New Testament 5 Teacher s Guide Paul s Imprisonment and Letters This set contains... Student Lesson Copy Masters Teacher s Guide CD with Student Lesson Copy Masters and Teacher s Guide in PDF and RTF files Unit 25: Paul s Arrest, Trials, and Imprisonment Theme: Declaring the gospel fearlessly. Lesson 1: Paul s Arrest and Appearance before the Sanhedrin Lesson 2: Paul before Felix and Festus Lesson 3: Paul before Agrippa and Taken to Rome Unit 26: Paul s Prison Letters Theme: Growing in grace. Lesson 1: One Body in Christ Lesson 2: Joyful in Christ Lesson 3: Knowing Christ Unit 27: Paul s Pastoral Epistles Theme: A good minister of Christ. Lesson 1: A Faithful Teacher Lesson 2: A Godly Example Lesson 3: A Positive Leader ISBN 0-8100-1127-1 Suggested for Grade 12 74N9011 www.nph.net
Curriculum Developer: Prof. David Kuske Project Director: Gerald Kastens Writing/Editing Team: Owen Dorn, Donald Helwig, Rev. Mark Lenz, Rev. John Miller, Rev. Earle Treptow Design Team: NPH Design Services Authorized by the Wisconsin Evangelical Lutheran Synod. We extend our thanks to the many employees of Northwestern Publishing House and WELS Parish Services who have contributed to this project. All Scripture quotations, unless otherwise indicated, are taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION. NIV. Copyright 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved. The NIV and New International Version trademarks are registered in the United States Patent and Trademark Office by International Bible Society. Use of either trademark requires the permission of International Bible Society. All hymns, unless otherwise indicated, are taken from Christian Worship: A Lutheran Hymnal. Copyright 1993 by Northwestern Publishing House. Northwestern Publishing House 1250 N. 113th St., Milwaukee, WI 53226-3284 2004 by Northwestern Publishing House Published 2004 Printed in the United States of America ISBN 0-8100-1127-1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording, or otherwise without the prior permission of Northwestern Publishing House. Printed with soy inks on recycled paper.
Introductory Pages for New Testament Books UNIT FORMAT Each unit contains 13 to 14 copy masters for use with the students. These student copy masters may be reproduced. The teacher s guide contains copy master text, answers, and other instructions. Each student should have a three-ring binder to store and organize all the student lesson pages. Overview This page contains the information the teacher needs to understand the unit. Unit title Bible references Unit theme Spiritual goals: We pray that the Holy Spirit would help the students learn these spiritual truths and adopt these spiritual attitudes and habits. Suggested memory treasures: Assign these as you see fit. Be sure to discuss their relationship to the truths in the unit. The students will have learned almost all the suggested memory treasures in their Christ-Light lessons at Lutheran elementary school or Sunday school. One asterisk designates those memory treasures that are part of the Sunday school core. Two asterisks designate what is additional core for Lutheran elementary schools. Suggested commentary readings: Read these to review Scripture or to add depth to your instruction. Introduction ideas: Use these to interest the students and to help them see their need for what they will learn in the unit. Copy Masters The Bible lesson guides the students in their study of specific portions of the Bible. It begins with an Aim question and ends with a Truth that answers that question. Key Points are emphasized along the way. You may hand out the Bible lesson copy master and have the students fill it in as you teach the lesson, or you may have the students work in small groups to complete a portion of it before you discuss it. Please note that the student pages will lose their effectiveness if assigned as homework before class. The first Bible lesson is the primary one in the unit. It should always be used. Using the remaining two or three is strongly suggested. Each Ponder the Point page contains questions related to the Bible lesson directly preceding it. Each option is designated to the specific Key Point to which it is most closely connected. The discussion options require a variety of learning skills, such as analysis, synthesis, evaluation, and application. At least some of these questions should always be used because they help the students apply the lesson to their lives. Plan in advance which questions you will use and where the questions fit best. Then vary your use of these questions: ~ Discuss some questions as a class. ~ Have students write answers first before discussing the questions as aclass. ~ Have students discuss the questions in pairs or small groups before discussing them as a class. ~ Assign some questions as homework. The remaining pages contain activities to help the students learn the Bible lessons and apply them. The pages include additional Bible studies of many kinds, real-life situations, skits and roleplays, simple doctrinal studies, hymn and memory treasure studies, illustrations, writing activities, simple art activities, and so on. They may be done in class or outside of class, independently or in small groups. Select those activities best suited to your class, and limit the number of activities to fit the time allotted. Plan in advance at what point in the lesson you can most appropriately and effectively use the selected activities. iii
Sample Lesson Plan The following lesson plan is for Lesson 1 of Unit 25: Paul s Arrest and Appearance before the Sanhedrin. 1. Introduce the first lesson with the first Introduction option (Some people s zeal to accomplish a cause...). 2. Hand out Copy Master 1 (Paul s Arrest and Appearance before the Sanhedrin). Read and discuss the first section, concluding with Key Point 1. 3. To apply this Key Point, hand out Copy Master 2 (Paul s Arrest and Appearance before the Sanhedrin), the Ponder the Point page, and discuss applications 2 and 3. 4. Return to the lesson on Copy Master 1. Put the students into small groups to read and discuss the second section, concluding with Key Point 2. Then discuss the section together as a class. 5. To apply Key Point 2, use applications 5 and 6 on Copy Master 2. 6. Return to the lesson on Copy Master 1. Read and discuss the third section, concluding with Key Point 3. Then answer the Aim question with the Truth of the lesson. 7. To apply Key Point 3, use applications 8 and 9 on Copy Master 2. 8. To further apply the lesson, use Copy Master 3 (Bible Backing). Suggestion: The class could be divided into several groups, and each group assigned several of the Bible selections. Then discuss as a class the biblical encouragements that each group discovered. 9. To further apply the lesson, use Copy Master 4 (Fearless or Fearful?). This exercise might be used to provide students opportunity for roleplay. 10. Assign Copy Master 5 (Pray for the Prophets) as homework. Give a reasonable deadline, and then ask students to share their prayers. Characteristics of Twelfth-Grade Students Spiritual Development They think more deeply about spiritual truths they have already learned. They can understand the interrelatedness of Bible events. They want to know how to apply spiritual truths to their lives. They may need additional guidance if they do not come from homes that model Christian living. Emotional and Volitional Development They are quite independent in their attitudes and habits. They are still greatly influenced by the actions and opinions of their peers. They are often governed by role models they have consciously or unconsciously chosen to follow. They are greatly influenced by television, movies, music, and magazines. Sexual Development Their sexuality is an important aspect of their lives. Relationships with Parents They are in the process of leaving their parents in order to develop independent lives. They share fewer of their experiences with their parents. They are still influenced by their parents, especially if their parents respect their growing independence. Learning Style They can study one topic in depth over a number of class periods. They still enjoy a variety of learning experiences: ~ working independently and in peer groups ~ learning by listening and by doing ~ learning by reading and by writing ~ learning by answering questions and by asking questions ~analyzing, synthesizing, evaluating, and creating They question things they have previously accepted without question. iv
Some Teaching Strategies Meet the students where they are and then stretch them: Recognize that your students have different levels of Bible knowledge and spiritual development, even when they might have received similar spiritual training in elementary school and the early high school years. Do not make assumptions about their previous learning. Start with the simple. Review the basics. Then move on to more complex concepts, deeper understandings, and applications of Bible truths relevant to their teenage years. Create an open, responsive environment: Recognize that as your students develop independent thinking skills, they may question things they previously accepted without question. Maintain a classroom in which it s good to ask questions, even spiritual questions. You are a spiritual leader. If they have questions, you want to give them truthful and appropriate answers. Encourage them to search the Scriptures, not look to worldly experts for answers. Allow them to work together on some exercises: Occasional cooperative-learning activities yield many positive results. Your students may enjoy their work more when they do it with their peers. They may become accustomed to discussing spiritual issues with their peers a skill we hope they take with them outside the classroom. And when they have already tried out their ideas on a small group of their peers, they may feel more confident discussing an issue in front of the whole class. To keep chatty students focused on the task at hand, give the students definite and fairly short time limits. v
Paul s Arrest, Trials, and Imprisonment Acts 21 28 Unit Theme Declaring the gospel fearlessly. Goals We pray that the student knows these spiritual truths: The Lord wants his followers to rely on his power, protection, and promises as they declare the gospel. Jesus disciples defend their faith when questioned or attacked. Believers in Jesus express their confidence in God. develops these spiritual attitudes and habits: I witness to others fearlessly. I look to God and his Word for strength in witnessing. I pray for and support others who preach and teach the gospel. I defend my faith when I am opposed and oppressed. I use the opportunities God gives me to share my faith in Jesus. To Memorize Acts 28:26-28 Ephesians 6:19,20 Suggested Commentary Reading Pages 230-292 in Balge, Acts, The People s Bible series Introduction Ideas Suggested use with Copy Master 1: Some people s zeal to accomplish a cause is amazing. Consider political leaders in history such as Dr. Martin Luther King, Jr. or John F. Kennedy. Think of a family raising quintuplets. What people do you admire for their commitments to causes or tasks? Think of Christians who have contended long and hard for the gospel: Dr. Martin Luther, for example, or those who contended for the truth when our synod had to make a stand for scriptural fellowship principles. Today we ll consider what enabled the apostle Paul, even in the face of adversity, to proclaim the truth about Jesus so fearlessly. Suggested use with Copy Master 6: Some time ago 21 registered voters in Arizona signed notarized statements declaring they were not idiots. They were members of a county grand jury that indicted the county sheriff on 22 felony counts, ranging from accepting bribes to misconduct in office. The sheriff s attorney had questioned their mental competency in an effort to have charges against the sheriff dropped before he came to trial. The statements of the jurors declared in part: I have not been convicted of treason or a felony.... I was not insane, nor am I now.... I was not an idiot, nor am I now. Do you think it was really necessary for them to defend themselves in this way? To what extent, if any, should we defend ourselves when people accuse us falsely or question our sanity because of what we believe? Suggested use with Copy Master 10: Attitude is important. What difference does having a positive attitude make in athletic competition? How about in school when you write a test or take an exam? If a person approaches school, a job, or a medical procedure with a positive attitude, confident of God s blessing, half the battle has already been won. Much the same thing is true of attitude when it comes to declaring the gospel fearlessly. New Testament Unit 25 1
Paul s Arrest and Appearance before the Sanhedrin Acts 21:17 23:11 AIM Where can I find the strength to declare the gospel fearlessly? The apostle Paul had concluded his third mission journey. He stayed with believers at Tyre, Ptolemais, and Caesarea. At the home of Philip the Evangelist, a prophet foretold that Paul would face problems if he went to Jerusalem. The believers pleaded with him not to go to Jerusalem because there he would meet the same fate as his master. Undeterred, Paul planned to go ahead. Ac 21:17-20a a. As any missionary might do, what did Paul do upon his return from the mission field? Paul reported in detail all the things that had happened on his mission journey. In particular he highlighted the work that had been done among the Gentiles. b. What do you see as the most significant point of Paul s report? Paul acknowledged that it was God s work, not his. He was only an instrument for proclaiming the gospel. God was the one that used Paul and his words to bring people to faith. c. How might knowing that only God can bring unbelievers to faith have enabled Paul to declare the gospel fearlessly? Knowing conversion as entirely God s work took the pressure off Paul. He could simply testify to what God had done in Christ and leave the results to God. d. How did the people at home base, who heard Paul s upbeat report, acknowledge that God was the one responsible for the great things that had been accomplished through Paul s work? The people praised God. KEY POINT 1 What did Paul recognize about the things accomplished on his mission journeys? Paul recognized that God had accomplished his work through him. After Paul s glowing report, James and the elders revealed a problem to Paul. Because of the many Jews that had been converted to Christianity, enemies of the church were saying that Paul was totally against Jewish customs and the Law of Moses in the Old Testament. To set the record straight, they suggested that Paul enter upon a purification rite in the temple with four other men who had already made a vow to do so. Paul would even pay for their purification and the shaving of their heads. In this way everyone would know that Paul had nothing against the purification rites stipulated in the Law of Moses. Ac 21:27-39 a. Although the plan was a helpful suggestion on the part of the Jerusalem elders, how did it backfire? The Jewish detractors thought they saw Paul bring a Gentile into the temple, renewed their accusations, and stirred up the crowd. A riot ensued, and the Jews forcibly removed Paul from the temple and tried to kill him. b. Why did the Jews stop beating Paul? A Roman commander and his troops appeared on the scene and arrested Paul and bound him in chains. c. In what way was this arrest and seizure actually a blessing from God? It saved Paul from being mauled and killed by the crowd. Furthermore, it gave him an opportunity to properly identify himself and address the people. KEY POINT 2 How did God protect Paul that he might fearlessly preach the gospel? God used people and circumstances to protect Paul from what might have hindered him from proclaiming the gospel. In speaking to the Jewish mob, Paul recalled how he, as a zealous Jew, had also persecuted Christ and his representatives. But then the risen Christ appeared to him and commissioned him to preach the gospel to Gentiles. The mere mention of Gentiles renewed the uproar to have Paul killed. When it was discovered that Paul was a Roman citizen, Paul was released and sent to the Sanhedrin, the Jewish court responsible for deciding religious matters. The Romans wanted no part in questioning him. In fact, the commander was alarmed that he had put a Roman citizen in chains. Ac 22:30 23:11 a. Why was Paul not out of line in speaking to the high priest as he did? The high priest s command that Paul be struck was, in fact, against the law Paul cites in verse 5 (Exodus 22:28). It was the 2 New Testament Unit 25 Lesson 1 Copy Master 1a
height of hypocrisy for Ananias to accuse Paul of violating the law that he himself was violating. b. How did the Lord use the conflicting ideas of the Sadducees and Pharisees for Paul s benefit? The Lord used the conflicting ideas and the violent dispute between the Sadducees and Pharisees to remove Paul from danger. Paul said that the reason he was on trial was his hope in the resurrection from the dead. The mention of the resurrection created a tumultuous division between the Pharisees and Sadducees on the Sanhedrin. The resurrection was a hot button with the Pharisees and Sadducees. Luke explains, The Sadducees say that there is no resurrection, and that there are neither angels nor spirits, but the Pharisees acknowledge them all (Acts 23:8). The dispute was so violent that the Roman commander feared for Paul s life. c. What encouragement and comfort did the Lord now give Paul? He stood near Paul and said: Take courage! As you have testified about me in Jerusalem, so you must also testify in Rome (23:11). Paul s work was not yet done, and his life would not end here! The Lord comforts all his disciples with the promise that he will be with them to the end of time and bless their work until he takes them home to heaven. KEY POINT 3 How was Paul encouraged in times of great danger? Paul was encouraged through the comforting promise of his risen Savior. TRUTH Where can I find the strength to declare the gospel fearlessly? The Lord s power, protection, and promise give me strength to declare the gospel fearlessly. New Testament Unit 25 Lesson 1 Copy Master 1b 3