Conform to God’s Agenda, 1 Samuel 24-31

Today it seems we often just leave God out of our fast-paced lives rather than “Conform to God’s Agenda,” the title of our lesson this week, which is based on 1 Samuel 24:1-31:13 (1 Chron 10:1-12). As Rathel’s commentary notes, it’s instructive for us to read Psalm 57 and 142 to gain insight into David’s thinking as he fled from Saul.

I like how Louis Johnson, North Park Baptist Church, Abilene, defines God’s agenda in his commentary on the lesson—“we work toward God’s goals, limit ourselves to God’s methods, and operate according to God’s timetable.” I encourage you to read the article to see how David adhered to God’s agenda when he was falsely accused.

How do you respond to false accusation (see Adult Leader Guide, p. 89)? I also recommend adapting the True/False quiz in my previous post on Unjust Suffering for use in your lesson.

PPT slides for "Cultivate Godly Friendships", 1 Sam 18-23

The lesson, “Cultivate Godly Friendships” encourages believers to cultivate godly friendships. The writer of the article, “True friends are with us through thick and thin” suggests enduring friendships “just happen in a relationship”, and are not planned.

The article, “How to Determine Who Your true Friends Are”, categorizes friends as “fair-weather”, “know-it-all”, and real and simple friends. Another approach mentioned in the article is to liken friends to parts of a tree. Fair-weather friends are like leaves that drop off as the seasons change, and real friends are like tree roots that bring aid when you need it and add to your life.

I posted a draft of my PPT slides for “Cultivate Godly Friendships”. Hopefully they can help you prepare your lesson. As always, feel free to suggest changes as comments (see Comment Link below).

Take a bullet for

In studying to teach the lesson, “Cultivate Godly Friendships,” I noticed that there are 172 uses of the word friend in the NIV translation of the bible. I wanted to see what friends do for each in the bible (I may make a slide summarizing these). One that we all remember of course is Jesus declaration in John 15:13, “Greater love has no one than this, that he lay down his life for his friends.”

I once responded to a request to contribute to a review of fellow manager’s employee by saying, “I’d take a bullet for him.” Secret Service agents would take a bullet to protect the President. That’s their job.

Most people would take a bullet for their spouses, parents, siblings, friends, and perhaps a pet. Who would you take a bullet for?

Godly friendships

Marc Reeves, makes a stab at defining godly friendship in his commentary on the lesson, “Cultivate Godly Friendships.” I learned to value proactive teaming at work, so I particularly liked the part, “It is a friendship that is looking out for what is best for the other person.”

First Baptist Church, Chester, Illinois posted their question based lesson plan, which I reproduced below (their link is not sticky). I liked the question, “When is the last time you made a new friend?”

-Let's begin class by sharing our names and telling the class the name of your childhood friend.
-What is the nicest thing a friend has ever done for you?
-When is the last time you made a new friend?
-What does it mean in a Christian's life to have godly friendships? What qualities attract you to other Christians who become your close friends?
-Have you ever seen a friend excel in something you also were striving to achieve? How did that make you feel?
-Jonathan was a logical choice to follow his father, King Saul, to the throne, how do you think he felt about David?
-How did Jonathan describe his relationship with David?
-Have you ever openly or privately promised your best friend something? Did you keep your promise? Have you been promised something by your friend? Did they keep their promise?
-Why do you think Jonathan gave his robe and other gifts to David? How do you think Jonathan came to handle this situation so spiritually?
-Have ever had the opportunity to defend a friend? Briefly, what was the situation?
-Jonathan took a huge risk in defending David to his father, could you have done the same?
-Can defending a friend prove to be costly to you? Is the friendship worth the cost? Would your friend do the same for you? How can you be sure?
-What role does God play in establishing friendships in your life? Is God in all your friendships?
-Take a close look at 1Samuel 20:8; what two favors did David ask of Jonathan?
Look at verses 12 & 13; David literally put his life in Jonathan's hands. What did Jonathan have to lose by keeping his covenant with David?
-Of the three men in this lesson, Saul, Jonathan, & David, who do you identify with the most? Why?
-The scriptures say that Jonathan encouraged David; how can you encourage a friend in their faith?
-When you offer your support and encouragement to a friend is it like laying down your life for them? If not, should it be?-As we close in prayer, let's go around the room and say the first name of your best friend, lift that friend up to God in a simple one sentence prayer.

Cultivate Godly Friendships, 1 Samuel 18:1-23:28

Because of the lengthy background passage, I will construct a map and summary slide of the six chapters from 1 Samuel 18:1-23:28 to use in this week’s lesson, “Cultivate Godly Friendships.” I may structure it as a contrast of actions between Saul’s insecurity and David’s security in the Lord, which is an alternate application from the same Scriptures.

Because I’ve noticed a difference in the way men express friendship compared to how women express friendship, I may introduce the lesson using some ideas from the article, “Men, Women, and Friendship.” Some key points include the following:

1. intimacy is crucial to friendship
2. men express intimacy by helping each other
3. men express friendship side-to-side doing things together
4. men’s conversation is not about themselves
5. women share information about themselves face-to-face

6. women support each other conversationally

Most and least likely to succeed

I was troubled in two areas after reading 1 Samuel 16-17. First, the Bible attributes God as the source of an evil spirit that tormented Saul (1 Samuel 16:14). How do you plan to comment on this in your lesson?

Second, 1 Samuel 17:55,56,58 notes that Saul asked about David’s father even though he had considerable experience with David’s father in 1 Samuel 16:18-21. What do you make of Saul’s condition that allows such a lapse?

Sam Tullock’s commentary on Embrace God’s Perspective brought to mind the notion of “least expected” in God’s selection of David as King. Consider using your high school annual to discuss the person voted “most likely” to succeed and the “least likely”. Class members will probably have some examples of their own to share after you jog their memory.

Embracing God's Perspective, 1 Samuel 16-17

Hi everyone! It is good to be back. Thanks for your patience, and I appreciate the kind notes some of you posted.

To introduce the lesson, “Embrace God’s Perspective” from 1 Samuel 16:1-17:58, consider using a Termeshpere (select one, and then click and drag to look around). Note the perspective of the termesphere, which were painted by Dick Termes.

Also, I made a previous post, “Take God's perspective into account” that may be helpful as you prepare to teach this week.

Ike update

Tommy and others, thanks for your prayers.

We had little damage from Ike even though the eye passed over us. God is good!

Currently, we have no power, phone service, or Internet service, and do not expect it for sometime.

I'm making this entry using a friend's service.

I plan to resume blogging the week of Oct 6th.

Thank you for your understanding!

May God bless your preparation!

Ronnie

We don't like IKE!

This is my last blog entry for the lesson, “Serving the LORD Faithfully.” We are preparing for hurricane Ike here in Houston. Appreciate your prayers!

However, take a look at the lesson plan from Jeff Meyer of Bayleaf Baptist, as well as some lesson notes from Mark Cimijotti of Carmel Baptist Church.

God bless,
Ronnie

Called into service

Mark Rathel’s comments about the lesson, “Serving the LORD Faithfully”, are more in line with my reading of 1 Samuel 2:12-4:1a. He puts the focus on God’s activity—intentions to end Eli’s family of priests, judge Israel by His silence, and prepare Samuel for ministry. He goes on to point out the lessons of listening to God.

The LORD called Samuel into His service. What is your understanding of Christians being called into vocational service today? This may be an opportunity for you to teach on that point.

A key question to ask members in your class (and mine) is based on Luke 2:52, 1 Sam 2:26, and 1 Sam 3:19. How is the Lord preparing and calling you to serve Him?

P.S. First Baptist Church, Chester, Illinois offers a lesson plan based on asking questions.

Serving the LORD Faithfully, 1 Samuel 3:1-10,15-4:1a

Our second lesson from 1 Samuel, verses 2:12-4:1a, is titled, “Serving the LORD Faithfully”. The focus is a contrast between Samuel’s faithful service and the unfaithful service of Eli’s two wicked sons. It seems to me that the text emphasizes the faithfulness of the LORD. He is the one who faithfully “keeps on keeping on” by calling Samuel to replace Eli’s corrupt, priestly line.

I’m sure Eli’s sons had excuses for their despicable behavior. Look at this page of excuses to see if you can find something to help you kick off this lesson with a discussion of excuses we make. I like the Ten Most Used Excuses at the bottom of the page.

PowerPoint for "Declaring the LORD's Grace" 1 Sam 1:1-2:11

Previously, I blogged and posted a set of slides to teach the lesson, “Do You Have Peace With God?” based on Romans 5:1-11. These may help you prepare to teach Step 4 of this week’s lesson, “Declaring the LORD’s Grace”.

The key point is that Hannah found peace in her relationship with the LORD, and then followed thru on her vow to present Samuel to the LORD.

I’ve posted my PowerPoint slides for teaching Declaring the LORD's Grace. Modify them and make them your own, but you may want to “play” the slides first to get a feel for how the lesson will flow. May God bless your class and you as you teach this lesson!

Desperate measures

In preparing to teach Step 3 of “Declaring the LORD’s Grace”, I read an article titled, “Should We Make Vows Today?”. Verses 1 Samuel 1:9-18 make clear how desperate Hannah was. Some of your class members may be in desperate situations today. They may consider making vows, or desperate measures. What should you teach them? This article by Tom Wright might help you.

View Master Perspective

To prepare for Step 2 of “Declaring the LORD’s Grace” read Brad Shockley’s lesson commentary. He quotes Ecclesiastes 1:9 to indicate the relevance of the lessons from 1 & 2 Samuel. In discussing God’s providence, he notes that God is blameless (Psalm 18:30), perfect (Deuteronomy 32:4), and infinitely wise (Isaiah 40:28). His tri-fold description made me think of how we used to use a “view master” toy to see picturesque scenes in 3D. Without the viewer, however, the pictures were nothing but quirky, unclear images outlined in red or green.

So how can we get a view master perspective of God’s providence? This step emphasizes “ways” to acknowledge (or see) God’s sovereignty. To acknowledge variously means to accept, to admit, to recognize, to appreciate, to take notice, etc. Try putting these words on a slide, or marker board and asking members to describe situations that taught them to accept, admit, recognize, appreciate, or take notice of God’s sovereignty in their lives.

Stabilizers

The Lord provided Samuel as a ‘stabilizer’ in the chaotic period when the Israelites transitioned from a band of tribes to a monarchy. To introduce the notion of a stabilizer for the lesson, “Declaring the LORD’s Grace” consider using the illustration of an airplane's horizontal or vertical stabilizers.

This illustration has a lot of legs to it. For example, you can liken air turbalance acting on an airplane to issues that create instability in the lives of Christians. Stabilizers act on an airplane to keep it traveling in the right direction, and God acts on Christians faced with turbulances in their lives to keep them on the right path--one of maturing to become more like Christ Jesus.

Declaring the LORD’s Grace, 1Samuel 1:1-2:11

Our lesson this week is titled, “Declaring the LORD’s Grace”. It’s from 1 Samuel 1:1-2:11. I was impressed to begin my preparation to teach this week by studying my previous posts on grace, which can be found just by searching this site using the search term: grace (see upper left corner for the search window).

For example, below is a list of previous posts from a lesson about grace called, “What about God’s Grace?”, which we studied three years ago from Romans.

Grace as God’s Ability
Can’t get there from here
Perspective gap
Abundant grace
More about God’s grace
Spotlight grace

As I recall, I liked the last one in the list because it offers a word picture that helped me shine a spotlight on God’s grace.

PPT slides for "Rome: Facing Limitations", Acts 27-28

In the context of Paul’s long imprisonment at Caesarea and Rome, Sam Tullock’s comments on the lesson mention that “life has many prisons”. I’ll use this to help stimulate discussion with class members.

I’ve posted my PPT slides for “Rome:Facing Limitations”. If you ‘play’ the slides and step thru the presentation you can get a feel for how I plan to interact with the class.

Feel free to post a link to your final lesson plan as a comment here. I'm sure it will help other teachers prepare. Remember--not all classes are on the same schedule. Some are behind the planned schedule. I know this since more than a third of the total downloads of my PPT slides happen in the weeks following the original presentation date.

Groupwise

Step 2 of the lesson, “Rome: Facing Limitations” suggests that Christians creatively make new acquaintances with whom they can share the gospel. I thought about the lyric, “Like to get to know you” by Spanky and Our Gang.

Marketers want to get to know you for business reasons, but increasing use of automation tends to make an impersonal world.

Paul called a meeting with the Jewish leaders in Rome. He may not have known them personally, but you can bet he knew them as a group—their concerns, interests and desires. You might say, he was “group-wise”.

What “group” do you know well? Or, what group is your church successfully reaching at this time? For example, my class had five visiting couples last Sunday. I’d like to get to know this group!

Rome: Facing Limitations, Acts 27:1-28:31

Our final lesson from Acts is “Rome: Facing Limitations”, and it’s based on Acts 27:1-28:31. The word, “limitations” immediately reminded me of the Dirty Harry line, “A man’s got to know his limitations” in the movie Magnum Force. Paul seemed to not know any limitation when it came to sharing the gospel.

Bob Deffinbaugh’s commentary on Acts 28 is interesting because he asks a key question, “What is its message for us?” He concludes, rather interestingly, “It is about the advance of the gospel.” I urge you to read Bob’s comments since they helped me set a context for the lesson focus selected by Lifeway.

To start the lesson with the idea of advancing despite limitations, consider sharing the story of Ed McGuire, author of “The Little Light Bulb”.

PPT slides for "Caesarea: Facing Secular People", Acts 23-26

Based on my posts this week, I prepared PowerPoint slides to use in teaching "Caesarea: Facing Secular People", based on Acts 23:23-26:32.

Backhanded Compliment

Festus interrupted Paul in Acts 26:22-25, the focal passage for Step 3 of the Lifeway lesson plan for “Caesarea: Facing Secular People”. The material notes (pg. 134) that Festus paid Paul a left-handed compliment, otherwise known as a backhanded compliment. Use a few example, backhanded compliments to introduce this step (lot’s of examples on the web). Ask members if they’ve ever been interrupted while speaking. Ask how did they respond.

Don't call me

The Lifeway Leader Guide for Step 2 of the lesson, “Caesarea: Facing Secular People”, (pg 132) describes Felix’s attitude toward Paul as: “Don’t call me, I’ll call you.”

To introduce the Step, ask members if they have placed their phone numbers on the national “do not call” list? Show this poll result for “Don’t call me, I’ll call you.” Ask members what was the real motive behind Felix’s statement in Acts 24:25.

Caesarea: Facing Secular People, Acts 23:23-26:32

Last Sunday, co-teacher Curt picked up on current Olympics news and used Michael Phelps as an example of discipline. He succeeded in getting the class talking (interested in what he had to say). Then he likened this to Paul and the courage and discipline he possessed to go to Jerusalem even when he knew there would be trouble.

Sonshine’s study questions for this week’s lesson, “Caesarea: Facing Secular People,” leads with essentially the same idea (disciplined athlete) using Paul’s own words (see 2 Tim 4:7-8). You can create a lesson plan based on her questions, I think.

As I read the background passages, the word ‘curious’ came to mind. The Roman commander was curious as to why the Jews accused Paul (Acts 23:28). King Agrippa was curious to hear Paul (Acts 25:22).

How did Paul create curiosity? His listeners wanted to learn something they didn’t already know. So what was the 'news' Paul presented in Acts 24:10-21, Acts 25:10-11, and Acts 26?

Print media creates curiosity with interest grabbing headlines. Audio media uses sound bytes to create curiosity. Video media uses video clips. This suggests one way to begin this lesson is to put together a collage of attention grabbing headlines from this week’s news, and present your selections to get people interested. In addition, make up your own lesson headline for Acts 23:23-26:32 and present it to create curiosity about the lesson. Be creative!

Wrong assumptions: "Jerusalem: Facing Criticism"

Criticism sometimes happens as a result of making wrong assumptions. Discuss a few examples of making wrong assumptions with your class. Then ask members to identify possible wrong assumptions (or jumps to conclusions) that can be found in the focal passage for the lesson (Acts 21:17-29, 39).

Criticism quotes

While teaching the focal passages for Jerusalem: Facing Criticism, ask members if (and how) they seek to avoid criticism? Read Elbert Hubbard’s quote: To avoid criticism, do nothing, say nothing, be nothing. Ask members if his statement is true.

Bob Deffinbaugh’s commentary on Acts 21:17-22:19 notes that Paul’s mention of his vision to take the gospel to the Gentiles triggered an angry lynch-mob action. Paul certainly didn’t seek to avoid criticism.

In the context of the lesson, ask members to discuss the truth of this quote by Winston Churchill: Criticism may not be agreeable, but it is necessary. It fulfils the same function as pain in the human body. It calls attention to an unhealthy state of things. Ask members to consider how criticism is necessary in their lives at the moment.

Jerusalem: Facing Criticism, Acts 20:1-23:22, 21:17-29, 39

I’ve discussed criticism before in a post about Blind Spots, which may be helpful in teaching this week’s lesson, “Jerusalem: Facing Criticism”. Paul faced unfair and untrue criticism in Acts 21:17-29, 39. How did he handle it? How do you handle criticism?

It’s interesting that by taking a Gentile Christian offering to the (poor) Jerusalem church, Paul was practicing the ministry of reconciliation. Yet, just the opposite happened. Paul ended up in prison, and that Church failed to bring people together in unity under Christ.

Perhaps a way to start this lesson is to talk about failures at home, at work, or in church. Then ask members what criticisms were leveled as a result. Or to take up the background passage in more detail, ask members to list criticisms that could be leveled against the Jerusalem church and its failure to reconcile with Gentiles, and how its leadership advised Paul to handle his critics.

Lesson plans

I’m not posting PPT slides this week, but check out the following lesson plans for teaching for “Ephesus: Facing Religious People”:

Jay Hancock, Carmel Baptist
Jeff Meyer, Bayleaf Baptist
Russ Rosser, Carmel Baptist

Why do I mention these? They are more or less, “lesson plans” versus commentary. For commentaries on the background passage of Acts 18:23 - 19:41, see the right side of this page.

Jeff leads off with a question about being a tutor.
Jay Hancock begins with the idea of passing down family recipes.
Russ Rosser just begins.

Passing down recipes

Dwayne McCrary, editor of the LifeWay Extra, created a Facebook group for Extra’s readers. I think it is a good idea, and joined it. Get a Facebook account and pile on!

To teach the lesson, “Ephesus: Facing Religious People”, make the point that Paul wrote the following letters while on his 3rd missionary journey: 1 & 2 Corinthians, Galatians, and Romans. The act of writing down the truth helped others avoid making errors in the faith (see also 2 Peter 1:15).

One way to “Teach what’s needed” is to write it down so that others can read the truth. Have you written down your beliefs about Jesus Christ so that others may know what you believe? That’s one way you can help others who have an incomplete understanding of who Jesus is.

Ask class members if they pass down recipes in their family. Ask why? Make the analogy of passing down written beliefs about Christianity to help future family members avoid errors in the faith!

Annointed handkerchief

Mike Womack’s commentary for teaching, “Ephesus: Facing Religious People”, notes that the “handkerchiefs and aprons” (v 12) are not “healing paraphernalia”. He points to Luke 8:43-48, where Jesus told a healed woman, who had touched his cloak, “Daughter, your faith has healed you.” We wouldn’t fall for a “anointed red prayer handkerchief” today would we?

Given today’s philosophy about food supplements many members probably ingest a number of pills daily believing they have curative or preventative powers. I don’t know if you’d want to get into meddling, however.

Ephesus-Facing Religious People, Acts 18:23-19:41

Given the “question lesson plan”, members were very interactive as I taught yesterday’s lesson, “Athens: Facing Questions”. It was a welcome change from the rut I’ve been in lately. I added a slide suggested by a last-minute email from Lifeway referencing questions Jesus asked in Mark. It was a great way to warm up the class to answering questions presented in the lesson.

This week’s lesson, "Ephesus: Facing Religious People" is a challenge to teach, I think, but co-teacher Curt is in the saddle this week, so I’m studying it just to keep up.

Dr. Jim’s commentary on the lesson starts with this question, “On Saturday Morning if two people knock on your door; will it be Baptists from the nearby church? Sadly it will likely be some religious people from one of the cults.”

This lead me to think of discerning fakes as in knock-off, copy-cat, or look-alike products.

PPT slides for Athens: Facing Questions, Acts 16-18

Jeff Meyer’s lesson plan for “Athens: Facing Questions” points to the Lifeway Extra suggestion of using a recent survey indicating some believers think all religions lead to salvation. He also links to a couple of charts from the North American Mission Board comparing Historic Christianity to other world religions as well as various cults. Check out his comments.

I’ve posted my PPT slides for the lesson. If you “play” the slides, you’ll see that I decided to take a “question” approach to presenting the Scriptures (sort of keying off the lesson title). In other words, instead of teaching specific points about each lesson passage, I will present the passage and then ask members questions, which lead to the points I want to teach.

Just thought I’d try something different since I feel like I was in a rut this past Sunday. If you take this approach, watch your time to make sure the discussions don’t prevent you from covering the focal passages. Have fun!

Answers to life's questions

“Athens: Facing Questions” by Donald Raney, First Baptist Church, Petersburg, makes the point that “life is full of questions”. We have an insatiable need to know, to get answers to our questions.

I feel helpless without web access. A popular site on the web for answering questions is How Stuff Works. Or we may use Google/Yahoo/Msn to help us answer our questions.

How do your members get life’s questions answered today? Call in radio programs? A favorite blog? A forum?

Origin of the alter of the unknown god

I’ve never heard it before, but Bob Deffinbaugh’s commentary on Acts 17:15-34 recounts a shortened version ( 3 paragraphs) of the story of the origin of the “alter to the unknown god”.

Athens: Facing Questions, Acts 16:1-18:22

This week we pick up the pace and study three chapters, Acts 16:1-18:22, in a lesson titled, “Athens-Facing Questions”. It focuses on a few key verses, Acts 17:16-19, 22-31.

In his lesson commentary, Mark Rathel asserts that today’s religious pluralism opens the door for believers to share the uniqueness of Christ.

Personalized license plates must be unique. Scroll down this page and see examples of the uniqueness of some personalized plates. Consider doing an exercise where members construct the letters and numbers for a license plate that answers questions asked in this lesson. Eg, "Who God isn't?"

Sunday's sermon

Our pastor, David Fleming, preached Sunday on Conflict in the church. Take time to listen to his sermon, "Let's Get Ready to Rumble" if you are teaching on church conflict.

This just in...

Dan Kassis, Internet Producer from LifeWay Sunday School, sent an email yesterday suggesting “an idea to begin your class session: Ask two learners to agree to take opposing sides in a spontaneous debate about one of any number of ‘trivial’ matters - which cola is the best, what team will win the championship, or something similar. Allow each person to state his or her case. Then give time for each person to refute the other's arguments. Take a vote from the other learners to decide the winner.”

Also, I made a few slide tweeks on my PPT for the lesson "Jerusalem: Facing Conflict".

PPT slides for Jerusalem: Facing Conflict, Acts 15

I’ve uploaded my PPT slides for teaching “Jerusalem: Facing Conflict” based on Acts 15. I also included a slide on the disagreement between Paul and Barnabas, which is not covered in the LifeWay material. I’m sure I’ll whittle a little more on the slides between now and Sunday, and if you have any thoughts about them, please post a comment.

Personal exercise

“Jerusalem: Facing Conflict” by Jeff Meyers offers a simple exercise that I think could be very useful in getting members to think about the lesson on a personal level, which I may use at the start of the lesson. The following is his suggestion:

Rank the following as your top concern to least concern when you are in a disagreement:

___ your own opinion

___ respecting others’ opinions

___ coming out on top

___ obeying the Scripture

From Reformation to denominationalism

Mike Womack’s commentary on the lesson, “Jerusalem: Facing Conflict” mentions the Reformation and its fight against a doctrine of salvation by “faith + works” as a parallel to the erroneous doctrine of salvation advocated by the Judiasers in Acts 15.

Scroll down on this page to see an interesting timeline of the beginning of various denominations.

See Bob Deffinbaugh’s article, “When division becomes multiplication” for a larger discussion of conflict in the church, which includes Acts 15:36-41.

P.S. This is a revised post to correct an error noted by a reader

What went wrong?

David Self’s commentary divides the material for teaching, “Jerusalem: Facing Conflict” into these steps: Recognizing the Problem (1), Presenting the Issues (2), James’ Clarification (3), and Reaching a Consensus (4).

I like his summary applications: Avoid doctrinal error, God’s truth leads to unity, and our mission is the Great Commission. I’ll use these as alternate titles for the lesson.

In the early ‘90s, I read the book, Getting to Yes, by Fisher, Ury, and Patton as part of management training on negotiating a good outcome for my employer. The negotiation process had to include effective communication, and build up the relationship between the parties.

A good outcome must be better than the BATNA (pronounced Bat-nah) of the parties involved while satisfying their interests. It must be legitimate and include commitments that are realistic and operational.

All of these elements can be seen in the background passage, Acts 15:1-35. Particularly, Peter did not forget to include God’s interests (see verses 7-11). The place fell silent, and when Paul and Barnabas spoke (v12), they kept the same high level of interest by relating God’s involvement (from which we can deduce His interests). James continues the focus on God’s interests when he relates the Scriptures, or God’s Word (v16-).

Here is an example of where God was left out of the debate. Work with members to identify what elements of negotiation went wrong between the two parties in the example cited.

Jerusalem: Facing Conflict, Acts 15:1-35

This week’s lesson is “Jerusalem: Facing Conflict” and is based on Acts 15:1-35.

After the IBM PC was introduced in 1981, it became the Company’s “Billion Dollar Baby”. Because of its market success, IBM’s Boca Raton PC group was later ‘reigned in’ and forced to introduce products made according to IBM’s traditional success factors—proprietary designs. Ultimately this decision killed the IBM PC business, which was later sold to Lenovo, a Chinese company.

Christianity began as a sect of Judiasm and experienced hyper growth. Gentiles became believers, and the Church in Jerusalem faced a choice. Should Gentile believers be forced to continue the practices of Judiasm in order to be saved (as if keeping the Mosiac Laws could actually result in eternal salvation)? Fortunately, the apostles and elders in the Church made the right decision, and Christianity continued to grow as God willed.

P.S.
If anyone from Lifeway reads this site, I pray they would bother to help the rest of us understand why a lesson on resolving conflict from Acts 15, omits Paul and Barnabas’ disagreement over John Mark (Acts 15:36-41). Surely there is a good explanation, but it escapes me.

PPT slides for Galatia: Facing Troubles, Acts 13&14

The ‘trouble’ of Christians being misunderstood is made clear is short this video. I plan to use it with my PPT slides to teach the lesson, “Galatia: Facing Troubles” (Jeff Meyers plan).

Importance of follow up

The LifeWay Adult Commentary on Acts (p.83) for the lesson, “Galatia: Facing Trouble” pictures how Paul and Barnabas chose not to travel back to Syrian Antioch by using the word beeline. It notes that they retraced their steps. I pictured their path back as though they followed a breadcrumb trail.

The key idea to illustrate however is the Commentary’s mention of the importance of regular follow up.

Is a mule in your way?

John Mark left Barnabas and Paul to return to Jerusalem (Acts 13:13). He missed the opportunity of being part of what God did in the lives of people in Pisidan Antioch. Maybe he lacked commitment?

In the lesson, “Galatia: Facing Troubles”, David Self’s commentary suggests, “commitment overcomes obstacles.” What obstacle did John Mark face? An article on “How to Overcome Obstacles” pictures them as mules to go around.

Galatia: Facing Troubles, Acts 14:1-4,11-15a,18-23

I enjoyed teaching the lesson about Barnabas last week. It had lot’s of elements to it—the geography of the Mediterranean, the history of the Herods, God’s making of a missionary minded church in Syrian Antioch, and the personal challenge to have a positive impact on everyone we meet.

This week’s lesson, “Galatia: Facing Troubles” is no less interesting. It takes up Acts 13:1-14:28, which covers Paul and Barnabas’ first missionary journey. The LifeWay Extra has an interesting approach to starting this lesson—one based on political polls and candidate rejection. I’ll think about it, but I'll hold my options open to consider other suggestions that occur during this week of preparation.

For example, tumbling around in my head is the idea of missing out on the excitement of a God given opportunity because of some fear, or opposition. Maybe you’ve already got your lesson Intro figured out? If so, post it here for the rest of us to consider.

PPT slides for Barnabas: Encouragement, Acts 11:19-12:25

In case they're not too late to help, here are my PPT slides for the lesson, "Barnabas: Encouragement".

Positive influence

To open the lesson, “Barnabas: Encouragement”, I plan to use a slide picturing Chik-fil-A and ask: What is their corporate purpose? According to the Company website, under Corporate Information, its purpose is “to glorify God by being a faithful steward of all that is entrusted to us and to have a positive influence on all who come in contact with Chick-fil-A.”

I like that “positive influence” part. What do they do that positively impacts millions of customers? Answers to this question can lead into a "half-full/half-empty" discussion suggested by Jeff Meyer.

Share a personal story

I mentioned in my first post this week that hopefully all of us have a personal story of encouragement we can share, or that we can invite members to share. To get this started in your class, read this story from Terry Fortner, pastor, Zion Hill Church of Cabot, AR.

Don't just stop with the stories that are shared. Asked members the next level questions, such as, "how does encouragement impact our lives and the lives of others?" Material in this article on encouragement might be useful.

Something old, something new

LifeWay’s Extra for the lesson, “Barnabas: Encouragement” suggests 8 simple ways to encourage others. It goes on to make the point that Christians have an obligation to encourage others.

Mark Rathel’s lesson commentary picks up on ‘Barnabas’ as a nickname and asks: What nickname would other Christians give you? I’ve used the nickname idea before very successfully (it was suggested by Jeff Meyer at Bayleaf Baptist).

Consider nominating someone for a service award as a means of encouragement. For example, Kenneth and Debra Walker were nominated for and received the Jefferson Award here in Houston. To locate an appropriate award, you may have to scour your local community, or check appropriate organizations and affiliations to which the target person belongs.

Barnabas: Encouragement, Acts 11:19-12:25

In last Sunday’s lesson, I asked members a question: Who would eat the food of a culture that was foreign to them? That hit home. Most people said, “no way”, and reacted negatively. This surfaced a lack of openness on their part, and paved the way for the point of the lesson.

This week we are studying, “Barnabas: Encouragement” based on Acts 11:19-12:25. Clearly, Barnabas had the gift of encouragement (see Romans 12:6-8).

As I read the background verses, it grabbed my attention that Barnabas went to look for Paul to bring him in on the work God was doing in Antioch. Barnabas invited Paul into a positive, growing endeavor at the Antioch church. Can you think of a positive, personal experience with referral recruiting?

PPT slides for Peter: Openness from Acts 9:32-11:18

You might want to read Jeff Meyer’s commentary on “Peter: Openness”. In addition to the Lifeway material, I used his commentary to help prepare my PPT slides. I’ll continue to tweak them before finalizing them tomorrow evening. Happy Independence Day!

I noticed that the questions posted by Chester, Ill First Baptist (see below) started the lesson with the idea of “changing your routine”, which is not a bad idea.

-Share your name with the class and tell us one thing that you do daily as a part of your routine.
-Has anyone ever told you that you need to change your routine? Have you ever felt that it was time to do just that? Is it good to learn new things? Explain your answer.
-Do you have a spiritual routine? Is reading a few verses daily, praying at meals and bedtime, and sitting in a pew on Sunday morning part of your spiritual routine? Is this kind of routine enough for you? Would you like to have more?
-True or false? It is good to form spiritual habits but it is bad when those habits become meaningless.
-We all have our comfort zones, how do you react when you find yourself removed from yours? Has God ever stretched you and pulled you from your area of comfort? How did that feel?
-Circumcised...uncircumcised...what is our first lesson passage really about? Why do you think God wanted us to know about this incident in His Word? Why do you think Peter felt it was important to share this story with the circumcised believers?
-Would you agree that Peter was open to new truth? Do you show a willingness to be open to God's message, even if it involves something entirely new to you?
-Peter was criticized when he went to the home of the Gentile. Have you ever experienced criticism for breaking from accepted religious traditions? What did you think was so important that you did so?
-Who was Scripture written for? Is there any part of God's Word that is not important? Why do we often accept only the part of God's Word which supports our own beliefs rather than other teachings we don't like?
-The Jewish Christians had become rather smug about their beliefs. Peter showed them that the Gentile could become a fellow believer. Is there a group of people we look down our noses at today?
-The last verses of our lesson are called the turning point for missions and the church; why do you think this is so?
-There are many churches of people who worship differently from us and their method of presenting the Gospel varies greatly from ours. Why doesn't one presentation work for everyone? Is our way better than theirs?
-Is there a difference between being baptized in water and being baptized with the Holy Spirit? Has the Holy Spirit been trying to pull you from your spiritual box? Could it be that it is time for you to stretch your spiritual life past the talk and begin taking action? Will you visit the local food pantry and see if you can help? Will you share your Jesus with someone twenty years younger than you? Will you share your Jesus with someone twenty years older than you? Will you seek God's will and purpose for the next chapter of your life? Let's pray!

Rooftop revelation

Reading the lesson, “Peter: Openness”, creates some questions for me. Am I in opposition to God’s work in the lives of others around me? Members of the “circumcision group” were opposing God’s will to deliver Gentiles.

How about this one: When was I last silenced by God’s handiwork? Some members of the circumcision group were silenced (Acts 11:18) when Peter told them how the Holy Spirit was given to Gentile believers.

Can you recall any “rooftop experiences” in your life? I remember once being on the roof of my parents’ home doing some repair work, when it came to me how I could buy a car that I wanted. Not in the same ballpark as Peter’s vision though.

Read this story of a Rooftop Revelation and decide if it can be used in your lesson. The story has many positive elements related to our lesson, but it also has a clear error that makes it questionable. However, you may be able to turn its error into a key point relevant to the lesson.

Site Update, first half 2008

I’ve not posted an update on traffic to this site since the close of 2007. I thought it appropriate to post the update below for the first six months of 2008. Again, doing a “year over year” comparison by month for January thru June, shows that the site is basically doubling in page loads, number of unique visitors, and number of returning users.

First Half Year: →→→ 2007 2008
Page loads: →→→→→ 3998 6667
Unique visitors: →→→1572 2981
First time visitors: →→ 891 1787
Returning visitors: →→ 681 1194

This increase is humbling and I thank you for continuing to find this site useful. As, I’ve mentioned before, however, the lack of interactivity is puzzling. I’d be open to hear (actually, love to hear) any ideas you have for making the site more interactive, where we can learn more from each other, or how to improve the utility of the site. Be specific. Say what works, and what doesn’t!

Appreciate it,

Ronnie

Teachable spirit

The lesson, “Peter: Openness” stresses receptivity to new ways of thinking. These new insights, or truths come thru Bible study, sermons, hymns, prayer, etc.

A concern I have about the lesson is that members don’t misunderstand it to imply that Christians should be open to New Age thinking, post-modern philosophy, or any other anti-biblical worldview.

Rolling around in my head is the idea that we should all have a teachable spirit. Another article on “teachable spirit” uses a sailboat illustration, which I might use. Here is a quote:

“I have heard the setting of the sail on a sailboat is called the “attitude” of the sail. The same wind can cause a sailboat to go in different directions. It is the attitude of a teachable spirit that will enable us to go in a right direction.”

Peter: Openness, Acts 9:32-11:18

Mark Rathel’s commentary on this week’s lesson, “Peter: Openness”, starts with a mention of how easy or difficult it is for us to accept new ideas, then he dives into the lesson context of how Jews were not open to acceptance of Gentiles.

Don Raney’s commentary goes further saying, “’new’ is seen as evil”, with respect to personal religious beliefs.

Stereotyping came to mind as I studied the opening material for the lesson. A set of questions to test positive and negative stereotyping is given on this site. Think about starting the lesson with a discussion of stereotyping. That in itself may be a test of how open we are to new ideas!

Picture of commitment vs that of a reordered life

Jeff Meyer’s lesson plan for, “Paul:Total Commitment”, starts with questions suggested by Lifeway. He ends it having members picture what it would look like if they demonstrated intense commitment to Christ.

Sam Tullock’s lesson commentary indicates that Paul’s experience with Christ reordered his whole life. Members might have an easier time describing an example of when their life was reordered as opposed to picturing themselves in total commitment to Christ.

If I could only find the right picture, but so far it has eluded my search!

Examples of commitment

Daniel Haigwood’s own commitment story opens his commentary on the lesson, “Paul: Total Commitment”. We know commitment when we see it—for example Paul’s commitment to Christ.

The story of Dick and Rick Hoyt speaks volumes about commitment, too. Consider using their story in your lesson. You can search the web and learn more about their commitment.

Paul: Total Commitment, Acts 9:1-31

Usually, the most anxious times in teaching for me is getting my lesson started, and having to answer a tough question. Getting started last Sunday (yesterday) was made easy by using the “job interview” idea proposed by S. Wiley of Carmel Baptist Church. My class had a ball with the questions and it grabbed everyone’s attention.

Answering a tough question was made easier by anticipating it and preparing for it. Sure enough I got a question about the Holy Spirit’s involvement being a two-step process. Another person pointed out the lack of mention of the issue in the Quarterly, so I was even more glad to be prepared.

How did your lesson go on Sunday? What’s "the hook" for your lesson this coming Sunday, “Paul:Total Commitment”. What tough questions do you anticipate when you cover Acts 9:1-31?

Consider showing a picture, for example this one, and asking members to say what’s wrong in the picture. Get around to the point that the person is not totally committed to driving!

Also, prepare for greater discussion about Paul’s conversion, and how he was changed.

PPT slides for "Philip: Consistency" from Acts 8

Cornerstone Baptist Church in Arlington offers interesting questions to discuss while teaching, “Philip: Consistency”. For example, they ask, “What disturbs you about Simon in this passage in light of his profession of faith and baptism in v.13?” They also ask, “What principles of “baptism” can you identify in these verses?”

Mike Womack’s commentary offers an interesting angle, that of church members thrust into leadership positions when their pastor leaves. I observed this in our church in the nearly two-year gap between a pastor retiring and the call of a new man.

Lastly, I offer my PPT slides in hopes they might help you organize your lesson plan.

May God bless you and your class!

Gift of the Holy Spirit

Acts 8:14-17 are troubling verses because they reference people receiving the Holy Spirit well after they were baptized in the name of Jesus. The LifeWay Adult Commentary on Acts (p. 44) says such experiences “appear unique.” The Adult Leader Guide is silent on this issue. My understanding is that believers receive the Holy Spirit the same moment they believe on Jesus Christ.

Sam Tullock ventures an explanation in his commentary, “Philip: Consistency.” These people were already saved (regenerated) having been baptized as believers in Jesus Christ by Philip (for example, the Apostles were already believers in Jerusalem when the Spirit came on them at Pentecost). See 1 Corinthians 12:3.

Tullock’s explanation that Peter and John prayed for the Spirit to come on these Samaritan believers as a confirmation sounds plausible since they could have been faking belief in Jesus (like those in 1 John 2:19). An obvious manifestation of the Holy Spirit would put to rest any concern they had.

How do you plan to handle these verses?

Worn out running shoes

In reading the Scripture passage Acts 8:4-40, for this week’s lesson, “Philip: Consistency”, I noticed Philip ran to catch the Ethiopian’s chariot. I’m thinking about carrying a pair of old running shoes to class and asking members to suppose they were Philip’s. They were well worn when he used them to bring good news to the Ethiopian. Does God ask us to fill Philip's shoes? Would they fit you well?

Philip, a winsome person

Sonshine posted her study questions on the lesson, “Philip Consistency”. Instead of taking the “consistency” angle proposed by LifeWay, her questions focus on the idea that God wants us to share the gospel with all peoples. She asks, “Who are the Samaritans?” She goes further by asking, “Why is the Ethiopian conversion an important story for us?”

Frankly as I read the background passage, Acts 8:4-40, I’m still in awe of the unquestionable work of the Holy Spirit.

S. Wiley of Carmel Baptist offers a lesson plan that approaches the material with the idea that Philip was a winsome person. Consider asking class members to define winsome and ask them to call out names of people they consider to be winsome. Here is one example in the news.

Phillip: Consistency, Acts 8:4-40

Philip: Consistency from Acts 8:4-40 is our lesson this week. In his remarks about it, Daniel Haigwood comments about consistency in a manner similar to Kendall Easley, the writer of the LifeWay Adult Commentary on Acts.

What, or who do you think of when you think of “consistency?” The thoughts necessary for a consistent golf swing come to my mind. We know we should witness consistently like Philip, but generally, we do not. Do you plan to use the Acts 8 focal passages to help members become more consistent witnesses?

A little bit of history

Because of the various Jewish groups mentioned in Acts 6-7, the background passage for “Stephen: Boldness”, Executive Pastor Jay Hancock of Carmel Baptist Church posted a crash course in Jewish History as well as a Historical Backgrounder for Acts (in PPT). He also posted a lesson plan, which is helpful. Thanks Jay!

Rock the boat, or not

Daniel Haigwood describes his bold witnessing in the article, “The Chase was on”. That’s how he’ll start his lesson, I suppose.

Jeff Meyer’s lesson plan uses LifeWay’s ideas for introducing the lesson, which I like since they require members to do comparative thinking and analysis.

Stephen: Boldness, Acts 6 and 7

The lesson this week is, “Stephen: Boldness,” which is based on Acts 6&7. My lesson last Sunday went pretty well. Everyone locked into the main points, but some of my ancillary ideas were not appreciated (eg. the connection between a little utilized, but vast, available solar power and a equally untapped, immeasurably powerful Holy Spirit). I was either presumptuous, or bold :-).

I’m not sure what, or who personifies boldness these days. Maybe some picture comes to mind? Like the one of a cat walking in front of a line of German Shepherds?

How do you plan to start a discussion on boldness?

PPT slides for Empowered to Help

When teaching Acts 4:2 in the lesson, “Empowered to Help”, consider using this joke that demonstrates illogic. The Sadducees didn’t believe in a resurrection because of their particular reasoning about the Law. The Law required a man to marry his deceased brother’s wife. A resurrection was impossible they reasoned since she would necessarily have more than one husband in the end.

For those interested in using PowerPoint, I posted a complete version of my slides for the lesson. If you have any questions about the slides, don’t hesitate to ask!

Power in the Name

I’ll probably base my lesson plan on the commentary, “Empowered to Help,” by Sam Tullock. I particularly like the context in which he explains Acts 3, 4 and 5. This helps me understand how to teach the background passage in the cultural context of today’s church.

Power and energy are big topics in the news. We can read about the power of the wind, or the power in a peanut. LifeWay’s Adult Extra suggests starting the lesson with five ways to have more energy.

I think I’ll start with the song All Hail the Power of Jesus’ Name, and then go into a discussion about available power from various sources (which will end with a challenge to look for examples of the power of the Holy Spirit in the lesson passage).

Here is a draft of my PPT slides. I post these early so that you have an opportunity to fill in key points in the text boxes labeled “To be completed”. If you have a good point to add, please post it so that everyone can benefit from what the Holy Spirit has taught you.

Talk of the town

Employees in a former company where I worked were often encouraged to “make a difference.” As I read the background passage, Acts 3, 4 and 5 for the lesson titled:
Empowered to Help, I see the Apostles making a difference in Jerusalem. You might say, “They were the talk of the town.”


Here is an interesting story about pastors who are making a difference in their town by addressing an obvious need.

Empowered to Help, Acts 3 and 4

A friend who owned a company explained why he did not use traditional advertising in his business by saying, “No one has time to read everything they receive. Everyone is too busy. They wouldn’t notice an ad by my company.”

He later sold the company for a hefty sum. Instead of traditional advertizing, he used a viral marketing approach. He sought to win editor’s awards from key industry magazines, and created a buzz among potential customers as a leading product.

According to item 6 in this story, a satisfied customer will tell three other people about their positive experience, and an unhappy customer will tell eleven others about a negative experience.

As you prepare to teach the lesson, Empowered To Help, based on Acts 3 and 4, think about what really makes the most difference in spreading the Gospel message. Is it traditional advertising, or a true witness of the resurrected Christ?

A question based lesson plan

First Baptist Church, Chester, Illinois posted its Sunday School Questions for the lesson, "Empowered to Witness" (I reproduced the questions below since the link above is not sticky).

Their tact is very different than that of Jeff Meyer's, which I posted yesterday. If you use the question-based plan, at some point you have to insert the reading of at least the key verses. Otherwise, the lesson is just a discussion that's not centered on a Bible passage.

Empowered to Witness
Lesson Passage Acts 1:1-2:47

-Tell the class your name and tell us if you have ever been called to testify in a court of law.
-Have you ever warned someone of a potential physical danger? If someone was about to pick-up a downed power-line that you knew was still live, wouldn't you tell them? Most of us would agree that we would have no problem warning others of eminent danger, sooo... why do we have difficulty in warning others against an eternity spent without Christ?
-Jesus had given a seemingly impossible mission: to be His witnesses in Jerusalem, in Judea and Samaria, and throughout the earth. How were His followers supposed to achieve this undertaking?
-What did the Disciples expect to happen according to verse 6? If you had been part of that group that day, how would you have reacted to Jesus' words?
-In your own words, how would you explain the nature of the power that was given by the Holy Spirit to the Disciples? What was its purpose?
-How should churches and individual believers go about making decisions concerning what sort of ministries to be involved in? When a ministry decision needs to be made; do you worry about how much it will cost...do you worry about not having enough volunteers...do you worry that it is something we've never done here before?
-True or False? Relying on the power of the Holy Spirit gives a believer the ability to be obedient in doing whatever God requires of him or her.
-Quickly someone tell us about the individual miracles that occurred in Acts 2:1-4. Do you believe God still brings about miracles like these today? Have you experienced any miracles? What was your experience? If you haven't experienced a miracle or you doubt that they still happen, what would it take for you to believe in the Holy Spirit's power?
-What was the purpose of God's using the Disciples to speak in languages they had never learned? Did the Holy Spirit quit working among men after that day in Jerusalem? Is there something that prevents you from depending on the Holy Spirit's power and help as a witness to others?
-Peter preached a powerful message. The Holy Spirit used his words to convict the hearts of thousands. What did Peter ask his listeners to do in response to his message? Why do you think Peter instructed the new believers to be baptized?
-Is personal evangelism an activity reserved for pastors, missionaries, deacons, or some kind of Super-Christians? Are you empowered by the Holy Spirit? What will you do with that power? As we close, pray that God would give you the desire, the power, and the opportunity to share your faith with someone this week.
-Next Sunday, the lesson is called "Empowered To Help". Study your lesson and read Acts 3:1-5:42. Answer this question; "When has the Holy Spirit worked through you to meet others' physical and spiritual needs?

Three section lesson plan

Jeff Meyer of Bayleaf Baptist Church offers a lesson plan for "Empowered to Witness". His lessons have three sections. He first introduces the lesson using LifeWay's suggestions. Next he does a verse-by-verse commentary on the focal passages. Lastly, he uses his remaining time to ask members a set of discussion questions.

I like this tact because his introduction gets people thinking about the aim of the lesson. Then he makes sure he covers the key Scriptures by commenting on each verse, and finally, he gets his class members involved and talking by asking good discussion questions, which he has prepared in advance.

How does your lesson plan compare?

Characteristics of a witness

I can identify with the story related by Daniel Haigwood in Talking about the wreck. Last February, we were involved in an automobile accident, and since I was stunned by it, I so appreciated one eye witness who went out of his way to make sure arriving police officers knew what happened and who did what.

As you teach this week’s lesson, “Empowered to Witness”, ask members if they recall an accident scene where they remember the important role some individual played in explaining what he/she witnessed at the scene. Or you can work thru this interesting approach of explaining a Brush With Death. As Haigwood does, relate these ideas to our lesson in an effort to help members appreciate key characteristics of a witness--they feel compelled to tell what they know.

Empowered to Witness, Acts 1 and 2

Sonshine’s study questions for the lesson, “Empowered to Witness,” focus on the disciples’ transformation into powerful witnesses for Christ. Start thinking now about how you will present Acts 1:4-8; 2:1-6,37-41, the focal passages for this first lesson from Acts.

For a variety of reasons many Christians do not have a habit of witnessing for Christ to unbelievers.

Yearbook predictions, or Name tags

While teaching the lesson, “Remain Faithful”, ask members to recall their high school yearbook prediction. Share the first part of this story, which mentions a yearbook prediction.

Or consider “adapting” Phyllis Merritt's approach for chapter 45 below to help you teach chapter 49. Use her name tag idea, but make up your own questions that can be answered from the text.

Pin a large name tag on yourself entitled, TV Reporter. Pass around name tags for each person to choose and wear. Use these names first: Joseph, Reuben, Judah, Simeon, Benjamin. If more than five persons are present, add the others brothers’names (Genesis 35:23-26).

Ask each person to listen for the answers to the following questions as one person reads Genesis 45:4-15 aloud. Before class, write the following questions on paper large enough for everyone to see.

• Joseph, how could you control your emotions so well? (Genesis 45:1-2)
• Reuben, what was the first question Joseph asked, after telling who he was? (Genesis 45:3)
• Judah, what was your first thought when you found out who Joseph was? (Genesis 45:3-4)
• Joseph, why did you not use your powers to hurt your brothers for the wrongs they had done to you? (Genesis 45:5)
• Simeon, how did your brother Joseph explain God’s part in his unusual life? (Genesis 45:7-8)
• Reuben (or another brother), what instructions did he give you all? (Genesis 45:9-11)
• Benjamin, what concerns did Joseph say about your father? (Genesis 45:3,9,13)
• Simeon (or another brother), were you able to really believe that Joseph had forgiven you for selling him into slavery so many years before? (Genesis 45:14-15)

The text above is quoted from ADULT BIBLE STUDY IN BASIC ENGLISH TEACHING GUIDE GENESIS 12-50: FAMILY LIFE, Published by the BaptistWay Press.

A promise kept

The news story of the broken promise in “Remain Faithful” is not helpful to me. The idea in Step 2 of the lesson is how a promise from God can motivate us to faithful living.

Instead of using an example of a broken promise, consider picking a story that emphasizes, “a promise kept”. I liked this line about the student-athlete Bailes: “…despite being left out of the lineup all spring, Bailes maintained a great attitude and work ethic.” He was diligent and faithful despite adverse circumstances. I suppose he believed the promise made by his coach.

Remain Faithful, Genesis 47:27-50:26

After the death of Jacob, in Genesis 50:20-21, Joseph said to his deceitful brothers, “You intended to harm me, but God intended it for good to accomplish what is now being done, the saving of many lives. So then, don't be afraid. I will provide for you and your children.”

Joseph viewed the then current feeding of the children of Israel (Jacob) as having a Godly purpose. It was an act of Godly salvation in the context of extreme famine. That understanding enabled Joseph to promise to faithfully provide for his brothers as well as their children.

Joseph promised to remain faithful to his fearful brothers because he knew God was at work in the situation. This suggests that our faithfulness is enabled when we experience God’s faithfulness.

This leads me to ask, have you perceived the presence of God working in a situation? Did it lead to faithfulness on the part of those involved?

Theology points

We’ve all heard of the idea of “talking points”, but are you clear on what “theology points” you want to teach in the lesson, “Make Major Life Adjustments”? Essentially, what key beliefs about God, as revealed in Genesis 46 and 47, are you going to make? For example, you can make the point that God is faithful.

Senior Pastor, Kent Berghuis, of First Baptist Church in Lansdale, Pennsylvania, makes some theology points in a sermon outline for Genesis 46. For example, he asserts: “God confirms His promises.” But is that always the case in Scripture?

Have class members read the lesson focal passages, Genesis 46:1-7, 28-30, and 47:7-12 and call out what they teach about God.

Teaching points

David Self’s lesson plan for “Make Major Life Adjustments” suggests four teaching points in a time of life transition: (1) First seek God, (2) Consider everyone’s needs, (3) Plan ahead, and (4) Be humble.

I prefer these over what is suggested by the LifeWay Adult Leader Guide: (1) Apprehension, (2) Joy, and (3) Fulfillment.

Have you decided on your main teaching points for Sunday's lesson? Remember, we are not just teaching the Bible as a history book. Our desire is to see people’s lives changed by learning about God and their relationship with Him.

Turning points

Bob Deffinbaugh’s commentary on Genesis 46 and 47 is titled, “Life begins at 130”, since he sees the passage as describing turning points in Jacob’s life. Turning points can happen in different life categories, such as family (getting married), education (graduating), work (retiring), health (surgery), or spiritual (believing in Jesus Christ). Here is an example.

Perhaps you can use the idea of a life turning point to introduce your lesson. Ask class members to identify the top three or four turning points in their lives. Use this discussion as a springboard into your lesson.

Make Major Life Adjustments, Genesis 46,47

If you type “Genesis 46, 47” in a Google search box, you’ll get thousands of commentaries on Genesis 46:1-47:26, the background passage for this week’s LifeWay lesson titled, “Make Major Life Adjustments.” Filtering thru all those commentaries is impossible and not even desirable. I’m sure some of them would even take us down unwise paths.

However, I always enjoy looking at Sonshine’s study questions for the lesson to see what application angle she takes with respect to the given background passage. This week her application is to “prepare for now and eternity”.

Do you plan to apply the background passage this week in the manner described by the Lifeway Adult Leader Guide?

PPT slides for "Work Toward Reconciliation"

In case they might help you prepare, here is a link to my PPT slides for the lesson “Work Toward Reconciliation”.

Need a plan?

Well, Jeff Meyer continues to make his Genesis lesson plans available—see this link for his comments on Work Toward Reconciliation. I’m a little surprised, but I always enjoy his insights.

For a more detailed plan to teach the lesson, "Work Toward Reconciliation", see Russ Rosser's comments here (Carmel Baptist Church in Matthews, NC).

I’ll try to post my PPT slides, but it will be late Saturday (tomorrow) given all that I have on my plate :-) .

The joy of reconciliation

It looks like LifeWay’s Adult Extra will change in June (see the note at the end of this post, Work Toward Reconciliation, our lesson this week). The last part also makes it clear that reconciliation is not always possible.

I thought of the Godfather scene called “the kiss of death”, where Michael identifies his brother Fredo as the one who betrayed him. After their mother dies, Michael signals his henchman to do away with Fredo.

It's a sad scene and not very uplifting. However, it characterizes the results of a failure to reconcile. Contrast its pathos with that of the joy experienced by Joseph after he forgave his brothers of their treachery (Genesis 45). We have that to look forward to if we will reconcile broken relationships with others.

Getting started

For the lesson “Work Toward Reconciliation”, I thought about defining reconciliation, and then delineating how to achieve it.

The article, “If Look’s Could Kill” by Chip Bell brings out the importance and urgency of reconciliation. He also defines it as “change thoroughly”. He makes the point of how different God’s kingdom is from life in America using God’s word and quotes from two popular TV shows.

The article, “Effective Interpersonal Relationships” by Emery Nester offers a discussion of reconciliation in the context of developing effective interpersonal relationships.

In a previous post I mentioned the use of a peace pipe to help turn a broken relationship into a friendship. I presented the peace pipe as a gift, and the door to reconciliation was opened (see Prov 18:16a).

Work Toward Reconciliation, Genesis 43-45

To prepare to teach the lesson, “Work Toward Reconciliation”, I recommend that you first read the entire background passage: Genesis 43-45. It is emotion packed and full of drama. The story will touch your heart as Joseph finds purpose in all that has happened, and gives credit to God Almighty.

Not wanting to send Benjamin back with his brothers, verse 43:10 indicates that Jacob had delayed a return back to Egypt (poor Simeon, wonder what he must have been thinking?!). Jacob finally relented after the famine continued and the family was threatened again with starvation.

Ask class members under what circumstances do they employ procrastination? Ask them to name things they put off doing until the last moment, such as going to the doctor for a physical, or the procrastination examples offered in this video.