of this lesson, loving God and loving others as self, into daily practice. Ask: What is the responsibility of believers in cultivating and maintaining healthy relationships with fellow believers? With unbelievers? Challenge adults to memorize Matthew 22:37-39 to keep the commands of this lesson readily available. Close with a time of prayer, asking God to nurture them in understanding and practicing healthy relationships. FOLLOW THROUGH In a communication to group members during the week, thank them for their participation in this lesson. Challenge them to identify at least one action they can take to grow in their capacity for healthy relationships. Assure them of your prayers as they seek to grow more Christlike in their relationships. Urge them to read lesson two and write responses to the activities in the Travelogue. Pray by name for each member of the group. Ask God to speak through you as you develop a teaching plan for next week s lesson. page 17 healthy relationships

20 LESSON 2 your home: where discipleship happens TEACHING AIM: Establish that every home is to be a place where God s Word is read, understood, repeated, and obeyed. God instructs His people to love Him with all their heart, soul, and strength, and commands that His teachings be repeated in the home where everyday discipleship should happen. WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Members of all households (single adults, married couples, those with children, single parents, blended families, etc.) must see their homes as a center for godly influence. Background Passage: Focal Passage: Memory Verse: DEU T ERO N O MY 5-6 DEUTERONOMY 6:1-9 D E U T E R O N O MY 6 :7 A Disconnected Generation A Powerful Promise (vv. 1-3) Listen! (vv. 4-9) Repeat them to your children. Talk about them when you sit in your house and when you walk along the road, when you lie down and when you get up. page 18 your home

21 PREPARING TO TEACH Begin preparing for lesson two by reading the Background and Focal Passages. Study Venture In Travelogue (pp ) and focus on the Why Study This Lesson? statement. Make notes on key points and questions to include in your teaching plan. Finally, read through this plan and note points and questions to incorporate into your final teaching plan. In addition to the information in the Travelogue, do some online research on biblical illiteracy among American Christians and tips for maximizing discipleship through everyday living. Plan to define what is meant by everyday discipleship in the home. This lesson is not intended just for parents with children at home. A home may include single adults living in an apartment, a married couple with grown children away from home, grandparents raising grandchildren, a blended family, a single parent and children, and many other combinations. Reflect on ways your parents helped you learn about Jesus and ways you helped your children. These may yield guidance. Include plenty of practical suggestions for everyday discipleship at home. Ask God daily to give you a listening ear to what He would have you teach to best meet the needs of your group. Prior to the session, prepare the three tear sheets suggested for use in A Powerful Promise, Make the Home the Center of Godly Influence, and Conclusion. TEACHING SUGGESTIONS A DISCONNECTED GENERATION In an online article, The Scandal of Biblical Illiteracy: It s Our Problem, Albert Mohler, president of Southern Baptist Theological Seminary, Louisville, Kentucky, wrote: While America s evangelical Christians are rightly concerned about the secular worldview s rejection of biblical Christianity, we ought to give some urgent attention to a problem much closer to home biblical illiteracy in the church. This scandalous problem is our own, and it s up to us to fix it. He went on to point out studies have shown 60 percent of Americans are unable to name page 19 your home

22 even five of the Ten Commandments and fewer than half can name the four Gospels. 1 Draw from the Travelogue and other sources to outline the crisis of biblical illiteracy in our country, especially among twentysomethings. Even more important, many young adults who were active church participants in their teens no longer have any involvement. Ask: What factors are contributing to this crisis of belief? List responses on the marker board or a tear sheet. If not mentioned, suggest that perhaps church leaders and parents have failed to help this generation see the relevance of the Bible or faith to their daily lives. Conclude with this statement from this Travelogue (p. 20): The ministries that have the greatest success at seeing people from all stages and walks of life emerge into mature disciples of Jesus are those that see every home as a center of godly influence and then connect the church and the home to instill specific beliefs and practices. A POWERFUL PROMISE Point out that the situation of the Israelites in this week s Focal Passage from Deuteronomy 6 bears some similarities to today s world. The covenant between Israel and God had been made 38 years earlier and by the time Moses wrote Deuteronomy most of the generation that had received the covenant had died. The younger generation needed to better understand the covenant and commit their lives to God. The book of Deuteronomy contains the collection of Moses final teachings and sermons. It was written not primarily to the leaders, but to the generation coming of age and soon to enter the promised land. Call on a volunteer to read aloud Deuteronomy 6:1-3. Ask: Why was it significant to Moses audience that he said he was writing at God s instruction? What was God s intent and purpose? Call attention to the word fear in verse two. Display on a tear sheet the following definition of fear as Moses used it: The fear of the Lord is not a condition of terror or foreboding. Rather, it is a profound reverence for God that may indeed, have overtones or manifestations of fear in the page 20 your home

23 usual sense, though that is not the intent here.2 Discuss. Call on volunteers to identify the benefits and promises God made to His people in these verses. Ask: What do these benefits and promises reveal about God s character? LISTEN Ask adults to read silently Deuteronomy 6:4-9 through the lens of the following question: In today s world of competing advertising messages, social media, and breaking news, how is it possible to truly listen to God and obey Him? Allow time for reading the passage; then discuss the question. Draw from the Travelogue (pp ) to explain the meaning of the Hebrew word shema and the significance of this section of Scripture being called the shema. Emphasize the imperative of loving only the one true God. Pose this question from Travelogue (p. 23): What are some idols and story lines in our culture that we allow to compete with God s story and place in our lives? Call attention to the first sentence of verse seven: Repeat them to your children. Ask: What do you do in your homes to create lasting impressions of biblical truths? Choose one or two of the following locations and discuss specific ways to make these experiences an act of worship: 1) dinner in the backyard, 2) vacation, 3) watching the news, 4) preparing for a mission trip, 5) conversations after a natural disaster such as a tornado, fire, hurricane, flood, drought, or earthquake. Draw from the last paragraph of Now Hear This (Travelogue, p. 25) to emphasize the importance of connecting faith to decisions in the home. Ask: How can decisions about finances, movies, other media, and major purchases draw people closer to God and to one another? LEST WE FORGET Describe the three-generation process outlined in Judges 2 whereby the Israelites transitioned from a people who loved God and taught page 21 your home

24 their children, to the next generation that loved God but did not teach their children, to a third generation that neither knew God nor what He had done for them. Present the following question for personal reflection: Where on this continuum is your home? Where are you? MAKE THE HOME THE CENTER OF GODLY INFLUENCE Call on a volunteer to read aloud Joshua 24: Briefly review from lesson one the meaning of Yahweh. Ask: How does this passage illustrate the title, Wherever You Are Is a Good Place to Start? Display on a tear sheet or the marker board this excerpt from the Travelogue (p. 26): We must connect the church and the home so that we are learning together that all of life is a way to express our love for God with all our heart, soul, and strength. Ask adults to rate this statement as true or false and explain the reason for their choice. Point out from the Travelogue (p. 26) the importance of committing your home as a place where God is loved, honored, and served. Lead group members to brainstorm forms this commitment might take. Record on the marker board or a tear sheet. Remind members that, after commitment, the next step is prioritizing what happens in the home. Three general suggestions are offered in the section, Every Home Any Time All Together (Travelogue, pp ): 1) talk about your faith; 2) seize the God moments, and 3) celebrate milestones. Create two groups. Assign the first group to take the brainstorming ideas on committing a home to be the center of godly influence and identify at least three forms this might take. Assign the other group to identify at least two ideas under each of the three points about prioritizing what happens in the home. After a few minutes, call on a representative from each group to present their report. Discuss as needed. (NOTE: This group activity could also be done with the class as a whole, if preferred.) page 22 your home

25 CONCLUSION Display on the marker board or a tear sheet the following quote by Jani Ortlund, a popular Christian writer and speaker: I believe that a godly home is a foretaste of heaven. Our homes, imperfect as they are, must be a haven from the chaos outside. They should be a reflection of our eternal home, where troubled souls find peace, weary hearts find rest, hungry bodies find refreshment, lonely pilgrims find communion, and wounded spirits find compassion. 3 Call on volunteers to identify changes needed in many Christian homes to reflect the truth of this quotation. Begin with a time of silent prayer, encouraging adults to commit their homes to be a place where members can learn and practice discipleship daily. Close with a verbal prayer of commitment to strengthening everyday discipleship in the home. FOLLOW THROUGH Communicate Deuteronomy 6:7 to group members through text or Repeat them to your children. Talk about them when you sit in your house and when you walk along the road, when you lie down and when you get up. Challenge members to discuss this verse with their family and, together, to commit their home to be a place where everyday discipleship happens. Urge members, whether or not they will be present next Sunday, to study and respond to questions in lesson three: Creating Conversations: Laying Foundations for Faith. Suggest that they ask God to show them ways to start gospel conversations in their home. 1 The Scandal of Biblical Illiteracy: It s Our Problem by Albert Mohler. 2 HCSB Study Bible (Nashville: Holman Bible Publishers, 2010), pp page 23 your home

26 LESSON 3 creating CONVERSATIONS: LAYING FOUNDATIONS TEACHING AIM: Equip believers to create conversations in the home that point to a life that rests on the foundation of Christ. The Scriptures help guide those in our homes to salvation through faith in Jesus. WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Equip those in the home to have conversations with family members that help lay the foundation for salvation through faith in Jesus. Background Passage: Focal Passage: Memory Verse: 2 T IMOT H Y 3 2 TIMOTHY 3: T I MOT HY 3 :1 5 Paul served as an example to Timothy of the character and challenges of a Christian leader (vv ). Paul instructed Timothy to continue in the faith he learned from childhood which led him to salvation through faith in Jesus (vv ). Scripture is inspired by God and equips the believer for every good work (vv ). And you know that from page 24 creating conversations childhood you have known the sacred Scriptures, which are able to give you wisdom for salvation through faith in Christ Jesus.

27 PREPARING TO TEACH Study 2 Timothy 3 and Venture In Travelogue for this lesson (pp.29-38). Briefly review key points from Lesson Two (pp ) that will also be helpful with the topic of conversations at home. Numerous articles are available online. Search the topic death of conversation. Also, check out current emphases on gospel conversations and mentoring. These are helping believers be more intentional in laying the foundation of Christ in the home and other settings. Spend some time reflecting on your upbringing and the people who introduced Jesus to you and mentored you to develop a healthy relationship with Him. As you prepare, ask God to guide your thoughts and provide you with sound, biblical insights about Timothy s mother and grandmother and the apostle Paul. These influencers equipped Timothy for a healthy relationship with Jesus and prepared him for his role in the spiritual leadership of others. If you have group members with special needs related to this lesson s topic, lift them up in prayer. TEACHING SUGGESTIONS THE YEAR TECHNOLOGY REPLACED TALKING Draw from the Travelogue (p. 29) and from your own research to describe what many are calling the death of conversation. Describe the all-too-frequent scene where two or more people are together, but no one is talking. Instead they all appear to be totally focused on their smartphone screens. Ask: What are some settings where you have witnessed this scene? Record them on the marker board or a tear sheet. Teaching Option Replace the idea above by using photos. As you research the death of conversation, print images you find to support this phenomenon. page 25 creating conversations

28 Display several photos on a wall or show them one by one without comment. Ask: What do these photos illustrate about our culture today? Why should we be concerned? Comment that while the above trend is real and growing, Christ-followers can be encouraged to see adults gathering in public places for Bible study and mentoring sessions. Share a personal experience of the value of mentoring you have received or call on a pre-enlisted member to give a testimony on the benefits experienced from mentoring. Call attention to the related questions in the Travelogue (p. 30). Invite volunteers to identify from their responses ways technology makes gospel conversations more difficult and ways technology can be helpful in creating conversations that count. INFLUENCE WITH INTENT Explain the setting for Paul s second letter to Timothy, his spiritual son. Summarize 2 Timothy 3:1-9, the verses leading up to the Focal Passage. Include Paul s grim forecast about the future and the evidence he cited to back it up. Call on a volunteer to read aloud 2 Timothy 3: Lead the class to review (one by one) the seven categories Paul listed in verse 10. Call on volunteers to identify how each category Paul mentioned would benefit a younger believer. Ask: How important do you think Paul s intentionality in his words and actions were in Timothy s life? Explain the nature of the persecution and suffering Paul experienced. Ask: Why do you think Paul chose to talk about these topics that could have frightened Timothy about the ministry? How did Paul encourage Timothy about the reality of suffering and persecution? Why is it important for believers today to acknowledge and learn from both the joys and challenges of the Christian life? Read aloud 2 Timothy 3: Call on volunteers to evaluate page 26 creating conversations

29 Paul s description of the culture in which he lived and compare with the culture in today s world. Call attention to these questions from the Travelogue (p. 32): Who saw the potential in you when you didn t see it in yourself? Who has invested time and energy to help you fulfill God s potential for your life? Call on volunteers to share their responses. Discuss the benefits of having someone affirm your potential. Distribute paper and pencils and ask adults to think of someone they are mentoring or someone they could intentionally influence about life as a Christ-follower. With that person in mind, ask each to list at least five topics, Scriptures, or specific events they might include in a gospel conversation. Call on volunteers to identify what they listed. For example, for a conversation with someone involved in sports, a mentor might introduce the role of a coach in training the athlete to excel in the sport. Ask: How did Paul coach Timothy? Scriptures might include 1 Corinthians 9:24 or Hebrews 12:1. Comparisons could be made between running a marathon and living the Christian life. Conclude with this statement from the Travelogue (p. 32): Like a good coach, Paul was keeping Timothy anchored in the fundamentals of the faith upon which everything else in life is built. INFLUENCE STARTS IN THE HOME Draw from the Travelogue (p. 33) and other biblical sources to describe what is known about Timothy s family. Mention that many churches have had Bible study classes named TEL (for Timothy, Eunice, and Lois). These classes have stood as a tribute to the spiritual heritage of this godly family. Call attention to the suggested individual activity from page 34 of the Travelogue to sketch your spiritual family tree. Discuss the following questions: Who in your family has been a spiritual mentor through words or actions? Has anyone in your family tree experienced a dramatic conversion after a life of sin? Describe how someone in your family tree who accepted page 27 creating conversations

30 Christ as a child is living for Him today. How do you view your role as an influencer for Christ in your family? INFLUENCE FOCUSES ON GOD S WORD Read aloud 2 Timothy 3:16. Discuss the meaning of the phrase, All Scripture is inspired by God. Ask: What is the purpose of Scripture? As you discuss these points, mention also that the phrase may be translated God-breathed. Call attention from 2 Timothy 3:16 to the four ways Paul told Timothy Scripture could and should be used in the home: teaching, rebuking, correcting, and training in righteousness. Call on volunteers to suggest ways each of the four methods could be applied to Scripture. Share insight from the Travelogue (pp ) to emphasize the importance of saturating your home in God s Word and not being distracted by Satan s temptations to disobey God. Call on volunteers to identify ways this process takes place in their homes. If applicable to your group, include ways grandparents, aunts and uncles, and other friends can aid this process. CREATING CONVERSATIONS Ask adults to review this section in their Travelogue (pp ) and their written responses to introduce gospel conversations in the home. Review each of the four activities. Ask adults to identify ways to introduce these conversations in the home. Teaching Option Group adults into four teams and assign each team one of the ideas from the Travelogue (pp ). Instruct them to prepare a dialogue of one of the suggested ideas under their assigned activity to outline a gospel conversation. Allow each team to present a gospel conversation based on their assignment. Provide time and opportunity for page 28 creating conversations

31 adults to ask questions after this presentation and suggest outline points that might strengthen the conversation. CONCLUSION Challenge adults to consider ways and persons with whom they might try out their conversation outline during the coming week. Ask them to call out the first name of someone who has never prayed to receive Christ. Record the first names on the marker board or a tear sheet. Ask adults to pray for each person as you call the names one by one. Encourage them to continue praying for these persons throughout the coming week. Emphasize the truth that believers must be faithful to lay a foundation for Christ in their homes and wherever they go. FOLLOW THROUGH In your weekly communication with group members, remind them of their opportunity to create gospel conversations that can lay a foundation for a relationship with Christ. Attach the list of the first names of unbelievers suggested by group members last Sunday. Urge them to continue praying for these. Remind them that we are responsible as Christians for seeking opportunities for gospel conversations. Pray daily for each group member, asking God to place opportunities for gospel conversations before them. Pray for names of unbelievers suggested by group members. page 29 creating conversations

32 LESSON 4 building relationships: through shared experiences Equip believers to have shared experiences in the home to build identity and strengthen relationships. TEACHING AIM: We are called to build caring and meaningful relationships with others and to be an example of Christ to those around us. WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Equip those in the home to have meaningful experiences and to do life together in such a way that helps encourage one another toward Christ. Background Passage: focal Passage: Memory Verse: 1 T H ES S A L O NIA N S 2 1 THESSALONIAN S 2 : T HE SSA L O N I A N S 2 :8 Less than Picture-Perfect Memories The Power of Relationships (vv. 7-8) The Power of Shared Experiences (vv. 9-12) The Life Jesus Experienced We cared so much for you that we were pleased to share with you not only the gospel of God but also our own lives, because you had become dear to us. page 30 building relationships

33 PREPARING TO TEACH Begin by reading 1 Thessalonians 1 and 2. Then use a study Bible (or an online study Bible such as a Bible dictionary, or commentary to gain insights about the Book of 1 Thessalonians and Paul s relationship with the people there. They had experienced both difficult and beautiful times together. Reflect on the importance of their shared relationship in the context of Paul s affirmation of their faithfulness. As you read the opening section of this lesson from Venture In Travelogue (pp ), reflect on the beach vacation that turned out to be nothing like what had been planned. Ask yourself: How did this family grow closer through their experiences in the tropical storm? Why did the writer describe this week as perhaps their most memorable family vacation? Highlight these words from the conclusion of the illustration (Travelogue, p. 40): [I]f you make loving God and loving others your priority, you can find the grace in all situations and give thanks in all circumstances. Make notes in the margin of experiences you have had with friends and family that could be described as less than picture-perfect memories. Talk with others during the week to seek insights on the overall quality of relationships in your church and the group you lead. Consider ways this lesson might enable group members to better understand and practice the power of shared relationships. TEACHING SUGGESTIONS LESS THAN PICTURE-PERFECT MEMORIES Call attention to the story of the vacation that introduces this section (Travelogue, pp ). Briefly summarize this family s experience. Call on volunteers to identify ways family members grew closer through the tropical storm. Share some of your own insights from your personal reflection on this illustration. Call for responses to the questions on pages of the Travelogue: What are your page 31 building relationships

34 most memorable shared experiences? What lasting memories do you have that grew out of less-than-perfect circumstances? Teaching Option Instead of discussing the beach vacation example, choose one of the following situations and guide a discussion of how to build caring and meaningful relationships. 1. Someone in your family or close friendship group is diagnosed with cancer and will be undergoing chemo and radiation for several months. He will then have surgery with an uncertain outcome. Discuss and respond to the following questions: How can the family or friends pull together to meet the needs of the cancer patient? What problems or conflicts might arise during this time? What insights may the patient and his support group gain about the power of shared relationships? 1. A husband and father of three received a shock and a surprise during a performance review at work. He was offered a significant promotion with an increased salary and the necessity of a move to another city. His family was both thrilled and shocked by the news. The oldest daughter was finishing her junior year in high school and burst into tears at the thought of making a move before her senior year. Discuss and respond to the following questions: What options might the family consider in making this critical decision? What problems or conflicts might arise during this time? What lessons may this family learn about the power of shared relationships? Display on the marker board or a tear sheet this sentence: Difficult or painful experiences may draw a group closer than a situation in which everything goes as planned. Call on volunteers to identify whether they see this statement as true or false and why. Adults may suggest both responses can be accurate. If not mentioned, ask how the challenges of difficult circumstances may draw a group closer. Point out that the apostle Paul had many positive memories of the Thessalonian Christians, the subject of today s Focal Passage. page 32 building relationships

35 Also, some of their shared experiences were painful and difficult. Briefly share background information on the Book of 1 Thessalonians and overview the first chapter. THE POWER OF RELATIONSHIPS Ask adults to read silently 1 Thessalonians 2:2-6 to discover how Paul described the relationship between himself and the Thessalonian believers. Ask adults to read silently Acts 17:1-10 about Paul s visit to Thessalonica. Lead the class to brainstorm words and phrases from these passages that describe the relationship between Paul and the Thessalonian church. Record their responses on the marker board or a tear sheet. Review and discuss. Call on volunteers to identify their responses to two questions in the Travelogue (p. 42): Why is it important to have meaningful relationships in which you re free to ask hard questions and express your struggles? How does this level of relationship serve as catalyst for spiritual growth? Call on a volunteer to read aloud 1 Thessalonians 2:7-8. Discuss additional insights in these verses about the relationship between Paul and the Thessalonians. Call on volunteers who have participated in local, national, or global missions experiences to describe how they benefitted from the power of shared relationships through involvement in missions. Call attention to the LIFE acrostic in the Travelogue (p. 43). Review each point and ask a volunteer to read the accompanying Scripture passages. Ask: What kinds of life experiences lead to the deep connection Paul had with the Thessalonian believers? Ask adults to silently reflect on their friend and family relationships and identify at least one area of needed growth. Suggest they describe this need in the Travelogue beside the acrostic (p. 43). page 33 building relationships

36 THE POWER OF SHARED EXPERIENCES Briefly discuss the factors that contribute to a good experience at a sports event or concert, especially those unrelated to whether your team won or whether the concert performance was outstanding. (Examples may include parking, food options, length of time waiting in lines, and so forth.) Discuss how problems with these smaller issues impact your attitude about the total experience. Read aloud 1 Thessalonians 2:9-10. Ask: What was the significance of Paul s decision to meet his expenses by practicing his occupation of tent-making rather than asking the Thessalonians to support him? Why did Paul give such careful attention to his behavior as well as his sermons? Ask adults to evaluate shared experiences at your church. Ask: How do the leaders model consistency in their words and actions? How do members grow closer to each other and to leaders through shared experiences? Read aloud 1 Thessalonians 2: Display on the marker board or a tear sheet the verbs from this passage: encouraged, comforted, implored, walk, calls. Discuss ways believers can strengthen relationships with family and friends through these actions. Call on volunteers to identify their responses to the Travelogue question (p. 46) about the value of leaders exhibiting traits of good mothers and good fathers to foster spiritual health. THE LIFE JESUS EXPERIENCED Comment that Jesus early years illustrate the value of being reared in a godly home surrounded by a community of faith. Call on a volunteer to read aloud Luke 2: Invite volunteers to identify points from the verses that illustrate the life of a maturing believer. Draw from the Travelogue to point out the significance and difficulties associated with the annual pilgrimage to Jerusalem from Nazareth. Ask: How does this passage illustrate Mary and Joseph s intentionality in Jesus life? Call on volunteers to identify ways their parents or other spiritual mentors demonstrated intent in page 34 building relationships

37 helping them to mature spiritually. Call attention to the five examples of events that can be enriched by intentional efforts at shared relationships in the Travelogue (pp ). Choose two of the occasions and invite volunteers to present ideas to make these events more significant. State that the purpose of these actions should always be to point one another toward Christ. Teaching Option Instead of the brainstorming option above, create and distribute copies of the quiz below. Ask adults to rate themselves on how well they practice each point using a scale of 1-10 (10 being high). Ask them to identify at least one point where they excel and one that needs more attention. The Jesus Style in Relationships Be real. Identify with people. Listen to people. Affirm people. Share decision-making. Don t try to change people. Love specifically. Don t play it safe. Ask for help. Love in terms meaningful to the other. 1 CONCLUSION Ask adults to turn through the pages of this lesson in their Travelogue (pp ) and highlight points they can use in strengthening the caring and meaningful relationships in their lives and in being an example of Christ to those around them. Ask adults to make notes at the end of this lesson about areas where they need to improve. Close with a time of prayer and commitment. page 35 building relationships

38 FOLLOW THROUGH I n your communication with group members, urge them to continue praying for themselves and others in their group to strengthen shared relationships. P ray daily for each group member by name. A s they study the next lesson in preparation for the upcoming week, urge them to consider ways to defend against ungodly influences in their lives. 1 page 36 Larson, Bruce. Ask Me to Dance (Waco, Texas: Word Inc., pp ), building relationships

39 LESSON 5 truth: The Defense Against Ungodly Influences Instill the truth of God s Word in order to reinforce the home and defend against ungodly influences. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: We are not called to be conformed to this world but to live holy lives. We are to put our hope and faith in God, not in the things of this world. Equip those in the home to instill biblical truth into the lives of others and help defend against ungodly influences that would have the world shape us rather than Christ. Background Passage: focal Passage: Memory Verse: 1 PET ER 1 1 PETER 1: E P HE SI A N S 6:1 1 Lost in the Hills Truth in Every Age Minds Ready for Action (vv ) The Gospel Leads Us to Obey the Truth (vv ) Instill and Defend page Put on the full armor of God so that you can stand against the tactics of the Devil. 37 truth

40 PREPARING TO TEACH As you study this lesson from Venture In Travelogue (pp ) and read 1 Peter 1, keep this question before you: Why is truth a crucial ingredient for strong relationships? Reflect on occasions when a falsehood created a conflict between you and another person. How was the conflict resolved? How was the truth made clear? Point out the concern of many today about the increasing difficulty in finding out the truth about a candidate for office, whether a court ruling is legal, whether a prominent speaker is using his own words and thoughts or borrowing them from another source without giving credit, or whether statements by others about themselves are factually accurate. One of the most condemning statements that can be made about another person is the truth is not in him. As you develop your teaching plan, consider life situations of those in your group who are dealing with ungodly influences. As you go through this week, ask people you spend time with where they go to learn the truth. Ask yourself. Make a list of responses. Be prepared to ask group members where they go for truth. Consider ways to incorporate the opening illustration of a fixed point of reference in your teaching plan (Travelogue, pp ). Reflect on why many believers find it easy to recognize and worship Holy God but have difficulty with what it means for them to be holy and to live a holy life. Keep the Desired Outcome for this lesson (above) at the forefront of your mind. TEACHING SUGGESTIONS LOST IN THE HILLS Briefly overview the illustration about the writer s use of a radio tower as a fixed point of reference on the frequent occasions when he lost his way while driving in a new city (Travelogue, pp ). Call on volunteers to identify other markers they have used when getting lost. page 38 truth

41 Since many drivers now use GPS for directions to their destination, ask if any adults have ever been misled by GPS instructions. (For example, my GPS once led me to a site in Little Rock where I could see my destination. The only problem was that the destination was on the other side of a river!) For those who have been misled, ask: What was the problem with the directions and what did you do to get back on the right path? Where do you turn when you have gotten on the wrong road spiritually? Call on volunteers to identify their responses to the questions in the Travelogue (p. 50): What is the connection between having a fixed point of reference and healthy relationships? Why is truth a crucial ingredient for strong relationships? TRUTH IN EVERY AGE Display the following secular quotations about truth: (1) Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth. Marcus Aurelius (2) The truth is incontrovertible. Malice may attack it, ignorance may deride it, but in the end, there it is. Winston Churchill (3) If you tell the truth, you don t have to remember anything. Mark Twain 1 Ask adults to review the three quotes about truth. Call on volunteers to identify the statement that, in their opinion, is closest to the truth and why. Direct adults to page 51 in the Travelogue and review the illustration about the three umpires. Discuss the meaning of the postmodern umpire statement and what it says about how many view truth today. Ask adults to turn in their Bibles to John 14:6. Call on a volunteer to read it aloud. Ask: What difference does it make to you to know your Savior not only speaks the truth but is the Truth? page 39 truth

42 MINDS READY FOR ACTION Ask adults to read silently 1 Peter 1:13-16 and be prepared to state in one sentence the key point of this passage. Call on volunteers to respond. Discuss as needed. Call attention to the word hope in verse 13. Remind adults that the biblical meaning of hope does not mean something we wish for but instead means certainty. We can know for sure God has saved us and we will spend eternity in heaven with Christ. That is our hope. Ask the following questions: What is the difference between living with certainty versus uncertainty? How can believers put God s truth into action? After several have responded, read aloud John 6: Ask: What additional light do these verses shed on putting God s truth into action? Call on a volunteer to reread 1 Peter 1:14. Ask: Why should our spirit be one of an obedient child as we follow Christ? Share a personal illustration about something you have learned about living as a Christian from watching another believer. Call on volunteers to add their experiences. THE GOSPEL LEADS US TO OBEY THE TRUTH Call on a volunteer to read aloud 1 Peter 1: Draw from the Travelogue (pp ) to emphasize Paul was addressing believers undergoing persecution for their faith. It is likely they regularly experienced fear for their families, friends, and themselves. Yet most remained faithful. Call attention to the command conduct yourselves in fear during the time of your temporary residence (v. 17). Use a Bible dictionary, commentary, or study Bible (online or hard copy) to briefly outline the meaning of fear as applied to God. Include the distinctive that fear of God relates to His holiness and inspires overwhelming awe. Considering the dangers faced by these early believers, ask: How might Peter s first readers have responded to these verses? How might this passage have helped them to stand page 40 truth

43 firm against ungodly forces? Ask adults to read silently Paul s description of God s armor in Ephesians 6: Emphasize that Paul urged believers to stand firm against ungodly influences. Suggest that adults memorize Ephesians 6:11 (this week s Memory Verse). Lead a discussion of these verses, one piece of armor at a time. Point out that the sword is the one offensive weapon in God s armor. Emphasize the importance of memorizing Scripture for use in needed situations to help you stand up for truth. Discuss the situation of many believers today who know little of God s Word and whose swords, therefore, are too small to wield much influence in an ungodly world. Display on the marker board or a tear sheet the following quote: Restoring the art of Scripture memory is crucial for us and our churches and children. It s vital for mental and emotional health and for spiritual wellbeing. 2 Call on volunteers to respond to this statement. Call on volunteers to identify their responses to two Travelogue questions (p. 57): How does each piece of armor relate to the truth? Which piece of armor do you find most difficult to fit into your life? Teaching Option To enhance the discussion about each piece of God s armor, consider using a picture of the armor. (Online or hard copy commentaries, Bible dictionaries, or illustrated study Bibles are good places to look for a picture.) Or you could display a replica of each piece of God s armor. Review each piece and its use. INSTILL AND DEFEND Reiterate that for believers to stand against ungodly forces, they must first be able to recognize them. Ask: How do you recognize something that is ungodly? What ungodly forces are you and those around you facing today? page 41 truth

44 Read aloud Ephesians 6:18, the verse immediately following Paul s description of God s armor. Emphasize that the power of God is available through prayer to believers for recognizing and standing against ungodly forces. Call on volunteers to identify their responses from the Travelogue (p. 58) on ways to instill truth among those around them and to help them defend against ungodly influences in today s world. Teaching Tip In preparing this lesson, you may wish to review the book, A Compassionate Call to Counter Culture, by David Platt, president of the International Mission Board, and consider recommending it to your group for further study. CONCLUSION Ask adults to write the name of a friend or family member who is taking a wrong path and losing the battle against one or more ungodly influences. List at least two actions you could take to use God s Word to influence this person to turn away from the world and toward God. Ask adults to reflect on their own lives and list in the margin of the Travelogue (p. 58) at least three of their priorities in life. Ask them to rate themselves on a scale of 1-10, 10 being high, on whether this priority is leading them toward God or away from Him. Brainstorm ways the group, together and individually, could become more powerful influences in this ungodly world. Record responses. Call for three volunteers to pray about each one of these topics: (1) Ask God to guide each adult to follow through in seeking to be a godly influence with the friend or family member who has taken a wrong path. (2) Ask God for guidance for each group member to follow through to make any needed changes in their priorities. (3) Pray that the group would, together and individually, become a more godly influence. page 42 truth

45 FOLLOW THROUGH Encourage adults to review their notes from this lesson, especially from the Conclusion. Urge them to pray daily during the week that they would implement each action they identified. Urge adults to ask God for His power to stand against ungodly influences. Encourage them to study the upcoming lesson, especially the Focal Passage, Psalm 139: In the context of this lesson, suggest that they write a short statement of their purpose as a child of God page 43 truth

46 LESSON 6 Affirming value: Identity and Uniqueness TEACHING AIM: Affirm the value of those in the home so that they can embrace who God made them to be. Each person is valuable and has been given unique gifts to serve others in a way that honors God. WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Equip those in the home to affirm the value of each member and to encourage each one to use his or her unique gifts and abilities to serve God s purposes in the family, the church, and the world. Background Passage: focal Passage: Memory Verses: PS A L M 13 9 PSALM 139: P SA L M 1 3 9: Little Miss American Idol Remarkably and Wonderfully Made (vv )) How to Train Up a Child (Prov. 22:6) Created with a Plan and for a Purpose (Eph. 2:8-10) Fan into Flame the Gift of God (2Tim. 1:6-7) Finding Your Place For it was You who created page 44 affirming value? my inward parts; You knit me together in my mother s womb. I will praise You because I have been remarkably and wonderfully made, Your works are wonderful, and I know this very well.

47 PREPARING TO TEACH Begin your lesson preparation by reading Psalm 139 aloud. As you read, absorb the meaning and the poetry of these incredible words about our God who knows us better than we know ourselves and is always with us. After you have read the content from the Venture In Travelogue (pp ) and responded to the questions, thank God that you are remarkably and wonderfully made. As you plan, consider ways to provide opportunities for group members to become more aware of their own identity and value as well as the value of others close to them. Plan opportunities for group members to affirm one another for ways they are using their unique gifts and abilities to serve God s purposes. Pray daily for group members, especially for any who seem to struggle with their own identity, talents, and gifts. Reread the final paragraph of Little Miss American Idol (Travelogue, p. 60) that contrasts secular and biblical worldviews. Plan to emphasize the importance of praising our holy God for creating us in His image and enabling His sons and daughters to live out their true identity in Christ. TEACHING SUGGESTIONS LITTLE MISS AMERICAN IDOL Review the Travelogue introduction (pp ) and draw from the story to make the following points: Believers are created in the image of God. As children of the One True God, we are to live out of our identity in Christ. We are to affirm the value of each person in our home and biblical communities. We should encourage persons in our communities to develop their unique talents and gifts to serve God. We must value and grow in understanding our own identity in God s service. Call on a preenlisted adult to read aloud Psalm 139 as others follow along in their Bibles. Encourage group members to under- page 45 affirming value?

48 line words and phrases they find especially meaningful. Discuss as needed. Call on volunteers to identify their response to the Travelogue question (p. 60): How would you respond if someone asked, Who are you? REMARKABLY AND WONDERFULLY MADE Ask adults to read silently the Focal Passage, Psalm 139:13-16, and write in the margin of the Travelogue (p. 61) a one-word praise response to these verses. Call on volunteers to share their responses. Record them on the marker board or a tear sheet. Ask volunteers to review the passage and identify characteristics of God found in these verses. Discuss each one. Ask: What does it mean to you that God knows you better than you know yourself? Emphasize these verses don t stop with how God made us. Our identity and value is given to us to better serve Him in our earthly relationships. Call on a volunteer to read aloud Genesis 1:31. Ask: Since God applied the term very good only after creating man and woman, how should believers value themselves? Why is it sometimes difficult for believers to see themselves as remarkably and wonderfully made? Why do believers sometimes fail to affirm one another for who they are and what they do? HOW TO TRAIN UP A CHILD Read aloud Proverbs 22:6. Share briefly from the Travelogue (pp ) about the difference between a proverb and a promise in the Scripture. Point out that some people misunderstand the verse as an ironclad promise and, therefore, feel God is letting them down if a child departs from his parents teachings. Introduce the subject of spiritual growth to emphasize there is no single cookie-cutter way of leading someone to Christ and then helping them grow in their faith. Just as God creates children with page 46 affirming value?

49 unique identities and gifts, so parents and teachers must take into consideration the way each child learns and applies truth. Draw from the Travelogue (pp ) to explain the concept of train up a child according to his bent. Call on volunteers to report their answers to the Travelogue question (p. 63): Why do you think God would bend each of us differently? If not mentioned, point out that because God creates us to be different, we naturally don t all grow spiritually in the same way. Lead the group to brainstorm different ways children learn God s truth. Record responses on a tear sheet or the marker board. (Examples might include: reading, listening to a Bible story with pictures to illustrate it, learning a song, distributing a written activity for the child to complete at home with a parent, drawing a picture to illustrate the truth, or other hands-on options.) Call on volunteers to describe how their spiritual growth was expressed differently than that of a sibling or how their children learned biblical truth in different ways. Conclude with the principle that providing opportunities for children to learn biblical truth in the way that helps them most enables a teacher or parent to help them learn and apply biblical truth that will last for the rest of their lives. CREATED WITH A PLAN AND FOR A PURPOSE Lead adults to identify situations in life that can lead believers to experience a loss of security in their identity as a child of God. (Examples might include: loss of job; financial crisis; sin; or failure in business, marriage, or parenting.) Group adults into two teams. Assign one team to read Ephesians 2:8-10 and prepare to respond to the following question: How does the fact that salvation is a gift from God free you to be who God created you to be? Assign the other team to read Romans 8:12-17 and prepare to respond to this question: How does knowing you are an adopted child of the Most High King give you security to live and speak boldly about your relationship with page 47 affirming value?

50 Him? Call for team responses. Discuss as needed. Ask: How does God s grace gift of salvation stand in stark contrast to the world s standards? Discuss. FAN INTO FLAME THE GIFT OF GOD Pose this question: How does the world often beat people down? Call on volunteers to respond. If not mentioned, state that, when believers lose confidence in themselves, they often become afraid and may become immobilized by their fears. Call on a volunteer to read aloud 2 Timothy 1:6-7. Briefly explain why Paul admonished Timothy to fan the flame of God s presence that resided in him and other believers. Ask adults to follow along in their Travelogue as you read the quote from C.S. Lewis (p. 66): As Dr. Johnson said, People need to be reminded more often than need to be instructed. The real job of every moral teacher is to keep on bringing us back, time after time, to the old simple principles which we are all so anxious not to see. Call on volunteers to respond to this quotation as it might be applied to biblical truths. Discuss ways fellow believers can encourage one another when they are afraid or feel like a failure. Distribute index cards. Ask group members to reflect on their own gifts and talents and list on one side of the card at least one talent they have and how they are using this talent to benefit God s Kingdom. Direct adults to write a short prayer on the card next to the talent they listed, thanking God for this talent and for opportunities to use it. Point out that believers never tire of hearing encouraging and affirming words from brothers and sisters in Christ. Emphasize the importance of following through when prompted by God to affirm someone for their use of God-given abilities. Comment that often those promptings come when that person really needs an encouraging word. Call for adults to use the back of their card to write the name of someone in their biblical community and an encouraging word they could give to this person about their God-given personality, page 48 affirming value?

51 talents, or abilities. Urge them to share that encouragement with this person this week. Teaching Option Replace the previous suggestion. Write the name of each group member on an index card. Distribute cards randomly and ask adults to write a statement of affirmation or encouragement about that person. Then go to that person, offer your encouragement, and give the person the card to keep. NOTE: This activity will take more group time, so allow enough time for each person to give and receive a card. Read aloud Hebrews 3:13 But encourage each other daily, while it is still called today, so that none of you is hardened by sin s deception. Urge adults to memorize this verse as a reminder to increasingly affirm and encourage others for the good and beautiful things they do and say. FINDING YOUR PLACE Encourage adults who don t know their spiritual gift(s) to take a spiritual gifts inventory, attend a workshop, or seek out a mentoring relationship with someone they consider a spiritual leader. If your church offers classes or workshops on spiritual gifts or mentoring, provide this information. Emphasize the purpose of learning one s spiritual gift is to use those gifts in serving God and others. CONCLUSION Read aloud the Focal Passage as a closing prayer. Then ask adults to silently thank God for the unique gifts and talents He has given them and to give them eyes to better see and affirm others for using their gifts and talents. page 49 affirming value?

52 Teaching Option Replace the Conclusion teaching suggestion. Play the song, Psalm 139 (Hal s Song), sung by Linda Cates (available from itunes, Apple Music, and amazon.com). As the music plays, encourage adults to reflect on their God-given uniqueness and to determine to live in a constant state of gratitude and commitment to use well what God has given. FOLLOW THROUGH E mail group members, affirming them for their participation in this session. Challenge them to grow in affirming and encouraging others and to seek opportunities to encourage at least one person every day. U rge adults to pray for others in the group as they encourage others this week. P ray daily for group members to apply the principle of encouragement to strengthen relationships with those in their home and biblical communities. page 50 affirming value?

53 LESSON 7 bless and empower: To Make Christ Known TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Bless and empower family members to make Christ known in the world. Believers are blessed by God s indwelling and empowering Spirit, and by God s immeasurable love. We are then empowered to do great things for Christ through His power that works in us. Bless those in the home and empower them to be sent out into the world as Christ s ambassadors. We are called to minister as both salt and light in the world (Matt. 5:13-16). Background Passage: focal Passage: Memory Verse: E PH ES IA N S 3 EPHESIANS 3 : E P HE SI A N S 3 :2 0 The Resumes of the Twelve Disciples Inner Strength (vv ) Insightful Understanding (vv ) Immeasurably More (vv ) How to Bless and Empower The Blessing Now to Him who is able to do page 51 above and beyond all that we ask or think according to the power that works in us. bless and empower

54 PREPARING TO TEACH As you study this lesson in your Venture In Travelogue (pp ), keep this truth in mind: In terms of status, earnings power, and potential for success, the 12 disciples chosen by Jesus to spread the gospel worldwide fell far short. However, with the advantage of hindsight, what did Jesus see in the minds and hearts of these men that a management consultant might have missed? Consider these thoughts: 1. Jesus was not looking for disciples with a high opinion of their own intellect. He was looking for believers who were willing to follow Him and allow Him to mold and shape them to say and do things only possible through God s power. 2. Jesus sought disciples who recognized clearly that He was God and they were not. 3. Jesus wanted to empower His disciples to change the world. 4. Jesus started looking for disciples, not at the temple, but at the Sea of Galilee where men worked hard fishing for fish and would grasp the concept of fishing for men. 5. Jesus wanted disciples who were willing to suffer and die for their faith even as He would die. 6. He sought disciples who considered themselves blessed beyond measure during Jesus ministry among them and would faithfully carry the message after He was raised from the dead and returned to heaven. Their faith would extend to a willingness to lay down their own lives if necessary. With these thoughts in mind, meditate on Ephesians 3:14-21, the Focal Passage for this lesson. Memorize Ephesians 3:20 as a reminder that God is able to bless and empower His children in ways far beyond our ability to think or ask. As you prepare to facilitate this study, ask God to empower you to help adults understand that when He calls them to do great things, He also provides everything they need to accomplish a Godsized mission. TEACHING SUGGESTIONS page 52 bless and empower

55 THE RESUMES OF THE TWELVE DISCIPLES Draw from the Travelogue (pp ) and Scripture to present the strengths and weaknesses of three or four of the men Jesus called to follow Him. Point out the assessment of Judas Iscariot in the simulated letter from management consultants (Travelogue, pp ). Ask the question from page 71 of the Travelogue: What do you think Jesus saw in the disciples that others could easily overlook? Call on volunteers to suggest traits. Record their responses on a tear sheet or the marker board. Point out Why Study This Lesson? (Travelogue, p. 69) to make the point that, as God s children, we are blessed by God s Spirit and empowered to great things for Christ that would be impossible in our own power. Write the following sentence on the marker board or a tear sheet: Too often, rather than embracing God s power in us, we shrink Him down to our own size and never achieve all that He wants us to do. Ask: Do you think this statement is true or false? Why? Call on a volunteer to read the Why Study This Lesson? statement again (Travelogue, p. 69). Teaching Tip Recommend the book, Your God Is Too Small, by J.B. Phillips on this subject. The latest edition was published in INNER STRENGTH Briefly overview Paul s key points in Ephesians 3:1-13, the verses immediately preceding the Focal Passage, Ephesians 3: Call on a volunteer to read aloud Ephesians 3: Call on adults to summarize in their own words the point Paul made here. If not mentioned, point out that Paul discovered some of the Ephesian Christians didn t know the Holy Spirit existed (Acts 19:2). They also page 53 bless and empower

56 did not know that the Spirit dwelled in them and His power was available to them. Call on volunteers to point out ways they have experienced the power of the Holy Spirit in their lives. Emphasize that every believer has access to this power to change their own lives and those of others. INSIGHTFUL UNDERSTANDING Ask adults to read silently Ephesians 3: Ask: What is God s message through Paul about relationships? Be sure responses include: 1) the relationship between faith and God s indwelling power; 2) God empowers you because He loves you in ways greater than we can comprehend; and 3) He wants you to experience this power that only comes from Him. Point out the four dimensions of God s love length, height, width, and depth. Call on volunteers to identify their response to the Travelogue exercise (p. 73): List here what it means to show others the length, height, width, and depth of God s love. Discuss. Teaching Tip Display a plaque, image, or figure with arms extended and the message, I love you this much. Comment that parents sometimes say this to their children to help them grasp how much they are loved. Ask: What other comparisons do we sometimes use to tell someone how much they are loved? ( I love you big. I love you to the moon and back. I love you more than all the stars in the sky. ) As wonderful a gift as those words are, God s love for us is so much greater! IMMEASURABLY MORE Read Ephesians 3:20-21 in unison from the Travelogue (p. 73). page 54 bless and empower

57 Challenge adults to memorize Ephesians 3:20 as a reminder of how God wants to work in our lives. Point out from the Travelogue (p. 73) that this is one of the greatest benedictions in the Bible. Ask: What does the statement mean to you that God is able to do above and beyond what we ask or think? Call on volunteers to respond to this question and to give examples of how they ve experienced the truth of this verse in their lives. Choose the life situation below that connects most directly to the lives of adults in your group. Discuss the situation and ways it relates to what God wants to do in our lives. 1. Sixteen-year-old Joshua has been taught all of his life that God wants to do something special through him. However, when he tells his parents he believes God is calling him to minister in a third world country, they try to talk him out of it. 2. Eleanor is convinced God is calling her to minister to children in orphanages. However, she fears failure because she is shy and finds it hard to connect with others. 3. Rose and Darrell have recently retired. While they admire fellow retirees who volunteer with churches and non-profits, they have concluded that they lack the skills for that. 4. Susan graduated from college with a degree in social work and aspires to help children in Appalachia achieve their dreams. However, her longtime boyfriend proposes marriage and makes it clear he doesn t want anything to do with living around poor people. Pose this question for individual reflection: What does God want to do in your life that could be described as immeasurably more? HOW TO BLESS AND EMPOWER Display this sentence from the Travelogue (p. 76): The mark of true disciples is that they produce more disciples. Call on volunteers to evaluate this statement as true or false. Ask: Why is it not enough for believers to study and understand the Scriptures for themselves? Why should they produce more disciples? page 55 bless and empower

58 Call on a volunteer to read Acts , the story of Aquila, Priscilla, and Apollos. Ask: What background of Aquila and Priscilla equipped them to bless and empower Apollos? Call on a volunteer to identify his or her response to the Travelogue question (p. 75): Who is an Apollos in your life someone with raw potential and a hunger for the things of God? After one or two responses, ask: What role might God be calling you to play in this person s life? Discuss what the impact on the world might be if every believer took seriously God s call to bless and empower. THE BLESSING Display the following statement from the Travelogue (p. 77): We live in a world full of people, including ourselves, who have broken hearts. Call on volunteers to respond to whether they view this statement as true or false. Ask: How likely are you to help someone seeking a blessing if you have not done so in your closest relationships? Ask adults to write in the Travelogue margin (p. 78) the name of someone they know who needs the kind of blessing they could give in the name of Jesus. Provide blank cards and pens. Challenge each adult to write a blessing for this person as Paul did for the Ephesians and then share the blessing with that person. Emphasize that God will do the blessing, but you will have been the instrument by which the person was blessed. CONCLUSION Ask adults to reread silently Ephesians 3: Ask: What do we learn about the character of God when we bless and empower others and always receive more blessing from God than we gave? Challenge adults in the coming week to write several blessings for people they know and find a personal, private way to give the blessings to them. Close the session by reading aloud Numbers 6:24-26 (Travelogue, p. 78). page 56 bless and empower

59 FOLLOW THROUGH Write a blessing for your small group and send it to them by . For those who were not present when this lesson was presented, urge them to read chapter seven to better understand the concept of blessing others. Reiterate your challenge to adults to write several blessings for people with whom they are in relationship and find a personal, private way to give the blessing to each. Pray by name for each person in your group, asking God s blessing on them. Pray by name for those for whom you are writing and delivering blessings. Make note of ways God blesses you for these blessings to others. Ask Him to show how you can grow and equip others to do great things for Christ. page 57 bless and empower

60 LESSON 8 healthy singleness: undivided devotion Affirm that single adults are complete in the Lord and valuable members of God s family. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Single adults are valuable to the church and important members of God s family. Recognize the value of single adults in God s family. Be aware that single and married adults are members of the one body of Christ and that we need one another. Single adults should be encouraged about their unique opportunities to serve the Lord. Background Passage: focal Passage: Memory Verses: 1 C O RIN T H IA N S 7 1 CORINTHIANS 7: R O MA N S 1 2 :4-5 Fact or Fiction A Revolution in Relationships (vv ) Make the Most of the Time (vv ) Unhindered Devotion (vv ) Walking Together: Key Issues Singles Face Now as we have many parts in page 58 healthy singleness one body, and all the parts do not have the same function, in the same way we who are many are one body in Christ and individually members of one another.

61 PREPARING TO TEACH As you approach this lesson, spend some time reflecting on your understanding about the positives and negatives of living in today s world as a Christian single adult. Take the Fact or Fiction quiz in the introductory section of this lesson in the Venture In Travelogue (pp ). How did you do? Generally, single adults represent three categories: never-married, divorced, and widowed. Consider which of these categories would be of greatest interest to the group you teach. While you may wish to focus on one particular category, plan to include all of them to some degree in your teaching plan. Consider as you plan: 1. While marriage was clearly the standard in biblical times, a much larger percentage of adults are single today. While negative stereotypes abound, the primary focus should be on the positive. 2. Every lifestyle has positives and negatives as the Focal Passage indicates. Make a list of some positives of the single lifestyle. If you don t know, consider talking this week with several single adults in your church. 3. Find out about your church s ministries with single adults and seek ways to include some of this information in your lesson. As the Travelogue indicates (p. 80), a church s singles ministry should never be seen as a dating service. At the same time, if one purpose of the ministry is fostering healthy relationships, some members are likely to date and marry as a result. 4. Consider how singles are integrated into the life of the church as a whole. For example, are single adults given the same consideration as married adults for leadership positions? Read and memorize Romans 12:4-5, this week s Memory Verses. Consider key points of relevance of these verses to your group. TEACHING SUGGESTIONS FACT OR FICTION Introduce the lesson by displaying on the marker board the following sentence from the Travelogue (p. 79): There is probably no page 59 healthy singleness

62 group as misunderstood in the church as singles. Ask adults to read the statement silently and rate it as true or false. Call on volunteers to share their responses and reasons for their choice. Discuss. Review the correct answers to the five Fact or Fiction statements (pp ) about single adults. Ask: What answers surprised you? How effectively do you believe our church ministers to single adults? Call attention to the suggested activity in the Travelogue (p. 81): List some stereotypes you have or have heard (even if you are single). Call on volunteers to respond. Discuss as needed. A REVOLUTION IN RELATIONSHIPS Draw from the Travelogue (pp ) and other sources such as a commentary or Bible dictionary to describe the wide range of cultures, religions, and lifestyles seen in the city of Corinth as Paul was writing his letter. (These resources are available online at sites such as as well as in print.) Call on a volunteer to read aloud 1 Corinthians 7: Display the following sentence from the Travelogue (p. 82): Paul s primary purpose in this letter was to motivate the church to acknowledge God s ownership and authority in all areas of life including personal and social ethics. Call on volunteers to identify reasons why Paul needed to clarify that any adult could live for Christ whether single or married. Read aloud Matthew 19: Comment: Immediately following His comments about divorce, Jesus spoke these words on viewing the single lifestyle positively. Call attention to the Travelogue question (p. 82) that ends this section: In what ways do we subtly elevate or emphasize one lifestyle over the other in our churches? Call on volunteers for response. Conclude by pointing out that, while marriage was the norm in biblical times, several single adults Jesus, Paul, and John the Baptist, to name a few modeled through their lives and their words a positive view of living for Christ while single. page 60 healthy singleness

63 MAKE THE MOST OF THE TIME Ask adults to read silently 1 Corinthians 7: Lecture briefly on the key points of these verses using a study Bible or commentary. Give special attention to the meaning of the phrase, have trouble in this life, in verse 28 and the meaning of verses about how believers should live. Point out from Travelogue (p. 83) that Jesus emphasized the concept of spiritual family over traditional family. Choose at least two of the following three passages to illustrate: Matthew 12:46-50, Luke 14:26, and Luke 18: Emphasize that Christians, whether married or single, should cultivate relationships based in their relationship with Christ. Call on a volunteer to read aloud Romans 12:4-5, this week s Memory Verses. Challenge them to memorize these verses to help them faithfully live for Christ. Display the first four lines of the gospel song, This World Is Not My Home, by Albert E. Brumley: This world is not my home I m just a-passing through My treasures are laid up Somewhere beyond the blue The angels beckon me from heaven s open door And I can t feel at home in this world anymore. 1 Ask: How do the Memory Verses and the verse of the song help single or married adults to cultivate healthy relationships with fellow believers and with Christ? (Note: If you desire to play a recording of the entire song, many are available at www. youtube.com.) Point out that some single adults consider their status permanent while others hope to marry. Either way, emphasize the importance of singles avoiding the temptation to live in a suspended state until married rather than majoring on the positives of their lives in the present. Practicing this truth is great preparation for marriage, should that happen. page 61 healthy singleness

64 Teaching Option Instead of the song lyrics, consider using information from the article Seven Ways to Celebrate Being Single by Amanda K. Fowler ( These suggestions include: create lasting memories with friends, eat whatever you want, take a spur-of-the-moment trip, spend more time with God, be more spontaneous in general, commit to a ministry, and sleep in. The author concludes: God has rich and meaningful times for your single days days that should be spent focusing on what you have, not on what you don t. Call on volunteers to respond to these ideas. UNHINDERED DEVOTION Call on a volunteer to read aloud 1 Corinthians 7: Ask: What positives of the single adult lifestyle does Paul mention in this passage? Illustrate the concept of a call from God to life as a single adult by sharing briefly about two well-known Southern Baptist missionaries, Lottie Moon and Bill Wallace. Both ministered in difficult times in China. Both had rich lives in serving Christ and living in godly relationships with the families they were born into and their chosen families on the mission field. They invested their lives freely in their ministries among the Chinese people. Teaching Tip Biographies of Lottie Moon and Bill Wallace are available through Information about both missionaries is also available at the website of the International Mission Board, page 62 healthy singleness

65 Call attention to the last Travelogue question in this section (p. 85): How can a church that recognizes and values the contributions of both married and unmarried members be stronger as a church family? Call on volunteers to identify their responses to this question. Discuss as needed. WALKING TOGETHER: KEY ISSUES SINGLES FACE Comment that the Travelogue writer listed what he termed three key issues singles face (pp ): loneliness, sexuality and cohabitation, and the imperative of understanding the unique issues of never-married, divorced, and widowed singles. If you spoke during the week with several single adults, you may wish to include here some of the needs they identified. Choose one of the situations below to overview and discuss. (You may decide to choose the one that is most relevant to your group.) Consider actions your church could take in similar situations. Widowed Connie saw her husband, Carl, through the seven years of his battle with cancer and lived in constant gratitude for the many ways her small group at church ministered to them. After Carl s death, she continued attending the class but found herself feeling isolated by the fact she no longer had a husband. She had even heard a few comments suggesting that Connie might be more comfortable in a ladies class. Connie considered that a possible option for the future, but she wasn t yet ready to make that move. Divorced After the pain of his divorce, Tom wondered if he would even feel welcome at church. He soon learned that fear had been baseless. He participated in a support group for divorced adults. When that ended, he wondered where he belonged and if he would be allowed to serve in a leadership role. Never Married Sara had been active in the collegiate ministry of her church. After graduation, she determined she was not yet ready for marriage while pursuing a master s degree. However, in the single young adult small group, she got the feeling that everyone page 63 healthy singleness

66 else was there, in part, to pursue a dating relationship that might lead to marriage. Call on a volunteer to read aloud Romans 12:4-5. Discuss ways your group and your church could improve at celebrating the gifts of all members, individually and corporately. CONCLUSION If your small group members are married or most are married, lead them to identify ways they could better understand the needs of single adults. In addition, call on volunteers to identify ways they believe the church s single adult ministry could be strengthened. If your group is composed of single adults from any or all of the three groups, lead them to evaluate their involvement in the church as a whole. Call on volunteers to suggest ways the church ministry with singles could be strengthened. FOLLOW THROUGH In your weekly communication with the adults in your small group, urge them to reflect on new insights they gained from this study on healthy singleness. If ideas surfaced in your group about ways the church could strengthen its single adult ministry or better celebrate the diversity of gifts in the congregation that you believe would be beneficial to the church, send an to appropriate staff members with suggestions. Offer to meet if further discussion would be helpful. Pray specifically for any needs that surfaced during last Sunday s lesson. Ask God to help you grow in your acceptance of all people, regardless of their marital status. 1 Words and music by Albert E. Brumley, Brumley Music, Powell, MO; page 64 healthy singleness

67 LESSON 9 marriage: Intentional, Sacrificial Love Communicate the sacredness of marriage as a picture of Christ and the church, and present a vision of a healthy, God-honoring marriage. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Christian marriage is sacred because it offers a picture of Christ and the church. Help believers to see the sacredness of their marriage vows and to relate to their spouse in ways that honor God and their spouse. Background Passage: focal Passage: Memory Verse: E PH ES IA NS 5: 1-6: 9 EPHESIANS 5 : E P HE SI A N S 5 :3 3 To sum up, each one of you is to A Profound Mystery Imitators of God (vv ) Filled with the Spirit (vv ) A Word to Wives Husbands Love Your Wives (vv ) Better Together (vv ) Biblical Marriage Still Matters A Good Place to Start page love his wife as himself, and the wife is to respect her husband. 65 marriage

68 PREPARING TO TEACH After reading the background and Focal Passages, write the phrase, This mystery is profound, from Ephesians 5:32 in the margin of your Venture In Travelogue (p. 90). Write in one sentence what this phrase means to you as a description of biblical marriage. Read the Memory Verse aloud. Reflect on the commandment that the husband is to love his wife and the wife is to respect her husband. Use an online or hard copy commentary or Bible dictionary to research the meanings of love and respect as applied to this verse. Write a one-sentence summary for each word. Develop your teaching plan with awareness that the makeup of your group will be a major factor in the direction your plan takes. If your group is made up of married adults, plan knowing that everyone in the group has a perspective on marriage based on experience. If the group is primarily never-married singles, the approach may be more on the values they are seeking if they do marry. If the group is made up of married men or married women, the study may deal more with gender roles in marriage. Divorced adults may need to be challenged to put past failures behind them and focus on biblical teachings about marriage. Some widowed adults may hope to marry again while others do not. Your planning will need to take these differences into consideration. Above all, organize your teaching plan around the concept that Christian marriage is sacred because it offers a picture of Christ and the church. Through all activities seek to present a picture of a healthy, God-honoring marriage. TEACHING SUGGESTIONS A PROFOUND MYSTERY Lead the group to brainstorm characteristics of a healthy, Godhonoring marriage. Record responses on the marker board or a tear sheet. Review and discuss as needed. Ask: Would you rather have a marriage based on romance and roses or a mutual commitment to the hard work of a healthy relationship? Call on volunteers to respond with their page 66 marriage

69 choice and the reason behind it. Point out that the challenge of building a healthy, Godhonoring marriage can be made greater by a society that devalues marriage. Call on volunteers to identify from their responses in the Travelogue (p. 90) examples of ways our culture devalues marriage. Discuss ways marriage can be over-romanticized and identify problems that may occur in a marriage when the husband and/or wife have an over-romanticized view of marriage. Emphasize the importance of believers having a clear understanding of what the Bible teaches about marriage. IMITATORS OF GOD Call on a volunteer to read aloud Ephesians 5:1-2. Display on the marker board or a tear sheet the following three phrases from this passage: imitators of God, dearly loved children, and walk in love. Take one phrase at a time and lead the group to brainstorm ways believers 1) can be imitators of God, 2) the significance of understanding they are dearly loved children, and 3) actions that illustrate walking in love. Then lead them to identify at least two ways each phrase applies to a biblical marriage. Teaching Option Instead of discussing the three phrases as a group, create three teams and assign each team one of the three phrases from Ephesians 5:1-2. Ask each team to create a word picture to illustrate the meaning of the phrase as applied to biblical marriage. Ask adults to read silently Ephesians 5:19-21 and be prepared to describe the meaning of submitting to one another in the fear of Christ. Ask: What are some negative connotations to the idea of submitting to another person? What are some benefits of submitting to one another in the fear of Christ? page 67 marriage

70 Discuss ways mutual submission of the husband and wife to each other can strengthen their relationship. FILLED WITH THE SPIRIT Ask adults to read silently Ephesians 5:22-24 from their Bibles. As group members are reading, write these statements on the marker board or a tear sheet: Identify one phrase you disagree with or feel you need a greater understanding about. Identify one phrase you strongly agree with. After adults have read the verses, ask these questions (Travelogue, pp ): Without giving a Sunday school answer, what is your first reaction to these verses? Based on Paul s point here, where does our power for a godly marriage come from? Call on volunteers to identify their answers to the first statement on the marker board or tear sheet. Follow the same process for the next statement. Emphasize the point from the Travelogue (p. 93) that Paul was speaking about a marriage between two believers. The same was true of John in John 14:17, 27. Both emphasized their teachings applied to a relationship in which both husband and wife were filled with the Holy Spirit. Point out that a marriage that honors God requires believers who have accepted Christ as Savior, who rely on Him to strengthen their relationships, and who allow the Holy Spirit to empower them for a healthy relationship with their spouse, family, and friends. Allow time for any questions about the key points of the lesson so far and/or personal issues related to the passage. A WORD TO WIVES Ask adults to review Ephesians 5:21 where Paul admonished husbands and wives to submit to one another in the fear of Christ. Ask: Why does our culture resist the idea of submission? In addition to marriage, what occupations or settings require submission to someone or something? page 68 marriage

71 Read aloud the following sentence from the Travelogue (p. 94): You surrender some of your independence for a greater good. Discuss examples of greater good as applied to marriage. Call on volunteers to identify ways a wife might need to submit to her husband for the greater good of their marriage. Ask these Travelogue questions (p. 94): Based on these verses, what is a wife s role in marriage? How is this an important picture of the way the church serves Christ? HUSBANDS, LOVE YOUR WIVES Call on a volunteer to read aloud Ephesians 5: Draw from the Travelogue (pp ) to overview ways this passage, especially the command for a husband to love his wife, was radical for the time. Discuss ways a husband may treat his wife if he loves her as His own body. Ask: If all husbands followed the mandate in these verses, what could be the impact on the exploding problem of domestic violence? Discuss the meaning of the sentence in verse 28, He who loves his wife loves himself. Ask: Why is this important? Call attention to the phrase, the two will become one flesh as it applies to marriage and also to Christ and His bride, the church. Ask: How is this important, both for marriage and the church? Choose one of the life situations below or create another more relevant to your group to further discuss biblical roles and responsibilities of husbands and wives. Life Situations for Husbands and Wives Choose one and discuss in light of Paul s teaching about gender roles in marriage. 1) Shortly after their marriage, Donna noticed a distinct change in the way her husband related to her. Carl had become very direct in telling Donna what to do, what to wear, and how she should behave. When she questioned him about the change, Carl said he was only trying to carry out his role as head of page 69 marriage

72 the house. What Scriptures might help this couple to resolve their differences? 2) During premarital counseling, Marie and Joe discovered their parents marriages were quite different from each other and so they were approaching their marriage from different perspectives. Marie s mother had always worked outside the home while Joe s mom had been a full-time wife and mother. How might Marie and Joe talk about these and other differences? Why is that discussion important before marriage? 3 ) Bill and Jackie had been married 52 years when Jackie suffered a paralyzing stroke. Bill suddenly found himself facing tasks Jackie had always done preparing meals, doing laundry, and managing the household. He was determined to stand by Jackie as a loving and dutiful husband, but he didn t know where to turn for help. What should he do? Teaching Option Instead of discussing one of the life situations, invite a couple who have been married many years and whose marriage reflects biblical teachings to visit the class. Ask each to share one characteristic of their marriage they believe has contributed to its longevity. Allow a brief time for questions. BETTER TOGETHER Read aloud Ephesians 5: Ask: Why do you think, especially in light of the culture of the time, Paul commanded wives to respect their husbands and husbands to love their wives? If not mentioned, suggest men often offer respect more easily and women love more easily. Suggest that Paul may have emphasized the action that would be most difficult for each spouse. Call on volunteers to identify their responses to the Travelogue question (p. 96) about specific ways marriage bears witness to Christ s love for His church. page 70 marriage

73 BIBLICAL MARRIAGE STILL MATTERS Ask adults to turn to p. 97 in the Travelogue where three truths about biblical marriage are presented. Briefly review each statement. Discuss especially holiness versus happiness in the first statement, falling in love versus choosing to love in the second, and, in the third statement, making your marriage a picture of what God can do when He is the center of a relationship. A GOOD PLACE TO START Briefly review the three stages of marriage described on pp of the Travelogue. Begin by explaining the principle, Wherever you are is a good place to start. Ask adults to reflect individually on their response to the Travelogue question (p. 98): Which of these three stages best describes you and why? For any who had not done so earlier, ask them to identify the current stage of their marriage, if married. (Do not call for oral responses.) Call attention to the Travelogue quote (p. 98) from a wife being interviewed about the longevity of her marriage: We were born in a time when if something was broken you would fix it, not throw it away. Discuss the significance of her statement in today s world. CONCLUSION Distribute to each adult the following list of seven traits that separate good marriages from great ones (from an online article by Dave Willis: patheos.com/blogs/davewillis/7-traits-that-separate-goodmarriages-from-great-marriages). Seven traits of great marriages: 1. Great marriages always have contentment but never have complacency. 2. Great marriages don t have any secrets. 3. Great marriages don t have an Exit Strategy. 4. Great marriages prioritize fun. page 71 marriage

74 5. Great marriages keep an optimistic outlook. 6. Great marriages don t live on leftovers. 7. Great marriages have a foundation of faith. Ask adults to reflect individually on this list and identify one trait they believe is a strength of their marriage and one that needs attention. Encourage them to share the list with their spouse as it applies to their marriage. If time permits, encourage adults to share other statements they would add to the list. Close the session by asking adults, married and single, to pray silently asking God to help them value marriage as God intended. FOLLOW THROUGH In your weekly communication with group members, urge those who are married to schedule a time to talk with their spouse about the current state of their marriage and actions they can take to strengthen it. Suggest that those who are single, divorced, or widowed review key truths from the lesson they want to prioritize in a future marriage or to share with a friend or family member. Pray for group members, especially any who are struggling in their marriage or seriously considering marriage. page 72 marriage

75 LESSON 10 Parenting: Pointing Children to the Gospel Communicate the importance of loving our children well, modeling godliness before them, and bringing them up in the training and instruction of the Lord. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Healthy parenting involves loving our children well and bringing them up in the training and instruction of the Lord. Help believers to see the importance of making the home the center for godly influence and for parents to be the primary disciple-makers of their children. Background Passage: focal Passage: Memory Verse: EPH ES IA NS 5: 21-6: 4 EPHESIANS 6:1-4 J O SHU A 2 4:1 5 b What Is Good Parenting? Healthy Parenting Is Gospel-Driven (v. 1) Healthy Parenting Is Grace Centered (vv. 2-3) Healthy Parenting Is Intentional (v. 4) How to Train Up a Child (Prov. 22:6) As for Me and My House (Josh. 24:1415) As for me and my family, we will page 73 worship Yahweh. parenting

76 PREPARING TO TEACH After reading the Background Passage, Focal Passage, and Venture In Travelogue (pp ), consider ways to enlarge the scope of this session, as the Travelogue writer suggests, to include group members whose children are grown, grandparents, single parents, adults who have close relationships with children outside their nuclear family, and others. Also emphasize throughout the lesson that there are no perfect parents. Be sensitive to adults who may carry guilt related to parenting experiences. Reflect on the three parenting styles referenced in What Is Good Parenting? in the Travelogue (pp ): 1) Default Parenting, 2) Experimental Parenting, and 3) Biblical Parenting. Review your responses to the first question at the end of the section (Travelogue, p. 101). As you plan, be aware that some adults may take the easy way out in their own responses by choosing Biblical Parenting. They may reason they are believers and that is what they should be doing. Also note that you may need to pose some questions in varied ways to challenge your group to probe their own beliefs and practices. In the Travelogue section Healthy Parenting is Grace-Centered (pp ), review the seven parenting styles that reflect those who aren t parenting out of the grace God has given them. Make notes about members in your group who have had painful parenting experiences that may make this lesson especially difficult. These may include parents who have experienced the death of a child, those who feel like failures as parents, adults who experienced physical or emotional abuse as children, and others. Plan with the awareness that you cannot cover every area or issue related to healthy parenting. Pray daily that God will speak through this lesson and that group members will commit or recommit to biblical parenting. TEACHING SUGGESTIONS WHAT IS GOOD PARENTING? Begin by saying: My initial plan for this lesson was to invite a perfect parent to teach today but I couldn t find one. Use this page 74 parenting

77 to make the point that, just as with marriage and any other relationship, none of us is perfect. Reiterate this at other points in the lesson. Place today s Focal Passage in context with the previous lesson on marriage. Draw from the Travelogue (pp ) and an online or hard copy commentary or Bible dictionary about Paul s purpose in the second half of Ephesians. Overview the three parenting platforms referenced in the Travelogue (p. 100). Acknowledge most parents draw from more than one. Call on volunteers to identify their responses to the question about the style they gravitate toward most and one other that they also practice at times. Display or call attention to the following statement from the Travelogue (p. 101): We must recognize that influence with intent is the best way to be a good parent in the biblical sense. Call on volunteers to state an insight about the meaning of this statement. Ask: What kinds of parenting actions are excluded from the meaning of this statement? Discuss. HEALTHY PARENTING IS GOSPEL-DRIVEN Call for all adults to read Ephesians 6:1 aloud in unison: Children, obey your parents as you would the Lord, because this is right. Ask: How do you help your children understand the importance of obeying parents as they do the Lord when their knowledge of God may be limited? Call on volunteers to identify teachable moments with children where this verse could be explained. Ask: How can parents model for their children ways to help them understand God better? Call attention to the following sentence from the Travelogue (p. 102): The first goal in parenting then should be to always point our children to the gospel in every stage of their development. Ask: How is it possible to point a toddler to the gospel? Discuss. Choose at least one other example from the list below to discuss or identify another example that may be more relevant to your group members. page 75 parenting

78 Young child who asks how one gets baptized. Teenager who accepted Christ at age 10 but is now rebelling against his parents and against the principles he has been taught. Young adult Christian who seeks advice about whether to marry an unbeliever. A dult children struggling with parenting their own children. H ome where one parent is a Christ-follower and the other is not. Point out the importance of drawing on the partnership available through the church the body of Christ in parenting. Lead the group to brainstorm ways churches can support parents. Responses may include knowing what children are learning in Bible study, offering training events on parenting, and providing discussion/support groups, counseling, and resources through the church media library and other sources. HEALTHY PARENTING IS GRACE-CENTERED Ask adults to read silently Ephesians 6:2-3. Point out this is the only one of the Ten Commandments that includes a promise: that you may have a long life in the land. Emphasize the promise is talking about eternal life rather than extra years on earth. Ask: Why do Christians sometimes gratefully receive God s grace but fail to pass it along to friends and family, including their own children or grandchildren? Briefly review the seven parenting styles that don t include grace (Travelogue, p. 103). Ask: What circumstances may cause parents who generally practice grace-centered parenting to sometimes fail to do so? Call on volunteers to identify one example of grace-filled parenting they have carried out with their children. Discuss. page 76 parenting

79 HEALTHY PARENTING IS INTENTIONAL Read aloud Ephesians 6:4. Ask: What parenting actions illustrate discipline and instruction by parents that build up rather than tear down a child? Has the parent failed if a child becomes frustrated and angry? Why or why not? Call on volunteers to identify responses to the Travelogue question (p. 105): What are some warning signs that one might not be parenting out of grace but, instead, exasperating your children? Teaching Option Instead of discussing the Travelogue question, list these three points from an article, Successfully Handle Behavior Problems, from the Focus on the Family website: parenting/effective-biblical-discipline. These points include: 1) Remember that your child wants to please you. 2) Don t make mountains out of molehills. 3) Don t be a slap-it-together parent. Discuss these points as they apply to intentional parenting. If possible, print out copies of the article for group members. HOW TO TRAIN UP A CHILD Relay the Travelogue writer s description of bringing his first child home from the hospital (p. 105). Direct adults to Proverbs 22:6 in their Bibles and read the verse aloud. Call attention to the writer s statement (p. 106): This is a proverb, not an ironclad promise. Discuss. Ask: What actions should a Christian parent take in instructing their children in ways they will remember and live by as adults? Guide a discussion of common parenting frustrations. Call on a volunteer to read aloud the Travelogue paragraph that begins (pp ): The second truth I discovered Ask adults to highlight phrases from this paragraph that resonate with page 77 parenting

80 them. Guide a discussion of the difference between focusing on behavior management of children rather than faithfully pointing children to Christ. Call attention to the Travelogue content (p. 107) emphasizing that parents are in the best position to connect God s Word with the unique way each child learns and discovers truth. Ask: How can parents discover the way each of their children learns and responds to truth? Call on volunteers to identify lessons they learned when they realized one child responded very differently to a method that was effective with another child. Call on volunteers to identify their responses to the Travelogue question (p. 107): What are some ways that you could use your relationship with [your children, grandchildren, relatives, and other children] to connect God s Word to each? AS FOR ME AND MY HOUSE Read these two statements from Travelogue, pages : 1) Parenting is not a one-size-fits-all endeavor. 2) It s about relationships that need the gospel applied consistently along with lots and lots of grace. Emphasize parenting must start with biblical truths and the truths must be repeated regularly. Call attention to biblical examples of Christian parenting. Examples might include Abraham and Sarah with Isaac and Mary and Joseph with Jesus. Emphasize the importance of parents renewing their commitment to biblical parenting. Ask adults to read silently Joshua 24: If time permits, point adults to additional resources of biblical parenting. If your church has a media library, contact the librarian for suggestions. A good website with reliable resources is www. focusonthefamily.com. CONCLUSION Distribute paper and pencils. Call attention to the suggested Travelogue activity (p. 108) of writing a prayer of commitment to train and instruct children following God s directives. Ask those who completed the activity to review what they wrote and make any needed changes in light of the class session. For those who haven t page 78 parenting

81 yet written a prayer, allow time for them to start one. If adults seem uncertain about this activity, read the prayer of commitment you wrote during the week to jumpstart their thinking. Close with a time of silent prayer, asking for guidance in parenting and all relationships with children. Lead in a verbal prayer of commitment. FOLLOW THROUGH In your weekly communication with group members, urge them to share the prayer of commitment they wrote with family members, solicit response, and make any needed changes. Urge adults to study the next lesson in their Travelogue and spend time reflecting on their relationship with their own parents and other adults who have mentored them. Pray daily for group members. Ask God to guide you as you study the lesson and develop a teaching plan uniquely tailored for your group. page 79 parenting

82 LESSON 11 relating to parents: God s Way Communicate the importance of relating well to our parents as adults, honoring them during every season of life. TEACHING AIM: WHY STUDY THIS LESSON: We are called to honor our father and mother. As children, this is primarily reflected in our obedience. As adults, this requires that we honor them in other ways. DESIRED OUTCOME / PRACTICE: Help believers wrestle with how to honor our parents appropriately as adults. Our primary responsibility is to our spouse (the leave and cleave teachings of Scripture), but honoring our parents continues in different ways. Background Passage: focal Passage: Memory Verse: D EU T ERO N O MY 5: 1-21 MATTHEW 1 5 :1-9 D E U T E R O N O MY 5 :1 6 A Little Perspective Clarifying a Command (Deut. 5:16) A Case Study in Priorities (Matt. 15:1-9) Honoring Mom and Dad Honor your father and your mother, as the Lord your God has commanded you, so that you may live long and so that you may prosper in the land the Lord your God is giving you. page 80 relating to parents

83 PREPARING TO TEACH I keep a photo of my mother in her later years on my desk at home. It is not the best photo ever taken of her. Her face is somewhat clouded by the dementia that eventually ravaged her mind. But she has a trying-to-make-the-best-of-a-bad-situation look accompanied by her best effort at a smile. I love that picture because it reminds me of one of the most valuable truths she taught me as a child. When I was mad, crying, or complaining about having to go somewhere, I got little sympathy from my mom. She would repeat what she had said to me many times: If you go somewhere thinking you won t have a good time, you won t. But if you make up your mind to have a good time, you ll try harder and, sure enough, you ll be glad you went. I am so grateful to my mother for this lesson that I still practice today. As you develop your teaching plan, consider a story you could share with your group about lessons learned from one or both of your parents that still impacts your life today. Begin your planning by reading the Background and Focal Passages. Also read and reflect on the lesson in Venture In Travelogue (pp ). Spend time in personal reflection and prayer about your own parents and your relationship with them at various stages in your life. Consider these questions: If your parents are still living, how do you express your gratitude and love? If they are deceased, how are you honoring their memory? Are there other adults who have mentored you in some way to whom you need to show honor and respect? If your children are grown, how do they express their love to you? As part of your preparation, contact several group members and gain insights from them. Ask about struggles they have had or are having in relationships with their parents. Carefully review the four bulleted points in the lesson introduction (Travelogue, p. 110) of statistics about family life today. Review the Travelogue questions and select those most relevant to your group to discuss in class. Plan to allow time to review and discuss the three points from A Case Study in Priorities (Travelogue, pp ) about how the Focal Passage relates to how God expects adults to treat their parents. page 81 relating to parents

84 Finally, challenge group members to identify ways they can honor their parents and how to take immediate action to do so. TEACHING SUGGESTIONS A LITTLE PERSPECTIVE Use the quote attributed to Mark Twain (Travelogue, p. 109) to illustrate ways children s attitudes about their parents change through the years. Call on volunteers to describe their responses in the Travelogue (p. 109) about ways they misunderstood their parents while growing up and at what age they realized their parents were wiser than they earlier had thought. Using the marker board or tear sheets, call on volunteers to identify one word describing their father. Record. Repeat the same for mothers. Discuss. Ask: How has God helped you to see your parents as He sees them? Call on volunteers to respond. Ask adults to silently consider their response to this question: What guidance and grace do you need from God to overcome baggage you may carry from the past about your parents? After a few minutes of silence, lead in prayer, asking God to help each person to see their parents as He sees them and to determine ways to express gratitude, love, and respect for them. CLARIFYING A COMMAND Call on a volunteer to read aloud Exodus 20:12, the fifth of the Ten Commandments. Note this command also appears in Deuteronomy 5:16, the Memory Verse for this lesson. Read the verse aloud. Write the word honor on the marker board or a tear sheet. Call on volunteers to identify what the word means in the context of relationships between parents and children of any age. If not mentioned, include to revere and to respect. Ask: What are some actions adults can take to show honor and respect to their parents? page 82 relating to parents

85 Transition by asking: What behaviors or beliefs of your parents do you think should excuse you from honoring and respecting them? Point out from the Travelogue (pp ) that Scripture teaches those who are believers do not have the option of dishonoring their parents. Discuss. Choose from one of the life situations below and identify actions an adult might take in regard to a parent in this situation. A man abandoned his pregnant girlfriend and made no effort to see his son until 30 years later when the father was sick and homeless. When contacted by the man who fathered him, how might the son respond? A teenager and her mother became estranged over the mother s drinking and drug use that led her parents to divorce. She was raised by her father. What should the daughter do if the mother seeks her forgiveness? For years John has harbored only hate for his father who abused him as a child. He is filled with anger and guilt. How might he be freed of this? Sharon feels blessed if she is able to see her parents once a year. She lives with her husband and children in South Africa where her husband works for an international corporation. Her parents reside in the same house in South Dakota where they raised Sharon. How might Sharon express honor and respect for her parents, despite being separated by great distance? Ask adults to read Colossians 3:12-14 from the Travelogue (p. 113) and underline the qualities to be practiced by God s children. Call on volunteers who have questions about practicing these qualities with parents and discuss circumstances as appropriate. Call attention to this portion of verse 13: Just as the Lord has forgiven you, so you must also forgive. Point out from the Travelogue (pp ) the truth that forgiving another person, especially a parent, takes time and intentionality. It may extend into a long process. page 83 relating to parents

86 A CASE STUDY IN PRIORITIES Read aloud Matthew 15:1-9. Draw from your study of the Travelogue lesson (pp ) and an online or hard copy commentary, study Bible, or Bible dictionary to explain the situation, the purpose of the Pharisees visit, and the reason Jesus condemned them. Point out the differences between traditions and commands, along with the manipulation of laws by the priests to avoid caring for their parents. Allow for discussion as needed. Create three teams to discuss the three areas priorities, excuses, and impact on our witness outlined in the Travelogue (pp ). Ask each team to discuss their assigned topic and respond to the following questions related to the topic. 1) Priorities What areas of life can conflict with making the time to honor your parents? How do you go about realigning priorities? 2) Excuses Like the Pharisees, what are some excuses believers give today to keep from honoring their commitment to their parents? 3) Impacting our witness What are some ways believers today excel in loving others while avoiding obligations to their parents? How does this impact their witness? As each team reports, allow time for questions and discussion. Call on a volunteer to read aloud 1 Timothy 5:8. Emphasize that Paul warned believers that caring for one s family at any time of life is a spiritual responsibility requiring obedience. Teaching Option If time allows and if this discussion would be beneficial to your group, initiate further conversation by asking: If one sibling is serving as a church staff member or missionary while the other is providing full-time care to an aging parent, are both of them rightly related to God and to their families? Explain. page 84 relating to parents

87 Display on the marker board or tear sheet the following statement from the Travelogue (p. 117): Honoring your parents doesn t have to be an elaborate affair. Making it a priority and being intentional is the most important part. Call for comments. For those in the class with one or both parents who are still living, draw attention to the ideas from the Travelogue (p. 117). Review and discuss. Lead the group to brainstorm additional actions for honoring their parents. Record them on the marker board or a tear sheet. Some may be actions they have taken. Allow time for group members to briefly describe their experiences. Ask adults to describe others ways to honor their parents. For those whose parents are deceased, brainstorm ways to appropriately honor their memory. Record responses. Call attention to the last bulleted item (Travelogue, p. 117) and the example cited there regarding spiritual parents or mentors. Lead the group to come up with additional suggestions. Record. Teaching Option Review this article by Dennis Rainey of FamilyLife: 4 Practical Ways to Honor Your Parents, topics/life-issues/relationships/honoring-your-parents/4-practicalways-to-honor-your-parents. In the article, Rainey listed these actions: spend time with your parents on their agenda, send handwritten letters, never underestimate the power of saying I love you, and write and present a tribute of gratitude to them. Call on volunteers to respond to these ideas or to share ways they have carried out these or similar ideas. CONCLUSION Ask adults to individually review the list of possible actions to honor their parents both from the Travelogue and those brainstormed by the group. Whether their parents are living or deceased, ask them to write in the Travelogue (p. 118) one action they will undertake to communicate gratitude, express love, and provide a tangible or intangible gift of remembrance. page 85 relating to parents

88 Close the session, asking God to guide each adult to follow through with the action they identified for honoring their parents. Read aloud Deuteronomy 5:16. FOLLOW THROUGH Send a text or to group members immediately after the session, thanking them for their participation and urging them to follow through on at least one action to honor their father and mother. For those who may have carried pain and guilt about their relationship with their parents, suggest that they write out a brief description, read it carefully, wad up the paper and burn it or throw it in the trash as a symbol of putting the baggage of the past behind them and moving forward. Assure each person of your prayers for them during this week and your openness to individual conversations as needed. page 86 relating to parents

89 LESSON 12 blended families: Homes of Hope and Love Communicate God s grace and compassion toward those who are merging families into a blended family. God is the great Redeemer, Healer, and Restorer. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Our loving, compassionate God does not treat us as we deserve, but offers us second chances. We can depend on His grace, love, and compassion in helping blend two families together. Help blended families find hope, knowing that God is active in doing a new work in their lives and help the church understand better the challenges of blended families. Background Passage: focal Passage: Memory Verses: PS A L M 103 PSALM 103 :8-1 4 P SA L M : Seeing Clearly Family Life is a Journey A Compassionate God (vv. 8-14) God Set His Son in a Blended Family One Step at a Time Building Together Toward Unity and Hope Make It Work with God s Help The Church Is a Blended Family As a father has compassion on page 87 his children, so the LORD has compassion on those who fear Him. For He knows what we are made of, remembering that we blended families are dust.

90 PREPARING TO TEACH As you prepare to study and develop your teaching plan, consider that this lesson on blended families might also be described as making the most of second chances. It is a reminder that God is our source of hope and love, the best resource for building healthy stepfamilies or any family! After reading the Bible passage and the lesson in Venture In Travelogue (pp ), check out the website, To retrieve articles and videos from the front page, click on Learn to access free resource material. For helpful insights, especially if you have not been part of a blended family, talk to some adults who have. Ask especially about challenges unique to stepfamilies. Take note that the Focal Passage does not specifically deal with stepfamilies, but its principles about God s faithfulness to His people illustrate the truth that believers can depend on God s grace, love, and compassion in blending families and meeting other life challenges. The writer s insights in The Church is a Blended Family (Travelogue, pp ) make an excellent point. Many believers may have a limited understanding of the unique challenges faced by blended families. At the same time, they may not realize that the important act of blending unique personalities into a unified congregation for building God s Kingdom includes similar attitudes and actions. As you prepare, ask God to guide you in teaching His truths about grace, love, and compassion. TEACHING SUGGESTIONS SEEING CLEARLY Summarize the writer s story about driving without seeing well (Travelogue, pp ). Call attention to his contention that seeing clearly the realities of life in a stepfamily is critical for those who are part of blended families and others who want to support them. page 88 blended families

91 Point out the statistics in the Travelogue (p. 120) about stepfamilies in the United States. Call for a show of hands from those in your group who are part of a blended family or have close friends or relatives who are. Use this to illustrate the truth of the statistics. On the marker board or a tear sheet, write Challenges and Opportunities as headings. Lead the class to brainstorm challenges and opportunities blended families face today. Record responses under the appropriate heading and discuss. Ask a volunteer to read Why Study this Lesson? (Travelogue, p. 119). Emphasize how this statement highlights the opportunity of second chances in connection with blended families. Call on volunteers with experience in stepfamilies to add insights. Conclude by reading this statement from the Travelogue (p. 120): Pray for clarity for living with, walking with, or supporting blended families. FAMILY LIFE IS A JOURNEY Call on volunteers to describe times and circumstances in their lives when they have felt like Moses and the Israelites wandering in the wilderness, when going back to Egypt seemed like the best option. Point out ways the circumstances and emotions faced by God s chosen people parallel the journey faced by blended families. Call on a volunteer to read aloud Exodus 14: Ask: How can these verses encourage people struggling with the challenges of building healthy blended family relationships? How can these verses encourage members of our group to become more supportive of blended families? Call attention to the percent divorce rate among stepfamily couples. Ask: How can our church and our group encourage those on the blended family journey? A COMPASSIONATE GOD Ask adults to read silently Psalm 103:8 and underline the character traits cited there: compassion, gracious, slow to anger, and page 89 blended families

92 rich in faithful love. Discuss these traits individually, especially what they mean to believers dealing with any of life s challenges. Also apply each specifically to experiences in blended families. Call on a volunteer to read aloud Psalm 103:9-14 as adults follow along. Review the four truths listed in this section of the Travelogue (p. 122): 1) The Lord is compassionate and gracious. 2) He has not dealt with us as our sins deserve. 3) God s faithful love is great toward those who fear Him. 4) God demonstrates fatherly compassion on His children. Call on volunteers to identify their response to the Travelogue question that follows the four truths (p. 122): Which one of these truths brings you the most hope today as you apply it to your family or a blended family situation? Discuss responses and any additional questions that arise. Ask: How does the knowledge that you serve a God who is compassionate, gracious, slow to anger, and rich in faithful love give you courage to face the challenges that come your way? GOD SET HIS SON IN A BLENDED FAMILY Comment that the Bible is filled with examples where God demonstrated His love and compassion in anticipating the concerns of His people. He then took steps to allay their fears. Draw from examples including Moses fear about leading His people, Abraham s response to God s command to offer Isaac as a sacrifice, David s ability to lead despite past failures, Paul s conversion from being an opponent of Christ to apostle, and God s allaying Joseph s fears about the origin of Mary s pregnancy and becoming willing to be the stepfather of Jesus and the birth father of other siblings. Call on a volunteer to read aloud Matthew 1: Call for volunteers to identify their responses to the Travelogue question (p. 123): What implications are there to the reality that God chose a blended family in which to raise Jesus? If not mentioned, include the truth that, just as God worked in the lives of Mary and Joseph, He works with adults and children seeking to become a healthy blended family. page 90 blended families

93 ONE STEP AT A TIME Call on volunteers to identify situations when the best advice may be to slow down and, with God s help, take this one step at a time. Link this advice to the blended family challenges mentioned in the Travelogue (p. 124): 1) achieving marital intimacy after being hurt; 2) parenting roles and rules; 3) spiritual priorities; and 4) dealing with ex-spouses. Briefly overview the three-step process outlined in the Travelogue (p. 124): 1) Acknowledge that feeling overwhelmed is par for the course. 2) Don t turn around and change course. 3) Don t give up. Emphasize that those seeking healthy blended family relationships may face the temptation to move away from God rather than continually seek His guidance and rely on His hope. Ask: What role can churches play in helping such families? Ask adults to read silently Romans 5:3-4. Ask: How is it possible to rejoice in afflictions connected with blended families as well as challenges group members may be facing today? Teaching Option Instead of outlining the three-step process, ask someone in a healthy stepfamily to apply the three-step process to his or her own experiences in building and strengthening relationships. BUILDING TOGETHER TOWARD UNITY AND HOPE Share this definition of faith from a friend of mine: walking to the edge of all the light you have and taking one more step. Ask: How does this statement apply to any journey toward hope, including building a healthy blended family? What steps of faith may be required to achieve a healthy blended family? page 91 blended families

94 Point out that, as believers take a step into the darkness of a life challenge, our loving and compassionate God gives enough light to take one more step. MAKE IT WORK WITH GOD S HELP Introduce and define the term family integration style from the Travelogue (p. 126) that includes six word pictures of approaches to blending a family. Because time won t allow an in-depth discussion of all six, focus on the crockpot style as the best approach for building healthy family relationships. Set a crockpot at the front of the room and add the ingredients of time, low heat, and God s help (written on index cards) to the crockpot. Emphasize in today s time-strapped society, that some families opt for faster processes such as a microwave or pressure cooker. Ask: Why does the crock-pot approach offer the best approach to blending a family? What difficulties may be anticipated with this approach? How might they be overcome? THE CHURCH IS A BLENDED FAMILY Draw from the Travelogue (pp ) to briefly overview the idea of the church as a blended family. Read aloud Ephesians 5:1-2, Explain that this is part of the passage used to illustrate the church and the home as two images of healthy family relationships. Call on volunteers to identify their responses to the Travelogue exercise (p. 128), traits that make a church beautifully diverse. Call on volunteers to list from the Travelogue traits that give the local church its powerful unity. Discuss. Point out that as God placed Jesus in a blended family, He also created His bride, the church, to be at its best, a blended family. Comment that the most perfect illustration of a blended family will take place when Jesus returns to earth and brings all believers together in heaven. page 92 blended families

95 Teaching Option Instead of overviewing the idea of the church as a blended family, use the hymn, The Family of God. Display the lyrics or play a video of the entire hymn. Both are available on Lead adults to identify words that illustrate the church as family. CONCLUSION Share information about Ron Deal and recommend his website for blended families: Create three teams to close the session in prayer. Team 1 Pray for blended families, praising God for second chances and asking Him to help them to become a picture of unity in diversity. Team 2 Pray for all other families in the church, asking God to heal the brokenness and bring family together in Christ. Team 3 Pray for the church as the family of God, asking God to help them focus more on what brings them together than those things that draw them apart. FOLLOW THROUGH In your weekly communication to group members, assure them of your continuing prayers for them and their families, including blended families. Urge group members this week to pray especially for blended families in the church. Also ask God to help the church to become supportive of blended families. Pray specifically for your blended family or any others in your church seeking to overcome challenges. page 93 blended families

96 LESSON 13 your legacy: loving god and others TEACHING AIM: Communicate the hope of leaving a godly legacy to our children and future generations. God gives us the ability to influence a future generation for good, for God s glory and their benefit. WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Help all believers consider how they can leave a godly legacy that will impact future generations. Background Passage: focal Passage: Memory Verses: 2 T IMOT H Y 1 2 TIMOTHY 1 :3-7 P SA L MS 78 :6b- 7 Reading Your Own Obituary Making Much of Heaven I Thank God for... (v. 1b)... Spiritual Heritage (vv. 3-5)... Spiritual Mentors and Friends in the Gospel (v. 2)... Spiritual Gifts and Calling (v. 6)... Spiritual Discipline (v. 7) Telling the Coming Generation They were to rise and page 94 your legacy tell their children so that they might put their confidence in God and not forget God s works, but keep His commands.

97 PREPARING TO TEACH Early in the second term of U.S. Presidents, the conversations begin. What will his legacy be? How will he be remembered? Some express concern that the President is more concerned about legacy than serving the American people. Others try to make instant assessments despite the fact that historians claim it takes several decades for a President s true legacy to be clear. For a Christian, a legacy can and should be a life well-lived for Christ and a positive, eternal influence on a future generation for good, for God s glory and their benefit. After twelve sessions of Bible study about healthy relationships, this final lesson provides an opportunity for reflection. How are you doing at loving God and loving others? What mark will you leave on future generations? After you have read the Background and Focal Passages, studied the Venture In Travelogue (pp ) and responded to the questions, focus especially on the first two Travelogue questions (p. 130): If you wrote your own obituary, what would it say? How would you be remembered? You may want to begin this session with a brief review of the lesson topics of this entire series. Also you could offer an opportunity for adults to identify the most meaningful lesson they have learned about godly relationships. Keep in the forefront of your mind as you plan that this lesson should lead adults to praise God for His love and faithfulness, evaluate their life in light of the legacy they are creating, determine what they need to change, and identify mentors they need to thank for investing in them. TEACHING SUGGESTIONS READING YOUR OWN OBITUARY Call on adults to identify things at earlier points in their lives that they focused on in the hope these would constitute their legacy. (Obviously responses will vary depending on the age of your group.) Record responses on the marker board or a tear sheet. Call on page 95 your legacy

98 volunteers to identify what has changed through the years about what their legacy should be. Point out that many younger people are more concerned about success in the workplace and other endeavors. While these may continue to be important, as people grow older, the focus sometimes shifts more toward relationships with God and others. Ask for responses to the lesson introduction about Alfred Nobel (Travelogue, pp ). Ask: Did this topic make you uncomfortable? Reflective? Regretful? Something else? Emphasize the desired outcome of this lesson is to help all believers consider how they can leave a godly legacy that will impact future generations (see p. 94). Point out the final question of this section (Travelogue, p. 130): If you had the chance to reflect on the legacy you would leave behind, what would change in your life right now? Urge adults to consider this question throughout the session. Point out the value of this type of periodic reflection as adults consider what God wants our legacy to be. MAKING MUCH OF HEAVEN Call for comments to this observation: Young adults as a whole tend to have less interest in thinking or talking about heaven because, even as Christians, they view death and heaven as something in the distant future. However, as they grow older heaven often becomes a greater subject of interest. Some explain the change by saying something like, I now know more people in heaven than on earth! Call attention to the saying mentioned in the Travelogue (p. 130): He s so heavenly minded that he s no earthly good. Ask volunteers to describe what the saying means to them. Enlist a volunteer to read aloud the quote by C.S Lewis (p. 130). Direct adults to read the final sentence of the quote silently. Ask: What s your reaction to that statement? What words and actions by brothers and sisters in Christ illustrate living in light of eternity? Discuss. page 96 your legacy

99 I THANK GOD FOR... Lecture briefly on Paul s purpose in writing 2 Timothy and the advice he gave his beloved son in the ministry. In addition to insights from the Travelogue (pp ), draw from an online or hard copy study Bible, commentary, or Bible handbook. Comment that Paul also thanked God for the spiritual influences evident in Timothy s life that illustrated Timothy s focus on the eternal. Enlist a volunteer to read aloud the Focal Passage, 2 Timothy 1:3-7. Point out that the rest of the lesson explores four qualities Paul saw in Timothy: 1) spiritual heritage, 2) spiritual mentors and friends in the gospel, 3) spiritual gifts and calling, and 4) spiritual discipline.... SPIRITUAL HERITAGE Ask adults to read silently 2 Timothy 1:3-5 and underline words and phrases where Paul described his own spiritual heritage and that of Timothy. Note that Paul used the word sincere to describe both his and Timothy s faith. Ask adults to underline unhypocritical in the Travelogue (p. 132) to describe sincere faith. Discuss the importance of faith that is sincere. Ask: What was the origin of Paul s spiritual heritage and how did it enable him to serve God? Call for responses. If not mentioned, point out that even though Paul had opposed Jesus prior to his conversion, he also recognized that he had fulfilled his Jewish heritage by becoming a follower and apostle of Jesus. Ask: What was the origin of Timothy s spiritual heritage and how did it enable him to serve God? Discuss. Ask: How was Paul influencing Timothy to contribute to the spiritual heritage of those with whom he ministered? page 97 your legacy

100 ... SPIRITUAL MENTORS AND FRIENDS IN THE GOSPEL Enlist a volunteer to read aloud 2 Timothy 1:2, Paul s description of Timothy. Ask: How did Paul s investment in Timothy as his spiritual son benefit Timothy and his ministry? Emphasize that most believers can point to spiritual mentors who have guided them in spiritual growth. These may be parents, teachers, friends and others. Call on volunteers to identify someone who has mentored them spiritually and the specific ways they have benefitted. After several have responded, challenge adults to thank God for these mentors and friends and to tangibly express their gratitude to these mentors this week. For those mentors who are alive, urge adults to write or call them to express gratitude for their investment. For mentors who are deceased, suggest expressing appreciation to one of their family members. Ask group members to write in the Travelogue (p. 134) the name of someone they have mentored or could mentor spiritually. Urge them to consider building or strengthening their relationship with this person.... SPIRITUAL GIFTS AND CALLING Call on a volunteer to read 2 Timothy 1:6. Ask: What did Paul mean by urging Timothy to keep ablaze the gift of God that is in you? Point out that the laying on of my hands likely referred to Timothy s ordination, an important event in his spiritual journey. Call attention to the suggestion in Travelogue (p. 135) to write down some of the milestone moments on your faith journey. Call on volunteers to describe a milestone moment and how it is an important part of their spiritual legacy. Lead the class to brainstorm actions believers can take to help someone keep ablaze the gift of God. Record on the marker board or a tear sheet. If not mentioned, include that small things such as affirming someone for using a God-given gift can be a great source of encouragement. page 98 your legacy

101 Challenge adults to put themselves in Timothy s skin. Ask: How might Paul s letter and overall mentorship of Timothy have impacted his ministry?... SPIRITUAL DISCIPLINE Ask adults to read 2 Timothy 1:7 from the Travelogue (p. 135) and underline the qualities Paul listed as important for Timothy s continuing spiritual growth. Point out that the word fearfulness as Paul used it here was sometimes used to describe a soldier who, rather than going boldly into battle, ran away as a coward. Ask: How do believers lay aside fear that is not from God to choose power, love, and sound judgment that is readily available from God? How did Paul display these God-given traits in his life and ministry? Display the following statement from the Travelogue (p. 136): God s grace is always at work in our lives, but we re called to respond with the grit of faithfulness and obedience. Ask: How does responding to God with faith and obedience enable a believer to gain power, love, and sound judgment? TELL THE COMING GENERATION Lecture briefly on the imperative of telling the next generation about Jesus. Call on volunteers to read aloud Psalm 78:4 and the Memory Verses for this session, Psalm 78:6b-7. Pose these questions for individual reflection. How much do your children and grandchildren know about the story of how you became a Christian? What do you know about the faith of earlier generations of your family? Do you know about the lives of those in your own family who have been on mission trips, led someone to Christ, ministered in the name of Jesus in your community, or served on a church staff? Refer to the quote from George Santayana in the Travelogue page 99 your legacy

102 (p. 136): Those who cannot remember the past are doomed to repeat it. Ask: What does this statement tell us about our role in telling the next generation about Jesus? Point out that everyone must be a steward of their experiences, including spiritual milestones. Ask: Why is it easier for some people to give their Christian testimony to someone they barely know than to tell family members and friends? Briefly review the bulleted suggestions of actions adults could take to share their legacy of faith with family and friends. Challenge them to tell their story through writing, photos, audio or video recording, art, or other means and keep alive their legacy in future generations. Read aloud Isaiah 61:3c: And they will be called righteous trees, planted by the Lord to glorify Him. Comment that the writer used the word picture of a strong tree to describe spiritual maturity (Travelogue, p. 137). Lead them to identify characteristics of a strong tree that could be applied to spiritual maturity. Record on the marker board or a tear sheet. Point out from the Travelogue the writer s comment that, when he is asked to preach a funeral, the family wants those who attend to know most of all the person s spiritual journey, the love shown to others, and the legacy left to a future generation (p. 138). CONCLUSION Ask adults to write the name of someone they know who needs to hear God s story at the end of this Travelogue lesson (p. 138). Ask adults to go to the marker board or a tear sheet and write the first name of the person they identified. Then direct adults to pray silently for the person whose name they placed in front of the group. Ask: What legacy will you leave for future generations? Allow time for personal reflection. Challenge adults to daily practice the truth that they were made for relationships with God and with others. Urge them to choose daily to love God and others intentionally through their words and actions. Close with a time of prayer, praising God for loving and saving them and asking for power, love, and sound judgment to live in relationship and leave a legacy for the next generation. page 100 your legacy

103 FOLLOW THROUGH Send group members the list of first names identified during the session. Urge them to pray daily for these people who need to hear God s story. Also thank each person for sharing in the group. Challenge them to follow through with telling their own story in a way that could be available now and for a future generation. Thank God for the privilege of leading this group. page 101 your legacy

104 WHAT IS THE GOSPEL? The Bible calls it the good news, the message about Jesus Christ, the kingdom of God, and salvation. The gospel message is a summary of God s work through Jesus, at His initiative, and our response to that work, which leads to salvation. To help us understand what God has accomplished through Jesus to save us, the gospel message always includes four key elements: God: God rules. The Bible tells us God created everything, including you and me, and He is in charge of everything. Genesis 1:1; Revelation 4:11; Colossians 1:16-17 Man: Man sinned. We all choose to disobey God. The Bible calls this sin. Sin separates us from God and deserves God s punishment of death. Romans 3:23; 6:23 Christ: God gave Jesus. God sent Jesus, the perfect solution to our sin problem, to rescue us from the punishment we deserve. It s something we, as sinners, could never earn on our own. Jesus alone saves us. John 3:16; Ephesians 2:8-9 Response: We respond in repentance and faith. Believe in your heart that Jesus alone saves you through what He s already done on the cross. Repent, turning from self and sin to Jesus. Tell God and others that your faith is in Jesus. John 14:6; Romans 10:9-13 WHAT ARE MY NEXT STEPS? When you respond to the gospel of Jesus Christ, everything changes. Your next steps of faith include: Professing Your Faith When something this life-changing happens, your first response is to tell others. You declare your faith in Jesus by telling the story of your salvation to others. Most people begin by sharing their decision to follow Jesus with their closest family and friends and with a pastor or minister. Baptism Baptism is a powerful outward symbol of the inner change that has happened. It is a lived out picture of the death of your sin and your new life with Christ. Join the Church, a Body of Believers Following Jesus Together Jesus designed the church for every one of His followers to have a place to grow in what they believe, a place to belong to a community of faith, and a place to become more like Him.

105 how is your church making disciples? Implementing a comprehensive discipleship strategy across multiple age groups and multiple settings can be a challenge. Messaging, promotion, teaching, and planning all require many hours and dollars, both of which are often scarce resources. Enter the JourneyOn Network a complete set of tools and traits, maps and markers, designed to help you move toward Christlikeness. Learn more or join the network! JourneyOnDiscipleship.com JourneyOn Foundations... a key resource supporting the JourneyOn Network of Churches Following the same format as the current series, JourneyOn Foundations is building out with a focus on seven core foundations supporting each individual s journey toward a Christ-centered life. These foundations include 1. Life of Christ/Christology 2. Spiritual Practices 3. Biblical Studies 4. Theological Foundations 5. Healthy Relationships 6. Missions and Evangelism 7. Spiritual Leadership Learn more or order JourneyOn Foundations Curriculum at EquippedChurch.es ISBN