Leader Guide. December 2010 January February 2011 INTERNATIONAL BIBLE LESSONS FOR CHRISTIAN TEACHING

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1 Leader Guide December 2010 January February 2011 INTERNATIONAL BIBLE LESSONS FOR CHRISTIAN TEACHING

2 Encounter Leader Guide Using This Guide The leader helps for each lesson correspond to the lessons in Encounter (student book). The format of the leader guide has changed. The new format will help teachers as they lead the class in exploring the scripture passage, understanding what the scripture means in their lives, and identifying what it means to live accordingly. The guide will continue to provide activity suggestions and discussion tips. Use the questions and suggestions to further class discussion and to encourage the group toward action. Evaluating Tell us what you think of this issue by completing and returning the evaluation form at the back of this resource. Writers: Randall McGee, Cindy H. Martin Editor: Cindy H. Martin Vol. 5, No. 2 December 2010, January, February 2011 Cover photo: Tari Faris ENCOUNTER LEADER GUIDE is published quarterly by the Ministry Council of the General Assembly of the Cumberland Presbyterian Church, 8207 Traditional Place, Cordova, TN POSTMASTER: Send address changes to ENCOUNTER, 8207 Traditional Place, Cordova, TN Price $3.25 per quarter. The lessons in this quarterly are developed from outlines prepared by the Committee on the Uniform Series, copyrighted by International Council of Religious Education.

3 Receiving Comfort and Support December 5, 2010 Lesson Aim: (1) To review the hopeful prophecy of Isaiah at a time of exile in Babylon; (2) to understand that God s promise is a present reality for us; and (3) to let God change our lives to reflect the hopeful promise of Isaiah. Background Scripture: Isaiah 40; Scripture Selection: Isaiah 40:1-5, 25-26, Suggestions for Worship: Opening Sentence: Psalm 72:1-2. Hymns: All Hail the Power, Hail to the Lord s Anointed, Lo, How a Rose E er Blooming. Devotional Reading: Ephesians 2: Advance Preparation As you begin your preparation, read all the biblical passages for the first unit or even the entire quarter. Doing so will help you to begin thinking about the overall focus of the unit and quarter. Gather resources to use in study. The author of the student book found the following commentaries helpful: Isaiah 1 39, by Christopher Seitz and Isaiah 40 66, by Paul D. Hanson. If this is the first time you have taught this class, learn who the students are, how the classroom is set up, and how the class time is usually structured. Read the Background Scripture for this lesson as well as the lesson in the student book. Make notes of any questions. Highlight things you want to explore in more detail. Rearrange the class area. Remove items from previous units. Display items that are appropriate for this quarter s study such as pictures of ancient Babylon, maps of ancient Babylon and Judah as well as current maps of that area, and a timeline that will help students place the exile in history. This Sunday is the second of Advent. The Season of Advent is the beginning of the Christian Year. It is a time of waiting and preparation for the coming of the Christ Child at Christmas. You will need pens and paper for one activity. Welcome/Introduction Greet class members as they arrive. Encourage them to take a look at the maps, pictures, and time line that you have displayed. Allow time for normal class activities such as recording attendance, taking an offering, and making announcements. Then invite class members to share praises and concerns. Open with prayer, including the praises and concerns just mentioned. Point out that the title of this lesson is Receiving Comfort and Support. Invite class members to share what it means to receive comfort and support. Take a number of responses but do not let the session bog down. Exploring the Scripture Some biblical scholars think that chapters were written by someone other than Isaiah. They cite the historical background reflected in the book, the literary style, and theological ideas as reasons for this line of thought. Regardless of who wrote this portion of what we know as the book of Isaiah, it does authentically represent Hebrew life and culture. Many scholars characterize Isaiah (and Job) as epics long poetic compositions, usually centered around a hero, that tell of great achievements or events. The writer used formal, dignified language to express the superiority of God and religious matters and to indicate the importance of certain events. In Isaiah, God is the focal point of the scriptures more so than at any previous time

4 in Israel s history. It also highlights Israel s unique relationship to God. Assyria was a nation in northern Mesopotamia. During the time of Israel s kings, Assyria began to expand in every direction, extorting taxes and tribute from those within reach of its army. Rebellion erupted amongst the conquered nations; by 610 B.C. Babylon, a rival nation in southern Mesopotamia, had conquered Assyria. When the Babylonians captured Judah, they destroyed the temple King Solomon had built and burned the city of Jerusalem. They also took captive those people who were skilled artisans and scholars. Even though the captives were allowed to practice their religion, many of their traditions were tied to Jerusalem and the temple. Review the information in the opening section of the student book (page 3) as well as the above information. Encourage students to think about what it would mean to live in exile. Then ask: What do think the people thought and felt as they heard they were going back to Jerusalem? What might have excited them? challenged them? How was this message good news to those who had never lived anywhere but Babylon? Digging Deeper Call attention to Closer to Home in the student book (pages 4-6). Call attention to the meaning of the word comfort. Invite students to list things that have brought them comfort. Then ask: How does God comfort people? When and how have you experienced God s comfort? What obstacles have kept you from experiencing God s comfort? Ask a volunteer to read the paragraph in the student book (bottom of page 5) that begins The divine message. Encourage class members to recall some of the responses they gave as to how God comforts people. Identify which ways are soothing and which jostle us into the unknown. If class members disagree about how to categorize their responses, take time to let people share the reasoning behind their thoughts. Ask class members to identify things that are holding them prisoner. If they are comfortable doing so, allow time for sharing. Challenge students to identify steps they will take to rid their lives of the things that imprison them. Living the Faith Identify people who are currently living in exile among you. They may be the pregnant teen whose family kicked her out of the house, those who are unemployed, those who feel unloved, those who cannot read, those who are suffering from chronic illness, and so forth. How can you offer comfort to these exiles? What specific actions will you take? Make plans to become involved in a local ministry. Involve others in your congregation as appropriate. Read aloud the last discussion question in the student book (page 7). Provide pens and paper and encourage each student to respond privately to the question. Suggest they also list obstacles that may keep them from taking those concrete steps. Do not ask class members to share their responses with others unless they choose to do so. After all have had time to reflect and write, read aloud Psalm 85:1-4. Closing The next lesson will focus on finding God when we feel lost in a wilderness. Suggest class members think about their own such experiences of feeling lost. Remind class members of any upcoming projects or special events. Encourage them to invite others to join the class. Close by inviting class members to join you in reading Isaiah 40:29-31 in unison.

5 Not Forsaken December 12, 2010 Lesson Aim: (1) To examine God s promise to restore Israel s abundance; (2) to help persons find encouragement through contemplating God s limitless capacity to help in times of trouble; and (3) to help believers claim the magnitude of God s promises. Background Scripture: Isaiah 41:1 42:9; Scripture Selection: Isaiah 41:8-10, Suggestions for Worship: Opening Sentences: Luke 1: Hymns: It Came upon the Midnight Clear, Christ Is Made the Sure Foundation, Come, Thou Long-expected Jesus. Devotional Reading: 1 John 4: Advance Preparation Read the scripture for this lesson several times. Reading it aloud or from different versions of the Bible can bring new insights to your understanding of the text. Only part of Isaiah 41 is printed in the student book. Read the entire chapter since the student book refers to parts not printed. Read the lesson in the student book and this session plan. Make notes about things you want to explore in more detail. Be aware of items that are likely to challenge or interest the class. Think about the individuals in your class. For whom might this lesson be particularly challenging? There may be members who are currently in the midst of what the author refers to as wilderness experiences. There may be others who have experienced abandonment. Your students might find information in Exploring the Scripture (below) to be helpful to their understanding of this lesson. Look for pictures of individuals and/or groups of people who have been abandoned. Some possibilities might include New Orleans in the aftermath of Hurricane Katrina, a child awaiting the arrival of a non-custodial parent who seldom visits, special needs children whose parents were unable or unwilling to care for them, people coping with mental illnesses, etc. Include captions as to the situation. Display these pictures in the area where the class meets. You will need paper and markers or crayons. You may also need modeling clay. Welcome/Introduction Warmly greet class members as they arrive. Encourage people to share what is going on in their lives, both their joys and concerns. Ask for a volunteer to open class with prayer. Point out that the title of the lesson is Not Forsaken. Ask: What does it mean to you to be forsaken or abandoned? Call class members attention to the pictures displayed in the area. Invite them to identify other instances of abandonment. Remind students that we worship a God who has promised not to forsake us. Then suggest they reflect silently about what God s promise means in their lives. Exploring the Scripture Recall that in the last lesson Babylon had conquered Judah, taking its people captive. Babylon ruled most of the Near East during this time, having conquered one country after another. As one might expect, many of these countries mounted revolts against Babylon, thus weakening the empire. Under the leadership of King Cyrus, Persia began to amass an empire that stretched from the Aegean Sea to India. Approximately 539 B.C., Persia invaded Babylon without a fight, ending Babylon s domination. Although Babylon no longer ruled, it remained an important religious center until New Testament times. The ruins of ancient Babylon are about 50 miles south of modern Baghdad.

6 King Cyrus is best remembered for his policies of peace. He freed those people whom the Babylonians had taken captive, allowing them to return to their homelands. These captives included the people of Judah. Cyrus also returned the valuable items that the Babylonians had taken from the temple in Jerusalem. God was keeping the promise to return the people to the Promised Land. Read aloud the verses from Isaiah 41 as printed in the student book. The men usually gathered at the city gates where they dealt with matters of importance to the community, including holding trials. Therefore, the metaphor of a trial was an effective way to share God s message. In this passage, the God of Israel is the judge over the nations and their gods. God makes it clear that Israel is God s chosen nation and that God will sustain the people of Israel. Ask a volunteer to read aloud Isaiah 41:20. Ask: Why did the Israelites need to be reminded of how much they mattered to God? How do you think the Israelites responded to God s call not to be afraid? Digging Deeper The people had been in exile for a long time. They had settled into life in Babylon and were content. Their lives and livelihoods were safe and secure. Now God has made it possible for them to return to their homeland, to the unknown. Ask: How would you feel about leaving the known for the unknown? How would God s assurances give you the courage to do so? The exiles undoubtedly experienced confusion as they debated whether or not to leave the safety of Babylon. For those who did leave, just imagine being in the middle of a literal wilderness with no GPS, maps, or truck stops! We can also have such experiences. Invite class members to recall a time when they have been disoriented and felt lost (visiting an unfamiliar place such as a doctor s office, amusement park, shopping mall or even a familiar place if you turn down a different street, leave by a door other than the one where you entered, or discover the road has been changed). If class members are comfortable doing so, invite them to share a wilderness experience with one or two other people. Then ask: How did you respond to the experience? What was helpful? less helpful? Where did you see God in the experience? Encourage them to ponder what it might have been like if they had welcomed the experience. Give class members paper and markers or crayons. Invite them to describe their wilderness experience with drawings and/or words. Some people might prefer to mold clay to represent their experience. (Assure students that they will not be asked to share their work.) As they work, suggest students consider these questions: How have I experienced God s providential care? What changes do I need to make so that I might draw strength from God rather than myself? Living the Faith God s promise not to forsake the Israelites applies to us as well. God is always with us, even when we may not realize it. Have students recall the times of abandonment identified at the beginning of the lesson. Then ask: As God s people, what is our responsibility to those whom others have forsaken? How can we provide for their needs as they travel through their own wilderness experiences? How can we help them embrace the assurance of God s presence and promise? Have students identify ways they can express the assurance of God s presence to others. Encourage them to choose one or two of the suggestions for use with those whom they encounter during the upcoming week. Ask them to be prepared to share the results during the next session. Closing Close by having the class read Isaiah 41:10 in unison. Remind class members of any projects or special programs. Encourage them to return next week.

7 Hope for Good Leadership December 19, 2010 Lesson Aim: (1) To discover in Isaiah s prophecy that the ideal king, a savior, would come from the house of David; (2) to understand that the coming of the savior means the coming of peace; and (3) to praise God for the endless peace, justice, and righteousness that the savior brings. Background Scripture: Isaiah 9:1-7; 11:1-9; Matthew 1:18-25; Scripture Selection: Isaiah 9:7; 11:1-8 Suggestions for Worship: Opening Sentences: Psalm 80:1-2. Hymns: O Come, All Ye Faithful, Silent Night, Holy Night, The Voice of God Is Calling. Devotional Reading: John 4: Advance Preparation As you prepare to lead this lesson, pray for insight into the scripture and for God s guidance. Pray for the members of the class by name, remembering any concerns they expressed during previous class times. Christmas Day is less than a week away. For many people this season is not a happy time. You may have members who are dealing with serious illness, financial concerns, or the recent loss of a loved one. Others may be alone during the holidays. Reach out to these people, offering them God s comfort and reminding them of God s promise to be with them. Have available an erasable board or newsprint and markers. Provide index cards as well as paper and pens or pencils for each student. Welcome/Introduction Make a point to be in the class area before the students arrive. If class size will allow, personally greet each student. Show interest in what has been transpiring in their lives. Allow time for the class routine activities (taking attendance, making announcements, etc.). Encourage class members to complete the following statement: A good leader is Write their responses on one side of an erasable board or newsprint. Then invite comments as to why these characteristics are important ones for a leader to have. Exploring the Scripture This week the readings from Isaiah come from earlier chapters than those we studied the first two weeks of the quarter. The people are not yet in exile. That event is over a century away. But they are living in a time of great political turmoil. Israel has long been divided into two kingdoms, Israel in the north and Judah in the south. The armies of Assyria were on the march and would soon devour the northern kingdom, leaving Judah alone. (The first paragraphs of the student book neatly summarize these events). It must have been a time of great fear and confusion for those living in the tiny nation of Judah. But into the midst of that fear Isaiah comes with words of hope for the people. God has promised to send a great leader. Ask: How might the people of Judah have received this message in the midst of the turmoil that was taking place in the world around them? Christians understand Jesus to be the Messiah. However, Isaiah had in mind not some dim and distant figure, but a living king. With a hopefulness which repeated disillusionment failed to put out, the Jew hailed every new king as the Lord s anointed who would usher in a golden age. It was only when the last of the Davidic kings died in exile that faith in the divine character of the monarch was transferred to the Messiah, who, coming from God, would fulfill in his life and reign the ideal so long and heroically cherished (The Interpreter s Bible, Vol. 5, pages ).

8 Divide the class into two groups. Have the groups read aloud the scripture as printed in the student book with each group reading alternating verses. Pause for a few moments to give students time to absorb what they have read and heard. Return to the erasable board or newsprint used at the beginning of the lesson. Ask class members to identify the characteristics of the one God promised to send to Israel. List these characteristics beside the ones associated with a good leader. Then ask: What are the similarities? differences? After reviewing the characteristics of God s promised one, what would you add or delete from your original list? Why? Digging Deeper Every leader faces challenges some more so than others. Ask for a volunteer to read the last three paragraphs in the section Hope in a New King, beginning with In the midst of our hope on page 17 in the student book. Then consider the question at the end of that section. To promote discussion have class members divide into pairs or groups of three to five people as they answer the question. Allow a time for the pairs or groups to share with the total class. Most leaders hope for peace during their time as a leader; few truly experience it. Ask: What does peace mean to you? Why is it often difficult to secure peace? How can you be an instrument of peace? What difference can one person (church, community, etc.) make? Give each person an index card. Encourage class members to identify areas in their own lives where they need God s peace and write these needs on the index card. Then, depending on the comfort level of the students, do one of the following: 1. Mix the cards and have everyone choose one; challenge class members to pray for the needs expressed on the card. 2. Place the cards in a basket or pile. Invite class members to contribute to a group prayer for peace in their lives and the lives of others. Destroy the cards at the end of class. 3. Suggest individuals take their cards home. Encourage them to pray daily about the concerns they have expressed, noting changes in the situaitons. Living the Faith Isaiah told the Jews that God s promised one would establish and maintain endless peace through justice and righteousness. Consider: What roles do justice and righteousness have in establishing peace in today s world? Where do you see injustices? How do they affect a leader s ability to establish peace? How does righteousness contribute to peace? At what point are you willing to take a stand for those who are being treated unjustly? By standing against injustices, you bring God s light to others. Summarize the last paragraph at the bottom of the first column on page 18 in the student book. Then talk together about how your class can help to make this vision a reality. Make a list of the ideas suggested. Pledge to hold one another accountable. Follow up in the coming weeks to see what progress is being made. Finding ways to live together in peace is critical to our future. Make available paper and a pen or pencil. Suggest class members write a letter or a poem to God offering praise and thanksgiving for the promise of a light in darkness. Plan to share some of these writings as the closing prayer. Closing Then invite two or three class members to read their letters or poems as a closing prayer. As class members leave, challenge them to show justice, righteousness, and peace to all whom they encounter.

9 Whom Shall I Follow? December 26, 2010 Lesson Aim: (1) To identify the basis for Israel s hope of deliverance in God s past acts of deliverance; (2) to feel confident in knowing God as our savior; and (3) to share with others the assurance that God will protect us Background Scripture: Isaiah 43; Scripture Selection: Isaiah 43:1-7, Suggestions for Worship: Opening Sentences: Psalm 96:1-2. Hymns: All Glory, Laud, and Honor, Praise God, from Whom All Blessings Flow, Joyful, Joyful, We Adore Thee. Devotional Reading: Isaiah 63:7-14. Advance Preparation This week we move back to the section of Isaiah we were studying the first two weeks of the quarter. Review the information you have from the first two weeks on the Exile in Babylon. Early in the week read the lesson in the student book. Note those areas you want to explore in more detail. Take time to think about the questions in the student book as you study. As suggested in Digging Deeper, be prepared to share a time when you have sought God s will for your life and what you discovered along the way. If you prefer not to share, contact a class member (in advance) and ask him or her to share. Because of the holiday some regular class members may be away. You may also have visitors who are not regular participants in church or Sunday school. Gather any materials you will need that are not in the classroom. Welcome/Introduction Welcome class members as they arrive. Make a special point of welcoming any visitors and including them in the class. Provide an opportunity for people to share updates about concerns and to name any additional needs. Ask for a volunteer to open the class with prayer. Invite the members of the class to think about how they might complete the following statement: When I find myself in a new or challenging situation I Allow them to share their responses. Tell class members that this lesson returns to portions of Isaiah that they studied at the beginning of the quarter. Remind them that the people have been living in exile for several generations. Exploring the Scripture God has promised to return the exiles to their homeland. To those living in Babylon, this promise may have seemed farfetched. Unlike when God s people lived in Egypt, they were not all living in the same place. When they were taken captive, many of the people were sold into slavery and taken to other lands or they moved to different areas of the empire in order to earn a living. In the midst of the uncertainty in which they were living, Isaiah reminded the people of the nature of their relationship with God. Throughout Israel s history, the people had experienced God s deliverance. God had been faithful in the past, delivering the people even though they had been unfaithful; God will continue to be faithful. One might wonder why God did not give up on these unfaithful people. In addition to the fact that God created them and claimed them as his own, God had a purpose for the people. All the sons and daughters of God, all who bear his name and are known as Yahweh s people, will return. And the people s return, like everything else, is for the glory of God (The Interpreter s Bible, Vol. 5, page 485). Suggest class members close their eyes while you read the scripture to help them concentrate on

10 the passage. As you prepare to read aloud the portions of Isaiah 43 as printed in the student book, ask class members to pick out one or two words or phrases that intrigue them. Invite students to name the words or phrases they chose. Then encourage them to share why those words or phrases were of special interest. If your class is small, do this sharing as a group; if it is larger, suggest each person turn to one or two other people and share. Ask: What positive or hopeful things does this passage say about Israel? What is the nature of the relationship between God and Israel as presented in this passage? Digging Deeper The Jewish people were tempted to stay in their comfort zone by remaining in the land of their captivity. However, God was calling them to return to their homeland. As God called them to remember whose they were, God was also reassuring them that he had redeemed them. As the student book suggests, at some point in our lives we all ask, Who am I? What is my place in the life-situation in which I find myself? Many times these questions are expressed and answered as we seek God s will for our lives. Share a time in your life when you have struggled with these questions, the answers you discovered, and what you encountered on your journey. Or invite the class member you contacted to share. Be sure to include how you experienced God s redemption through these experiences. Ask a volunteer to read aloud the last three paragraphs in Life s Difficult Encounters (student book, page 23). Then consider: In what ways have you had to struggle with life s disappointments? What was helpful in those times? What was not helpful? At what point did you experience God s presence? How has God enabled you to overcome past hurts and move forward into the future with hope? Living the Faith As Christians, we know that God is always with us and will protect us. Yet, sometimes we doubt God s presence and protection. Ask: What causes you to wonder if God is with you? What assures you of God s presence in your life? How has God protected you? If we doubt, how can we assure others of God s presence? Pass out paper and pencils or pens to each class member. Ask students to reflect on their last week, specifically identifying times and places where they might have met God. Remind them that it may have happened in encounters with other persons or at surprising or unlikely times. Point out that they may recognize these encounters only as they reflect upon the past week. Invite class members to list their encounters with God on the paper. After they have had a few moments to reflect, invite them to offer prayers of thanksgiving for the ways that they met God last week. Closing Encourage class members to spend time every evening during the coming week asking, Where did I meet God today? Challenge them to share their insights with others as a way of offering the assurance of God s presence. Close this session by joining together to sing Praise God, from Whom All Blessings Flow.

11 Experiencing Redemption January 2, 2011 Lesson Aim: (1) To review God s redemption of Israel; (2) to know that God remembers and regards us highly; and (3) to help restore persons and places of brokenness. Background Scripture: Isaiah 44; Scripture Selection: Isaiah 44:21-26 Suggestions for Worship: Opening Sentences: Psalm 147:1, 5-6. Hymns: All Creatures of Our God and King, In Christ There Is no East or West, The Lord Bless and Keep You. Devotional Reading: Psalm 106: Advance Preparation Early in the week read the lesson in the student book as well as this session plan. Make notes about things you want to highlight in class. Review the earlier lessons about the Jewish people living in exile. Be prepared to share this information with the class. This lesson references portions of Isaiah 44 that are not printed in the student book. Read the entire chapter as you prepare to lead this lesson. Pray for each student in the class as well as yourself and your congregation. You will need pens or pencils and paper. Welcome/Introduction Be in the class area before time for class to begin so that you are present to welcome members as they arrive. Greet each person in a way that will express your high regard for him or her. You might offer to hang up a coat, get someone a cup of coffee, or call the person by name and ask about his or her health or family. Continue with your normal routine for opening class. Invite a volunteer to open with prayer. Ask students to comment about how they felt as you greeted them today. If no one mentions feeling valued, add it to the list. Explain that this lesson continues the story of God s people in exile. God has promised the people that they will return to their homeland. God valued the people; God values us. Exploring the Scripture Use the portion of Isaiah 44 printed in the student book as a responsive reading. As the leader you will read the odd numbered verses and the rest of the class will respond by reading the even numbered verses. Explain to the class: This week we will continue to deal with the portion of Isaiah that is directed at the Israelites while they are in exile in Babylon. The people are still a long way from their homeland. But here they are receiving word from God that promises the restoration of their homeland. The people have done wrong in the past, but they still matter to God. The Interpreter s Bible explains it this way: It is not so much his people s captivity that occupies God s concern, but their sin. God first forgives, then calls on them to repent. Indeed, it was his goodness which led to her [Israel s] repentance. Verse 23 is a characteristic outburst of exultation. The people had not yet shown any impulse to return to him [God]. The jubilation is not over sinners who repent, but over a God who redeems (Vol. 5, pages ). This passage describes a living relationship with God, who offers redemption even before we are born.

12 Given the presence of foreign gods, God wanted to make it very clear that he is the one, true God creator of everything. As such, God has a responsibility to and a purpose for all creation. Digging Deeper Idols were common among ancient cultures. The God of the Hebrews was the only god who was invisible. As Christians, we realize that we do not have to have an image of God. However, we do still create idols. Call attention to the paragraphs in the student book (beginning at the bottom of page 27) that deal with verses Since these verses are not in the student book, ask a volunteer to read them aloud or suggest class members read it silently. Encourage class members to list present-day idols. Then ask: Why might people think these idols would soothe their anxieties? Why might we find these idols more attractive than the ones God described in Isaiah 44:21-26? God reminded the people that he cared about them and would provide for them. After all, he formed them in the womb. God cares for us just as much as he did for the people of Israel. Given the current economic situation and the instability of the world, it can be difficult to recognize God s care for us. Invite class members to share briefly a way in which they have experienced God s care. Then ask: How did it make you feel to know that God cared about you and that particular situation? How has that experience helped you to realize your value to God? Living the Faith Encourage class members to give a one or two word definition of forgiveness. Accept all answers as valid. Then ask: Why can it be so difficult to offer forgiveness? to seek it? to receive it? Refer back to the information about God s redemption of the people of Israel that was included in Exploring the Scripture on the previous page. What does God s example say about how you should live? Suggest students identify groups of people for whom forgiveness and restoration might be difficult. Some examples are victims of crime/perpetrators, victims of abuse/abusers, divorced couples, congregations that have split, and so forth. Then consider together: What role does the church have in helping to bring about restoration in such situations? How can our congregation help people in this community transform their lives through acts of forgiveness? Call attention to the process outlined in The Realities of Restoration on pages of the student book. Walk through the four steps with students. Offer each person paper and a pencil or pen. Invite class members to think privately about someone they may have hurt or offended. Suggest they review the four steps and make a plan to reach out to that person. Make it clear that this will not be shared with the class. After giving them plenty of time to work, read aloud the last two paragraphs of the student book (page 29) beginning with The good news is. Closing As students prepare to leave, challenge them to put into the action the plan they formulated (above). Pray the following prayer, or one of your own: God of history and God of today, we thank you for giving us hope by offering restoration through forgiveness. Help us to reach out to those whom we have harmed. Help us also reach out to others who need to experience the transformational experience of forgiveness and restoration. Amen.

13 Hope for the Future January 9, 2011 Lesson Aim: (1) To examine God s record of creation and rightful claim to power; (2) to help us contemplate God s faithfulness to us; and (3) to examine how we have heard and followed false gods and to decide to turn from them. Background Scripture: Isaiah 45; Scripture Selection: Isaiah 45:18-24 Suggestions for Worship: Opening Sentences: Isaiah 43: Hymns: Bring Them In, God of Grace and God of Glory, I Need Thee Every Hour. Devotional Reading: Exodus 15: Advance Preparation Read the lesson in the student book as well as this session plan. Make notes about things you want to explore in more detail. If you know the class well, identify items that are likely to challenge or interest the students. Do some research about Cyrus and the Persians. A Bible dictionary would be a good resource with which to start. Contact people early in the week and ask them to bring items that they have created. Those items might include photographs, paintings, cakes, stories, afghans, birdhouses, etc. Make sure that all the resources you will need are in the classroom. Welcome/Introduction Welcome class members as they arrive. Introduce any visitors and help them to feel comfortable. Make any announcements related to church or class activities. Review the projects the class has adopted. What is the status of those projects? What are the next steps? Begin class with prayer. Explain that you will open the prayer and then have a time during which class members may add their own prayers either silently our aloud. Close the prayer when people have had time to participate. Invite class members to share the items they created. Encourage them to tell how it felt to begin the process and how they feel about the result product. Ask: What rights and responsibilities does the act of creation give you over this item? Translate their comments to the way God feels about creation. God provides for us; God cares about us; God values us; and so forth. Exploring the Scripture We continue to look at words that are a message to the people of Israel in exile in Babylon. Just as in previous weeks, the passage contains a message of hope. God has not abandoned the people; they still matter to God. But in this lesson we find a twist. God promises that the people will not always be in Babylon, which is not a new promise. However, the twist is that God will use a pagan king to deliver the people. Cyrus of Persia will bring down the Babylonians and eventually allow the Israelites to return to their homeland. Ask the class members to read silently the portion of Isaiah 45 printed in the student book. As they read (from the student book), suggest they circle or underline words or phrases that describe God. When everyone has had a chance to read the scripture, ask: Who is the God described in this passage? What are some of the characteristics of God you identified in this passage? Take several responses. One of the responses will undoubtedly be creator. Until this time, the people of Israel had accepted that Yahweh was their God, but to understand him to be the God of all was a new concept. Ask: How did God convey his rightful claim to power? What gave him the right to this power?

14 Call attention to the first part of Isaiah 45, which is not printed in the student book. In Isaiah 45:1-5 God is speaking to Cyrus. God is going to give a victory to Cyrus and through that victory will liberate Israel from captivity. If you found additional information about Cyrus and Persia, share it with the class. Consider together: How do you think the people of Israel felt when they heard that God had anointed a pagan king, who would be their liberator? What is the significance of God having power and authority over nations other than Israel? Digging Deeper Just as God was faithful to the people of Israel, God is faithful to us. Encourage class members to name ways they have experienced God s faithfulness. Then ask: How does it feel to know that God cares about every detail of your life? Why do some people feel as if God is absent from their lives, as if God doesn t care? Invite a volunteer to read the last two paragraphs of What Does All This Mean? on page 33 of the student book (beginning with Yahweh, the God of Israel ). Suggest class members turn to one or two other people and respond to these questions: How would you characterize the way God rules the world? What makes it difficult for some people to accept the reality of one God, who is over all creation? During a time of darkness in your life, how have you experienced God s faithfulness? Read aloud the last paragraph of Created to Live in the Light on page 33 of the student book. Talk with class members about what it means to be in an intimate relationship with God. Pause for a few moments of silent reflection as students consider their own relationship with God. Living the Faith Remind class members that God has a purpose for every creation. As the student book states, God created the world and all therein to be in relationship with the Divine. Isaiah tells us that God calls people to tell the good news. Ask class members: What does it mean to be called by God? When have you experienced God s call in your life? How did you respond? Have the class list some things that God calls all Christians to do. As a group, look at the list objectively and determine how well your congregation is responding to God s call. Identify any areas that need improvement. Discuss specific actions that you will recommend to the session or other appropriate group. Enlist a volunteer to communicate the suggestions. Say: Every Christian is called to live and serve God in some way. Invite the class to react to the statement. Then ask: How do we know when God is calling us to do something? Encourage students to name an unusual way in which God has called them to live or serve. Invite class members to ponder privately what God may be calling them to do and how they might respond to that call. Closing End the class by reading Isaiah 45:22, the key verse for this lesson. Invite a volunteer to close with prayer or offer the follwing prayer: God above all gods, we give you glory. We know you to be the one true God, whom we gladly worship. We know that we fall short of your expectations, but that you continue to love us. Guide us as we seek to answer your call for our lives. Amen. Encourage class members to invite a visitor to worship and to attend class next week.

15 Putting the Past Aside January 16, 2011 Lesson Aim: (1) To review God s claim on us and God s promise to forgive sin and restore us to righteousness; (2) to help us consider our sins and the need for forgiveness and repentance; and (3) to help us ask God for forgiveness and to pledge to change our sinful behavior. Background Scripture Isaiah 48; Scripture Selection: Isaiah 48:14-19, Suggestions for Worship: Opening Sentences: Psalm 40:1, 4. Hymns: Praise God from Whom All Blessings Flow, Crown Him with Many Crowns, Be Thou My Vision. Devotional Reading: 1 Kings 8: Advance Preparation Read this session plan and the corresponding one in the student book. Review any information about Cyrus and the Persians that you located for last week s lesson. Pray for each student in the class as well as for yourself and your church. Have available an erasable board or newsprint and markers. Provide index cards and pens or pencils. Welcome/Introduction Welcome class members. Allow time for announcements and updates. Ask for a volunteer to contact people who are ill or who have been absent. A note or a phone call can make a real difference to these people. Ask for a volunteer to open the class with prayer. People need relationships with other people. Some of these relationships are healthier than others. We form and maintain relationships for a variety of reasons. Invite class members to think silently about their relationships. Help them with this process by suggesting they consider the following questions: Why do you have a relationship with this person? If circumstances did not require you to have the relationship (i.e. work colleagues, family members), would it remain intact? What constitutes a healthy relationship? How do you establish such relationships? God had a relationship with the people of Israel. God had chosen them for this special relationship, and despite their lack of faithfulness, God continued to forgive and restore the relationship. God offers the same to us. Exploring the Scripture Not to sound like a broken record or a CD stuck on repeat, but we are continuing to deal with parts of Isaiah that are a message to the Israelites while they were living in exile in Babylon. We find the promises of coming redemption that we have seen in previous weeks. But there are also words that remind the people that they are in Babylon because they had ignored God s commandments. While there is no appeal for repentance, there is poignant retrospect compelling the exiles to think (The Interpreter s Bible, Vol. 5, page 501). However, God will forgive them and continue to lead and care for them. Divide the class into two sections. Have the two groups read the portions of Isaiah 48 printed in the student book responsively by alternating verses. Divide the scripture into three sections: 48:14-16, 17-19, Have students look over the sections and suggest a title for each one. Encourage them to explain their choices. Then chose a title for the entire passage. (If class members are using Bibles that provide titles for different sections, remind them that these are not part of the actual biblical text but are aids added by the publisher.

16 Encourage them to consider whether or not the title the publisher used is one they would have chosen.) Digging Deeper Many elementary school teachers rotate the honor and responsibility of being a class helper among the students. Some children take the responsibility seriously, but others see it solely as a privilege and may take advantage of their status. Such was the case with the people of Israel. They were God s chosen people; they did not necessarily recognize the responsibility that came with their privilege. Invite a volunteer to read aloud the last two paragraphs on page 36 in the student book. Point out that as Christians we are also part of the people God has chosen. Then ask: What does it mean to be chosen by God? to be chosen for service, not privilege? What is wrong with thinking that we have been chosen for privilege? What might enable us to remember why we have been chosen? As God s chosen people, we have collective and individual responsibilities. Encourage class members to list some of those responsibilities. Then ask: Where have we fallen short? What causes us to fail God? What happens when we do? What is necessary to restore our relationship with God? Living the Faith At the end of the scripture passage for this lesson, the people of Israel are getting ready to return to their homeland. Despite their poor choices, God gave them the opportunity for a fresh start; the same is true for us. To achieve a fresh start, we must change the things we have done in the past. Ask class members: What can make change difficult? Why? How can you overcome those difficulties? Once students have identified those things that stand in the way of a fresh start through repentance and forgiveness, encourage them to identify specific actions they will take to rectify the situation. Give each student an index card and a pen or pencil. Suggest they write their action plan on the index card along with a prayer through which they repent and seek forgiveness. Assure them that they will not be asked to share what they write. Call attention to the last thought and discussion questions on page 39 of the student book. Thinking in terms of groups of people rather than specific individuals, identify those with whom you will make an effort to show compassion. Consider: In what ways does your congregation show God s forgiveness to all people? Of which people is the church less accepting? How can your class be an instrument of change in that situation? Closing As you close the lesson, invite people to pray silently the prayer they wrote earlier. Close the prayer with the following: God of all times, hear our prayers. Help us to turn loose of the past so that we can accept your gift of a fresh start. Help us to be your chosen people, serving you in all we do. Amen.

17 Pay It Forward January 23, 2011 Lesson Aim: (1) To study the proclamation of the gifts God gave to Israel and Israel s call to serve others; (2) to acknowledge that we are obliged to lead others to God; and (3) to serve others in the name of God. Background Scripture: Isaiah 49:1-6; Scripture Selection: Isaiah 49:1-6 Suggestions for Worship: Opening Sentences: Psalm 27:1, 13. Hymns: Where He Leads Me I Will Follow, How Firm a Foundation, Amazing Grace! How Sweet the Sound. Devotional Reading: Hebrews 10: Advance Preparation Read this session as well as the one in the student book. Refresh your memory about what the Cumberland Presbyterian Church believes regarding the doctrine of election, specifically as related to the idea of predestination. Read sections in the Confession of Faith and have a chat with your pastor or an elder who is well versed in Cumberland Presbyterian doctrine. Explore the concept of paying it forward, which essentially means to respond to a good deed done for you by doing something kind for another person or group of people. It s different from the more common idea of paying someone back for his or her act of kindness. Determine the act(s) of kindness you will perform and make any necessary advance preparations. (See below.) Provide writing paper and pens or pencils. Welcome/Introduction As class members arrive, perform a kindness for as many of them as possible. You might offer each person a mint, pay a compliment, hang up a coat, etc. Begin the class as usual. Explain the concept of paying it forward. (See above.) Invite class members to share their experiences of paying it forward either as a giver or a recipient. Remind them of your acts of kindness as they arrived. Encourage them to do the same for someone else. As the student book indicates, Israel has a responsibility as the covenant people to proclaim the good news to all nations. How did God call Israel to pay it forward? Exploring the Scripture As we begin this lesson, Babylon has fallen to Persia, thus paving the way for the exiles to return to their homeland. As has been mentioned in previous lessons, some of the exiles were eager to return, while others did not want to face the uncertainties of life in Judah. In this dialogue we have the questions which the more thoughtful in the devout community among the exiles were asking as they faced the summons to accept their liberation, now that Babylon had fallen. Probably these questions had troubled the prophet [Isaiah] himself. We overhear the back-and-forth discussion in his [Isaiah s] own thoughts doubts which occurred to him and the answering assurances of faith (The Interpreter s Bible, Vol. 5, pages ). This lesson will explore a special task that God gave to the people. God was calling the people to be a light to all nations. God s message of salvation is not for only a small corner of the earth but for the entire world. Read aloud (or invite a volunteer to read) the portion of Isaiah 49 printed in the student book. After reading the passage, allow a time of silence for reflection. Ask class members: In what ways

18 does this passage describe God? What would be attractive or inviting about worshiping and serving such a God? What would be challenging about worshiping and serving this God? What might it mean for a people in exile to be told that they are a light to the nations? How should we read that description as a part of the people of God today? Digging Deeper Israel s future was uncertain, but God had promised to be with them. God promises to be with us as well. If class members are comfortable doing so, invite them to share ways God has seen them through perilous or uncertain times. Call attention to God s Unusual Choices on page 43 of the student book. Invite class members to consider some unusual ways through which God has worked in their lives. Explain that what may seem radical or unusual to one person might not be to another. Ask: What would make something seem unusual? How do you often react to unusual ideas? Provide paper and pens or pencils. Suggest class members write a note to a friend describing a time when God called them to do something unusual or radical. Encourage them to be honest about the highs and lows of the experience as well as any moments of faith or doubt. Give them time to work on the letter. They may not be able to complete this project in the time available during class; encourage them to continue with the task at home. Living the Faith Although God continued to call the people to be faithful, God was also calling them to participate in, what for them, was a very radical mission. Their God was the God of all nations not just Israel. God continues to call people to radical missions. Remind class members that just over 200 years ago God called three ministers to a radical mission: They challenged some of teachings and policies of the Presbyterian Church, which ultimately resulted in the formation of a new denomination the Cumberland Presbyterian Church. Ask students: What is God calling the Cumberland Presbyterian church to do today? How is your congregation supporting that mission? Consider together what unusual or radical things God is calling your class and/or congregation to undertake. Encourage the class to describe how they might respond to that call. Suggest listing some things they would need to do as they prepare for and respond to the call. Invite class members to comment about what it means to be God s elected. (See student book, pages ) Ask: How does it feel to know that God, through Christ, has chosen you? Remind students that regardless of a person s age, God continues to call that person to fulfill God s purpose. Suggest students consider silently the following questions: What is God calling you to do today? How will you respond to that call? How will your response enable you to be God s light to the nations? Closing As you prepare to close the session, challenge class members to pray specifically about what God is calling them individually and as a class and/or congregation to do. Join in singing This Little Light of Mine, encouraging class members to be God s light to the nations.

19 Suffering for Others January 30, 2011 Lesson Aim: (1) To discover what Isaiah said about the cost of servanthood; (2) to understand that our hope lies in the Servant who has taken on our sins and has suffered in our place; and (3) to help us make decisions for repentance. Background Scripture: Isaiah 53; Scripture Selection: Isaiah 53:4-6, Suggestions for Worship: Opening Sentences: Psalm 15:1-3. Hymns: Praise My Soul, the King of Heaven, Stand Up, Stand Up for Jesus, Glorious Things of Thee Are Spoken. Devotional Reading: 2 Corinthians 5: Advance Preparation Read the scripture for this week s lesson several times. Reading it aloud or from a different version often provides new insights. Read this lesson as well as the one in the student book. Make notes about things you want to explore in more detail. Think about how you might do the drama activity in Digging Deeper in your particular classroom space. Adjust the set up of chairs and tables, if necessary. Locate a copy of the hymn Simple Gifts. Familiarize yourself with the tune and be prepared to help the class sing it. If it is not printed in your congregation s hymnal, print the words on newsprint so that class members can see them. You will need newsprint, markers, and masking tape. You will need pens or pencils and paper. Welcome/Introduction When class members have arrived, allow time for the sharing of announcements as well as joys and concerns. Inquire as to whether or not students completed the letters they began in the previous lesson. Invite a volunteer to open the class with prayer. Encourage class members to think of a difficult or uncertain time when they (or someone else) said, We re all in this together. Then ask: How did you feel when the situation first arose? How did you feel when you realized that others were there to help you through that time? In what ways did their support make the situation easier for you to bear? How did they give you hope? Exploring the Scripture This week we have our last look at the words from Isaiah to the Israelites during their Babylonian exile. Today s passage features the Suffering Servant. Christians cannot help but see the story of the Passion of Jesus when they read this passage. We often use this text as a reading in worship during Holy Week. But we also need to remember that these words were originally meant to provide a word of hope to the Judean exiles in Babylon. The prophet was writing to bolster the spirits and strengthen the faith of the remnant of the children of Israel who had been in Babylonian captivity for a generation. As previous lessons have helped us understand, the people of Israel have had many years during which to consider the reasons for their fate. The people who broke the covenant with God are no longer living, but the people are living with the results of their ancestor s actions. However, God is offering them redemption. Israel s harsh lot came about through historical circumstances. The exiled community was involved with its forebears. Their humiliation was not of their choosing. But believing in God s sovereignty, the servant takes it as God s assignment. It is punishment for national sin, education

20 for a mission, and now redemptive sin offering. No small part of Israel s eminence is her interpretation through this prophet of the national fate. A sin-bearing people is unique in history. (The Interpreter s Bible, Vol. 5, pages 621 and 628). Have the class read in unison the section of Isaiah 53 printed in the student book (page 45). After they have read it in unison ask them to read it again silently. Guide the class in considering the following questions: In this passage, what do you see as being good news for the exiles? What parts might have been confusing? What might have challenged them to reflect on how they lived day-to-day? Digging Deeper Scholars disagree as to the identity of the servant in the original setting. Only after Jesus life, death, and resurrection did people recognize the correlation between Isaiah s words and the Messiah. Remind students of the opening activity in which they identified times when they (or others) had offered help, support, and hope. Ask: At what point in the scripture passage do you find hope? Why? Invite volunteers to read aloud the section Into the Breach Comes a Savior on page 47 in the student book. (If you prefer, summarize the main points of the section and share them with the students.) Then suggest class members reflect silently on the following questions: How have you sacrificed so that others might know the freedom and hope God offers through Christ? How is your congregation sacrificing (or how has your congregation sacrificed) for the sake of those who need to experience freedom and hope? What form have those sacrifices taken? Divide class members into small groups. Instruct each group to develop a two or three minute skit/drama that demonstrates a response to one or more of the questions above. After giving the groups time to work, allow each group to present its drama. Living the Faith Call attention to the Tis the Gift to be Simple on pages of the student book. Ask a volunteer to read aloud the Thought and Discussion questions at the end of that section. Give class members pen and paper. Explain that you would like for them to respond to the questions privately by listing their responses on the paper. After you have given them time to work, invite them to share what it was like to make such a list. Then ask students to think silently about these questions: If you discovered areas where you were lagging, what will you do to correct the situation? Where does repentance enter into your corrective action. Offer a prayer of thanks for these and other ordinary or everyday ways through which we live out our calling as a child of God. Provide a time of silence during which you encourage class members to repent and ask for forgiveness for their shortcomings as children of God. Closing Next week we will begin looking at the Gospel of Mark. Encourage class members to read the entire Gospel. Our focus will be on Jesus: The Promised Servant-Leader. If class members are not familiar with the hymn Simple Gifts, hum the tune before inviting them to join you in singing it. If you prefer not to sing the hymn, recite the words as a closing prayer.

21 A Matter of Identity February 6, 2011 Lesson Aim: (1) To learn what Jesus contemporaries believed about him and how he challenged their beliefs; (2) to evaluate our beliefs about Jesus and make a personal profession of faith; and (3) to evaluate and affirm or change our behaviors in light of opportunities to serve others. Background Scripture/Scripture Selection: Mark 8:27 9:1 Suggestions for Worship: Opening Sentences: Psalm 112:1. Hymns: Softly and Tenderly, I Surrender All, Sing with All the Saints in Glory. Devotional Reading: Luke 3:7-18. Advance Preparation This is the first of four lessons on the Gospel of Mark. Although these lessons are based on parts of four different chapters in the second half of the Gospel, it would be a good idea to review the content of the entire gospel. Review some commentaries on the Gospel of Mark. Those by Lamar Williamson in the Interpretation Series and Douglas Hare in the Westminster Bible Companion Series are both helpful. Take a look at the class meeting area. Remove items related to the study of Isaiah. Look for ways to give a different look to the area. Adding a bouquet of fresh flowers or a living plant during the midst of winter will brighten the day for your students. Locate a map of Palestine during the time of Jesus. Display the map in the meeting area. Find the area of Galilee and pinpoint Caesarea Philippi. Add pictures of the area to the map display. Contact persons about reading the individual parts of the scripture during the lesson. Provide paper and pens. Welcome/Introduction As you welcome class members, be intentional about calling each person by name. Explain that this lesson deals with establishing identity. A person s name is one way through which we identify a person. Take time for the class opening activities, such as making announcements, naming prayer concerns, taking attendance, etc. Open the class time with prayer, being sure to include the prayer requests mentioned. Call attention to the map. Tell class members that this lesson shifts to the New Testament. By this time God s people are back in their homeland, but under the oppressive rule of Rome. Exploring the Scripture This lesson begins a four-week unit on the Gospel of Mark, which is the earliest of the four Gospels. At no point does the book itself suggest the name of its author. Early scholars expressed doubt that the author even heard Jesus. But it does not greatly matter who the author was: the content of the Gospel is the Christian message of salvation, as believed and preached among Gentiles in the middle of the first century (The Interpreter s Bible, Vol. 7, page 632). Those who compare the Gospel accounts will notice that Mark uses a different order of events than do the others. Some of this is due to the author not having been present at the events; he likely recorded what was told to him by others. The accounts of Jesus life and ministry were recounted through oral tradition before having been written down. As such, the order of events was not as important as was the message. In the text for this lesson, Jesus and his disciples are just outside Galilee. Jesus is focused on

22 his disciples as he teaches them about both his identity and his destiny. Despite the fact that they have been following Jesus for some time, it is clear that they don t fully understand his mission. Until now following Jesus has meant sharing in miracles, listening to him teach about the kingdom of God, and watching him critique folks like the Pharisees but that is about to change. In a great act of faith, Peter identifies Jesus as the Messiah. Imagine the astonishment of the other disciples! As Jesus continues to teach the disciples, he explains what is going to happen to him. As Peter listens to Jesus, he becomes incensed that Jesus would make such claims. After all, Jesus had just admitted to being the Messiah! Consider together: Who might the disciples have thought Jesus to be? If you had been in their midst that day, how might you have answered Jesus question? How might you have reacted to Jesus prediction of suffering and death? Read aloud the portion of Mark printed in the student book by having one person read the narrative parts, another person read the part of Jesus, and the entire class read the parts of the disciples and Peter in unison. Digging Deeper Much like the disciples, we may fail to recognize Jesus or to accept the reality of what it means to be a follower of Christ. Ask students: Who do you believe Jesus to be? Why? How do you interpret Jesus directive to take up your cross and follow me? In what ways have you done so? Call attention to For Thought and Discussion on page 52 in the student book. If your class is large enough, encourage students to form groups of three to five people. Explain that they are to list ways in which people attempt to smooth out the rough edges of the gospel to make it more palatable. Then either in small groups or as a class, discuss: Why are we tempted to smooth out the rough edges? How might our lives be different if we did not attempt to smooth the rough edges? Living the Faith Call attention to the information about Dietrich Bonhoeffer (student book, pages 54-55). Summarize the concepts of cheap grace and costly grace as explained in that section of the student book. If class members are comfortable doing so, discuss the questions at the end of that section. Recently I heard a colleague talk about losing his life by dedicating it to ministry. He went on to talk about the blessings he had received as a result of following God s call. Ask class members to reflect privately: In what ways have you lost your life for the sake of Christ? How is this example one of costly grace? Invite class members to write individual prayers or letters to God describing a change they would like to make in their lives. Suggest that they admit to God what they think it will cost them to make that change. Encourage them to ask God for help and guidance as the strive to make these changes. Have class members identify service opportunities within your congregation, community, and beyond. In what ways is the class already engaged in service opportunities? What is the personal cost of participating in this ministry? Encourage class members to become involved in one or more of the opportunities they identified. Closing Invite class members to join with you in singing the first stanza of I Surrender All. Close with a time of silent reflection; encourage class members to re-read their letters or prayers during this time.

23 Follow the Leader February 13, 2011 Lesson Aim: (1) To study the divine manifestation at Jesus transfiguration and the disciples reaction to it; (2) to comprehend the meaning of the transfiguration and the appearance of Moses and Elijah; and (3) to identify and eliminate barriers to our listening to Jesus. Background Scripture/Scripture Selection: Mark 9:2-13 Suggestions for Worship: Opening Sentences: Psalm 119:4-5. Hymns: Dear Lord and Father of Mankind, Abide with Me, Hail to the Lord s Anointed. Devotional Reading: Malachi 4:1-5. Advance Preparation Early this week, read the scripture selection. Give yourself time to think about it. Then read it again in a different translation. Read the lesson in the student book. Highlight items you want to mention during class. Locate Mount Hermon (north of Caesarea Philippi) on the classroom map. Display pictures of mountains in the class meeting area. Welcome/Introduction Joyously greet class members as they arrive for this class time. Invite them to look at the pictures you have displayed. As they do so, encourage them to recall a place or time when they have felt especially close to God or have experienced God s presence in a special way. We often call such times mountain top experiences. Suggest class members close their eyes and imagine the following: You are excited because you are going up the mountain with Jesus. It s a long, difficult climb. You start having trouble breathing, your legs hurt, and there are pebbles in your sandals. You begin to wonder why Jesus asked you to go with him and what will happen when you get to the top. Exploring the Scripture In the Bible, a mountain is often a place where God revealed God s self to humans. The scripture for this lesson begins by saying that Jesus, along with the three disciples to whom he was closest, went up on a mountain by themselves. What follows has been subjected to a variety of interpretations. The scripture text for this lesson is known as The Transfiguration. Transfiguration means to change in outward form or appearance; transform or to change so as to glorify or exalt. What happened to Jesus on the mountain did both. Mark tells us that Jesus clothing became dazzling white, which has long been a symbol of purity. Then Moses and Elijah appear, both of whom were forerunners of the Messiah. They represent the Law and the prophets. Jesus fulfilled the law and the prophecies. Realizing the importance of the event, the ever-impetuous Peter suggested they build three dwellings. This was not a particularly bright remark of Peter s, and Mark apologizes for him on the ground that being afraid he did not know what to say. Behind his words there was the desire to prolong the experience (The Interpreter s Bible, Vol. 7, page 776). It is significant that this story immediately follows Jesus first revelation of himself as the Messiah. Yes, the Messiah would suffer, but through his retelling of the Transfiguration Mark wanted his readers to understand that Jesus interpretation of the role of the Messiah was true, he was the Lord s anointed (The Interpreter s Bible, Vol. 7, page 775).

24 Digging Deeper Although the transfiguration caused the disciples to be afraid, it also amazed them. Invite class members to wonder aloud about the conversation that undoubtedly took place as they went back down the mountain. Ask students: What questions would you have asked Jesus? Why do you think Jesus asked the disciples not to tell anyone what they had seen? When the disciples realized they were in the presence of God, they immediately began to worship. Have students share a time when they experienced spontaneous worship. Ask: How did that experience sustain you at a later time? How does participating in regular times of worship sustain you? Read the two paragraphs that relate the incident about William Willimon as told in the student book, page 59. Invite class members to share their reactions to William Willimon s comment about the center of Christianity. Consider with class members: How is your worship a response to God s actions? Continue the discussion by asking a volunteer to read the next paragraph, which begins, The Christian faith. Ask: How do you feel about the author s description of the Christian faith? How would you describe your own faith? In what ways do you understand the Christian faith to be powerful, transformative, and/or explosive? Suggest that class members join with one or two other people to develop a one-sentence description of the Christian faith. Invite the groups to share with the rest of the class. Living the Faith Few people will experience God in a way even remotely comparable to the disciples at the transfiguration. God spoke and they listened. Invite students to tell of a time when they heard God speak to them. Then ask: What happened as a result of your encounter with God? What keeps you from hearing God more often? Encourage class members to commit to changing those things in their lives that create barriers to hearing God. Have class members divide into groups of three or four persons. Ask each group to answer the questions on page 60 of the student book. Encourage each group to make a list in response to the first question. Suggest the groups think about the second question in terms of How can our class and congregation be a catalyst for the transforming power of God in the lives of others? After the groups have had time to work for a while give them a chance to share their work with the rest of the class. Closing As you prepare to close the class time, dim the lights and remove as many distractions as possible. Explain that you will begin a prayer and then pause for several moments of silence during which they are encouraged to listen for God. Do not be afraid to let the silence lengthen even though doing so may make class members uncomfortable. Begin the prayer by saying, God, many times we let things get in the way of hearing what you have to say to us. Help us to listen with an open heart and a mind free from those things that distract us. Either close the prayer or suggest class members sit quietly until everyone has finished praying and listening.

25 True Leadership February 20, 2011 Lesson Aim: (1) To examine how Jesus corrected James and John s inappropriate request for special consideration; (2) to understand the concept of service to others as demonstrated by Jesus; and (3) to develop and implement specific ways to serve others by following Jesus example. Background Scripture/Scripture Selection: Mark 10:35-45 Suggestions for Worship: Opening Sentences: Psalm 119: Hymns: Open My Eyes That I May See, Immortal, Invisible, God Only Wise, God of the Ages. Devotional Reading: John 13:3-16. Advance Preparation Read all of Mark 10 in preparation for this lesson. Early in the week read this session plan as well as the lesson in the student book. Make notes about anything to which you want to call attention during class. Locate printed instructions (such as those that come with something that needs to be assembled) that are rather complicated and/or that are written in a language other than English. Post them in the class area. Locate information about Millard and Linda Fuller, co-founders of Habitat for Humanity. Be prepared to share the information with class members. Welcome/Introduction Greet class members as they arrive. Remind class members of any ongoing projects in which the class is involved. Encourage a volunteer to contact class members who have been absent. Ask for updates about previously-expressed prayer concerns. Then invite students to mention additional prayer concerns. Open the class with prayer. Indicating one or more of the sets of instructions, ask class members how easy it would be for them to follow the directions. Then ask them to recall a time when they failed to listen to or read closely a set of instructions or directions. Perhaps they got lost on a trip, a dish they prepared turned out embarrassingly awful, or something didn t work because they put parts on backward. Invite them to share some of these experiences. Explain that in the Bible story Jesus disciples cannot seem to understand what he is telling them, no matter how simply he puts it. Exploring the Scripture Ask a volunteer to read Mark 10:32-34, which leads into the scripture for this lesson. This passage relates the third time Jesus told his disciples that he would suffer and die. This time he used very strong words to describe what was ahead perhaps in an attempt to help the disciples understand the reality of what he was facing. Ask: Why do you think the disciples seemed to ignore what Jesus said about his immediate future? Once again the disciples remained clueless. In their defense, when Jesus said after three days he will rise again (10:34), the disciples likely thought he would be exalted to a kingly state at that time. This line of thought reflects the common understanding that the messiah would have a material kingdom. Having left behind everything to follow Jesus, James and John decide that now it is time to reap some of the rewards. The Interpreter s Bible compares their request to unacceptable prayer: It was sincere; it was earnest; it was wrong. James and John were asking Jesus to fit into their plans. They

26 had no concern at the moment over fitting into his plans. Prayer is always unacceptable when it says to God, You do whatever I want. (Vol. 7, page 812). Jesus responded by asking James and John if they were willing and able to pay the price for what they were asking. In their limited human understanding, they quickly agreed that they were able to do anything Jesus could do. Imagine how they must have felt as they looked back on that conversation! When the other disciples heard what James and John had done, they were understandably angry. Jesus used the situation to teach them about his coming kingdom a kingdom that honors those who serve others rather than those who seek places of glory. Have class members silently read the scripture as printed in the student book, page 61. Suggest they circle words or phrases that grab their attention. After they have had time to read, encourage them to share what they circled and why. Lead in a discussion by asking: Why do you think James and John asked for places of honor? Why might they have thought they were able to drink the cup about which Jesus spoke? What does it mean to be a slave to all? Why do you think Jesus made these comments to the disciples? How do you think they reacted? Digging Deeper Say to the class: It s human nature to want recognition and to want the best for ourselves or those we love. It is not human nature to serve others. Jesus words turned the world upside down. How do his words fit into your world? Invite class members to recall some examples of how Jesus served others. Then ask: How does his example inform the ways in which we serve? How do we reflect the image of Christ when we serve others? How does our attitude about serving influence the way others receive our actions? How can one be a servant without becoming a doormat? Living the Faith Many of the lessons in this quarter have talked about God s trustworthiness (for example: God keeps promises, God will take care of the people). The student book, page 66, suggests that Christians might benefit from having a bracelet with the letters WDYT (Whom Do You Trust?) as a reminder to trust God. Ask: What role does trust play in our ability to follow God s call? Why do we sometimes hesitate to trust God? Share the information you found about Millard and Linda Fuller. Invite students to tell of other instances where people gave their own lives in service to others. Talk about what is involved in such service by asking: What enables people to give up the security and comfort of what is known to move to the unknown of what God is calling them to do? What gets in the way of accepting God s call? Another bracelet that Christians might find useful is WIGCM (Where Is God Calling Me?) How do we know or decide where God may be calling us? How do we know when we are headed in a direction to which God has not called us? Where or to what ministry might God be calling our class and/or congregation? Pray for discernment as you look for specific ways to serve others. Closing Next week is the last lesson of this quarter. The lesson will focus on what have been referred to as the last things. Follow up with any activities that have been started during the quarter. Invite class members to give progress reports. Close by asking class members to read Mark 10:42-45 in unison. Challenge them by asking: How will you follow God s call this week?

27 The Return February 27, 2011 Lesson Aim: (1) To review what Jesus said about his coming in power as the Son of Man; (2) to comprehend the meaning of the true Messiah; and (3) to reaffirm our belief in the one, true Messiah, Jesus of Nazareth, as the hope for the world. Background Scripture: Mark 13; Scripture Selection: Mark 13:14-27 Suggestions for Worship: Opening Sentences: Psalm 131:1-2. Hymns: Breathe on Me, Breath of God, Come, Thou Fount, I Surrender All. Devotional Reading: Isaiah 2:5-12. Advance Preparation This lesson contains scripture that is often associated with the end of time. Many people have very strong opinions about this topic, which can result in a lot of debate. However, the focus of this lesson is not on speculation but on faithfulness. Be firm in keeping the conversation focused on the lesson. Because the Scripture Selection contains some rather complex images, using one or more commentaries is recommended. Locate a variety of clocks and watches for display in the class area. If it is not practical to take the actual items, consider using photographs of clocks instead. Write the suggested group discussion items on an erasable board or newsprint so that each small group will be able to see them. (See Living the Faith on the next page.) Welcome/Introduction As class members arrive, act somewhat impatient check your watch, tap your foot, etc. Begin class with your normal routine. Open class with prayer. Invite class members to finish the following statement: The most frustrating thing about waiting is. After several people have responded, explain that this lesson deals with waiting, which is why you were looking at your watch and so forth at the beginning of class. Call attention to the clocks. Remind them that no one knows the exact hour when Jesus will return. Exploring the Scripture Mark 13 can invite a lot of speculation along with interesting or unusual interpretations. However, dangers can result from such speculation and interpretation. Invite students to recall some of the examples related in the student book, both from history and the writer s personal experience. In studying the writings from the New Testament times, scholars have determined that this chapter is likely a composite of several writings. Even though it does not reflect the style of Jesus other teachings, it is attributed to him; Mark may have included it purely on that basis. Some scholars think the warning in this chapter relates to the fall of Jerusalem in 70 A.D. This passage talks about false messiahs and prophets who will come. Since the early days of Christianity, people have identified various people in these roles. The original reference is either to a statue or to a person who came to be known in early Christian thought as Antichrist, or Man of Sin, the opponent of God in the struggle for control of the universe. There is a permanent warning in the phrase the opponent of God. the idea of antichrist, in the sense of threatening anti-christian powers, is never obsolete. The general truth which emerges is that anything which drives God from his temple is an abomination (The Interpreter s Bible, Vol. 7, page 860).

28 Rather than speculating about how things will be during the end times, we need to focus on being faithful disciples. Jesus will return to earth; we can be faithful by being awake and alert and doing the things Jesus has called us to do. Invite volunteers to read aloud the scripture as printed in the student book. Encourage the rest of the class to follow along. Then ask: What do you think the original hearers of these words found most challenging about them? Where do you think those early hearers might have found good news in these statements by Jesus? What do you find challenging in 2011? What do you see in this passage that might be considered good news in 2011? Digging Deeper As we look back, it seems that the early Christians were much more focused on Jesus return than are Christians today. They spread the good news with a fervor that seems almost unimaginable. The early Christians lived as if Christ s return was imminent. Ask students: How has the Christian viewpoint changed over the past two thousand years? Why? What do you consider when establishing priorities? How does staying focused and watchful fit into those priorities? Summarize God s Presence in the Rhythms of Life (student book, pages 70-71). Invite members of the class to share times they have experienced God s presence in something very mundane or ordinary. Then ask: What, if anything, do these stories have in common? How does our faithfulness to being ready help us to experience God s presence? Refer to For Thought and Discussion on page 71 of the student book. Invite class members to share as they are comfortable doing so. Encourage class members to identify ways through which we might be able to be more aware of how God is at work in and through our lives. As time permits, let class members share personal examples of how God has worked in and through their lives. Living the Faith It seems that people of every generation live in times filled with challenges and a lot of uncertainty. It was true 50 or 100 years ago and is still true today. God calls Christians to be faithful in the midst of these times. We have the assurance that the Messiah will return, which gives us hope. Have class members break into groups of three to five people. Have each group do the following: 1. List examples of darkness and uncertainty that people in your community may be facing. 2. Describe ways of being faithful in the midst of uncertainty and darkness. 3. Identify some things that may make it difficult to be faithful in the midst of uncertainty and darkness. 4. Describe ways in which we might be able to help one another be faithful. After the groups have had time to work, invite them to report back to the total group. Then consider together: What specific actions will you take individually, as a class, as a congregation to help people be faithful even in times of darkness and uncertainty? What helped you during such times? Closing The church should have received copies of Encounter for spring 2011 by now. Distribute copies to class members. Encourage them to invite someone to join the class. Many times people do not become involved in Sunday school because no one invited them to come. Follow up with any projects begun this quarter. What are the next steps? Sing a verse of Come Thou Fount as a closing prayer.

29 Evaluation Help to improve the usefulness of this leader s guide by answering the following questions and returning this form, along with your comments and suggestions, to the address listed on the reverse side of this page. To what extent was this leader s guide helpful to you? (Circle the appropriate number. 1 = Not at All and 7 = Extremely.) What are the two most helpful things in this guide? If you could change one thing about the leader s guide, what would it be? Additional Comments: (Church name optional) (Your name optional)

30 Return Address Place postage here. Encounter Discipleship Ministry Team 8207 Traditional Place Cordova, TN 38016

31 Coming for Spring 2011 We Worship God This quarter offers a New Testament survey reflecting worship in the early church. Hymns, prayers, apocalyptic visions, and letters of instruction reveal the spiritual culture and practice of the first Christians. The four lessons of Unit I, A Guide for Worship Leaders, is largely a consideration of the instructions given to Timothy regarding spiritual leadership in the church. The first lesson, however, looks at what is considered one of the church s earliest creedal statements. The hymn contained in 1 Timothy 3:16 attests that the Spirit raised Jesus from the dead, thereby vindicating him and proving that he was the Son of God. The five lessons of Unit II, Ancient Words of Praise, take the learner through the final weeks of Lent and into the Easter season. Each week s lesson is selected from a different book of the New Testament, but all share the common theme of praising Jesus Christ. Unit III, John s Vision of Worship, has four lessons based on texts in Revelation. These passages contain some of the New Testament s most doxological texts. They are wonderful texts of worship and praise that inspire hope in God s new heaven and new earth. About the Writer Dwayne Cole is a returning writer for Encounter. He is an ordained minister in the Cumberland Presbyterian Church and has served as moderator of Nashville and Columbia Presbyteries. Dwayne and his wife, Beth, are retired and currently live in Nevada to be near their grandchildren. Dwayne and Beth met in a Greek class at Southern Baptist Theological Seminary in Louisville where they both received the Master of Divinity degree. Dwayne also earned a Master of Theology and PhD in New Testament studies with a Greek major. They have been married for 45 years. You may contact him at TadpoleJr@aol.com.

32 Unique Christmas Gift Ideas 2010 Gavel This gavel, made from a black walnut tree just across from the McAdow Cabin, is full of symbolism: The head of the gavel has two ridges on each end for the Cumberland Presbyterian Church and the Cumberland Presbyterian Church in America. At the top of the handle are three ridges for God the Father, God the Son, and God the Holy Spirit under whom our church serves. At the end of the handle are three smaller ridges for Finis Ewing, Samuel King, and Samuel McAdow, our founding fathers. Gavels were made by Rev. J. Tommy Jobe and are available for $ Cumberland Presbyterian Handbook The Cumberland Presbyterian Handbook presents essential facts and noteworthy tidbits about being Cumberland Presbyterian. It provides historical and theological information about Cumberland Presbyterian beliefs alongside fun-filled facts and practical tips on being a church-going follower of Jesus Christ. Complete with illustrations and maps, the book includes a wonderful combination of vast truths, complex details, and bits of humor about the Cumberland Presbyterian understanding of the Christian life. This handy and often-humorous resource includes information on explaining Cumberland Presbyterianism to your friends; getting to know your pastor; how to listen to a sermon; what to bring to a church potluck; plus many other tips and suggestions! $ Endowments and Special Recognitions Looking for a special way to honor another person, especially during the holiday season? Consider a gift to the ongoing discipleship ministry of the denomination. You can honor a person by making a contribution of any amount to an endowment. For a comprehensive listing of endowments, contact the Discipleship Ministry Team at You might also consider honoring a person with a special recognition certificate. For a gift of $25 you can say Thank you to a special teacher, designating that person Teacher of the Year. Or, for a $100 gift a person can be designated as Christian Educator of the Year or a Patron of Christian Education. To honor someone who has been involved in the educational ministry of the church for fifty or more years, consider bestowing a Golden Patron award for a $150 gift to Discipleship Ministry. Your gifts not only honor the persons you wish to recognize, but support the Discipleship Ministry of your church. To order the gavel or book contact Cumberland Presbyterian Resource Distribution , ext. 252 or resources@cumberland.org.