foundations curriculum

Transcription

1 Leader ' s Guide

2 foundations curriculum VENTURE IN ENCOUNTERING CHRIST IN SCRIPTURE Volume 2, Book 1 TEACHING PLANS Rene A. Holt Copyright 2014 EquippedChurch.es, a publishing ministry extension of Brentwood Baptist Church

3 VENTURE IN: Encountering Christ in Scripture, Volume 2, Book 1 TEACHING PLANS 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 Rene A. Holt, Teaching Plan Writer Brenda A. Harris, Teaching Plan Editor Amy T. Summers, 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

4 what business are you in? As I was walking by a dark restaurant in a nearby town I noticed a sign in the window, Out of Business because we didn t know what business we were in. Pausing for a moment I wondered, how could they not know what business they were in? A sign above the door clearly stated restaurant, which was confirmed by the presence of tables, chairs, menus, and a kitchen on the other side of the window. Surely, when this business began they knew what business they were in but somewhere along the way they lost their excitement, intentionality, and perhaps their love for serving delicious meals. I couldn t help but think about the untold number of other businesses that have gone by the wayside. Then I thought of churches and Christ-followers that had lost sight of the business they are in. God s Word tells us that we are to be formed, conformed, and transformed into the image of Christ (Gal. 4:19; Rom. 8:29; 2 Cor. 3:18) so that the personality and deeds of Jesus will naturally flow out of us where we live, work, and play. The destination of our journey and the business we are in is movement toward a Christ-centered life. This Travelogue focuses on Christology, a study of the Person and work of Christ. Use it alongside an open Bible with pen in hand to record your journey. It is our hope and prayer that along the way you will know and become more like Jesus. Enjoy the journey, Christ-followers cannot lose sight of the business they are in. J. Steven Layton, D.Min. Discipleship Minister Brentwood, Tennessee

5 study to know the teacher Welcome to the JourneyOn Christological study. I know, Christological is a big word, but it basically means, the study of Christ. So, welcome to our discipleship series based on a study of Christ. This, of course, is what sets Christianity apart from the other world religions. We don t study to know the teachings better. We study to know the Teacher. Sure, we study the Scriptures, but we do so to better know and to get closer to Jesus. Dallas Willard, in his book The Divine Conspiracy, says that Jesus is the wisest person to have ever lived in our world. Jesus knows things about life and what makes life worth living that no one else knows. That s why we want to know Him. We want to get as close to Him as we can. In order to do that, we study. But where do we begin? We put together this study to help you do just that to begin what we pray will be a lifelong journey of knowing Jesus at ever-deepening levels. We want our lives transformed by His Presence. We want our lives empowered by His wisdom and truth. Our prayer is this study helps you get started in the most important process of our lives knowing Christ. After all, Jesus is the only One to have come from God and He s the only One who knows the way back. Michael Glenn, D. Min. Senior Pastor, Brentwood Baptist Church Brentwood, Tennessee

6 introduction to the travelogue Roger Severino The travelogue for Encountering Christ in Scripture is designed to be a companion to an individual or corporate Bible study experience. It will help learners encounter Jesus in the s of the Bible and hopefully experience Him in new and fresh ways. The goal in this series is to reflect deeply on Jesus so that we can know Him intimately and be transformed more and more into His likeness (Rom. 8:29; 2 Cor. 3:18; 1 John 3:1-3). There are different types of journeys. Some are ones 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, a memory verse for each lesson encourages the habit of Bible memorization. Third, journaling will be part of the experience as learners write out their thoughts as they engage the material. Finally, prayer is an essential part of this experience as we reflect on how God is speaking to us. Each travelogue (Book 1: Venture In and Book 2: Venture Up) has 13 lessons on Jesus, seen through the lens of Jesus Titles, His Teachings, Actions, Character, Person, and Work. For each category, two lessons are in Venture In and two lessons in Venture Up, with an introductory lesson in Venture In and a concluding lesson in Venture Up (see 140 for an overview; 9 in the Teaching Plan). 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 you encounter in the s of Scripture. Happy travels!

7 who is jesus to you? Norma J. Goldman Your thoughts about Jesus have been shaped by what you ve seen, heard, and experienced up to this point, but do these views and life experiences line up with Scripture? Upon hearing what others were saying about Him, Jesus asked His disciples, But you, who do you say that I am? Simon Peter answered, You are the Messiah, the Son of the living God (Matt. 16:15-16)! Of course, Peter had it right. But we want to know more, to understand more fully just what Messiah, Son of the living God means. And God wants us to know more. In sending Jesus, He demonstrated His desire and willingness to be known. The Gospel writers (Matthew, Mark, Luke, and John) present different, but complementary views of Jesus, emphasizing specific roles of: Messiah, Suffering Servant, Savior of the world, eternal Son of God, and Creator of the universe. But, Who is Jesus to you? The two books that comprise this study on Encountering Christ in Scripture were designed to help you answer this important, deeply personal question and further, to cause you to love Him more deeply than you ever imagined possible. When a person falls in love, the object of his affection falls under intense scrutiny what does she like; not like; where did he grow up; what kinds of food, music, and entertainment does he like? How does she think, what influences her, what are his goals, and why? Humans display a single focus for a period of time, just discovering answers to all these and more questions. We want you to fall deeply in love with Jesus, as Savior of the world and (we pray) your personal Savior. We want you to discover who He is in eternity past, present, and future; to know why He came from heaven to dwell in human flesh; and how He manifested the love of God in choosing death on a Roman cross. To do that will take work, likely causing you to challenge previous ideas, broaden and deepen your understanding, or even change a misconception. As Peter was transformed by knowing Jesus, may you know Him, experiencing that same transformation.

8 christology overview CATEGORIES The Titles of Jesus 1. Messiah / Christ 2. Lord 3. Son of God 4. Son of Man The Teachings of Jesus 1. Discipleship 2. Kingdom of God 3. Religion vs. the Gospel 4. Ministry to Others The Actions of Jesus 1. Calls Others to Follow 2. Miracles and Healings 3. Confronts Evil 4. Preaches and Proclaims The Character of Jesus 1. Compassionate 2. Courageous 3. Humility 4. Sacrificial The Person of Jesus 1. His Humanity 2. His Deity 3. Unity of His Person 4. Trinity of the Godhead The Work of Jesus 1. His Cross Atonement 2. His Resurrection and Ascension 3. His Work Today 4. His Return 26 LESSONS Book 1 1. Introduction to Jesus 2. The Titles of Jesus: Messiah / Christ 3. The Teachings of Jesus: Discipleship 4. The Actions of Jesus: Calls Others to Follow 5. The Character of Jesus: Compassionate 6. The Person of Jesus: His Humanity 7. The Work of Jesus: His Cross Atonement 8. The Titles of Jesus: Lord 9. The Teachings of Jesus: Kingdom of God 10. The Actions of Jesus: Performs Miracles and Healings 11. The Character of Jesus: Courageous 12. The Person of Jesus: His Deity 13. The Work of Jesus: His Resurrection and Ascension Book 2 1. The Titles of Jesus: Son of God 2. The Teachings of Jesus: Religion vs. the Gospel 3. The Actions of Jesus: Confronts Evil 4. The Character of Jesus: Humility 5. The Person of Jesus: Unity of Person 6. The Work of Jesus: His Work Today 7. The Titles of Jesus: Son of Man 8. The Teachings of Jesus: Ministry to Others 9. The Actions of Jesus: Preaches and Proclaims 10. The Character of Jesus: Sacrificial 11. The Person of Jesus: Trinity of the Godhead 12. The Work of Jesus: His Return 13. Epilogue Lesson

9 resources HELPFUL BOOKS RELATED TO THE LIFE OF CHRIST AND CHRISTOLOGY Blomberg, Craig L., Jesus and the Gospels: An Introduction and Survey, Second Edition. Nashville, TN: B&H Publishing Group, Stein, Robert H., Jesus the Messiah: A Survey of the Life of Christ. Downers Grove, IL: InterVarsity Press, Strauss, Mark L., Four Portraits, One Jesus: A Survey of Jesus and the Gospels. Grand Rapids, MI: Zondervan, Witherington, Ben, The Christology of Jesus. Minneapolis, MN: Augsburg Press, HELPFUL BOOKS RELATED TO THEOLOGY Alexander, T. Desmond and Brian S. Rosner, eds., New Dictionary of Biblical Theology. Downers Grove, IL: InterVarsity Press, Erickson, Millard J., Christian Theology. Grand Rapids, MI: Baker Academic, Ferguson, Sinclair B. and J. I. Packer, New Dictionary of Theology. Downers Grove, IL: InterVarsity Press, Grudem, Wayne, Systematic Theology: An Introduction to Biblical Doctrine. Grand Rapids, MI: Zondervan, Packer, J. I., Concise Theology: a Guide to Historic Christian Beliefs. Wheaton, IL: Tyndale House, HELPFUL COMMENTARIES AND OTHER BIBLICAL RESOURCES Holman Illustrated Bible Dictionary. Nashville: Holman Reference, Holman New Testament Commentary Set. Nashville: Broadman & Holman Publishers. The IVP New Testament Commentary Series. Downers Grove, IL: InterVarsity Press. The New American Commentary Set. Nashville: Broadman Press. The New Bible Commentary. Downers Grove, IL: IVP Academic. The New Bible Dictionary. Downers Grove, IL: IVP Academic. 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

10 about the writing team Rene A. Holt wrote the teaching plans for this study. She brings many years of experience to the project, having served as content editor of LifeWay Christian Resource s popular Mature Living magazine and previous to that, as the editor of HomeLife magazine. Also at LifeWay, she edited Adult Bible Studies and the Children Music Series. She also served as author relations specialist at Broadman & Holman Publishing. Rene earned a Bachelor of Science degree from Middle Tennessee State University in Murfreesboro, Tennessee, and the Master of Christian Studies from Union University in Hendersonville. She and her husband, Nick, are members of First Baptist Church in Nashville, Tennessee, where they sing in the sanctuary choir. Rene also plays flute in the orchestra and edits the senior adult newsletter. The couple has two married children and three grandsons. 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. She currently serves as Communications Associate and Prayer Coordinator for Christian filmmakers, The Kendrick Brothers. Brenda has been married to her best friend Mike for 43 years. She is a mother and grandmother and currently serves the Lord at Northside Baptist Church, Murfreesboro, Tennessee. At a young age, Brenda committed her life to Christ during a study of Luke in the New Testament, and she subsequently developed a deep love of Scripture. She loves studying God s Word and spending time with Him in prayer. Brenda strives to honor God with her life and through her work. Amy Tucker Summers wrote the 13-lesson Foundations study on Encountering Christ in Scripture, on which these teaching plans are based. Amy is an experienced and skilled writer, drawing learners into Bible truths through relevant and engaging stories, questions, and reflections on the person and work of Christ. She holds a Bachelor of Arts degree from Baylor University and the Master of Arts in Religious Education degree from Southwestern Baptist Theological Seminary. Her work includes writing adult Bible studies, teaching procedures, and personal study guides. She has written for MasterWork, Explore the Bible, Quicksource, and Bible Studies for Life. Her real-life experiences as a wife, mother to three children, and her personal commitment to discipling others as an adult Bible study teacher are reflected in her warm, yet probing writing style. She and her husband live in the beautiful Blue Ridge Mountains of western North Carolina where they serve the Trinity of Fairview Baptist Church in Fletcher.

11 table of contents VENTURE IN: Teaching Plans Volume 2, Book 1 What Business Are You In? - J. Steven Layton Study to Know the Teacher - Michael D. Glenn Introduction to the Travelogue - Roger Severino Who Is Jesus to You? - Norma J. Goldman Christology Overview - Roger Severino Resource Page About the Writing Team Lessons The Splendor of Christ: Make Much of Jesus - Colossians 1: Messiah: Promised Deliverer - Matthew 16: Discipleship: Called to Connect - John Engaging Discipleship: An Active Summons - Matthew 4: Unlimited Compassion: A Heart for Others - Matthew Fully Man: The Implications of Christ s Humanity - Hebrews 2:5-18; 4:14-5: The Cross of Christ: The Great Exchange - 1 Peter 2: Jesus Is Lord: Slogan or Surrender? - Matthew 7: The Kingdom: Present and Future - Mark 1: Miracles: Authenticating Signs - Mark 1: Courage: Journey to the Cross - Matthew 26: Fully God: The Implications of Christ s Deity - Hebrews Resurrection and Ascension: Our Confidence, Our Hope - 1 Corinthians 15:

12 LESSON 1 the splendor of christ make much more of Jesus To introduce Jesus in all His glory and to begin comprehending the incomprehensible the supremacy of Christ in all His facets. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: The matchless splendor of Jesus is seen in His centrality and supremacy over all things. To see the many facets of Jesus and what He has done His deity, His creation, His sustaining of all things, His headship over the church, and His atonement for the sins of the world. Each class member should desire to see His splendor and increasingly be transformed into His image. Background Passage: scripture Passage: Memory Verse: C O L O S S IA N S 1: 1-23 COLOSSIANS 1 : C O R. 3 :1 8 Jesus Christ is the visible image of the invisible God. (v. 15). Because Jesus is the creator of all things, He is preeminent in the universe, holding all things together (vv ). Jesus is the head of the church, the body of Christ (v. 18). Jesus provides a means of reconciliation (vv ). We all, with unveiled faces, are 11 looking as in a mirror at the glory of the Lord and are being transformed into the same image from glory to glory; this is from the Lord who is the Spirit. the splendor of christ

13 PREPARING TO TEACH You may have heard someone say, He thinks he is the be-all and end-all. The comment is not a compliment but usually refers to that person s sense of self-importance. However, as we begin this study of the life of Jesus Christ, we will discover He truly is the Be-all and End-all, the most important Person in all eternity. We can spend our lives studying every aspect of Jesus time on earth. He is so utterly human and yet so completely divine that we can only grasp a small portion of His infinite love, power, and purpose. But it is also vital that we comprehend Christ from an eternal perspective, understanding the was, is, and will be of His character. This study is the first of a series that delves into the life and person of Jesus Christ. In the first chapter of his letter to the church at Colossae, Paul shared a vital message with struggling believers: Christ is everything! As you study this passage and prepare to teach, seek to impress this basic truth on your class through the revelation of God s Word. Make it your goal to help followers of Christ desire to reflect His image to the world and those who are not Christians to want to know more about Christ and the salvation He offers. As you prepare, spend ample time in prayer. Ask the Holy Spirit to reveal the many facets of Christ s character. Study Colossians 1:1-23 and work through the lesson in the Venture In Travelogue. Record your responses to the questions. Teacher Helps For additional commentary on Colossians 1:15-20, go to www. biblegateway.com/passage. Enter the Scripture passage. When the passage appears, click on Related Resources. Scroll down to Dictionary of Bible Themes and click on references regarding the preeminence of Jesus. Before class, review the suggested YouTube video for the introduction ( ). Bring up an image of the Hope Diamond on your laptop or tablet, enlarge to full screen, mute the sound, and set on pause. Place where all can view as they arrive. 12 the splendor of christ

14 Enlist someone to cue (skip the ad, enlarge to full screen, and have sufficient volume) He Will Run/He Is Here ( watch?v=8aw3xbkwnwg) for the conclusion. On eight different strips of paper, print one these eight phrases: Facets of Christ, Image of God, Superior and Sufficient, Creator, Preeminent Sustainer, Head, First in Everything, Reconciler. Secure the first strip to a display wall or board. Place remaining strips facedown under chairs. Have tape or tacks available. Teaching Options If you prefer a stronger visual effect, try one of the following ideas: On paper or poster board, sketch eight diamond shapes, large enough to print the title or one facet on each. Cut out diamond shapes and write the title or one facet. Use as described above. Sketch one large diamond on poster board. Use a black marker to trace eight facets, then write the title and the facets in each section. Cut apart and display the title on the focal wall. Learners will place pieces as a jigsaw puzzle, forming the diamond. Search your browser for a simple diamond diagram. Teaching Suggestions DIAMOND OF HOPE Greet learners as they arrive. Give a special welcome to visitors and members who have been away. As you greet them, direct attention to the tablet or laptop displaying the image of the Hope Diamond. Don t elaborate; simply say: Have you seen this? Look at the brilliance of its facets. Isn t it something? Teaching Options If you choose not to use the suggested video of the Hope Diamond: Search your Internet browser for images of the Hope Diamond. Select and print a photo, preferably on photo stock paper. 13 the splendor of christ

15 H old up a diamond ring (borrowed if necessary) to the light. Adapt your discussion of the Hope Diamond, saying: Although this diamond is significantly smaller, it still captivates us as its facets reflect the light. Start class by viewing the video image of the Hope Diamond. Briefly share details about the diamond as revealed in the Travelogue, (p. 9) (45.52 carats, deep blue color, on display at Smithsonian National Museum of Natural History, 60 facets). Teacher Tip Spend no more than a couple of minutes on this illustration. Stress the multi-faceted character of Jesus. Discuss the value of examining a diamond from several angles to fully assess its value and beauty. In much the same way, we examine all facets of the life of Christ His birth, His miracles, His teaching and healing ministry, His sacrificial death, and His resurrection. As we examine who He is, we come to see the light of God s glory reflected in His Son. If we only examine a few facets, we will miss the totality of who Jesus is and why He came to live among us. We will fail to make Him the center of our lives, and we will fall short of becoming all He has in mind for us, knowing Him intimately, and living for His honor and glory. Direct adults to consider the question in the Travelogue (p. 10). Read aloud: What most intrigues or excites you about getting up close and personal in a study of Jesus? Allow for responses; then lead in prayer for today s study. THE CENTRALITY AND SUPREMACY OF JESUS Ask a volunteer to read Colossians 1: Say: Before we examine this passage, let s discover Paul s purpose for writing this 14 the splendor of christ

16 passage. Explain that heresies such as Gnosticism were infiltrating the church at Colossae. False teachers denied the deity of Christ and asserted that following Jesus was just one part of salvation. Similar to modern-day cults, they tried to add to the Gospel message. These heretical teachings threatened to destroy the young church. Paul was determined to bring the church s focus back to the centrality and supremacy of Jesus Christ. Ask learners to look under their chairs for a strip of paper on which you have written seven important facets, or characteristics, of Jesus. Ask the volunteer to read the Scripture passage again, this time stopping at the end of each verse. As the reader pauses, ask the learners to identify one or more facets from that verse. As the appropriate characteristics are identified, direct the learner holding the card to attach it to the focal wall. Discuss each verse and facet, using the material from the Travelogue (pp.10-15) and the following ideas: FACETS OF CHRIST Image of God (v. 15): He bears all of the qualities, characteristics, and glory of His Father. Invite comments on how we can know God the Father through His Son. Superior and Sufficient (v. 15): As the firstborn over all creation, Jesus is supreme over every created thing. What He did for us through His birth, life, death and resurrection is sufficient. Consider the question in the Travelogue (p. 12): What does it mean to you that Jesus is enough? Creator (v. 16) All things, seen or unseen, in heaven or on earth, were created by Jesus. Briefly discuss examples of His creation that are not always obvious. Preeminent Sustainer (v. 17) Jesus is first in all things; He ranks above all things. He holds all things big and small, visible and invisible in His hands throughout time and history. Invite comments on our tendency to doubt His control. Head (v. 18) Jesus reigns as the supreme head of the body of Christ, His church. Ask: What does this mean to us? First in Everything (v. 18) Quote, I am the Alpha and the Omega, the First and the Last, the Beginning and the End (Rev. 22:13). Jesus is eternal; He brings the promise of eternal life to those who place their faith in Him. The 15 the splendor of christ

17 day is coming when every knee will bow... and every tongue should confess that Jesus Christ is Lord (Phil. 2:10-11). Consider: What is our responsibility until that day arrives? Reconciler (v. 19) Because of what Jesus did for us on the cross, we have the opportunity to be reconciled or restored to peace with God. We cannot accomplish this on our own. We have to rely on Jesus sacrifice and God s grace. Invite learners to consider the question: Are you at peace with God? (Travelogue, p. 15) and record their responses. Point out the prayer included in the Travelogue that learners can pray if they are ready to be reconciled with God through His Son Jesus. (Be sensitive to those who may not have a personal relationship with Christ. Be available to talk privately with them after class time.) After all the facets have been discussed, comment: That s a lot to take in, isn t it? It s not just about who Jesus was during His 33 years on earth. It s also about who He was before creation and who He is forevermore. FROM GLORY TO GLORY Explain that we who follow Jesus as our Lord spend a lifetime examining and marveling over His many facets. Say: In the coming weeks, we will continue to study the many facets of Jesus character. You may think you know just about everything there is to know. But unless you have already been transformed into the likeness of Jesus and you haven t there s always more to learn. Invite learners to follow along as you read aloud 2 Corinthians 3: When complete, ask learners to number the steps on 17 of the Travelogue: 1) turn away from the world; 2) turn to Jesus; 3) allow Him to remove the veil of sin; and 4) look at Jesus through spiritual practices such as Bible study, prayer, and more. Remind learners that transformation is a step-by-step process and we probably won t recognize changes in our lives as they are happening. 16 the splendor of christ

18 Ask a volunteer to read the last four sentences in the second paragraph of Travelogue (pp ) that illustrate how we will become like Jesus: We respond to situations like Jesus responds. We serve unselfishly like He serves. We love like He loves. We live like He lives. Challenge learners to consider how they can live out these goals in the coming week. CONCLUSION Close the Bible study time with prayer, and then share the video, He Will Run/He Is Here ( watch?v=8aw3xbkwnwg). Teaching Option If you choose not to use the video, distribute hymnals or provide the lyrics for Fairest Lord Jesus. Encourage learners to find the facets of Jesus revealed in this hymn. Read aloud or sing stanzas one and four as a closing prayer. FOLLOW THROUGH Send a note or to class members reminding them of this week s challenge to keep Jesus at the center of their lives. Pray for members prayer requests and for those who need to make a decision for Christ. Reach out to visitors and those who seldom attend. 17 the splendor of christ

19 LESSON 2 messiah promised deliverer To gain a clearer understanding of the biblical teaching that Jesus is the Messiah, the Christ. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: The followers of Jesus came to understand that Jesus was the promised Messiah, the Christ, the Son of David God would send to deliver His people. To recognize that Jesus is the promised Messiah revealed in the Old Testament and to gain a clearer understanding of how the New Testament portrays Jesus as the Messiah, the Savior of the World, the Ruler over His people. Each class member should know with certainty that his or her life has been surrendered to Jesus as Messiah, Savior, and Lord. Background Passage: scripture Passage: Memory Verse: M AT T H EW 16: MATTHEW 1 6: MAT T HE W 1 6:1 6 Jesus asks the disciples who the people are saying He is. They respond the Messiah, the Son of the living with the names of prophets (vv ). God! Jesus asks the disciples who they say He is (v. 15). Peter professes his belief that Jesus is the Messiah sent from God (v. 16). Jesus commends Peter and explains that God revealed this truth to him (v. 17). 18 Simon Peter answered, You are messiah

20 PREPARING TO TEACH This week s passage, Matthew 16:13-17, covers the basic questions of journalism: Jesus asked Who do people say that I am? and Who do you say that I am? What was happening? Jesus was spending some important alone time with His disciples. When? Jesus had been ministering throughout Palestine, accompanied by His disciples. He had miraculously fed a crowd of 4,000 from seven loaves of bread and some fish. Where? They were in the region of Caesarea Philippi in the upper Jordan Valley. The why and how questions may be more obscure but, ultimately, we must ask: Why did Jesus ask these questions? How does He want us to respond? As you prepare to teach this lesson, don t neglect prayer. Lift up each class member and intercede for those who are struggling with issues such as family problems or illness. Lift up those in your class who are not as vocal about their walk with Christ. Pray for those who have not taken the step of receiving Christ as their personal Savior. Work through this week s Venture In Travelogue lesson; record your responses to the questions. Most importantly, be sure that you can voice your own response to Jesus question: Who do you say that I am? Teacher Helps For additional study on this passage, go to passage. Enter Matthew 16:13-20 and click on Additional Resources. Scroll to the concordance section for your choice of material. Before learners arrive, prepare for class interaction by completing these tasks: Write Scripture verses on slips of paper Psalm 2:1-9; Isaiah 9:2-9; Isaiah 11:1-9; Jeremiah 23:5-6. Recruit four people to read these verses aloud during class time messiah

21 O n a tear sheet or the board, create two columns with the headings: Expected Messiah, God s Promised Messiah. On a tear sheet or the board, write the following names: Napoleon Bonaparte, H.G. Wells, Daniel Webster, Mahatma Gandhi, Albert Einstein. TEACHING SUGGESTIONS A JOURNEY OF DISCOVERY Greet and welcome class members and visitors. Begin with the following introduction, allowing time for responses after each question: Spittin image. Chip off the old block. How many of you look so much like one of your parents that people have used these phrases about you? Perhaps you have looked in a mirror and gasped, I m turning into my dad! Maybe something you said caused you to exclaim, I sound just like my mother! Continue: Our physical resemblance may be a matter of genetics while the emergence of some characteristics result from a significant person s influence. This may or may not be a good thing. But if we allow ourselves to be transformed in the image of Jesus by acknowledging who He is and spending time with Him, we can never go wrong. This week, we will examine another facet of Jesus as the Promised Messiah. Teaching Tip There may be people who won t speak up in class because they fear giving the wrong answer. Casual discussions where there are no right or wrong responses encourage them to join in. Lead in prayer, asking the Holy Spirit to reveal Jesus as the Messiah, the Christ, to all present. Ask Him to work in our lives so that, as we know our Lord Jesus better, we will reflect His image to the world. 20 messiah

22 WHAT S IN A TITLE? Ask: What are some titles that apply to you or others in our class? (doctor, boss, uncle, mother) Invite class members to suggest titles for people who did not respond. (Don t overlook newcomers. Take time to identify at least one title that could apply to them mister, Southerner, Italian to make sure they feel included.) Teaching Tip If the class is too large for each person to speak, call out some titles and ask learners to raise their hands if the title fits them. Call on a volunteer to read Matthew 1:1 and identify the first title for Jesus revealed in the New Testament (Christ). Explain that Christ is the Greek translation of Messiah, which means anointed one. Ask volunteers to read the messianic prophecies from the Old Testament (Psalm 2:1-9; Isaiah 9:2-9; Isaiah 11:1-9; Jeremiah 23:5-6). After the passages are read, lead learners to identify and write in their Travelogue (p. 21) at least two things God promised the Messiah would accomplish. WHO DO PEOPLE SAY? Invite learners to imagine what people thought about Jesus as He traveled around Palestine, amazing people with His teaching and healing. Say: You can be sure there was plenty of speculation about Him. Ask: How would you have responded if you tended to be skeptical? What if you were actively anticipating the arrival of God s Messiah? What if you were a religious leader? Would you have welcomed Jesus or seen Him as potential trouble? Explain. Allow time for learners to discuss. Call on a learner to read Matthew 16: Recap the background and story. Say: By this time, Jesus had done many 21 messiah

23 remarkable acts. Can you give some examples? (preached, healed, walked on water, fed thousands, cast out demons). Lead the class to consider why Jesus asked the first question: Who do people say that the Son of Man is? Discuss possible reasons these men named John the Baptist, Elijah, Jeremiah. Ask: What did these responses indicate? (Jesus was popular, a great teacher, an amazing speaker, and had performed miraculous healings. They evidently saw Jesus as a prophet of God.) How did these beliefs fall short? (They failed to recognize Him as God s promised Messiah.) Read the question in Travelogue, 24: What are common perceptions today about who Jesus was and is? (a great teacher, a prophet, founder of a religion, a fraud) Ask learners to record their responses. Discuss Peter s declaration in verse 16 and Jesus response that this truth was revealed by His Father in heaven. Ask: Is this still true? Direct learners to write a brief response to the instruction in Travelogue, 24: Describe the first time you declared Jesus is the Messiah. Invite volunteers to share what they wrote. FROM THEN ON Read Matthew 16:20 and discuss possible reasons why Jesus ordered the disciples not to reveal Him as the Messiah. Call attention to the headings you have written: Expected Messiah and God s Promised Messiah. Under each heading, list expectations versus reality of the Messiah. (Expected military and political leader, deliverer, revolutionary, king; Promised suffering, humble, rejected, sacrificial lamb, Savior.) Guide class members to recognize that Jesus wanted to adjust the expectations of those who followed Him and were expecting to be part of a great revolution. Explain that they would need to come to understand His mission was a divine task. Consider and discuss whether the disciples ever truly came to comprehend Jesus mission. Ask: At what point did they grasp what He had been telling them? (after His resurrection) Briefly describe the events on the road to Emmaus; then read the words of the two men who didn t recognize the risen Jesus: We 22 messiah

24 were hoping that He was the One who was about to redeem Israel (Luke 24:21). BUT YOU, WHO DO YOU SAY? Comment: Unlike Jesus disciples, we have the advantage of knowing the whole story. But do we truly grasp who Jesus is? Explain that you will share some famous quotes about Jesus. Reveal the names you have written: Napoleon Bonaparte, H.G. Wells, Daniel Webster, Mahatma Gandhi, Albert Einstein. Say: I will read a quote and let you decide who said it. Mention that not all these people were followers of Christ and two of the quotes come from the same person. I like your Christ, I do not like your Christians. Your Christians are so unlike your Christ. (Mahatma Gandhi) I know men and I tell you that Jesus Christ is no mere man. Between Him and every other person in the world there is no possible term of comparison. Alexander, Caesar, Charlemagne, and I have founded empires. But on what did we rest the creation of our genius? Upon force. Jesus Christ founded His empire upon love; and at this hour millions of men would die for Him. (Napoleon Bonaparte) I am a Jew, but I am enthralled by the luminous figure of the Nazarene...No one can read the Gospels without feeling the actual presence of Jesus. His personality pulsates in every word. No myth is filled with such life. (Albert Einstein) A man who was completely innocent, offered himself as a sacrifice for the good of others, including his enemies, and became the ransom of the world. It was a perfect act. (Mahatma Gandhi) If I might comprehend Jesus Christ, I could not believe on Him. He would be no greater than myself. Such is my consciousness of sin and inability that I must have a superhuman Saviour. (Daniel Webster) I am an historian, I am not a believer, but I must confess as a historian that this penniless preacher from Nazareth is irrevocably the very center of history. Jesus Christ is easily the most 23 messiah

25 dominant figure in all history. (H.G. Wells) Encourage class members to comment on these quotes as they decide who said each one. Summarize the activity by saying: Obviously, not all of these people fully grasped the magnitude of who Jesus is. They respected and admired Him, but they did not all recognize Him as God s promised Messiah. Ask: What do we need to take away from this? Call on a volunteer to read the four bulleted statements in Travelogue, 22, (beginning with We must intentionally choose to trust, worship, and obey Jesus ) as the rest of the class reads silently. While reading, jot down key words on the board or tear sheet (intentional, public confession, preconceptions, costly). Teaching Option Instead of discussing the famous quotes, invite class members to reflect on Jesus as Messiah as you play the song or show the video of Jesus Messiah by Chris Tomlin. (Acoustical version: [start at 1:20; stop at 4:04] or a graphic version with scenes of Jesus beatings and crucifixion: YqHGFtnMOI&feature=player_embedded.) CONCLUSION Close in prayer. Pray that today s lesson will deepen our understanding of who Jesus is. Before leaving, challenge learners to personally examine their own response to the question Who do you say that I am? and record it on 23 of the Travelogue. FOLLOW THROUGH S end an to class members reminding them of this week s challenge to write a personal response to Jesus question, Who do you say that I am? P ray for members prayer requests and for those who need to make a decision for Christ. I nvite a visitor or infrequent attender to coffee or lunch. 24 messiah

26 LESSON 3 discipleship called to connect To gain a clearer understanding of Jesus teaching on what it means to be His follower, which begins by staying connected to Christ and allowing His work to be done in us and through us. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Every Christian is a disciple because every Christian is a follower of Jesus. Jesus first call is to be with Him (Mark 3:14), and then He sends us out to do His work. To acknowledge that every Christian is a disciple of Jesus. We are to depend on Him, remain in Him, and abide in Him through total surrender. Because He is always with us, we have access to Him at all times. When we remain in Him, He will bear much fruit in us. Background Passage: scripture Passage: Memory Verse: J O H N 15 JOHN 15 :5-8 J O HN 1 5 :5 Jesus taught that we must stay connected to Him in order to grow and flourish (v. 5). I f we, we will be useless and fail to achieve God s plan for us (v. 6). A s we model our lives after His and live in His will, God will honor our prayers (v. 7). We glorify God the Father by remaining close to His Son Jesus and producing fruit (v. 8). 25 I am the vine; you are the branches. The one who remains in Me and I in him produces much fruit, because you can do nothing without Me. discipleship

27 PREPARING TO TEACH What does it mean to be a disciple of Christ? From the Bible we learn that Christ chose twelve disciples to carry His message into the world. Those twelve, called apostles, and many more disciples fully embraced Jesus as their Lord and Savior. We know the stories of these early disciples, but we may not know how they relate to us. Many people profess faith in Jesus Christ but do not understand their role as disciples. They are missing what God expects from His followers: Every Christian is a disciple and every disciple is called to obey, love and serve God and others, spread the gospel, and grow the church. Today s lesson is for those who fail to try, try too hard, and everyone in between. As you study this lesson in the Venture In Travelogue, ask God to bring to your mind those class members who especially need to hear it. This may include some of your most active and involved members who, in their busyness, fail to nurture their connection with Jesus. Before learners arrive, prepare for activities and discussions: P repare a Disciple acrostic. Down the left side of a tear sheet, print D-I-S-C-I-P-L-E, leaving space for responses to the right of each letter. L ocate images of a grapevine with ripe grapes and Mary and Martha with Jesus. Teaching Tips S earch the children s teaching pictures or books in your church library for grapevine and Mary, Martha, and Jesus images. Or use your Internet search engine: For grapevine, type John 15:5 images (Suggestion: uploads/7/4/1/7/ /john_15.5_wallpaper_blue_1280_ x1040.jpg). For Jesus with Mary and Martha image: type Mary and Martha images (Suggestion: s1600/maryandmartha.jpg). 26 discipleship

28 TEACHING SUGGESTIONS CRAYONS, CLASSROOMS, AND CONNECTIONS Greet and welcome class members and visitors. Emphasize that today s lesson is about discipleship. Ask: How many of you consider yourself a disciple of Christ? Quickly add: You don t have to raise your hand, but I do hope your answer is yes. Point to the Disciple acrostic and ask for words that describe what being a disciple involves. Record responses but don t take time to complete all the spaces. Say: We ll come back to this later after you ve had time to think about it. Teaching Option For a different approach, follow the Bible study writer s introduction. Enlist one or two artistic class members who can quickly sketch (or draw stick figures) to represent our current ideas about teaching (classroom) versus the way rabbis taught in Jesus day (learning as they traveled). Lead in prayer, asking that learners will rediscover the Great Teacher, Jesus, who carefully taught His disciples and teaches us to follow Him. Ask God to work in our lives so that, as we know our Lord Jesus better, we will reflect His message and His love to the world. Say: Today we re going to look at how Jesus guided His twelve disciples. Tell the group that those who studied the lesson in the Venture In Travelogue have read about rabbis (teachers) who traveled with their students, or disciples, teaching along the way. Ask a volunteer to read the sentence about the rabbi s purpose on 30: The rabbi s main objective wasn t to teach information to the masses but to achieve transformation in his disciples who would model his character and carry on his teachings. 27 discipleship

29 Say: Jesus used this method in His ministry, but His objective was much larger. As a volunteer reads Mark 3:14-15, write key phrases on the board or tear sheet: appointed 12; be with Him; send them out to preach; have authority. Discuss the following questions and record responses by each phrase: F rom what you know of them, what did the twelve disciples have in common? (They didn t appear to have much in common [except for the two sets of brothers who also were fishermen], but all were seeking the Messiah, and they readily obeyed Jesus command to follow Him.) W hat is meant by to be with Him? (Jesus wanted connection and unity with His followers.) H ow were these men prepared to preach? (Before His death and resurrection, they were prepared to spread as much of the good news as they knew. Afterward, they were well prepared by what they had witnessed, and they were enabled by the Holy Spirit.) W hat kind of authority did they have? (They had supernatural authority in the name of Jesus Christ to cast out demons, heal the sick, and more. Later, they had authority to make new disciples and to lead the church.) Ask: How does all this apply to us? Encourage responses, then summarize by reading this statement in Travelogue, 30: All of Jesus teachings on discipleship apply to every Christian. Ask: What is required of us? Allow responses, including the list in the Travelogue, 30 (obey unconditionally, love and serve sacrificially, spread His gospel, develop other disciples). A PICTURE OF CONNECTION Refer back to the phrase to be with Him in Mark 3:14. Ask: Have you ever thought that Jesus really wants to be with you? What emotions do you experience as you ponder this? Allow responses and encourage learners to record their thoughts in their Travelogues, 31. Show a picture of a grapevine. Explain that Jesus used the grapevine as a metaphor for a key truth about discipleship. Say: This 28 discipleship

30 choice was appropriate because everyone was familiar with growing grapes, but more importantly, the grapevine symbolized God s desire to sustain and nurture Israel. Just as the branches would wither and die if they failed to stay connected to the vine, man s relationship with God suffers when the connection is broken through sin. Ask learners to silently follow along in their Bibles as a volunteer reads aloud John 15:5-8. At the top of the board or tear sheet, print Discipleship = Connection, then print v. 5, v. 6, v. 7 and v. 8 down the left side, leaving space to add key words or phrases. Encourage learners to circle, underline, and make notes in their Bibles or Travelogues. Discuss the following by asking learners to identify and then define or explain the following phrases from the Scriptures: v. 5: vine/branches (stay connected to Jesus); remains in Me (continuing in connection, depending on Jesus); much fruit: (spiritual transformation); nothing without Me (helpless, totally dependent) v. 6: thrown aside (useless, non-productive); into the fire (discarded, cut off ); v. 7: My words remain in you (Bible study, meditation, memorization); ask it will be done (praying in God s will). v. 8: Father is glorified (ultimate purpose); produce much fruit (grow and thrive in God s plan); prove to be My disciples (true followers of Christ). Ask: How do we live this out in our daily lives? Invite suggestions. Emphasize that spiritual transformation does not come through our own effort, but Jesus expects us to seek connection with Him. Say: You have already named some, but let s try to expand the list. On the board, print two headers: Alone and With Others. Under each column list disciplines that will keep us connected, both during alone time (prayer and praise, Bible study, meditating and memorizing God s Word) and with other disciples (worshiping, group Bible study, group prayer, listening to biblical preaching). Invite the class to name ways to stay in contact with Jesus in other situations as well, such as with family or at work. Remind the class that we have a perfect role model on whom 29 discipleship

31 we can and must base our lives. Point to the two columns and say: As we look at these lists, we know that all of these actions were modeled for us by Jesus. Jesus prayed alone and with others. He memorized and meditated on God s Word and He taught others. He worshiped corporately at synagogues and the Temple. As we follow His lead, we are practicing and perfecting our roles as His disciples. Mention also that there will be times of difficulty and struggles when every follower of Christ gets stuck in a mire of no spiritual growth and unanswered prayers. Say: That s not the time to give up. Instead, examine your life to determine what s breaking the connection. Most likely it s sin. You can reconnect by confessing your sin and seeking God s forgiveness and direction. Summarize: Our ultimate purpose is to glorify God and to bring others to a saving knowledge of Jesus Christ. A PICTURE OF PRIORITIES Call on a volunteer to read Luke 10: While the passage is being read, display a picture of Mary, Martha, and Jesus. Ask: How many of you relate to this story? How hard is it for you to set your todo list aside and just sit at Jesus feet? Invite responses. Teaching Tip Most responses will come from women who more readily identify with Mary and Martha. Men get overloaded too, but they may be less likely to admit it. Stir the pot by asking: How many of you will admit that you also place your want-to s such as sports and hobbies, ahead of time connecting with Jesus? Remind learners that both women and men have issues with setting priorities. Ask: What do we know about doers? (They get things done.) Continue: However, in the process, doers sometimes get their priorities out of whack. Ask: Did Mary love Jesus more than Martha? Encourage comments and opinions as you 30 discipleship

32 compare Mary and Martha s priorities but conclude that we really don t know. Ask: What was most important lesson in this scenario? What did Mary gain that Martha missed? Ask class members to consider the following questions in the coming week: How can I sit at Jesus feet? What would it take for me to put away my to-do list and seek Jesus first? Even when I m busy throughout my day, how can I keep my relationship with Jesus as my first priority? CONCLUSION Return to the Disciple acrostic and call for more words to complete the acrostic. If the group gets stuck on some letters, make suggestions from this list: D direct, doers of the Word; I (2) imitate, intentional, inspire; S sacrifice, serve, submit; C convert, connect, communicate, coach; P preach, pray, petition, plan; L lead, love, live fully; E enable, empower, educate. Encourage a time of silent prayer and then close the prayer by asking God to grow each person into a more committed disciple of Jesus Christ. Teaching Option If you do not use the acrostic, consider concluding the lesson with I Am the Vine by John Michael Talbott: watch?v=rykl1f4z0l8. FOLLOW THROUGH Send an to class members listing some questions to consider in the coming week: How can I sit at Jesus feet? What would it take for me to put away my to-do list and seek Jesus first? Even when I m busy throughout my day, how can I keep Jesus as my first priority? Consider class prayer requests and suggest ways the class or individuals could practice discipleship by ministering to those in need. Personally contact class members or visitors who have questions or concerns about staying connected with Jesus. 31 discipleship

33 LESSON 4 engaging discipleship an active summons To gain a clearer understanding that one of Jesus primary actions was to call others to follow, and what we can learn and put into practice from this. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Jesus calls others to follow Him. My response to Jesus is first to follow Him, and then to consider ways I can imitate this practice from a biblical perspective. To acknowledge that Christ-followers are called to participate with Him in His work as fishers of men and laborers in the harvest. Jesus sent His disciples to minister while He was on earth and when He departed. We call others to follow Jesus and then walk with them in their efforts. Background Passage: scripture Passage: Memory Verse: MAT T H EW 4: MATTHEW 4 : MAT T HE W 4 :1 9 While walking by the Sea of Galilee, Jesus called brothers Simon (Peter) and Andrew and James and John to follow Him Follow Me, He told them, and Jesus promised to teach the brothers to fish for people (v. 19). The brothers responded immediately, leaving everything behind (vv. 20, 22). 32 engaging discipleship I will make you fish for people!

34 PREPARING TO TEACH We read books and attend seminars on leadership. We study the lives and characteristics of leaders; we look up to them; we may even pattern our lives after them. We have also learned about leaders who led their followers into destruction. We may wonder why no one questioned their motives and tactics. And then there are so-called leaders who don t go anywhere because they are all talk and no action. Their followers end up disappointed and disillusioned. This week s study examines leadership in the life and ministry of Jesus Christ. You and your class will look closely at the way Jesus called His disciples, the commitment expected of them, and the challenges He offered. You will also examine the cost of being a follower as well as the requirement to lead others to follow Jesus. Teacher Helps For additional study on Matthew 4:18-22, go to com. Enter the Scripture passage. Access the 15-minute study Dedicated Discipleship by Dr. Gene Getz on the Video Player Tool. As you study this lesson in your Venture In Travelogue, prayerfully examine your own commitment as a follower of Christ and your effectiveness and faithfulness in leading others to know Him. Record your responses to the questions throughout the Bible study. Before learners arrive, prepare for activities and discussions: Search your Internet browser for images of the leaders named in Follow the Leader. Determine if you will download and print the images or create a slide presentation. Search for and print an image of Forrest Gump running across America with people following him. Locate a Bible teaching picture of men actively fishing at sea (check with your children s minster) or search Fishing in Bible Times for online images. Review Let Them See You by JJ Weeks Band ( com/watch?v=nhqym-giqd4) or choose an optional closing. 33 engaging discipleship

35 Teacher Tip Access these images through the Internet browser of your computer. Enter the person s name or the image described. You can print the image or prepare a slide show for your laptop or tablet. TEACHING SUGGESTIONS FOLLOW THE LEADER Display images of people who have been called leaders (positive and negative): George Washington, David Koresh, Susan B. Anthony, Jim Jones, Winston Churchill. Allow the learners to identify the people as real or fictional and why they were known. Ask: What do they have in common? (They were leaders.) Were their intentions as leaders good? (Not all. Several of them led their followers to destruction.) Teaching Option If you choose not to use images of the leaders, print their names on separate sheets of paper, using a large font that all class members can easily read. Explain that today you will examine discipleship. Share Merriam-Webster s Dictionary definition of disciple: one who accepts and helps to spread the teachings of another. A disciple of Jesus Christ follows Him by studying His words and actions, imitating His walk, and leading others to Him. Ask: Based on this definition, is discipleship accidental or intentional? Discuss responses, stressing that discipleship must be intentional. Lead in prayer for today s study. Briefly recap the writer s story of the child at the beach (Travelogue, p. 39). Consider the questions: What if I was that intentional 34 engaging discipleship

36 about following Jesus? Where would He lead me? What could I accomplish for His kingdom? Invite learners to share their thoughts. Say: Before we get into the requirements of discipleship, let s take a look at leadership. Ask learners to name qualities of great leaders (good communicator, active, not passive, commands respect, charisma, integrity). As they are mentioned, write them on a board or tear sheet. Lead the class to identify leadership qualities that Jesus exemplified. (He modeled what He taught; He was an active leader, working steadily and tirelessly; He had goals and knew what must be done to achieve them.) Return to the list on the board and ask: Would you follow a leader with these qualities? You may answer yes or no; or you might say, It depends. Why? Consider some of the bad leaders discussed earlier. Conclude that there was something about Jesus that compelled people to follow Him. Comment: Most likely, they sensed the presence of God in Him though they couldn t fully understand why. Studying Jesus call to His first disciples can show us the meaning of discipleship. ALL INCLUSIVE SUMMONS Explain that today s lesson is found in the Gospels of Matthew, Mark, and Luke. Say: These three books are called the Synoptic Gospels because they follow the same outline of Jesus ministry. The book of John differs in approach. Ask the question from Travelogue, 41: Why would differences in the four Gospels actually make them more, rather than less, reliable as true accounts of Jesus? Mention that police, when interviewing witnesses, expect their stories to vary in a number of ways because the witnesses observed and remembered different aspects of the event. Police might be suspicious if their stories were exactly the same. 35 engaging discipleship

37 Teacher Tip Don t assume learners understand such terms as Synoptic Gospels or that they do not question the variations in the narratives about Jesus ministry. Be open to discuss questions but don t be sidetracked from the lesson. Assign one learner to read Matthew 4:18-22 and two others to silently read along from Mark 1:16-20 and Luke 5:1-11. When the first reader completes the Matthew selection, invite the other two learners to note any differences in the texts they have read. Suggest that learners write the differences and similarities in the Travelogue, 41. (Learners should note that the Matthew and Mark versions are virtually identical; Luke s version is more detailed.) Call attention to the inclusion of catching people (Luke 5:10) and the immediacy of their response to Jesus call. Remind learners that Simon (Peter), Andrew, James, and John had met Jesus earlier, so their response was not based solely on the seaside meeting. Direct learners to open their Bibles to John 1: Explain that this passage occurs on the days after John the Baptist baptized Jesus. John pointed out Jesus as the One who baptizes with the Holy Spirit the Son of God (vv ) and Look, the Lamb of God! (vv. 36). Two followers of John the Baptist Andrew and possibly John the fisherman followed Jesus. Jesus asked, What are you looking for? (v. 38). Say: At this point, no commitments were made, but the spark was lit as Andrew found his brother and brought Him to meet Jesus. Say: When Jesus asked, What are you looking for? his early followers could only respond Where are you staying? (John 1:38). They had no idea what would be involved in Jesus summons to follow Me. Ask a learner to read the paragraph in the Travelogue, 42: When Jesus called these men to follow Him He was summoning them to give their all. Comment: They could not have known that the promise to make them fish for people would require a lifetime commitment, continual challenges, and sacrifices, including the sacrifice of their very lives. 36 engaging discipleship

38 Returning to Matthew 4:18-22, refer to the questions from the Travelogue, 43: What most strikes you about the men s response and why? What would it take to immediately leave everything and follow Jesus? Do you think that s even possible in our culture? Allow a few minutes for brief discussion. Encourage the learners to write their responses in the Travelogue. Summarize by reminding learners that Jesus s disciples found that following Jesus is worth the cost, and we will learn that too. Teacher Tip Discussing this topic and the related questions about leaving family and obligations could eat up your class time. It could also prove quite uncomfortable for some people and perhaps even divisive. Encourage learners to study this material on their own and, if needed, offer to discuss concerns and questions privately. ENGAGED AND ENGAGING Bring up the Forrest Gump image and show to the class. Say: Forrest Gump was a fictional character who could be described as an unintentional leader. When he set off on his run across America, people followed him, thinking he had answers to life s questions, but he had none. Compare this type of non-leadership-leading-nowhere to the intentional leadership of Jesus. Remind learners that many who started out following Jesus eventually abandoned Him when the going got hard or they didn t find the answers they wanted. Ask: Is this a reflection on Jesus ability to lead? Why or why not? Discuss how Jesus addressed the two sets of brothers in their familiar environment, using the language of fishermen. Call on a volunteer to read Matthew 9:9-13 for Jesus approach to a very different disciple. Identify and record (Travelogue, p. 45) the differences and similarities in the way Jesus called Matthew and the four fishermen. Note that Matthew also responded immediately. Lead learners to consider the men Jesus called to be His disciples. Ask: Were they well educated? Were they leaders in their communities? Were they well admired for their good behav- 37 engaging discipleship

39 ior? List some negatives about them (impulsive, prideful, argumentative, fearful, and doubtful). Summarize that they were just like us ordinary, sinful, and weak yet Jesus called them to be leaders who would carry His kingdom forward. Emphasize that Jesus sees us the same way, full of potential. Say: As our relationship with Christ develops through prayer, Bible study, and worship, we become imitators of Him, representing Him in every area of our lives. As a result, we lead others to know Him. Show the teaching picture of biblical fishermen casting their nets into the sea. Discuss that this was back-breaking work, certainly not leisurely entertainment. Say: When Jesus called the disciples, He wasn t offering them an easy job. Yet, they readily followed, not knowing they would be rejected by society, abandoned by other followers, and often fearful and desperate. Ask: How can we emulate these original disciples who stayed the course? What can we do when we get off track? (Mention Peter s failings even though he so clearly loved Jesus.) How well do we respond to Jesus call to follow Me and then lead others to do the same? CONCLUSION Invite learners to carefully consider the final questions on 48, Travelogue: What actions can you take this week to: Become more engaged in discipling another person? Invest in others so they become engaged in following Jesus? Challenge them to prayerfully consider these questions in the coming week. Play the audio of Let Them See You by JJ Weeks Band as a closing prayer. Teaching Tip If you choose not to use the suggested song, you may opt for the traditional hymn, Let Others See Jesus in You. Invite a member of your class to sing or lead the group to sing it as a prayer. 38 engaging discipleship

40 FOLLOW THROUGH Send s or texts to remind learners of the challenge to invest in discipling someone. Continue your commitment to pray for members prayer requests and for those who need to make a decision for Christ. Intentionally reach out to someone in the class who may have questions about what it means to follow Christ. If you re not sure who, ask God to show you. 39 engaging discipleship

41 LESSON 5 unlimited compassion a heart for others As we gain an increased understanding of Christ s compassion, our love for Him will increase, and we will gain insight on how Christians are to emulate His compassion for others, including the poor and marginalized in our society. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Jesus has compassion and cares for people who are suffering. As believers we can approach Him knowing He is full of compassion, mercy, and grace. In addition, we are to live in a way that demonstrates Christ s compassion for others, including the hurting and marginalized in our society. To maintain a biblical view of the character of Christ as witnessed in the biblical accounts of His extraordinary acts of compassion. As recipients of His compassion, we will live with a greater awareness of how we are to serve others, including the poor, disenfranchised, and suffering in our society. Background Passage: scripture Passage: Memory Verse: MAT T H EW 9 MATTHEW 9: MAT T HE W 9:3 6 As Jesus traveled from town to town, He taught, preached, and healed people who were afflicted (v. 35). When He saw the crowds, Jesus felt compassion for the people who were lost and hopeless (v. 36). Jesus instructed His followers to seek God s direction in ministering to lost people (vv ). 40 unlimited compassion He felt compassion for them, because they were weary and worn out, like sheep without a shepherd.

42 PREPARING TO TEACH Almost every day we hear stories about compassionate acts, from a man leading ducklings across a busy street to a child collecting stuffed animals for homeless children. These wonderful stories warm our hearts and help restore our faith in humanity. Sustainable, life-changing compassion grows out of a relationship with Jesus Christ, bringing His followers to become more like Him and teaching them to see others through His eyes. Today s lesson examines the compassionate character of Christ and calls us to imitate Him in our everyday activities. Consider the many opportunities you have to show compassion every day. Study this week s Bible lesson in the Venture In Travelogue. Prayerfully seek God s direction before you present this important topic to your class. Ask God to open your eyes to the needs around you. Teacher Helps For additional commentary on Matthew 9:35-38, go to www. mystudybible.com. Enter the Scripture passage. When the passage appears, open the Commentary Tool under Cross References or go to Video Player Tool to view a 12-minute lesson by Dr. Gene Getz. Before class: Print God s compassion is... on the board or a tear sheet. Prepare compassion acrostics by printing the letters C, O, M, P, A, S, S, I, O, N vertically on tear sheets. Prepare one tear sheet for every four people you expect in your class. WHAT A CHARACTER Greet and welcome class members and visitors. In your own words, relate this story about American medical missionaries who put compassion ahead of their own physical safety: In July 2014, Dr. Kent Brantley and Nancy Writebol, medical missionaries in Liberia, became ill with the dreaded Ebola virus. They were 41 unlimited compassion

43 transported back the United States where they were treated and both of them made amazing recoveries. Brantley wrote that he and his wife Amber went to Liberia because they believed God called them to serve at ELWA Hospital. As the virus spread, his work was consumed with treating the increasing number of Ebola patients. I held the hands of countless individuals as this terrible disease took their lives away from them. I witnessed the horror firsthand, and I can still remember every face and name When he became ill, Dr. Brantley isolated himself and waited for the diagnosis. When the result was positive, I remember a deep sense of peace that was beyond all understanding, he wrote. God was reminding me of what He had taught me years ago, that He will give me everything I need to be faithful to Him. 1 Missionaries Nancy Writebol and her husband, David, were motivated to service by their faith in God as well. David summed up their commitment: We have been blessed because of what Christ has done for us, (giving) us eternal life and salvation. What else could we do (but help)? 2 Say: The Christ-like quality that motivated these people to risk their health and their lives in Liberia can be summed up in one word compassion. Teaching Option As of this writing, this story illustrates the many selfless acts of compassion performed by Christians around the world who serve in difficult circumstances. You may choose a more recent story or share acts of compassion that are closer to home, even within your own church family. Lead in prayer, asking God to make each person aware of Jesus unsurpassed compassion and to instill that compassion in each person present. Invite a volunteer to read aloud the focal passage, Matthew 9:3538. Say: As we study the facets of Jesus character, we should keep in mind that His character is also the character of God the Father. Therefore, the compassion displayed by Jesus mirrored that of His Father. 42 unlimited compassion

44 Ask: Is compassion something we can just decide to do, or does it come with our growing faith? Defend your response. Discuss the importance of Jesus followers imitating or taking on His compassion. Teacher Tip Keep in mind the need for compassion within your class. Are visitors made to feel welcome? Did you speak to everyone and attempt to make them feel comfortable in the group? Are needs of the class members acknowledged and addressed? COMPASSION DEFINED AND DESCRIBED Ask: What exactly is compassion? Where does it come from? Call on two volunteers to read Psalm103:11-13 and Isaiah 49:15. Call attention to the board or tear sheet where you ve written God s compassion is Invite learners to find and share similes (descriptive comparisons): as high as the heavens; as far as the east is from the west; like a parent s compassion for his/her child. Invite learners to share examples of compassion they have experienced or witnessed. Ask: How is compassion different for the giver and the receiver? Call for responses to the question on 51 of the Travelogue: What implications should Christ s compassion have on a believer s life? COMPASSION MODELED Ask: Have you been approached by a homeless person? Have you visited a country where masses of children beg in the streets? Allow for brief responses. Ask: Did you look at these people? Did you really see them? How did they make you feel? Read Matthew 9:35-36 and lead the class to consider Jesus response in verse 35: He saw the crowds He felt compas- 43 unlimited compassion

45 sion for them. Ask why. (They were weary and worn out hopeless; they were like sheep without a shepherd leaderless.) Invite a volunteer to read these sentences in the Venture In Travelogue, 52: Compassion starts with seeing. There are numerous instances in the Gospels that state When He saw He felt compassion. Invite learners to search the paragraph for adjectives used in different Bible versions to describe the people (harassed, helpless, bewildered, miserable, confused, aimless, hurting, distressed, dispirited). Jot responses on the board or a tear sheet. Invite learners to record their responses to the following questions on 52 of the Travelogue: Which of these adjectives describe you? Which describe people you know? Say: Jesus brought a compassionate message, the Good News. Invite a volunteer to read Matthew 11:28-30: Come to Me, all of you who are weary and burdened, and I will give you rest. All of you, take up My yoke and learn from Me, because I am gentle and humble in heart, and you will find rest for yourselves. For My yoke is easy and My burden is light. Ask: Along with rest, what other good news did Jesus offer? (hope, a future, comfort, relief, provision) Continue: Jesus concern compelled Him to heal those who were afflicted. He reached out with a compassionate touch. Recall the opening story about medical professionals who risked their lives to help people who contracted the Ebola virus. Lead the group to consider the natural hesitance to touch someone with a contagious disease or repelling disfigurement. Invite learners to name other diseases that have made people untouchable (leprosy, AIDS, mental illness). Remind learners of the importance of touch (holding a hand, hugging) when ministering to others. Ask: How does risk affect ministry for some people? Say: When you minister to others, you may quickly run short on two things patience and provisions. Consider how Jesus was constantly interrupted by demands for one more blessing, one more healing, one more miracle; yet He always saw interruptions as opportunities. Ask: Do you ever get tired of dealing with the needs of others? Discuss some of the demands your class 44 unlimited compassion

46 members deal with, from chasing toddlers to caring for aging loved ones. Say: At times, Jesus performed miracles to provide for a lack of provisions. List examples such as wine for a wedding, food for the masses, money to pay a tax. Invite learners to name provision shortages that prevent us from ministering (money, facilities, food, workers). Continue: Lack of patience and provisions may hinder ministry efforts, but we can overcome discouragement through compassionate prayers. Explain that Jesus knows our hearts, but He wants to hear us express our needs, shortcomings, fears, and concerns for others, along with our faith and trust in His provision. The more we trust and grow in Him, the more confident we become that He will provide those very things we so desperately need. Ask learners to consider what they need to be able to model compassion to others. Revisit Matthew 9: Ask what Jesus was telling His disciples when He said: The harvest is abundant, but the workers are few. Ask: Do you think they understood that He was calling them to carry on His mission? Did they heed the call to bring in more Christ-followers to work the fields of needy and lost people? Discuss the implications for individuals, your class, and your church. PUT ON COMPASSION Say: Let s look at the elements required to see with compassionate eyes, share a compassionate touch, and pray compassionate prayers. Divide the class into groups of four and direct them to one of the COMPASSION acrostics posted on the wall. Allow the groups up to five minutes to fill in the acrostic with words necessary for Christ-like compassion. When time is up, ask each group to share their choices. Teacher Tips Provide each team with a marker. Direct each group to designate a person to record and report 45 unlimited compassion

47 for the group. Allow a total of 8-10 minutes for team work and sharing. Following the first group, ask other groups to share only words not yet mentioned. Suggestions: C comfort, care, conversation, courage, contact; O (2) offer, ownership, obedience, open eyes; M meet, minister; P patience, prayer; A action, attention; S (2) support, share, send, serve, smile, sincere, see; I imitate, invest, invite; N needs, necessities. Referring to the acrostic activity, call out some of the descriptive words named by the group. Share Colossians 3:12: Therefore, God s chosen ones, holy and loved, put on heartfelt compassion, kindness, humility, gentleness, and patience. Ask: Just how do we live out compassion? Summarize that Paul has called us to be intentional in living out these qualities, but we can t just put them on and take them off. Instead, these characteristics grow as we imitate Jesus, becoming more and more like Him. Direct attention to the last sentence in Travelogue, 58, and read it aloud: Let Christ s compassion seep down deep into your soul so that it becomes part of who you are and then overflows onto the weary and worn out in your world. CONCLUSION Challenge learners to respond in the coming week to the final question: How have you grown in your love for Jesus with just this glimpse into His compassion for you? (Travelogue, p. 58). Close in prayer, asking God to grow compassion in each individual as well as the class as a unit, that they may see, support, encourage, and lift up those around them who are in need. 46 unlimited compassion

48 Teaching Option You may prefer to close with a short vignette of compassion. Choose a YouTube video, search your Internet browser for Stories of Compassion, or share acts of compassion from your church s mission trips or ministries. FOLLOW THROUGH class members citing an act of compassion you have observed this week. Offer compassionate prayer for members who are dealing with heavy needs. Reach out to encourage someone in your class who appears to be hurting unlimited compassion

49 LESSON 6 fully man The Implications of Christ s Humanity To understand the clear biblical teaching that Jesus was fully human and experienced suffering, temptation, and human emotions like we do; that He was like us in every way, in terms of His humanity, yet without sin. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: The Bible teaches that Jesus was fully human and shared in all the characteristics of humanity, except that He was without sin. To present Jesus Christ, our God and Savior, so we can come to grips with the God-Man who fully relates to our lives in this broken world. Only Jesus, God in human flesh, has the power to represent all of humanity and be sinless to pay for the sins of humanity. Background Passage: scripture Passage: Memory Verses: H E B R E WS 2: 5-18; 4: 14-5:10 HEBREWS 4: HE BR E WS 4 : Jesus is the Great High Priest who has made atonement for our sins (v. 14). For we do not have a high priest who is unable to sympathize with our weaknesses, but One who has been tested in every way as we are, yet without sin. Therefore let us approach the throne of grace with boldness, so that we may receive mercy and find grace to help us at the proper time. Jesus was tempted just as we are, but He did not sin (v. 15). Because of what Jesus did for us, we are confident that we will receive mercy and grace from the Father (v. 16). 48 fully man

50 PREPARING TO TEACH If you have been a Christian for many years, you may have never questioned the dual role of Jesus as both Man and God. There have always been many who deny the divinity of Christ. It s harder to grasp that there were people who insisted that Jesus was not human, but only appeared to be. This heresy spread through many of the early churches, threatening to destroy the stability of the established churches and the potential for growth. Jesus humanity is a critical part of our faith. Without the human element, Jesus could not have accomplished the essence of His ministry to lay down His life as a sacrifice for the sins of mankind. This lesson will examine the implications of Jesus humanity, allowing your learners to firmly grasp this vital truth. Teacher Helps To learn about the role of the High Priest, go to com and enter Hebrews 4: Then click on Cross References and Dictionary Tool. Select a dictionary and scroll to high priest. Study this lesson carefully and prayerfully. Consult commentaries to clarify your understanding, answer your own questions, and anticipate questions from your class. Before class: Write the headings High Priest and Great High Priest on two separate tear sheets. Locate an image of a biblical high priest. Check children s Sunday School teaching pictures or locate and print an image from the Internet. Prepare silent testimonies. Cut 11-by-14-inch placards from cardboard or poster board. Using large, bold print, copy the testimonies from the Hold Fast section. (Do not include names.) Write the first part on one side and the part labeled flip side on the back, head to foot so the text is readable when the placard is flipped. Recruit three men and three women for silent testimonies. Each in turn will step forward, hold the placard long enough 49 fully man

51 for the class to read, flip to the back side, then step back. No words should be spoken. Teaching Tip If you are unfamiliar with silent (or cardboard), testimonies, type cardboard testimonies in your Internet browser to find a video example. TEACHING SUGGESTIONS HOLOGRAM OR HUMAN? Greet class members and visitors. Ask them to share some things they heard or observed as they visited before class that showed the humanity of those around them, such as emotions, aches and pains, needs. Say: We know the folks around us aren t apparitions or holographic illusions, nor are they robots made to look human. We observe one another and, with all their strengths, weaknesses, quirks, and good qualities, we have no doubt they are completely human. Introduce the lesson topic and explain why it is important to understand who Jesus is and His purpose. Explain that we will examine the implications of His humanity during our study time today. Lead in prayer, asking the Holy Spirit to reveal Jesus as God Incarnate to all present. Teaching Option Follow up on the Travelogue example of the holographic presentation of Michael Jackson. Research efforts to produce holographic images of Jesus by typing Holographic images of Jesus on your Internet browser. Explain these efforts to class members. Show some of the images; don t present them as accurate, but only speculative. 50 fully man

52 Impress on learners that we don t need to see ghost-like images of Jesus to know who He is or why He came. The testimonies we have from God s Word are all we need. TRUTHS OF JESUS HUMANITY Say: The apostles and other leaders of the early church had their hands full. Explain that as quickly as the Gospel was carried from one region to another, false teachings sprang up, threatening to undermine the truth that Jesus is both human and divine. Using the lesson writer s explanation in Venture In Travelogue, 60, briefly share the teaching that Jesus only appeared to be human, but was actually a spirit. Comment: Imagine how the apostles would have responded to such an assertion. After all, they had spent three years living side by side with Jesus, observing everything He did. Invite a volunteer to read 1 John 4:1-3. Respond to the question on 60 of the Travelogue: What is a good test to discern whether someone is teaching God s truth? Summarize: John wanted believers to discern truth from lies and recognize that a true teacher confesses that Jesus Christ has come in the flesh. Call on nine volunteers to look up the list of Scriptures in the Travelogue (p. 61) that attest to Jesus humanity (Matt. 4:2; Matt. 8:10; Matt. 24:36; Mark 3:5; Mark 10:13-14; Mark 14:33-34; Luke 24:36-43; John 4:6-7; and John 12:27,13:21). As you write the answers on the board, suggest that learners record them next to the passage in their Travelogues. When the list is complete, ask for other ways Jesus showed His human nature. Pointing to the list, summarize: Jesus had physical needs to eat, to drink, to rest; He had emotions grief, joy, indignation, anger, sadness, and pleasure. Discuss the implications of Jesus humanity and why it s important that we believe it. Ask: Why does this matter? What would the loss of Jesus humanity take away from: His birth? (Though divinely conceived, He was born in a human manner and raised normally from infancy to adulthood.) 51 fully man

53 His life? (Jesus experienced pain, needs, trials, and temptations, allowing Him to identify with the struggles of the people.) His death? (If He hadn t been human, He wouldn t have died. Without His brutal death on a cross, we could not experience His redemption.) His resurrection? (He overcome the grave so we can have eternal hope in Him.) IMPLICATIONS OF JESUS HUMANITY? Discuss the role of a lawyer. He must know the law well enough to present his case before the judge. He must know his client s case well enough to present the best defense. He literally stands between the client and the judge as a mediator or go-between. Invite a volunteer to read Hebrews 4:14. While the passage is being read, attach the High Priest and Great High Priest tear sheets to a focal wall. Post the image of a high priest in the temple between the two sheets. Divide class into two groups. Group 1 will summarize the role of the high priest based on explanation from the Travelogue, 62, and other sources. Group 2 will list the qualities that make Jesus the only Great High Priest, based on Hebrews 4: Each group will write key words on the sheet and be ready to explain. Summarize: The high priest played the role of mediator between God and mankind, but the high priest was not perfect so he could not be a perfect mediator. There is only one Great or perfect High Priest, and that is Jesus. Discuss the question: Could Jesus have mediated the case between a holy God and sinful people if He hadn t been fully human? (Travelogue, p. 63). Include the following in your discussion: What is sin? How does our sin appear to God? What punishment is required for our sin? (death) Emphasize that we rely on Jesus willingness to stand between us and God. Jesus could not have done that if He hadn t walked in our shoes, suffered as we have suffered, and experienced temptation. Ask: When are you weakest and least able to resist temptation? (when tired, frustrated, hurt, disappointed, afraid) Wait for responses, then read Hebrews 4:15. Ask: Would you resist going to someone and admitting 52 fully man

54 you struggle with a certain sin? Would it make a difference if this person said, I ve struggled with this too? Read Hebrews 4:16. Say: We can approach God because Jesus has paved the way. He stands with us. Share a scenario about owing money and being unable to repay. Ask: Would you avoid the creditor? Probably. But what if someone said, I ll go with you and pay your debt. Conclude: This is exactly what Jesus already has done for us with our debt of sin. He paid with His own blood. Have volunteers read Romans 8:34 and Hebrews 7: Direct the class to record their responses to the questions in Travelogue, 66: Where is Jesus now and what is He doing there? (He is at the right hand of God, interceding for us; He is able to save us because He intercedes for us.) HOLD FAST Call on the six volunteers you enlisted earlier. Direct them to stand in front of the class with the placards you gave them. Explain that these volunteers will stand in front of the class, holding his or her testimony long enough for class to read it, then flip it to the concluding side. Testimony 1: The angel Gabriel told me I would be the mother of the promised Messiah. Flip side: He was born in a stable. (Mary, mother of Jesus) Testimony 2: I was with Jesus at the temple when He turned over the greedy merchants tables and drove them out. Flip side: Jesus was angry. (Matthew or any of the disciples) Testimony 3: Jesus spoke to me, a Samaritan, while I drew water from a well. Flip side: He was thirsty. (Samaritan woman) Testimony 4: I was inconsolable with grief when my dear brother died. Flip side: Jesus mourned with me. (Martha) Testimony 5: Jesus told me to touch the wounds on His body. Flip side: Jesus suffered the pain of His whipping and cruel death. (Thomas) 53 fully man

55 Testimony 6: I was with Jesus on a boat when He fell asleep. When a threatening storm came up, He did not wake up. Flip side: He was weary. (disciple) Summarize that we can trust the testimonies of the witnesses who walked with Jesus and observed His human nature. CONCLUSION Challenge class members to spend time this week considering the implications of Jesus being both fully God and fully man. Encourage them to share the Good News with someone who doesn t know why the incarnation is so important. Close with prayer. Teaching Option Follow up on the lesson writer s illustration of From a Distance by Bette Midler (Travelogue, p. 67). Listen to the audio or watch the video version. Discuss ideas we may have about how God views and interacts with us based on the lyrics of this song. Stress that this distance has been closed by the sacrificial offering of our Savior. Follow Through Text or the words Hebrews 4:14-16 to class members as a reminder that they have Jesus Christ as their Great High Priest. C ontact members who shared prayer requests to let them know you are praying for them. P rayerfully determine who needs your encouragement this week and reach out. 54 fully man

56 LESSON 7 the cross of christ the great exchange To examine what took place on the cross of Christ and better understand how Christ s atoning work applies to our lives. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: God s love and justice meet at the cross, where Christ bore the punishment due our sins and saved His people. Because of what occurred by us and for us at the cross, we can confidently journey toward Christlikeness. To acknowledge that the cross is a foundational belief of Christianity and a centerpiece of human history. Everything before the cross points to it, and everything after the cross flows from it. Considering the cross should provide the believer with deep gratitude and confident assurance. Background Passage: scripture Passage: Memory Verse: 1 PET ER 2: PETER 2 : P E T E R 2 :2 4 By suffering and dying on the cross, Jesus bore the guilt and paid the debt for the sins of mankind (v. 24). He Himself bore our sins in His We were lost in our sins, but because of His cruel death, we now have a Savior and Shepherd to lead us and save us (v. 25). 55 body on the tree, so that, having died to sins, we might live for righteousness; you have been healed by His wounds. the cross of christ

57 PREPARING TO TEACH In Deuteronomy, we read anyone hung on a tree is under God s curse (Deut. 21:23), and yet, God sent His Son Jesus for that very purpose. The world sees the cross as foolishness and scandalous; yet for followers of Christ, the cross is the cornerstone of our faith because of what He did for us. As expressed by the writer of this week s Venture In Travelogue study (p. 70): There is no forgiveness or salvation no hope or life without the cross. As you study this lesson, consider your class members and the levels of understanding they may have about the significance of Christ s dying on the cross. Some may come from a culture that considers the cross shameful or purposeless. Others may have grown up hearing the story but have never personalized Christ s suffering and death. Pray that the Holy Spirit will guide you to emphasize those areas that are most critical to the people in your class. In preparation for class time, locate an image of The Raising of the Cross by Rembrandt van Rijn. (Type the title and artist in your Internet browser for selections or you may find an art book with this image at your local library.) Read about and be prepared to highlight aspects of the painting. Prepare the theological word study, using nine index cards (three cards for each term). On one card, write the term and definition. On the other two cards, write Scripture references. Include initials P, E, or A on Scripture cards to indicate which term the verse goes with. Propitiation: The appeasement or averting of God s wrath that we deserved because of our sins. Scripture cards (P): 1 John 2:2, Hebrews 2:17. Expiation: The canceling of guilt and cleansing of sin. Scripture cards (E): Romans 3:25, Colossians 2: A tonement: Through His death and resurrection, Christ brought about the reconciliation between God and sinful humanity. Scripture cards (A): Romans 5:10-11, 1 Peter 2:24. Preview The Power of Cross ( watch?v=aowdjleacys) or choose an alternative from well-known hymns about the cross. Enlist someone to cue the video or recording you have selected. 56 the cross of christ

58 Teacher Helps Learn more about the doctrine of atonement at com. Click on Bible Study Tools/Dictionaries/Holman. TEACHING SUGGESTIONS THE PORTRAIT Welcome class members and visitors. Display Rembrandt s The Raising of the Cross. Offer some commentary, such as the year it was completed (1633) and the use of light and dark to contrast the good and evil present at Calvary. Teaching Tip You will refer to the painting again, so keep it readily available. Avoid spending too much time on this introduction. Say: If this painting were shown on television, a commentator might warn, Due to the graphic and violent content of this image, you may not wish to watch. Yes, the image is graphic and violent, but it is something we need to see and comprehend. Ask why the cross is central to our faith in Christ. Encourage input from the class, while leading them to conclude that every aspect of Jesus life points to the cross. Suggest learners underline the following passage from the Travelogue (p. 69) as you read: Everything we ve examined so far His identity as Messiah, His teachings on discipleship, His engaging actions, His compassion and His humanity only attains full meaning at the cross. The crucifixion of Jesus is the foundation of the gospel and the centerpiece of Christianity and human history. Everything that came before the cross points to it and everything that comes after flows from it. 57 the cross of christ

59 Continue: And yet there are so many who reject the cross, calling it foolishness or worse. Ask class members to read silently 1 Corinthians 1:18, On the board, print The Cross; under it print two column headers: World s View and God s View. Ask for responses taken from the passage (World s view foolishness, scandalous, unwise, weak; God s view wise, powerful, strong, stumbling block). Leave the list on the board so you can add to it throughout the study. Restate that the image of the cross has always been and continues to be offensive to many people. Say: Today s lesson takes a closer look at God s purpose in sending His Son to be crucified. Lead in prayer, asking that the message of the cross will satisfy the doubts of some and motivate all of us to keep the cross, on which our Lord Jesus died, central to our understanding of salvation and living out our faith. THE PROBLEM Return to Rembrandt s painting and point to the figure in the foreground, a man wearing a beret and looking out. Explain that the artist included his own self-portrait, perhaps as a way of asking, What does this have to do with me? I wasn t responsible. Or was I? Invite learners to share their thoughts about each individual s responsibility for their own sin as well as the collective sin of Jesus crucifixion. Explain that this reveals the importance of examining the vast distance between the human condition and God s perfect nature. Enlist four volunteers to look up and read aloud Exodus 34:6-7; Deuteronomy 32:4; Romans 3:10-12, 23; and Romans 6:23. Encourage class members to record in the Travelogue, 71, what the Old Testament passages reveal about God s nature and what the Romans passages reveal about the human condition. Summarize: We know that all of us have sinned and deserve the punishment of death for our sins. We know that God is compassionate and loving, but He is also just. It s no wonder that other than Jesus every person is separated from God! It was (and is) definitely a situation that we sinful humans cannot fix for ourselves. 58 the cross of christ

60 THE PROVISION Say: God is both just and loving. While a price must be paid for our sins, God provided a way for us to be pronounced not guilty. Invite a volunteer to read 1 Peter 2: Comment: So this is how God worked out the love versus justice dilemma. Only God in His wisdom could have designed a plan like this. Ask a volunteer to read Deuteronomy 21: Repeat the text, anyone hung on a tree is under God s curse. Explain that hanging was a form of capital punishment in the Old Testament, but crucifixion was not introduced until the Romans came into the picture. Write cursed on the board, under both columns. Direct the same volunteer to find and read Galatians 3:13: Christ has redeemed us from the curse of the law by becoming a curse for us, because it is written: Everyone who is hung on a tree is cursed. In the God s View column, cross out cursed and write redeemed next to it. Review last week s lesson about the role of the high priest: Once a year on the Day of Atonement, the high priest entered the holy of holies to offer a blood sacrifice from an unblemished animal. The purpose was to substitute the animal sacrifice for the debt God s people owed for their sins. Discuss the shortcomings of this process. (It was temporary the whole process had to be repeated again and again; it brought no permanent transformation to the people and their walk with God.) Randomly distribute theological word study cards on which you have written the terms and Scripture references. If time permits, provide Bible dictionaries or print-outs from an on-line Bible dictionary for further study. Ask card holders to read the term and definition, then ask those with a Scripture card to read the verse from their Bibles. When all the terms and Scripture have been discussed, ask class members whether understanding atonement, propitiation, and expiation answers the question: Why did Christ have to die on the cross? 59 the cross of christ

61 Conclude that Christ, as a perfect human, provided the only possible sacrifice for the sins of the world. Read this sentence from the Travelogue, xx: We can call that substitutionary atonement, expiation, or propitiation. Or we can simply call it amazing, amazing grace. Teaching Tip Explain that propitiation, atonement, and expiation are not found in every version of the Bible or they may be used interchangeably. Continue the discussion by asking: How would you describe a death resulting from crucifixion? After responses, continue: What motivated Christ to go forward with His Father s plan, as horrifying as it was to contemplate? Was it obedience? Trust? Submission? Do not wait for responses but call on volunteers to look up John 3:16-17, Romans 5:8-9, and 1 John 4:10. Ask again: What was His motivation? Print Love under the God s View column. Consider one more important aspect of God s plan of redemption. Ask: Did God just come up with this idea one day and set it into motion by sending His Son to earth? Explain that the Old Testament contains many references to the coming Messiah and the suffering He would endure. Direct one-half of the class to look up and silently read Isaiah 53:3-12 while the other half reads 1 Peter 2: Allow adequate time, and then ask the Isaiah group to name words or phrases that describe Jesus experience at the cross. Next, call on the 1 Peter group to call out the same or similar words. Conclude that God s plan was set into action with Adam s initial sin. Print plan in the God s View column. Say: God knew exactly what was going to happen to His Son. THE POINT Once again, refer to The Raising of the Cross. Comment that 60 the cross of christ

62 we can only guess Rembrandt s intention when he included himself. Ask the following questions for consideration and silent reflection: Is it possible that the artist would have each of us place ourselves in the painting? How does that affect your personal responsibility for Jesus crucifixion? How does knowing your debt has been paid impact your right-standing before God? How does this knowledge shape your priorities and lead you to imitate Christ? Do not invite responses, but ask the class to consider these questions in the coming week. Read 2 Corinthians 5:21: He made the One who did not know sin to be sin for us, so that we might become the righteousness of God in Him. CONCLUSION Watch and listen prayerfully to The Power of the Cross, sung by Kristyn Getty ( Teaching Options Select a video of another hymn about the Christ s death on the cross, such as When I Survey the Wondrous Cross, O Sacred Head Now Wounded, or The Old Rugged Cross. Lead the class (or enlist a leader) to sing one of these hymns as a closing prayer. FOLLOW THROUGH class members the final questions to be considered this week: How does knowing your debt has been paid impact your rightstanding before God? How does this knowledge shape your priorities and lead you imitate Christ? If you showed The Power of the Cross or another video, or text the link to class members. Include a note to those who were absent. Ask God to nudge you toward class members and visitors who have questions or doubts about the message of the cross. 61 the cross of christ

63 LESSON 8 jesus is lord slogan or surrender? To gain a clearer understanding of the biblical teaching that Jesus is Lord, a term that implies He is Master, and even provides evidence to Jesus deity. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Jesus is Lord of all. His followers are to joyfully surrender to Him the absolute allegiance and obedience He deserves and demands as the Lord God and Master of everything. To fully grasp that Jesus is Lord results in a life of obedience. Confessing Him as Lord and believing God raised Him from the dead brings salvation. A lifelong pursuit of Jesus causes us to become more like Him, to recognize Him as Lord, and to worship Jesus as God. Background Passage: scripture Passage: Memory Verses: MAT T H EW 7: MATTHEW 7: P HI L I P P I A N S 2 :9-1 1 Not everyone who calls on the Lord or performs great acts in His name will be accepted in God s Kingdom. Jesus will reject everyone who has failed to surrender to Him. Obeying and practicing Jesus commands are foundational to the Christian life. The Kingdom of God is available to all who know Jesus Christ is Lord and submit their lives to Him. For this reason God highly 62 jesus is lord exalted Him and gave Him the name that is above every name, so that at the name of Jesus every knee will bow of those who are in heaven and on earth and under the earth and every tongue should confess that Jesus Christ is Lord, to the glory of God the Father.

64 PREPARING TO TEACH As part of the baptismal service at many churches, the pastor asks the baptismal candidate, What is your statement of faith? to which the person responds, Jesus is my Lord and Savior. Hopefully the one being baptized has a true grasp of the depth of this commitment, for the statement Jesus is Lord pledges a lifetime of surrendering and sacrificing selfish plans and desires to the leadership of our Savior, Jesus Christ. As you study this lesson in the Venture In Travelogue, pray that the Holy Spirit will guide you to lead in such a way that captures the attention of all present. Those who are growing in their faith will be affirmed in their walk with Jesus; those who are weak or still seeking will realize that the Christian walk is more than just words it is a commitment to lifelong transformation. Teacher Helps Go to for a video commentary on Matthew 7:21-27 by Dr. Gene Getz. Enter the Scripture passage, then go to the Cross Reference box and click on Video Player Tool. The video is titled Matthew #20, A Solid Foundation. Prior to class time, make the following preparations: Select six to eight advertising slogans to introduce the lesson. Examples: Just Do It (Nike); We try harder (Avis); It takes a licking and keeps on ticking (Timex); The Real Thing (CocaCola); Leave the driving to us (Greyhound); Put a tiger in your tank (Exxon). For more ideas or to find ads that fit the life stage or age of your class members, type advertising slogans and the decade desired in your Internet browser. Create two signs. On one print Kurios; on the second, print Jesus is Lord is not a slogan; it is a surrender. Prepare two tear sheets with these headers for Kingdom of Contrasts activity: Kingdom Rejects and Kingdom Seekers. (Or write the headings on the board.) On six small cards, print the following Scripture references: Acts 19:13-15; Acts 19:12; Acts 5:1-4; Acts 4:36-37; Acts 8:18-19; Acts 9:32, jesus is lord

65 Print the following monologues and cut apart. Prior to the session, enlist six readers to share these at the end of the class time. Lord Jesus, my body is a temple of the Holy Spirit. I will care for, strengthen, and discipline my body as a vessel through which the gospel message can be carried to those who need to know You. Lord Jesus, I will love You with all my heart, soul, strength, and mind and others as myself. Lord Jesus, I thank You for the joy of my salvation and my relationship with You. Teach me to submit my negative emotions to You so that I might not destroy my witness to others. Lord Jesus, thank You for the blessing of relationships my family, my friends, my coworkers, and my neighbors. Help me to show my love for You in the way I treat others. Lord Jesus, in every job I perform, help me to honor You by my service and my attitude. Lord Jesus, I surrender my time to You. Help me to use it wisely and generously as I serve You each day. TEACHING SUGGESTIONS NOT JUST A SLOGAN Greet class members and visitors. Begin by asking members to identify well-known slogans from the past. Read six to eight slogans that you discovered, taking no more than three minutes to complete the introduction. Say: Advertisers want us to identify their product slogans so they become catch-phrases in our everyday language. We can easily fall into the habit of using biblical language as shallow catch-phrases. Today we will examine the implications of the words we speak and the importance of living them out in our lives. Pray, asking God to reveal today s important message in a unique way to every person present. 64 jesus is lord

66 On a focal wall, display the Kurios sign. Explain that the word kurios is Greek for lord, referring to a master or authority figure to whom respect and allegiance are due. Comment: In referring to Jesus as Kurios, or Lord, His followers recognized Him as much more than Master. They acknowledged His divinity, proclaiming themselves to be obedient slaves/servants and submitting themselves to His will and direction. Next to Kurios, place a second sign: Jesus is Lord is not a slogan; it is a surrender. A KINGDOM OF CONTRASTS Invite a volunteer to read Matthew 7: Stop the reader after each verse to discuss the following questions: In verse 21, to whom is Jesus referring when He says, Not everyone who says to me, Lord, Lord!? (People who talk like they love Jesus, but do not serve Him.) In verse 22, Jesus was speaking of people who prophesied in His name, cast out demons, and performed miracles. What was missing? (Their actions were not motivated by their relationship with Christ.) In verse 23, why would Jesus say I never knew you! Depart from Me!? (They had never submitted their lives to the Lordship of Jesus. They had not received the gift of salvation.) Display the sign with two columns: Kingdom Rejects and Kingdom Seekers. Distribute the cards on which you have written the following Scripture references Acts 19:13-15; Acts 19:12; Acts 5:1-4; Acts 4:36-37; Acts 8:18-19; Acts 9:32, Ask remaining class members to partner with those who have Scripture cards (pairs or teams of three or four). Each team will look up the Scripture passages, identify the characters of the story, and place the card in the appropriate column. As they do so, ask them to share a short summary of the passage. Teaching Tip Guide this activity by helping learners identify the contrast- 65 jesus is lord

67 ing actions: Acts 19:13-15 Exorcists attempted to remove demons using Jesus name; Acts 19:12 Paul cast out evil spirits in Jesus name; Acts 5:1-4 Ananias and Sapphira lied about the profit from sale of land; Acts 4:36-37 Barnabas sold property and laid it at apostles feet; Acts 8:18-19 Simon tried to purchase the power of the Holy Spirit (Also point out that Simon repented of his wicked desire to purchase the power of the Holy Spirit [Acts 8:20-24]); Acts 9:32, Peter healed Aeneas and Dorcas in the name of Jesus Christ. Answer the question (Travelogue, p. 82): How can saying and doing impressively good things actually be an attempt to camouflage disobedience? Discuss good things that we read and hear about. Contrast the motives that prompt these acts with self-sacrificing actions of others who give everything to serve the Lord. Teaching Tip Avoid suggesting that non-christians cannot be unselfish or generous or that their motives are false. Stress, however, that our love, obedience, and desire to serve God motivate selfless and generous acts, even when they go unnoticed. Write God s Will on the board. Invite responses to the question: How can we know God s will and the good things we are supposed to be doing? Call on three volunteers to find and read 1 Thessalonians 4:3-4, 1 Thessalonians 5:16-18, and 1 Peter 2: As the passages are read, write on the board: sexual purity, rejoice, pray, give thanks, live honorably, good works, obey government authority, respect others, fear God. Note that these are not necessarily actions, but attitudes of the heart. Ask: Where does active service come in? (It is an outgrowth of having a God-pleasing and obedient spirit.) Ask a volunteer to read the following sentence from the Travelogue (p. 83): Obedience is the result of already being 66 jesus is lord

68 welcomed into a saving relationship with Christ, and it is the growth we pursue because we love Christ and desire to please Him and be like Him. Pointing to the words you wrote on the board, ask: What is Jesus looking for in us miraculous acts or obedience? Does He expect perfection or progress in our walk with Him? Explain. Summarize by reading this statement in the Travelogue, 83: Sincere sustained obedience to God s will is absolutely impossible without the power of Jesus in our lives, so what proves us to be true followers of Jesus isn t the amazing things we say or do but the transformed lives that obey God like Jesus did. Conclude the discussion, saying: Our ultimate goal is to hear Jesus say the words of Matthew 25:34: Come, you who are blessed by My Father, inherit the kingdom prepared for you from the foundation of the world. Recruit a volunteer to read Matthew 7: Ask for examples that illustrate the need for a solid foundation, such as building a house, starting a business, getting married, or raising children. Comment: Superficial faith doesn t require much of us, but it doesn t hold when everything falls apart. Do you agree? Allow for responses, then continue: Consider the foundation of your life. Is it built on a fundamental commitment to God or is it built on a sandy foundation of rejected truths, disobedience, and disregard for God s Word? Invite two volunteers to read Romans 10:9 and Matthew 7:21. Ask: What is the difference in confessing Jesus is Lord (Rom. 10:9) and saying Lord, Lord (Matt. 7:21)? After responses, conclude: The difference is in saying, Yes, Lord, I will do whatever You ask. LIVE IT Ask class members to turn to Philippians 2:9-11 in their Bibles and follow along as you read: For this reason God highly exalted Him and gave Him the name that is 67 jesus is lord

69 above every name, so that at the name of Jesus every knee should bow of those who are in heaven and on earth and under the earth and every tongue should confess that Jesus Christ is Lord, to the glory of God the Father (Phil. 2:9-11). Remind learners that these verses are the memory verses for this study. Call on class members to share take-away points from this passage (God highly exalted Him; name above every name; every knee should bow; every tongue confess that Jesus Christ is Lord). Comment: We have this promise that the day is coming when everyone will acknowledge the Lordship of Jesus, but what is holding us back from making Him Lord of our lives today? CONCLUSION Challenge learners to examine their hearts to determine if Jesus is Lord is a slogan or a surrender in their personal life. Then call the six people enlisted for monologues to the front of the room. Ask the class to prayerfully listen to the prayers expressed and consider how they would answer the question: How will you confess Jesus is Lord? Close with readers sharing prayer monologues you prepared earlier. Teaching Option Lead the class (or enlist a leader) to sing Jesus Is Lord of All. FOLLOW THROUGH S end an to class members encouraging them to write their own response to the final question in this week s lesson (Travelogue, p. 88): How will you confess Jesus is Lord with your: Body, Mind, Emotions, Relationships, Job, Time? Write notes to guests, thanking them for attending and encouraging them to come again. P ray for members and attenders who may be on the fence about their commitment to the Lordship of Jesus Christ. 68 jesus is lord

70 LESSON 9 the kingdom present and future TEACHING AIM: To gain a clearer understanding of Jesus teaching on the kingdom of God, how it informs our relationship to Christ and His kingdom, and what it means to be a citizen of this Kingdom. Jesus often taught about the kingdom of God, calling everyone to enter in and live as citizens of that Kingdom. WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: To understand that our response to Jesus call to enter the Kingdom means we surrender our lives to Christ s lordship. Our work and values should reflect what God desires in this world. We labor as good stewards of what has been entrusted to us so God s kingdom may be advanced. Background Passage: scripture Passage: Memory Verse: M A RK 1: 1-20 MARK 1: MA R K 1 :1 5 Jesus began His preaching ministry in Galilee after the arrest of John the Baptist (v. 14) The time is fulfilled, and the kingdom of God has come near. Repent and believe in the good news! Proclaiming that prophecy was fulfilled and the Kingdom of God had arrived, Jesus called on people to repent of their sins and embrace the good news message (v. 15). 69 the kingdom

71 PREPARING TO TEACH How do you cover a topic as massive as the kingdom of God in one lesson? You could spend weeks exploring the topic, but for today, you ll introduce some vital steps toward understanding and participating in God s marvelous plan. You ll start with Old Testament, continue to the New Testament with John the Baptist s preparation, and witness the beginning of the promised Kingdom as Jesus proclaimed, The kingdom of God has come near (Mark 1:15). Finally, you will examine the current spiritual realm of God s kingdom leading to the future culmination of God s promise, the physical reality of His everlasting kingdom. As you study the Venture In Travelogue, ask God to reveal areas of weakness in your own grasp of the subject. Pray that the Holy Spirit will use you to communicate this important lesson, especially to those who have never sought to know about the kingdom of God. Teacher Helps Visit for a video commentary by Dr. Ed Stetzer. Enter the Scripture passage, Mark 1:15, then go to the Cross Reference box and click on Video Player Tool. The video is titled The Kingdom of God. In preparation for the session: P rocure a large map of the United States. Attach to a board or focal wall. B ring your birth certificate and/or passport. P repare four tear sheets for the parable activity. Using the parables in Matthew 13, print the title of one parable and the appropriate Scripture reference on each tear sheet; then write the headings Insights into the kingdom and Insights about Jesus, leaving space to write responses. Underneath the headings, print Modern parable. (See pp of the Travelogue for examples.) S ecure a Middle Tennessee Initiative brochure (or other missions / outreach brochure) for yourself, if needed, and for class members/visitors who would like to have a copy. 70 the kingdom

72 TEACHING SUGGESTIONS WALK LIKE A CITIZEN Greet class members and visitors. Call attention to the map of the United States you displayed. Ask: How many of you were born in one of these 50 states? Allow for class to raise their hands, then continue: You are a citizen of the United States, subject to the privileges and responsibilities accorded to that status. Hold up your birth certificate and/or passport and say: These documents confirm your citizenship. You may live in another part of the world, but your citizenship status remains the same. Teaching Option If you have a naturalized citizen in your class, ask about the process and requirements to become a U.S. citizen. If you have someone from another country in your class, ask about the privileges and responsibilities of citizenship in that country. Explain that today you will be studying another type of citizenship. Say: If you are a follower of Jesus Christ, you are a citizen of another realm called the kingdom of God. From the day you repented of your sin and called on Jesus to be Lord of your life, you became a permanent citizen. Unfortunately, we tend to live too much in the physical reality of this world and not enough in the spiritual reality of God s kingdom. Pray, asking that our eyes would be opened to the eternal value of living in the kingdom of God. 71 the kingdom

73 THE KINDGOM OF GOD IS Ask: What do we mean by the kingdom of God? Is it something we have now or something we will have in the future? What are the rights and responsibilities of citizenship? Allow for responses, then say: Let s go back 700 years before Jesus birth, when a prophet spoke of the kingdom of God. Call on three volunteers to find and read Isaiah 2:2-4; 9:2-7; and 11:1-10. After each passage is read aloud, ask: How was this news perceived? Was the response always positive? Why or why not? Continue: Now let s move to the New Testament and the ministry of John the Baptist. Ask a volunteer to read Matthew 3:1-3. Note that John was quoting from Isaiah 40:3. Discuss the role of John the Baptist as one who prepared the way. Say: We read that prophets foretold the arrival of the promised Messiah and the kingdom of God. John announced, It s almost here! Get ready! But it wasn t until after John was imprisoned that Jesus made His proclamation. Read Mark 1:14-15; then work together to complete the activity in the Travelogue, 90: Identify at least four things you discern about the kingdom of God from these two verses. (Jesus was bringing the good news; prophecy was being fulfilled; the kingdom of God had arrived; and it was time to repent and receive the good news.) Say: We know that Jesus is the personification of the good news and that the kingdom of God has come. But the people had expected a much different Messiah and a radically different kingdom. Throughout His ministry, Jesus redefined the people s understanding and perceptions and He still does. Explain that we may not relate to the idea of a kingdom, but for the sake of comparison, you will refer to our nation. Ask: What s necessary for a kingdom to exist? (people and a realm in which the people live) Point to the map of the United 72 the kingdom

74 States and continue: We know the population of the United States is over 316 million, so we certainly have the people required for a kingdom. Indicate the borders of our country, including Alaska and Hawaii, and say: This is our realm. Contrast the nation of the United States of America with the kingdom of God. Ask: Who are the people? (all who have submitted their lives to Jesus Christ as Lord) What is the realm? (It is not a physical area, but a spiritual realm that exists in the hearts of those who live under the sovereign rule and authority of Jesus.) Read Matthew 12:22-29 and ask: According to this passage, what proved that the kingdom of God arrived with Jesus? (He defeated Satan s control of a demon-possessed man by casting out demons and restoring his speech and sight.) What proof do you see today that the kingdom of God is a present reality? (Miracles still occur, but we can t always see the impact of Christians ministering to those who are Satan-oppressed. People continue to trust Jesus Christ as Savior and Lord.) Encourage class members to record their responses in their Travelogue, p. 92. THE KINGDOM OF GOD IS LIKE Read the definition of parable in Travelogue, 93: A parable is a story that uses what is known and makes a comparison to teach a lesson about what is unknown. Say: Jesus used everyday objects or experiences to teach about important topics. One topic He covered thoroughly is the kingdom of God (or heaven). Teacher Help The kingdom of heaven, as used in the Book of Matthew, is interchangeable with kingdom of God. Matthew used kingdom of heaven in view of the Jewish practice of respecting God s name by never speaking it. 73 the kingdom

75 Read Matthew 13:10-13 and discuss Jesus use of parables. Say: Even Jesus disciples were confused about His use of parables and sought further explanation. Read verse 13 again and discuss what Jesus meant by His explanation. (He was challenging people to think and explore for themselves, to step outside the box, to recognize for themselves what He was trying to illustrate. He wanted people to truly seek the kingdom of God.) Divide the class into four groups and direct them to four tear sheets posted around the classroom. (See the instructions under Preparing to Teach. ) Instruct the groups to read the Scripture and record insights from their assigned parable; then direct groups to brainstorm a common current object or experience that could illustrate a truth about the kingdom of God. (Groups do not need to write out the parable but should be able to share their parable with the class.) Teacher Help Example: Matthew 13:24-30 K ingdom insights: The kingdom of God will overcome the evil in the world. J esus insights: Jesus brings protection and salvation to the citizens of His kingdom. M odern parable: The kingdom of God is like a vaccine. A bacteria or virus enters a person s body and causes a contagious illness, which spreads and leads to an epidemic. When a vaccine to prevent the disease is developed and applied, the epidemic is quelled and people are protected. Teaching Option For this activity, a team needs to be at least two people or up to five people. If your class is too small for four groups, examine the parables together and determine ideas to illustrate Jesus teaching. Record the ideas on board or tear sheets. If your class 74 the kingdom

76 consists of more than 25 people, create additional teams by duplicating the parables. Allow five to seven minutes for this activity, then call groups back together and ask each group to share its results. Note that some ideas may not be fully developed due to time restraints. Keep the focus on Jesus purpose in using parables to teach about the kingdom of God. Commend each group for their efforts. THE KINGDOM OF GOD IS NOW, BUT NOT YET Consider the lesson writer s description of the kingdom of God as now but not yet. Ask the class what they think she meant. Conclude the discussion by reading her explanation (Travelogue, p. 96): The kingdom of God is a spiritual reality now but everything is not yet under Christ s rule. The kingdom awaits its final consummation when Jesus returns in full glory and establishes His eternal kingdom. The certainty of the not yet fulfillment of the kingdom should influence every aspect of our now. Ask: If this is true, what is the first step we must take to be good citizens of God s kingdom? Read Matthew 6:13b: For Yours is the kingdom and the power and the glory forever. Continue: If we sincerely pray as Jesus taught us, then we believe His words. If we believe His words, we willingly surrender our pride and selfish desires. Call on class members to share ways they and others are active participants in God s kingdom work. Write examples on the board (raising a God-serving family; participating in mission trips; witnessing; volunteering for church-sponsored and other Christ-honoring ministries; giving offerings.) Summarize that although the kingdom of God is a spiritual realm, it is on display through our physical involvement. 75 the kingdom

77 CONCLUSION Hold up a copy of the Middle Tennessee Initiative brochure, which outlines the scope and vision of Brentwood Baptist Church. Point out the simple explanation (pp ), outlining the Needs of the region (evangelism, poverty, education, healthcare); the Call for church growth; and the Response (equip, expand, engage). Relate the growth and expansion to Acts 1:8: You will be my witnesses in Jerusalem, in all Judea and Samaria, and to the ends of the earth. Pass out Middle Tennessee Initiative brochures (or other mission / outreach brochure) to those who do not have a copy. Encourage class members and visitors to read this material and prayerfully seek God s will and direction for their lives. Alternatively, use another mission/outreach brochure and do the same exercise. Teaching Option As a closing option for young adult classes, watch The Kingdom of God video by Paul Baloche: watch?v=qsamf6u9cbm. Close in prayer, asking God to lead each person present toward more active involvement in His kingdom. FOLLOW THROUGH or text reminders to read or reread Middle Tennessee Initiative. Ask: Are you moving forward as a citizen of the kingdom of God? Ask God to call to mind any members or visitors who seem unsure about the lesson on the kingdom of God. Call or to ask whether they have questions or concerns they wish to share. 76 the kingdom

78 LESSON 10 miracles Authenticating Signs To observe what we learn about Jesus identity and mission through His miracles and healings, and to participate in His work in the world today. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Jesus performed miracles and healings to authenticate His identity and ministry as the Messiah, and to show that the Kingdom of God had arrived with power. To recognize that Jesus miracles, healings, and signs were to authenticate His identity as the Messiah and as the One having authority over demons, health, life, death, nature, and all things. To develop a greater confidence in the power and identity of this Jesus we serve. Background Passage: scripture Passage: Memory Verses: M A RK 1: MARK 1:29-3 4, J O HN 2 0 : In Capernaum, Jesus restored Simon Peter s mother-in-law to full health (vv ). Later in the day, Jesus healed many people who were sick and demon possessed. Jesus did not allow the demons to call His name (vv ). Jesus showed compassion to the leper and healed him of his disease (vv ). Jesus performed many other 77 signs in the presence of His disciples that are not written in this book. But these are written so that you may believe Jesus is the Messiah, the Son of God, and by believing you may have life in His name. miracles

79 PREPARING TO TEACH Preschoolers in your church can probably tell stories of Jesus miracles. Perhaps many of your class members are well-versed on the marvelous works Jesus performed during His earthly ministry as well. But at least some of them may see Jesus miracles as secondary to His ultimate purpose of sharing the good news. While this lesson covers only a few of Jesus miraculous works, it offers excellent insight into the process and methods Jesus employed to lead the lost into the kingdom of God. Pray that God will open a higher level of understanding as you study this lesson and allow you to effectively communicate with your class. Since this teaching plan calls for active involvement of everyone present, pray for each member and guest to take away a heightened interest in Christ s purpose in performing miracles and a desire to learn more. Teacher Helps Go to for a commentary on Mark 1:2145. Enter the Scripture passage; click on Study This. Scroll to Commentaries; and then Ransom for Many. Go to 2 for the study of today s passage. Copy and paste the following assignments on separate sheets of paper. Add space for group members to write responses. In advance of the class time, enlist a class member to lead each group. each leader a copy of his or her assignment. Lesson #1 Read: Mark 1:29-31 and Lessons from a Mother-in-Law, Travelogue, s Discuss questions and prepare to share: H ow do we know Jesus completely healed Simon Peter s mother-in-law? B esides physical illness, what serious illnesses or issues infect our lives? How does Jesus transform these problems? I s Jesus still able and willing to heal us completely? Explain. 78 miracles

80 Lesson #2 Read: Mark 1:32-34 and Lessons from Urgent Care, Travelogue, s Discuss questions and prepare to share: Why did the people wait until sundown before visiting Simon Peter s house? Why did they come? What was Satan s intention in having the demons call out Jesus name? Why did Jesus prevent the demons from speaking? When we minister to people, do we have expectations of them? If our expectations are not met, do we let that hinder us from future service? Lesson #3 Read: Mark 1:40-42 and Lessons from a Leper, Travelogue, s Discuss questions and prepare to share: Why did the leper say, If You are willing, You can make me clean.? What was Jesus response? Did the leper doubt that Jesus could heal him? Explain. Read and compare Matthew 14:14; 15:32; 20:34; and Luke 7: What word appears in all five passages? What can we learn from the way Jesus dealt with the leper? Lesson #4 Read: Mark 1:35-39 and Lessons from the Miracle Worker, Travelogue, s Discuss questions and prepare to share: Why did Jesus retreat after the healings? What was the purpose of His performing miracles? Why wasn t healing the sick Jesus top priority? Why doesn t Jesus work miracles in every desperate situation? What conditions are required to ask for a miracle? (Refer to the examples of appropriate and inappropriate miracle-seeking in Travelogue, p. 106.) Lesson #5 Read: John 20:30-31 and Lessons from Life, Travelogue, s miracles

81 Discuss questions and prepare to share: What are the two reasons John gave for recording Jesus miracles? H ow do we distinguish between a true miracle and the so-called miracles we often hear about? The Bible study writer wrote: Only the authentic Jesus can touch and transform the inner heart, mind, and soul (Travelogue, p.108). A transformed spirit truly authenticates Jesus identity as the Messiah, Son of God, and His message to all people. Do we tend to overlook the amazing miracle of spiritual transformation? Give examples (see p. 107). In large letters, print Miracles must never be elevated higher than the Master on a sentence strip or poster board. Teaching Tip The topic of miracles will probably spur plenty of discussion so manage your time. Allow adequate time for discussion but be prepared to effectively manage your class time. TRUE OR FALSE Greet and welcome class members. Introduce guests and encourage them to participate in discussions and activities. Introduce the lesson by asking: Do you recognize these events that the media has called miracles? Name each of these events one at a time and allow for responses: Miracle on the Hudson, Miracle on Ice, the original Hail Mary, Music City Miracle, and the Miracle Horse. (Add others that may be appropriate to your group.) Ask: Were these events really miracles? Briefly discuss responses. Explain that our study today will focus on some of Jesus miracles recorded by Mark. 80 miracles

82 Teaching Tip You may receive a variety of responses about whether are not these events were miracles. Remind them that God works through the skills and efforts of men and women, such as an experienced pilot, but a true miracle requires supernatural intervention. Lead in prayer, asking God to open hearts and minds to the lessons to be learned from Jesus miraculous works. Ask the Holy Spirit to reveal how miracles should lead to transformed lives. Ask a class member: Can you authenticate that you are who you say you are? Allow the class member to respond; then ask the class to share some occasions when you must authenticate your identity. Include a short discussion of measures we take to protect ourselves from all types of identity theft. Say: In Bible times, Jesus found it necessary to authenticate His identity and His purpose. Call on a volunteer to read Matthew 11:2-5. Comment: It may seem strange that John the Baptist asked Jesus to confirm His identity when He had recognized Him earlier as the one sent from God. Examine Jesus response. Ask the class to list the ways Jesus authenticated His deity as you write them on the board (the blind see, the lame walk, skin diseases are healed, the deaf hear, the dead are raised). Explain that everyone will help lead the study by reading Scripture and study material, answering questions, and sharing with the class. Say: We ll all look for ways Jesus authenticated His message through His miracles. Introduce the five class members you enlisted earlier to facilitate the groups. Group learners into five teams and distribute the assignments sheet (see Prepare to Teach ). Allow five to eight minutes to complete the assignment. LESSONS FROM A MOTHER-IN-LAW After the designated work time, call the class together and introduce 81 miracles

83 the first miracle. State: When you have a fever, you know it s a sign that something is wrong. Ask members what they would do about it (take two aspirins, go to bed, call doctor, take an antibiotic). Call on Lesson #1 group members to share the results of their assignment. Close this segment by suggesting that class members privately respond to the questions in the Travelogue, 101: What miracle do you long to see happen in your home? What could be your role in that miracle taking place? Teaching Tip Some groups may have plenty to share while other groups may offer one-word responses. Encourage more response by asking questions that call for opinions. Use Teaching Options to complete the discussion as needed. LESSONS FROM URGENT CARE Start this segment by saying: Let s find out what happened next. Call on Lesson #2 group to share the rest of the story. Teaching Option On the board, write print Satan s Way and Jesus Way as headers of two columns. Contrast Satan s intention (to cause confusion and distraction) with Jesus plan (to draw people in, to bring glory to God). Add responses in the appropriate column. On the board, print this quote from Travelogue, p. 103: With every miracle of healing and exorcism, Jesus loosened Satan s grip on this world. Challenge class members to consider the possible results if we as believers adopted Christ s attitude toward people. Recall the kingdom of God discussion from last week. Ask: Do we pick and choose how we will involve ourselves in God s kingdom? 82 miracles

84 LESSONS FROM A LEPER Invite class members to tell what they know about leprosy (a highly contagious skin disease, people were considered unclean and cursed, forced to live apart). Call on Lesson #3 group to share their assignment. Conclude this segment by asking: Who are the untouchables in our world and what can we do to bring Jesus transforming power into their lives? Teaching Option If these points are not mentioned, be sure to include in discussion: There is nothing wrong with asking for a miracle if it is in God s will and serves a greater purpose; there is no limit to God s compassion; in God s eyes, there are no outcasts or untouchables. LESSONS FROM THE MIRACLE WORKER Comment: Satan wanted Jesus to choose the miracle path; God s plan was the harder choice. The eternal consequences made all the difference to you and me. Invite Lesson #4 group to share their assignment. Summarize by asking: What was Jesus ultimate purpose in performing miracles? Stress that His purpose was to authenticate His message. Teaching Option Ask: Why did Satan want Jesus to follow the easier path? Why was Jesus choice harder? Add responses to the columns, Satan s Way (easier, more followers) and Jesus Way (difficulty of reaching those with hard hearts, being abandoned, and facing the cross). 83 miracles

85 LESSONS FROM LIFE Display this quote from Travelogue, p. 107 on the board or focal wall: Miracles must never be elevated higher than the Master. Call on Lesson #5 group to present their assignment. After the last group has finished, return to the media miracles from the introduction. Ask again for opinions: Were these really miracles? Why or why not? How do we respond when a miracle actually occurs? Does it point us to God or do we chalk it up to coincidence? To what extent are we watching for Godgiven miracles today? Teaching Option Ask: In the end, what is the final result of the two ways? Add responses to the columns, Satan s Way (turn people away from God, ultimate destruction) and Jesus Way (believers live in the kingdom of God, eternal promise). CONCLUSION Lead a closing prayer, asking God to help us recognize the miracles of restoration and transformation in our own lives. Play I Need a Miracle by Third Day or The Miracle by Shawna Edwards. Teaching Option Younger classes may prefer I Need a Miracle ( watch?v=hmhnzkygloc) while The Miracle ( watch?v=zz2djzq9j64) may appeal to older age groups. Or consider other recordings or videos that deal with the subject of miracles. 84 miracles

86 FOLLOW THROUGH class members and challenge them to find one truly miraculous story and one that does not qualify, such as Jesus face in a potato chip. Consider your class members and identify those whose lives have been miraculously transformed in some way. Thank God for their testimony. Pray for someone in your class who is seeking God s intervention, miraculous or not, in some area of his or her life. 85 miracles

87 LESSON 11 courage journey to the cross TEACHING AIM: To gain deeper insight into the degree of Christ s courage as He modeled in the hours that led up to the cross. Our response should be to demonstrate Christ-like behavior when God calls us to an act of obedience that requires courage. Jesus faced unfathomable circumstances as He approached the cross. Our response should be to emulate His character through prayer, courage, and obedience to our callings. WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: To develop a deepened understanding of Christ s character and the courage He displayed in submitting Himself to the will of God; to gain an increased awe of the person of Jesus Christ and a greater desire to follow His example. Background Passage: scripture Passage: Memory Verse: M AT T H EW 26: MATTHEW 2 6 : MAT T HE W 2 6:3 9 After sharing the Passover meal and predicting the events to come, Jesus and the disciples went to the garden of Gethsemane to pray (v. 36). Jesus asked Peter, James, and John to stay with Him as He prayed, Let this cup pass from Me (vv ). Jesus submitted to His Father s will (vv ). 86 courage Going a little farther, He fell facedown and prayed, My Father! If it is possible, let this cup pass from Me. Yet not as I will, but as You will.

88 PREPARING TO TEACH Whether we admit it or not, most of us have fallen short in taking a courageous stand for Christ. Perhaps we failed to share our faith with an unbeliever or we retreated in silence when someone mocked Christians. We may have gone along with the crowd as a participant or bystander in behavior that dishonors God, or we may have let fear stand in the way of a new ministry. This week s lesson follows Jesus path of courage as He turned His face toward Jerusalem and the cross. As you study the lesson in the Venture In Travelogue, consider how you can gain the courage of Christ through obedience and faith. Ask God to show you the path of courage so you, in turn, can lead your class members. Teacher Helps For additional study on Matthew 26:36-46, go to com. Enter the Scripture passage, and access the 9-minute study on the Video Player Tool, Our Great High Priest by Dr. Gene Getz. Prior to the class time, use your Internet search engine to find suggested images for John Wayne and the cowardly lion from The Wizard of Oz (introduction) and for Meriam Ibrahim, Saeed Abednini, or Jim Elliot (conclusion). Cut a strip of paper three to four feet long (or piece together tan construction paper) to represent a path. Print Jesus Path of Courage in large letters. Attach the path to a focal wall. Provide 19 separate 4 x 6-inch index cards (or paper cut to those dimensions). Number the cards 1 through 19 on one side; on the reverse side, print the corresponding text and/or Scripture reference listed below: 1: Set my face like flint (Isa. 50:7b) 2: Determined (Luke 9:51) 3: Suffering 4: Crucified (Matt. 26:2) 5: Betrayed (Matt. 26:23) 6: Abandoned (Matt. 26:31) 7: Denied (Matt. 26:34) 87 courage

89 8: Human Emotions 9: Sorrowful (Matt. 26:37) 10: Distressed (Matt. 26:37) 11: Horrified (Mark 14:33) 12: Anguished (Matt. 26:38) 13: Prayed 14: He fell facedown (Matt. 26:39) 15: His sweat became like drops of blood (Luke 22:44) 16: Let this cup pass from Me (Matt. 26: 39) 17: Yet not as I will, but as you will (Matt. 26:39) 18: Obedience 19: Get up; let s go (Matt. 26:46) Keep the cards you will be using (3, 8, 13, 18). Provide masking tape or thumbtacks for attaching the cards to Jesus Path of Courage. Teaching Option To add an artistic touch, cut straight edges of the paper strip to make the path resemble a winding road. Round off edges of the cards to look more like pebbles along the path. TEACHING SUGGESTIONS IF I ONLY HAD THE NERVE Welcome class members and guests. Begin the study by asking them to suggest movie characters or actors who are iconic for courage in the face of adversity. Display a picture of John Wayne. Ask: What characteristics of courage were portrayed in the roles he played? (fearless, stiff upper lip, duty bound, willingness to face death) Next display an image of the cowardly lion from The Wizard of Oz and ask: Do you remember how the courage issue was resolved for him? (He was given medals to display.) Continue: We all have times and situations where we are lacking in courage, but we don t need medals to boost our egos 88 courage

90 nor do we have to keep a stiff upper lip all the time. We do need to focus on our perfect role model of courage: our Lord and Savior Jesus Christ. Pray, asking God to reveal to our group what it means to be courageous in the face of opposition, suffering, and even death. Teaching Tip You may prefer to use other courageous images if your group is younger. SET MY FACE LIKE FLINT Discuss the importance of Christians being courageous. Stress that the goal of every Christian should be to become more and more like Jesus and this includes modeling His character and His life. Invite learners to name some actions that might require us to step outside our comfort zones and move forward with courage (witnessing, taking a moral stand, accepting a leadership role, going on a mission trip). Ask: How do we gain boldness? Affirm responses. If no one shares this response, be sure to add obedience as a way to attain boldness. Say: First we obey, and then we continue to develop the spiritual practice until it becomes habitual for us in our daily choices. Pass out the cards you prepared prior to class time (keep cards 3, 8, 13, and 18). Point to the path displayed on the focal wall and explain that today we will follow Jesus Path of Courage. Call on the person with card 1 to read the words and Scripture reference ( set My face like flint, Isa. 50:7b) and place it at the beginning of the path. Call on the person with card 2 to read Luke 9:51 and place determined adjacent to the first card. Explain that the Hebrew word for determined means to fix your face, to remain steadfast despite the danger. Invite members to discuss how Jesus fulfilled prophecy as He journeyed to Jerusalem. Say: When we talk about fear, the fear of God may enter the conversation. Ask: How did the fear of God impact Jesus 89 courage

91 determination to travel to Jerusalem? Clarify what is meant by the term fear of God. Ask a volunteer to read the paragraph on 111 of the Travelogue that starts: There were a lot of safe places where Jesus could have retreated Discuss the difficulties Jesus had already faced. Say: Jesus had met with opposition. He had been mocked, criticized, rejected, and scorned. Ask: Why was the sacrifice He was facing especially difficult? What can we learn from the way Jesus approached the ultimate sacrifice? COURAGE STAYS As you place card 3 ( Suffering ) on the path, say: Before Jesus celebrated the Passover supper in the upper room, He knew He was about to face terrible suffering. Ask holders of cards 4 to 7 to read the Scripture and attach their cards below the Suffering card. When cards are in place, ask: Knowing these painful events were going to happen, how did He continue to move forward? Place card 8 ( Human Emotions ) on the path. Remind the class that they studied Jesus human nature in Lesson 6. Stress the importance of keeping His full humanity in mind as you examine His very real emotions and fear. Direct holders of cards 9 to 12 to read the Scripture and attach their card below the Human Emotions card. When cards are in place, read each of the four oneword descriptors and ask: Have you experienced any of these emotions? Allow members to share their experiences. Teaching Tip Don t call on or pressure any class member to share. COURAGE PRAYS Read Matthew 26:38b. Ask: What did Jesus ask Peter, James, and John to do? (to stay with Him) Say: Jesus asked His friends to stay close 90 courage

92 to Him. This shows the importance of support from others; however, people can fail us. Ask what happened (they fell asleep). Say: Jesus knew that the source of all He needed could only come from His Father. Attach card 13 ( Prayed ) to the path. Ask those holding cards 14 and 15 to attach their cards that reveal the intensity of Jesus prayer. Read He fell facedown and prayed (v. 39) and His sweat became like drops of blood (Luke 22:44). Ask: What does this tell you about His emotional state? Can there be any doubt as to Jesus humanity? Ask: What did Jesus ask of His Father? Invite the holder of card 16 (Let this cup pass from me) to attach it. Point out that cup was a symbol of divine judgment, God s wrath for the sins of mankind. Say: Jesus was facing more than the agony of torture and the horror of crucifixion. He was about to bear the guilt of all mankind and suffer God s justice meant for all sinners for all time. In the process, His beloved Father would turn away from Him. As believers, we have assurance that God will be with us. Say: Jesus prayed three times that God might find another way. Ask the person holding card 17 to place it under Prayed and to read the words on the card: Yet not as I will, but as You will (Matt. 26:39). Conclude: Even as Jesus made His request, He submitted to His Father s plan. COURAGE OBEYS Ask a volunteer to read Matthew 26:44-46 while you attach card 18 ( Obedience ). Ask the person holding card 19 to attach it toward the end of the path, under Obedience. Lead the class to read aloud Jesus call to action: Get up; let s go! Point to card 19, then point back to the set my face like flint card (card 1). Say: Jesus walked directly into the hands of evil, fully knowing the torture and agony awaiting Him. Ask a volunteer to read from the Travelogue, 116: Fear can paralyze and, if not countered by obedience, lead to cowardice that says no to change, risk, and self-denial. Courage says, Let s go, and obediently walks with Jesus into God s will, whatever that might be. 91 courage

93 A COURAGEOUS JOURNEY As you gesture to the Jesus Path of Courage on the wall, say: Jesus path of courage started with His understanding God s plan for mankind and His role in it. He knew the journey would lead to the cross. Even knowing the ultimate outcome His resurrection for the redemption of mankind didn t make the horror of physical persecution any easier to face. Still, our Lord determined to move forward in obedience to His Father. Continue: The disciples cowered and ran away from the spectacle of Jesus arrest and crucifixion. His resurrection, however, restored their hope, while the power of the Holy Spirit filled these same men with courage. Instead of hiding, they bravely faced arrest, imprisonment, and death with assurance and confidence. They lived their lives as an echo of Jesus words, Let s go. Invite members to name martyrs of the faith from the New Testament (Stephen, Paul, and all the disciples except John). CONCLUSION Display an image of a believer who has refused to deny Christ in the face of imprisonment and death. (See suggestions below or find another recent story.) Briefly share this person s story and challenge the class to find more stories about Christian martyrs. Lead a closing prayer, asking God to lead us to obedience and courage as we face criticism, mockery, and hostility that come our way as Christ followers. Pray also for those people around the world whose lives are threatened because of their faith. Teaching Options M eriam Ibrahim, Sudanese woman who was sentenced to death for her refusal to convert: news/miriam-ibrahim-imprisoned. S aeed Abedini, American citizen imprisoned in Iran for his faith and his Christian work: 92 courage

94 Jim Elliot, one of five missionaries killed while participating in Operation Auca, an attempt to evangelize the Huaorani people of Ecuador in 1956: jim-eliot-photo.jpg. FOLLOW THROUGH Research more stories of Christian courage in the face of persecution and text or links to class. Seek out and encourage members or guests who are struggling with obedience and courage. Continue your commitment to pray for members prayer requests and for those who need to make a decision for Christ. 93 courage

95 LESSON 12 fully god The Implications of Christ s Deity TEACHING AIM: To understand the clear biblical teaching that Jesus was fully God, even while we affirm that He was fully human. To draw out the implications of Jesus deity through some of the suggested teaching below. The Bible teaches that Jesus was fully God (as well as fully human) and that He shares in all the characteristics of deity. WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: To come to grips with the reality that our Lord and Savior, Jesus Christ, is not only fully human but fully God. Because He is God, He has the power to deliver on all His promises and can be trusted as our sovereign Lord. Background Passage: scripture Passage: memory verse: H EB REWS 1 HEBREWS 1 :1-4 C O L O SSI A N S 2 :9 In the Old Testament, God revealed himself to mankind in many ways, but His final word has been spoken through His Son, Jesus Christ (vv. 1-2a). As God, Jesus is heir of all things, Creator of the universe, Sustainer, the exact image of His Father, and He radiates the glory of God (vv. 2b-3). Jesus has supreme authority over all created things (v. 4). For in Him the entire fullness of God s nature dwells bodily in Christ. 94 fully god

96 PREPARING TO TEACH Lesson 6 of our studies, Fully Man: The Implications of Christ s Humanity, presented the case for the humanity of Christ. This week s lesson examines the other side of the coin: the deity of Christ. Over the centuries, some people have persisted in the belief that Jesus was not really a man, but a spirit; however, more people are inclined to believe that Jesus wasn t really God incarnate. The argument rages and probably will continue until Jesus returns. Those of us who know and profess Jesus as Lord and Savior should be able to explain and defend both Jesus humanity and His divinity. Although the topic is larger than can be covered in a single class discussion, this lesson will provide a scriptural basis on which your class members can rely. As you study and pray through the Bible study in the Venture In Travelogue, take time to cross reference Scriptures that proclaim Jesus Christ as our Lord and God. Pray also for your class, especially for any who may struggle with this topic. Make sure you are ready to express your understanding of this material with confidence and clarity. Teacher Helps For additional insight into Hebrews 1:1-4, go to com. Enter the Scripture passage and access the 15-minute study The Person of Christ by Dr. Gene Getz on the Video Player Tool. Before learners arrive, prepare for activities and discussions. Make sure you have a quarter (or larger coin) for introduction. Cut three placards from card stock or poster board. On one, print the following quote: Jesus is God spelling Himself out in language that man can understand. Samuel D. Gordon. On the other two, print Theos= God and Kyrios=Lord, Yaweh. Preview and cue Let All Mortal Flesh Keep Silence by Fernando Ortega ( 95 fully god

97 TEACHING SUGGESTIONS DOES IT REALLY MATTER? Hold up a quarter (or larger coin) and ask the class to identify what is in your hand. Ask: Have you heard the expression two sides of the same coin? What does it mean? Allow for answers and brief discussion, then say: Today we ll be examining two sides to the same person, Jesus. Hold up your copy of Venture In Travelogue, opened to Lesson 6, 59. Announce that you will begin by reviewing a lesson from six weeks ago. Ask learners to turn to 61 in their Travelogues and name some of the human aspects of Jesus that learners wrote on the. Recall last week s study on Christ s courage as He faced the cross (Lesson 11, Travelogue, pp ). Ask: What other descriptions can we add? (horror, dread, sorrow) Summarize: Jesus lived among us as a flesh-and-blood Man with physical and emotional needs. Explain that today you will be studying the second critical truth: Jesus is God incarnate (God in human flesh). Say: Just as it is important to believe in Jesus as a flesh-and-blood Man, it is vital that we recognize His divinity. On a board or focal wall, attach the Samuel D. Gordon quote poster. Lead in prayer, asking God to reveal His Son in the hearts of all present, that we will recognize and worship Jesus Christ as fully God and share this truth with others. Ask: What are some views of Jesus in our world? (moral leader, great teacher, prophet, martyr) Is it enough to believe that Jesus lived a good life and did good things? Why or why not? Discuss briefly, then say: Let s go to God s Word to find the evidence we need to see Jesus as our Lord and our God. Call on volunteers to look up and read the following Scriptures: Luke 2:11 (Angels reveal infant Jesus as Savior and Messiah) Romans 9:5 (Paul calls Him Messiah, God over all) Titus 2:13 (God and Savior) 96 fully god

98 2 Peter 1:1 (God and Savior Jesus Christ) Attach Theos and Kyrios posters to the wall and say: In these verses, Luke, Paul, and Peter identify Jesus as God. Pointing to the posters, identify these terms as Greek words designating Jesus as divine. Say: You may have heard someone protest, But Jesus never said He was God! Call on volunteers to find and share actions that only God can do or Jesus words about His relationship to God: John 14:6-9 (He claimed to be the way, truth, and life, and to see Him is to see the Father) John 10:30 ( The Father and I are one ) John 20:28-29 (He did not turn away those who recognized and worshiped Him.) John 3:16 (He offered eternal life.) Matt 9:1-6, Mark 2: 5 (He forgave sins.) Matthew 25:31 (He said He would return and judge the earth.) Summarize: Jesus did not deny His own deity. He simply stated the truth about Himself. Teaching Option If you have time for more discussion, consider and discuss qualities class members know about Jesus. Ask and discuss: In what ways was Jesus honest and trustworthy? Humble? Good? Wise? How would you compare these qualities in His life with the same qualities exhibited in your own life? INDICATIONS AND IMPLICATIONS OF CHRIST S DEITY Say: Let s look at a passage of Scripture that emphasizes not only the divinity of Christ but His all-important role in the kingdom of heaven. Invite a volunteer to read aloud Hebrews 1:1-4. When reader finishes, comment: This passage 97 fully god

99 takes us out of our limited perception of Jesus as a man who lived on earth and shows us the nature of King Jesus whose role in the universe is all-powerful and eternal. Let s break down the passage and take a closer look. Assign four volunteers to read each verse from the Hebrews 1:1-4 separately. (Verses and key words are bolded.) As each verse is read, write the key words (see below) on the board or tear sheet. Lead class to respond to questions for each verse. Verses 1-2a Key words: God Spoke, God s Final Word. Ask: How did God communicate with man in the Old Testament? Consider Adam, Abraham, Joseph, and Moses. Ask a volunteer to find and read Isaiah 9:6. Ask: How does Isaiah s prophecy describe the divine nature of the promised Messiah? Consider the meanings of the names given to the Promised One and how they relate to Jesus. Read John 1:1, 14 and ask: How can we know that Jesus is God s final Word to us? Read the statement from the Travelogue, 122: Jesus did not just relay a word from God as the prophets did, He is the Word made flesh. Jesus is God s final word, meaning that God said all He needed to say through Jesus. Ask: What does this tell us about groups that insist they have received further revelations from God? Verse 2b Key words: Creator and Heir. Invite class members to share their understanding of the words creator and heir. Say: Some people think Jesus arrived on the scene with His birth in Bethlehem, but God s Word makes it clear that He, too, is eternal. He lived in heavenly splendor with His Father, and He was involved in creating the universe. To understand what is meant by Jesus as heir of all things, let s read Psalm 2:7-8. Ask a volunteer to read this passage which indicates Jesus will be given the ends of the earth. Summarize that Jesus, as creator and heir, has ownership of and supreme authority over all creation. Encourage learners to record their thoughts in their Travelogue, 123 where it asks: What are the implications to you that Jesus is Creator and Heir of all that has been created? Verse 3a Key words: Radiance of God s Glory, 98 fully god

100 Exact Expression of His Nature, Sustainer. Ask: What do we mean by the glory of the Lord? Refer to Old Testament examples of God s glory: Mt. Sinai, (Ex. 24:17); tabernacle and temple (Lev. 9:23; Ezek. 10:4); Ark of the Covenant (1 Sam 4:21-22). Ask: Why is the glory of the Lord no longer found in a particular place? (Because God s glory resides in the person of Jesus Christ) Can you think of a time during His ministry when Jesus showed the Radiance of His glory? (the Transfiguration, Matt. 17:1-3) Ask class members to paraphrase the exact expression of His nature (Examples: Like Father, like Son; or When you know Jesus, the Son of God, you also know God the Father). Read an affirmation of this in 1 John 2:23. Ask: In what ways does Jesus act as Sustainer? (He was actively involved in creation; He continues to work toward the fulfillment of God s divine plan; He overpowers Satan s destructive activity; He keeps and sustains us, even in the midst of our suffering and pain.) Ask a volunteer to read Philippians 1:6: He who started a good work in you will carry [sustain] it on to completion. Verse 3b Key words: Sat at God s Right Hand. Ask: What is the significance of Jesus sitting down at the right hand of the Majesty on high? [Sitting down indicates His saving work is complete; the right hand side is the exalted seat next to the Most High God and only Jesus Christ, the great I Am (John 8:58; Rev. 1:8) is allowed to sit there.] Verse 4 Key words: Superior to the Angels. Ask: Why do you think it was important to clarify Jesus superior status to the angels? (Angels were created to serve and worship God. They are not to be worshiped. Jesus is worthy of worship.) Read Hebrews 1:5-6 for further explanation of the role of angels and their rank in relationship to Jesus. Summarize by reading Colossians 2:9: For in Him the entire fullness of God s nature dwells bodily. Refer back to the quote poster displayed earlier. 99 fully god

101 IT MATTERS TO OUR STORY Ask: Why does it matter? Read from the Travelogue, 127: Jesus is, was and always will be everything we need for salvation and transformation. Referring to Hebrews 12:2, emphasize that Jesus is the source and protector of our faith and He will bring every story, every event to a dramatic conclusion when He returns. Say: It will finish well because He has promised it. We can be assured that one day we will gather around the throne and join the chorus, saying Blessing and honor and glory and dominion to the One seated on the throne, and to the Lamb, forever and ever (Rev. 5:13). CONCLUSION Share the video, Let All Mortal Flesh Keep Silence by Fernando Ortega ( Teaching Tip If you share the video, be sure to have it cued and skip the ad. FOLLOW THROUGH Text or Scripture references affirming the deity of Christ, such as Matthew 3:16-17; Matthew 17:1-3; John 8:6-7; Romans 8:34; Philippians 2:6-11; 1 John 2:23. R each out to class members or guests who may have expressed doubts or questions about the deity of Christ. P ray for and follow up with members whose prayer requests indicate difficulties and needs. 100 fully god

102 LESSON 13 resurrection and ascension Our Confidence and Hope To understand the present and future implications of Christ s resurrection from the dead and ascension into heaven. TEACHING AIM: WHY STUDY THIS LESSON: DESIRED OUTCOME / PRACTICE: Jesus resurrection assures us that all Jesus said and did was true. It provides believers with confidence in the present and hope for the future. His ascension lets us know that in Jesus we have an advocate before the Father, who is actively leading the church. To fully comprehend that the resurrection is the ultimate assurance that Jesus is who He claimed to be and that His ascension gives us confidence that Christ is over all things. Background Passage: scripture Passage: Memory Verses: 1 CO RIN T H IA N S 15: CORINTHIAN S 1 5 :3-4 1 C O R I N T HI A N S 1 5 :3-4 The most important part of the gospel message is Christ s death, burial, and resurrection. For I passed on to you as most important what I also received: that Christ died for our sins S criptures foretold God s plan to offer His Son as a substitutionary atonement for our sins. according to the Scriptures, that He was buried, that He was raised on the third day according to the Scriptures. 101 ressurection and ascension

103 PREPARING TO TEACH Most of us agree that Jesus crucifixion and resurrection are the most important aspects of His life and ministry on earth. We believe this because we read it in the Bible and we know that there were many witnesses who affirmed Christ s return after His death and burial. The problem is many of us cannot articulate what we believe well enough to share effectively with those who don t believe. In this lesson, we will carefully examine the biblical accounts and work together to summarize these most important events in all of history. As you study the lesson in the Venture In Travelogue, be sure to carefully examine all the Scripture references and record your responses to the questions and challenges. Continue to pray that last week s lesson on the crucifixion and this week s lesson on the resurrection and ascension will bring about a powerful and permanent response in your class and in yourself. Teacher Helps For additional study on 1 Corinthians 15, go to com. Enter the Scripture passage and click on the commentary tool. Scroll down the left column for English commentaries. Write your own testimony or statement of faith as an elevator speech before the class gathers. See the teaching tip for more explanation. Teaching Tip An elevator speech is defined as a 30-second overview of an individual s knowledge, skills, and accomplishments, designed and memorized to allow a timely, well-organized response to an inquiry. The term comes from the time it takes to complete a normal elevator ride from the top to the bottom floor. (Sample speech: As a follower of Jesus Christ, I believe the Son of God sacrificed His own life on the cross in payment for my sins and the sins of all mankind. 102 ressurection and ascension

104 I believe He rose from the grave after three days and later ascended into heaven. My belief is founded on the fulfillment of prophecy throughout the Scripture and from Jesus own words; the eyewitness accounts of those who saw and spoke with Jesus; and the trustworthiness and consistency of God s Holy Word. Because of my faith and belief, I have His assurance that I will inherit eternal life with Him.) Cue O Glorious Day by Casting Crowns and provide necessary equipment to show the video at the conclusion of the study: www. youtube.com/watch?v=vxp6xcy5iqu. Post five tear sheets in various places around the room. Write the following titles on each of five tear sheets: Prophecy, Eyewitnesses, Inspired Word of God, Ascension, Living Hope. Prepare guide sheets (similar to the ones below) for four groups. You can copy and paste the instructions from below but be sure to delete the answers (in parentheses) before printing and distributing in class. GUIDE SHEETS Prophecy Question: Why is it important to know that Jesus resurrection was prophesied in the Old Testament and foretold by Jesus? Look up the following Old Testament references about Jesus resurrection: Psalm 16:8-11; Isaiah 53:10; Hosea 6:2. Record key words. Look up the following Scriptures in which Jesus foretold His own death and resurrection: Luke 9:22 (Son of Man must suffer, be rejected and killed, be raised the third day); John 2:19 ( Destroy this sanctuary and I will raise it up in three days. ); Matthew 27:63 (Accusers told Pilate that Jesus said He would rise after three days.). Record key words and statements. Compose a summary statement showing that both the crucifixion and resurrection were essential parts of God s plan. 103 ressurection and ascension

105 Eyewitnesses Question: Why is it important to have reliable accounts from eyewitnesses to Jesus resurrection? L ook up the following references to find witnesses who saw and spent time with Jesus after His resurrection: John 20:15-18 (Mary Magdalene); John 20:19-20 (disciples); John 21:15-19 (Peter); John 20:24 (Thomas); Luke 24:13-30 (Emmaus Road travelers); 1 Corinthians 15:6 (500 followers); Galatians 1:11-16 (Paul). Record your list of witnesses. Compose a summary statement about the value of eyewitnesses who saw and interacted with Jesus after His resurrection. Inspired Word of God Question: Why is it important to know the story of Jesus resurrection is consistent and reliable? L ook up the following accounts of the resurrection and, using key words, list the events as recorded by Matthew, Mark, Luke, and John. Note the variations in minor details but the overall consistency of the message: Matthew 28:1-10; Mark 16:1-8; Luke 24:1-12; John 20:1-18.(Examples: Mary Magdalene and others went to tomb; stone rolled away; angel said Jesus had risen; women ran to tell disciples; Mary returned, met Jesus; Peter and John ran to tomb, and so forth.) C ompose a summary statement about the validity and consistency of accounts of Jesus resurrection. Ascension Question: Why is it important to know Jesus purpose during the 40 days He spent with the disciples and the significance of His ascension to heaven? L ook up the following Scripture references and outline the events from Christ s resurrection to His ascension: Matthew 28:16-17 (met with disciples); John 20:29 (blessed disciples); John 21:15-18 (instructed Peter); Acts 1:3-5 (40 days, taught and prepared disciples); Acts 1:4 (Holy Spirit promised); Acts 1:6 (power given); Matthew 28:18-20 (Great Commission: make disciples, baptize, teach); Luke 24:50 and Acts 1:9 (ascended to heaven). 104 ressurection and ascension

106 Compose a summary statement about the time Jesus spent after His resurrection and before His ascension into heaven. Teaching Option If your class is too small to form groups, use the Scripture and questions to guide the discussion with the whole class. Enlist a volunteer to record the summary statements about Jesus resurrection and ascension on each tear sheet. TEACHING SUGGESTIONS THE DESTINATION DEFINES THE JOURNEY Introduce the lesson by asking if everyone is familiar with the term elevator speech. If not, explain that it is a recommended technique in preparing for a job interview or sharing with anyone who can potentially help their search. (See Preparing to Teach.) Tell class that this tactic can also be applied to sharing our Christian testimony or explaining essential elements of the Christian faith. Say: Today we will prepare an elevator speech to answer the question: Why is the resurrection of Jesus important to you? Lead the class in opening prayer. Ask the Holy Spirit to help each one present to find a new way to share the gospel message effectively. HIS RESURRECTION MEANS Say: As followers of Christ, we assert our belief that Christ died on the cross for the redemption of our sins and was resurrected on the third day. Even nonbelievers may agree that He was crucified, but they deny His bodily 105 ressurection and ascension

107 resurrection. Ask class for some alternate explanations (He swooned (fainted), but didn t really die; the disciples stole His body and made up the whole story). Explain that when these stories appeared in the church at Corinth, Paul wrote a letter to refute the heresy being taught and get the church back on the right track. Say: Today, we hear similar denials of Christ s resurrection. It is important to have a ready answer for those who ask. Ask each class member to silently read the focal passage, 1 Corinthians 15:3-4, from their own Bible and then to underline key points (either in the Bible or in the Venture In Travelogue, p. 131). Emphasize that, of all the things Jesus ever said or did, His death and resurrection were the most crucial. Write the following words on the board or a tear sheet. Referring to the bulleted section in the Travelogue (p. 131) following the Scripture, discuss why these words are important. He died For our sins According to Scriptures Buried Raised on the third day Divide class into four groups. Appoint a scribe to record Scripture references, key words, and summary sentences for each group on one of the posted tear sheets. The scribe may also act as leader when the results are shared. Allow six to seven minutes for each group to find and discuss Scripture references and write their summary statement. Teaching Tip If time prohibits looking up all Scripture references, encourage members to write down the references to study in the coming week. You may also choose to prepare a handout with all the Scripture references for each group to distribute at the end of class time. 106 ressurection and ascension

108 After allowing time for groups to complete their assignments, call for reports. Ask each group to share their results and summary statements. Call on groups in this order: Prophecy, Eyewitnesses, Inspired Word of God. Encourage groups to report in less than two minutes. When these three groups finish, read this statement from Travelogue, 131: There is no gospel without the resurrection. HIS ASCENSION MEANS Invite the Ascension group to share their assignment. When they finish, read this statement from Travelogue, 136: They [Jesus disciples] were filled with joy as they saw Jesus rise out of sight because they understood His ascension was not the end of His ministry, it was just the beginning. JESUS IS THE JOURNEY Highlight the summary statements from each group. Ask: Where would we be if Jesus had not been resurrected? Could this faith we call Christianity have survived over 2000 years if we followed a man who was still in a grave? Call attention to the Living Hope tear sheet. Enlist a volunteer to read 1 Corinthians 15: Print the reference on the sheet, then turn to the class and dramatically say: But! Print BUT in large letters, then complete the phrase (verse 20a): Christ has indeed been raised from the dead! Write 1 Peter 1:3 on the sheet and ask someone to read the verse. Ask: What is our living hope? On the sheet, print key word responses, such as eternal life, not alone, glorified resurrected bodies, no sorrows, grief, fear of death. Say: Because He was raised, we have a hope we can count on. Not only do we have the promise of eternal life, we can have a personal relationship with the risen, living Savior. 107 ressurection and ascension

109 Invite learners to use these truths in combination with the four summary statements from the other tear sheets as the basis for an elevator speech answering the question, Why is the resurrection and ascension of Jesus important to you? Allow time for learners to write down the statements in their Travelogues. Share your elevator speech and, if time permits, allow others to share theirs. Encourage learners to review these statements and their own elevator speech this week and to practice sharing it with other people whenever the opportunity arises. CONCLUSION Play O Glorious Day by Casting Crowns: com/watch?v=vxp6xcy51qu. Comment that this song, a revision of the old hymn One Day, summarizes the entire gospel story and looks forward to Jesus return. Teaching Option Your group may prefer to sing the hymn One Day by J. Wilbur Chapman. If hymnals aren t available, find the text at FOLLOW THROUGH E mail summary statements along with your elevator speech to all members and guests, as both a reminder and an encouragement. Text or Scripture references not covered in the lesson but pertaining to this week s topic. Reach out to members or guests who may have questions about Christ s resurrection or ascension. 108 ressurection and ascension

110 title 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 How 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 with 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 journaling

111 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 scare resources. Enter the JourneyOn Network a complete set of tools and traits, maps and markers, designed to help you move toward Christ-likeness. 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