Radiant Life Adult Teacher Volume 2

By Radiant Life Resources

Explore the Scriptures for yourself or with a group using these 52 Bible-based lessons.

Composed of a full year of Radiant Life adult curriculum lessons, this volume will help you prepare for every session. Designed to be used by Sunday School teachers or small group leaders, this curriculum is also great for individual study. The commentary, thought-provoking questions, and applications will challenge you to seek a Spirit-filled life as you grow in your faith. Second in a 7-volume series that covers the major themes of the Bible, you’ll want to collect the entire series as part of your digital library.

Unit topics in this volume include:
• Creation in the Whole Bible
• Letter to the Ephesians
• The Gospel by Luke
• The Supernatural Realm
• Christian Discipleship
• Jeremiah and Ezekiel
• Acts of the Apostles, Part 1
• Worship in the Psalms

• Language: English
• Publisher: Gospel Publishing House
• Release date: Oct 5, 2021
• ISBN: 9781607316541

Book preview

coverimage

RADIANT LIFE

ADULT

TEACHER

2

VOLUME

Curriculum for Spirit-filled living

Radiant Life Adult Teacher Volume 2

September 2021– August 2022

Scripture quotations marked (KJV) are taken from the King James Version of the Holy Bible.

Scripture quotations are taken from the Holy Bible, New Living Translation, copyright © 1996, 2004, 2015 by Tyndale House Foundation. Used by permission of Tyndale House Publishers, Carol Stream, Illinois 60188, USA. All rights reserved.

TYNDALE, New Living Translation, NLT, the New Living Translation logo, and Tyndale’s Quill logo are registered trademarks of Tyndale House Publishers.

© 2021 by Gospel Publishing House, 1445 N. Boonville Ave., Springfield, Missouri 65802. All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopy, recording, or otherwise, without written permission of the copyright owner.

In response to user requests, Radiant Life Adult Teacher Volume 2 is now available online via download, at https://digital.myhealthychurch.com/Digital-Items/Radiant-Life/Adult-Teacher. This download replaces the CD format that has been available in previous years.

Accompanying videos and PowerPoint® files are also available at RadiantLifeCurriculum.com/Adult. Scroll down to find the appropriate video and PowerPoint® presentation for the desired lesson.

Visit www.MyHealthyChurch.com or call 1-855-642-2011.

These lessons are based on outlines developed by the Pentecostal-Charismatic Curriculum Commission ©2018. Used by permission.

02-1521

ISBN: 978-1-60731-652-7

Printed in United States of America

Contents

How to Use the Adult Teacher

Lesson Planning Example

Planning the Session Sample Work Sheet

Planning the Session Work Sheet

Letter to the Adult Sunday School Teacher

Tips for Teachers

Teaching to Span the Generations

Matthew 25 in Action

What Is in Your Hand?

Discipleship beyond the Classroom

Welcome to the New Radiant Life Teacher Guide

Fall 2021

Unit 1: Creation in the Whole Bible

Writer: James Hernando

Lesson   1 God the Creator

Lesson   2 God Cares for Creation

Lesson   3 Our Responsibility for God’s Creation

Lesson   4 Sin Mars Creation

Lesson   5 Created for God’s Purpose

Lesson   6 The New Creation

Unit 2: Letter to the Ephesians

Writer: Clancy Hayes

Lesson   7 Our Position in Christ

Lesson   8 New Life in Christ

Lesson   9 The Great Mystery of Grace

Lesson 10 Christ’s Model for the Church

Lesson 11 Transformed by Christ

Lesson 12 Relationships in Christ

Lesson 13 Instructions for Spiritual Warfare

Winter 2021–22

Unit 1: The Gospel by Luke

Writers: Paul Zinter; James G. Meredith

Lesson   1 A New Era Begins

Lesson   2 Jesus’ Birth Announced and Anticipated

Lesson   3 The Savior Is Born (Christmas)

Lesson   4 The Preeminence of Love

Lesson   5 Christ Challenges Conventional Thinking

Lesson   6 Return of a Wayward Son

Lesson   7 The Risen Lord Dispels Doubts

Unit 2: The Supernatural Realm

Writer: Paul Zinter

Lesson   8 Spiritual Forces in High Places

Lesson   9 The Great Passover Event

Lesson 10 God to the Rescue

Lesson 11 Paul Confronts Evil Spirits

Lesson 12 Reject Deceivers and Demonic Doctrines

Lesson 13 Victory in Jesus

Spring 2022

Unit 1: Christian Discipleship

Writers: Scott Harrup; Clancy Hayes

Lesson   1 The Calling of Discipleship

Lesson   2 The Cost of Discipleship

Lesson   3 Upside-Down Living

Lesson   4 Instructions for Christian Disciples

Lesson   5 Marks of a True Disciple

Unit 2: Jeremiah and Ezekiel

Writers: Vince Medina; James G. Meredith

Lesson   6 The Call of Jeremiah

Lesson   7 Evidence of Christ’s Resurrection (Easter)

Lesson   8 Sin, Punishment, and Promised Restoration

Lesson   9 Salvation and Divine Favor Promised

Lesson 10 Ezekiel’s Inaugural Vision and Call

Lesson 11 Moral Responsibility Demanded

Lesson 12 The Good Shepherd

Lesson 13 God’s Healing Presence

Summer 2022

Unit 1: Acts of the Apostles, Part 1

Writers: Richard Bennett; Paul Zinter

Lesson   1 Why the Holy Spirit Came (Pentecost)

Lesson   2 Waiting for the Holy Spirit

Lesson   3 The Growing Church

Lesson   4 Encountering Deception and Persecution

Lesson   5 Increasing Ministry and Stephen’s Martyrdom

Lesson   6 The Expanding Church

Lesson   7 The Conversion of Saul (Paul)

Lesson   8 The Evangelizing Church

Unit 2: Worship in the Psalms

Writer: Stan Tharp; Vickie Warner

Lesson   9 Worship God in Times of Trial

Lesson 10 Praise Almighty God

Lesson 11 Glorify the Sovereign King

Lesson 12 Acclaim Our Gracious God

Lesson 13 Magnify Our Incomparable Lord

Index of Study Texts (Volume 2)

How To Use the Adult Teacher

The Adult Teacher is a Bible-centered curriculum, written by Spirit-filled authors with a goal to clearly communicate the teachings of Scripture. From Genesis to Revelation, the entire Bible is covered in a period of seven years. In addition, all major Church doctrines are presented, as well as topics of special importance to help us live as Christians in our world.

Some people misunderstand the role of the Holy Spirit in teaching and the use of curriculum in study preparation. They ask, How can you follow the Holy Spirit if you are using a curriculum?

The Role of the Holy Spirit in Teaching

God has given teachers to the Church in order to instruct believers and equip them for life and service. The role of the Spirit is to quicken or illuminate what teachers teach and students receive. Without this teaching of the Spirit, all learning is merely head knowledge (see 1 Corinthians 2:10–16, especially verse 14). Teachers cannot give what they have not received. And students cannot learn what they have not studied (2 Timothy 2:15).

Why Use Curriculum?

Using the Adult curriculum in your Sunday School class does not circumvent what the Holy Spirit wants to do in a Sunday School class. Rather, by using Radiant Life Adult curriculum, you take advantage of Spirit-filled writers who have taken the time and effort to study and write a commentary about the passages under examination. You also are able to complete an overview of the entire Bible in seven years!

A good curriculum should do the following:

1. Ensure important information will not be omitted or overemphasized.

2. Weed out false teaching and doctrinal errors.

3. Provide a variety of resources. Remember that the Bible is the teacher’s textbook! The curriculum serves the teacher by offering biblical insights and instructional ideas.

4. Help teachers ask the right questions.

Curriculum and Questions

A study discovered that teachers ask an average of forty-five questions weekly. Of these, one-third are rhetorically directed to students or are class functionality questions (i.e., asking students to distribute materials or discussing class issues). Curriculum materials provided teachers with one-third of the discussion questions asked in class, of which most were asked word-for-word from the curriculum. The other one-third of questions asked weekly were teacher-generated.

Teachers who did not utilize discussion questions from curriculum were five times more likely to be asking lower-level questions (questions asking for simple recall or understanding—no application questions). The study verified that these lower-level questions resulted in much less discussion than those asked at higher levels. Those who utilized curriculum were more likely to ask higher-level questions—questions that required students to think through issues and apply the lesson material to their lives.

How Long Should You Prepare?

When preparing your Sunday School lesson, use the 3 to 1 rule: 3 minutes of study for each minute of class time. A 45-minute class session, then, would call for 2 ¼ hours in lesson preparation.

Using 2 ¼ hours as the minimum amount of time invested in preparation for a 45-minute class, the following steps offer teachers a mental framework in which to budget time for planning lessons:

1. Skim the lesson (10 minutes)

Become familiar with the contents and direction of the lesson.

2. Pray for guidance (20 minutes)

This is a great time to pray for class members. The Holy Spirit can steer a teacher’s thoughts toward specific student needs.

3. Study the Bible commentary (30 minutes)

•Pay close attention to the relationship between the Scriptures and their interpretation in the Bible commentary section.

•Avoid the temptation to memorize and recite or read the Bible commentary text in class.

•List the issues raised in the Bible commentary that might meet needs of students.

•Consider the Response to the Word, as well as items from the Adult Resource Packet to provide potential activities.

•Examine how each question relates to the Bible commentary section.

•Focus on elements that seem to leap off the page.

4. Write the lesson objective (15 minutes)

Customize each lesson objective to fit your class. The objective will begin by the words Adults will… followed with a verb, such as believe, discuss, accept, respond with, role play, or write. Each part of the study and each activity should be geared to accomplish the objective.

5. Plan for student response in What Is God Saying to Us? and Ministry in Action (10 minutes)

Use the What Is God Saying to Us? and Ministry in Action section of the lesson to close the class session in prayer or in a time of personal dedication (you may need to customize them for your students).

6. Prepare Introducing the Study (10 minutes)

Begin class with a story or activity that will capture students’ attention.

•Avoid starting with definitions.

•Use case studies, agree-disagree statements, and news items to spark interest.

7. Organize the Bible commentary (10 minutes)

•Use the outline in the Adult Teacher to guide you.

•Allow personal insight to flow from the Bible and lesson materials.

•Decide on two or three main ideas to focus on, then highlight the other topics.

8. List discussion questions (10 minutes)

Carefully select or write two to five questions that will stimulate discussion.

9. Select the presession activity (5 minutes)

Involve students before the class session begins by using an activity to help them interact with the lesson objective while drinking coffee and sharing with their friends.

10. Pray for anointing (10 minutes)

Ask God for the anointing of the Holy Spirit to teach the lesson, and for students to receive the teaching.

11. Gather needed materials (5 minutes)

Organize and collect all materials you will need to teach this lesson.

Lesson Planning Example

The March 6, 2022, study, The Calling of Discipleship, will serve as the basis for this lesson-planning example. Please take a few minutes to skim this study and its resources, if you have purchased them. A filled-out sample of the Planning the Session form follows to illustrate study planning. Think of these entries as a teacher’s journal:

Sunday, February 27, 4:00 p.m.

I open the teacher guide and skim through the table of contents. This first unit is titled Christian Discipleship. The unit introduction provides insight into what the lessons in the unit are about and helps me think about how these studies could apply to the lives of those in my class. Then I read through the entire lesson for next Sunday.

With the general busyness of life, and unexpected events that may happen, I want to get an early start on preparation. Plus, events and conversations that occur during the week often relate to the lesson in some way, providing me with ways to help students connect God’s Word to everyday life. As I conclude this overview, I ask the Spirit to prepare my heart to receive His truth and to anoint me to teach it to those in my class.

Tuesday, March 1, 6:00 p.m.

I observe the helpful information at the beginning of the lesson: the Study Text and Key Verse are given to me for easy reference. I note the Central Truth, which is: Jesus calls all people to become His disciples. Then I read through the Learning Objectives so I understand where I want to take the students by the end of this lesson.

I also visit RadiantLifeCurriculum.com/Age-Levels/Adults for the free PowerPoint® slides to accompany this lesson.

I notice this sentence in the introductory paragraph (that starts with Say): That combination of the everyday and the eternally significant holds true for our Savior’s plans for us today. I highlight it to use in my opening comments. Anything from that paragraph would be useful for beginning the class.

I will plan to use the Opening Activity, which is a question for the students. As my students, I want them to understand from the very beginning of this lesson that they are called to follow Jesus—just as the disciples were called to follow Him. Using this question will stimulate discussion.

I want to also ask my students how they have seen the following statement come to fruition in their own lives, from Introducing the Lesson: From the beginning, Jesus’ plan for establishing His Church was to integrate the Church within the daily lives of His followers—all of His followers. I anticipate hearing how my students feel the Church is integrated into their daily lives.

I will plan to move to Part 1—Calling Fishermen to Follow to make the point that Jesus invites each of us individually to follow Him. I note that we will be looking at how Jesus called Peter and Andrew. Then I’m highlighting this statement: God often calls Christians into His service by degrees, implementing into their lives step-by-step tasks that give valuable training for the larger mission He has in store. I want to be sure my students understand this concept.

The Resource Packet item mentioned under Main Point 1 is called Released into Mission, which gives biblical examples of children and youth called into God’s service. A group discussion question is provided at the end of the work sheet, which I will plan to use in class.

Main Point 2—Calling Sinners to Repent is focused on personal evangelism and how Matthew accomplished that by opening his home and giving a feast. I like these three points mentioned in the lesson and highlight them in my Teacher’s Guide, so I won’t miss conveying these thoughts to my class:

1. This kind of ministry is not just limited to religious leaders.

2. Ministry to hurting people is not about ceremony but about relationship.

3. Everything being done for the gathered crowd was done with an understanding of their spiritual need.

I also note the text surrounding these three subpoints. And I decide to write out my own answer to the Discuss question which asks what details I would include about my salvation experience and discovering God’s calling on my own life. I will use this question in class and challenge my students to perhaps write out their answers after class as well.

I move on to look at Main Point 3—Granting Authority to Disciples. The first subpoint discusses how the disciples observed Jesus teaching in a crowd, and how Jesus allowed the disciples to observe. I’ll choose the second Discuss question, which asks, How does Mark’s narrative reinforce the truth that the Christian’s identity and mission are closely connected to who Jesus is and what He does? The second subpoint is Disciples Empowered about how the twelve disciples would become illustrations of how Jesus uses obedient servants to grow His Church. A Resource Packet item with this section called Promises of Empowerment emphasizes the passages of Scripture that described how the disciples were sent into ministry. I make a note to send that home with my students.

When I get ready to close the session, I want to emphasize this statement from the What Is God Saying to Us? segment: The Gospels powerfully combine people’s everyday experiences with their eternally significant encounters with Jesus. I will also plan to challenge my students by using the first point of Ministry in Action, to take stock of their tasks and responsibilities and look for ways for them to shape the students for Kingdom service. I will close by praying for the students to have the same love for all people that Jesus does and for help in demonstrating His love to the world.

Wednesday, March 2, 2022, 6:00 p.m.

When I go to church on Wednesday, I will take the Daily Bible Reading work sheet and the other work sheets with me to make copies. This will allow me to avoid the rush for the copier that often happens on Sunday morning.

Saturday, March 5, 8:00 p.m.

I read over the lesson and my notes again to plant the flow of the lesson firmly in my mind. Then I fill out the Planning the Session work sheet to use as a guide to manage the class time wisely. I pray for those in my class, myself, and all who will be ministering God’s Word on Sunday.

Sunday, March 6, 7:30 a.m.

I scan through the Planning the Session work sheet I filled out during my prep time to refresh my thoughts about the lesson. Then I take a few minutes to pray for the Spirit’s help and anointing, knowing that without His help my efforts are futile.

Dear Teacher,

As a Christian education teacher for adults, the sacrifices you make and the time you spend preparing don’t go unnoticed. The editorial team at Radiant Life understands the commitment you are making and we applaud your efforts and perseverance!

The world is changing at a pace like never before. Not only are most of us exhausted from dealing with the fallout from a world pandemic, but our nation is also struggling with racial tension, economic crises, political unrest, fast-paced technological advancement, and the brokenness of people all around us.

Now, more than ever, the Church must disciple adults who will have a firm foundation based on the truths in the Word of God. This Adult Teacher is a valuable resource to assist you in helping students understand God’s Word and live it out in their daily world.

We hope you are getting acclimated to the new format for Adult Teacher, (introduced in Fall 2020), which provides a more streamlined, relational, easy-to-use guide. The Central Truth and Learning Objectives are provided in the Lesson Outline Box to help you understand where the lesson is going and what you want to accomplish throughout the class time.

The Say paragraphs make it easy to introduce each lesson sub-point. PowerPoint® presentations are now provided at no extra cost, with symbols to show you which lesson points have coordinating slides. Short three- to four-minute videos are also provided at no cost for a few lessons each unit. And a concluding section of each lesson is called What Is God Saying to Us? to help you close the class with take-home thoughts.

The Adult Teacher also includes a variety of questions, activities, and practical application to assist you in preparing and teaching each lesson. Applying God’s Word is key as your students live out what you teach them beyond the walls of the classroom.

We pray you feel God’s presence and anointing as you prepare and teach each week and that your students will build a strong foundation on His Word.

Dilla Dawson, Managing Editor

Radiant Life Curriculum

Tips for Teachers

Teaching to Span the Generations

by Dilla Dawson

As an adult Sunday school teacher, you face challenges and opportunities that are far different from teachers of any other age level. Teachers in the children’s area will have the same students for just a few years. Even if your church is small, and age-levels are combined, preschool would be up to about 5 years of age, elementary would be from 5 to 12 (at the most) and youth would be from 12 or 13 to 18. So the maximum age difference would be about seven years for any group.

When students become adults (usually considered at about age 18), their journey through adulthood will likely last for many decades. While some churches have classes for young adults, middle-age adults, or older adults, others will have all of these age groups together. Even if they are separated into these age divisions, you will still have students who are as much as 20 or 30 years younger or older than others in the class.

In addition to the age differences, your adult class may have vast differences in spiritual maturity. If your students are ministering in their communities, they will be bringing in new students who are new Christians or may not have made a commitment to Christ. At the same time, some of your students may have been Christians from the time they were children, so they are much further along in their spiritual journeys than those who have just been introduced to Jesus.

With the diversity of ages and spiritual maturity within your class, you may wonder how you can teach in a way that everyone hears from God in your class. But these differences actually provide amazing privileges along with the challenges they present.

With a variety of ages in your class, you have an opportunity to help your students build relationships that will impact their lives, both socially and spiritually. Many young families live far from parents and grandparents. As they build relationships with the older members of your class, those individuals can be local grandparents and parents. Likewise, those older students may not have their own children, or their children may live far away. Having younger class members who are available for social interaction or to help with practical tasks (such as moving a piece of furniture or helping with an errand) would be a huge blessing to them.

The spiritual maturity differences are a great opportunity for students to mentor one another in their faith. You may need to privately encourage a spiritually mature saint to reach out to a new believer and help them grow in their faith. You may even want to suggest that they use some of the resource items in the curriculum as opportunities to get together during the week and further discuss the lesson. Encourage the more mature Christian to listen carefully to the newer believer. Often they will have insights to offer that can be overlooked. Everyone can learn from each other.

So how do you blend these differences together within the classroom? Some concepts that are covered will be difficult for the younger, more inexperienced believers, but you don’t want to starve the more mature adults either. Here are a few ideas:

1. When dividing into small groups to do the resource items, be intentional about crossing the age-level and maturity-level lines. If you allow students to self-assign, they will often gravitate toward people they have the most in common with. So you may need to take a creative approach. For example, ask everyone whose birthday is in a specific month to meet together. Or, group two months together, depending on the size of your class. Be careful about using anniversary months, however, as some may be divorced, widowed, or never married. Everyone has a birthday!

2. Specifically call on people of different age-levels to respond to application questions.

3. Since the lessons intentionally have more material than you can cover in class, choose the highlights you share and the questions you ask to cover a broad spectrum . As you are covering some of the more difficult concepts, call on a more mature student to respond. Then ask everyone for further comments, being sure to include comments from younger students. Be sure to value everyone’s input.

Besides the pastor, the adult teacher(s) has more opportunity to impact the life of the church than any other individual. Be sure to use your class to build community and cross the generational lines to contribute to the health of your church.

CONSIDER THIS

Prayer Partner Fellowship

Invite students to become prayer partners with others in the class. You could draw names to pray for one another on a regular basis. Couples should be listed on a single paper for drawing so the couple is interacting with another couple or a single from the class. Encourage them to get together for an occasional meal or other activity or to do something special for each other. You might do this once each quarter so people get to build relationships with others in the class rather than gravitating toward people in their own age group. This might be a great way for an older person to connect with a young family or for a younger person or family to find that substitute parent or grandparent they need.

Matthew 25 in Action

by Dilla Dawson

I was hungry, and you fed me. I was thirsty, and you gave me a drink. I was a stranger, and you invited me into your home. I was naked and you gave me clothing. I was sick, and you cared for me. I was in prison, and you visited me.

When you did it to one of the least of these my brothers and sisters, you were doing it to me! (Matthew 25:35–36,40, NLT).

Jesus instructed us to love one another (John 13:35), but He also taught that we must demonstrate His love to those outside our own circles. In Matthew 25:31– 46, He taught that without love for others, we cannot truthfully claim love for Him. He explained to the disciples that those who had shown His love to those in need would be invited to His eternal kingdom.

Help your students develop a habit of living out their discipleship both by planning activities and encouraging individuals, couples, or small groups to engage in practical ministry outside the classroom. Below are a few ideas to get you started. Take time with your class to brainstorm more ways of living out God’s Word among believers and unbelievers.

I was hungry …

Prior to the Covid-19 pandemic, food insecure people in the U.S. hovered at just over ten percent. Try to comprehend that one in ten people in the U.S. does not have enough food! Your class can help address this need. Where do unsheltered people in your community go for meals? Volunteer to prepare and serve a meal, perhaps, on a monthly basis. Could your church create a food pantry for individuals and families in need? Or consider doing a food drive to help stock the shelves at a local existing pantry.

I was thirsty …

When was the last time you thought about not having access to clean water? Yet, in many countries around the world, people live every day with unsafe water. Sustain Hope is one of our Assemblies of God World Missions ministries under CompassionLink to teach communities effective solutions in sustainable development, including methods such as water purification, fuel-efficient stoves and alternative fuel sources. Learn more at https://www.compassionlink.org/.

I was a stranger…

Even smaller cities have a surprising number of people who do not know where they will sleep tonight. Consider volunteering at an existing sleep shelter. If your church has a gym or other large room, check into the possibility of becoming a sleep shelter on dangerously cold nights, providing cots and a couple of volunteers to monitor the shelter throughout the night. Consider providing a simple breakfast in the morning as an added blessing to the homeless.

I was naked…

Many of our closets are filled with clothes we never wear. Yet, we buy one more coat, one more outfit, or one more pair of shoes. When our closets are full, we complain about the size of the closet rather than our overabundant supply of clothing. Yet, other people cannot look for a job without appropriate clothing for an interview or for working in an office daily. Children endure bullying at school because their toes are sticking out of their shoes or their jeans are too short. Consider hosting a clothing drive. Class members could bring in gently used clothing. Wash and repair the clothes before taking them to a homeless shelter or a local clothing bank.

I was sick …

Illness, especially a long one, takes a toll on both the patient and the family member who provides care. Look for these people in your church and in your community. Offer to sit with someone who is ill to give the caretaker a break. Provide lawn work or house cleaning to relieve stress and show love. If a parent of a young child is ill, provide a nutritious meal for the family. Don’t forget to provide disposable plates and silverware to avoid extra clean-up.

I was in prison …

Depending on your location, this part of Jesus’ teaching might seem difficult. But, troubled people live all around us. Volunteering at an after-school club might eventually help keep a young person out of prison. Mentoring a child whose parent is incarcerated is an indirect way of ministering to the prisoner. Providing Bibles and study materials to a local jail could make the difference between a person becoming a repeat offender or a productive member of society. Some churches do regular ministry inside prison walls, but that opportunity is not available to everyone. Look for ways you can make a difference to the incarcerated and their families.

See your world through the eyes of Jesus

Do you look away when you see someone on the street holding a sign that says, Hungry? Do you quicken your steps when an unsavory person approaches you in a parking lot? Do you assume someone in need is lazy?

Jesus calls us to look at people through His eyes. While caution is certainly in order in today’s culture, we still need to look at people through the eyes of Jesus. Praying, giving, and volunteering demonstrate His love to the suffering.

What Is in Your Hand?

by Darla Knoth

When God called Moses at the burning bush to lead the Children of Israel out of Egypt, Moses protested because he did not feel qualified. Exodus 3:1 through 4:17 gives us this account. After many excuses on the part of Moses, we read this: Then the LORD asked him, ‘What is that in your hand?’ (4:2, NLT).

Do your students know what is in their hand? Each student in your classroom is filled with amazing strengths and talents—if only they knew how to fully use those God-given gifts for the Kingdom. As we each recognize we are made in the image of God (Genesis 1:27), we also should recognize that we are each uniquely made by Him (Psalm 139) and seek to learn more about ourselves and what we can best bring to the kingdom of God.

How can you help your students fully develop their abilities and be the persons God called them to be? Let’s look at several methods you can use in your classroom, or as an extracurricular activity, to help students uncover and embrace their God-given design. Before you delve into methods for helping them discover more about themselves, help them to realize these things:

•Understanding their calling is not about helping them gain a new status or position, but about helping them uncover their true identity and follow God more closely.

•Finding their calling is a realistic goal for each of them. Knowing how God made them uniquely can be highly fulfilling.

Many personality studies, spiritual-gift studies, and strengths studies exist to help students discover what they can best contribute to the body of Christ. We are only recommending a few studies here. Become familiar with the following studies in order to better help your students become who God intended them to be.

The Four Temperaments

Many authors have covered material on this subject, the most well-known being Tim LaHaye, Florence Littauer, and Gary Smalley. The premise is that personalities fall into one of four basic categories: sanguine, choleric, melancholy, or phlegmatic. We suggest using material from one of these three authors to help your students discover which temperament category they most closely align with.

The Myers-Briggs Personality Inventory

This widely known personality study is used by many organizations, including universities and institutions, corporations, and counselors. The Myers-Briggs inventory divides personalities into one of sixteen basic categories. Students could find a free test online; this one is very basic and provides good explanations of the results: http://www.16personalities.com/free-personality-test.

CliftonStrengths by Gallup

This study starts with the principle that people operate best when working from their strengths, rather than trying to resolve their weaknesses, and identifies over thirty-four personality themes. Many church staffs have benefited by understanding each other’s strengths in light of this testing. Offered by Gallup, a business consulting firm, the study has published several books on this topic. Find more information at this link: http://www.strengthsquest.com/content/141728/index.aspx.

Network Spiritual Gifts Assessment

This Network assessment was written to help Christians discover what skills they are uniquely gifted to bring to the body of Christ. Try the assessment here: http://www.pcumc.info/pdf/SpiritualGiftsAssessment.pdf.

Understanding your own and your students’ gifts and strengths will help you and your students better minister to others. For example, a more introverted personality may not want to pray in public but would be excellent at ministering one on one. You may want to use an extroverted personality to give class announcements or lead in a group activity. Point out to your students that no one personality type is better than another. As a teacher, an awareness of the strengths and weaknesses of your students will help you help them grow in Christ.

All Christians should be aware of making the study of gifts and personality type an excuse for not serving outside of their type, or comfort zone. At times, the Holy Spirit will move in our lives in exceptional ways; we all need to watch for those moments (Zechariah 4:6). Also help your students to understand that they should not use personality type as an excuse for behaving poorly, (i.e., That’s just the way God made me!) or for resisting a change in their ways.

Once your students understand their gifts and personality strengths, work with your church leadership to help your students find places of service, if they are not already serving. You as a teacher can help your students grow spiritually as they discover what God has placed in their hand and find a place to serve.

Discipleship Beyond the Classroom

by Dilla Dawson

The learning that happens in your classroom on Sunday morning is only the beginning of the discipleship process. True discipleship happens when what is learned in the classroom is lived out on Monday, Thursday, or some other day during the week. Encourage your students to live out their discipleship. If your class has not regularly participated in various service projects, start small. Choose one or two ways you can reach out into your community as a class.

Below are several ideas for living out the principles of Scriptures in your community. Some are more important for city communities while others are better in rural areas. Choose something that is appropriate for your specific situation, and watch what God can do through your class.

Some of these activities are more conducive to large-group involvement. These are great team-building activities for your entire class. Other activities might be better done by a couple or an individual. In those cases, you might present the need and request volunteers. As your students get the vision for ministering in their community, they will likely bring needs to the class. Be sure to allow opportunities for that.

Serve the Homeless

If you live in a city, most likely there is a population of homeless people. Some of them may be going to shelters or have some other way of finding a place to sleep, but many truly have no place to rest at night.

One city has several churches that open up spaces for people to sleep on very cold nights during the winter. If your church has a gymnasium or other large space, you might consider opening up for people to sleep on cold nights. You would, of course, need volunteers to staff it when it is being used. If your church cannot provide shelter, perhaps you can volunteer to staff an existing sleeping shelter.

Many people depend on meals that are supplied by various churches or other organizations. Look for some of these service-providers, and ask what you can do to help. Consider working together as a class to prepare and serve a meal on a regular rotation. The joy of helping others is contagious, and this is a great way of demonstrating the love of Jesus to the less fortunate.

Supply a Food Pantry

Many members of the working class still fall into the ten to twelve percent of people in the United States who are considered food-insecure. Ask your class to host a food drive, bringing nonperishable food each week for a month that can then be donated to a local food pantry. You can make it fun by working with other classes in the church to make it a competition.

Sponsor a Service Day

Depending on the skills available in your class, consider planning a service day for your community. Some people could cut and style hair, or change the oil or wash and vacuum people’s cars. If you have medical personnel in your church, they can check blood pressure and test blood glucose. Provide hot dogs, hamburgers, or other snacks to your guests.

Help With Yard Work or Home Repairs

Look around at your class and at your church. Do you have older people who may struggle with lawn work such as trimming bushes, removing leaves in the fall, or other tasks? Several people can work together to provide a blessing for those who need it.

Keep a list of people who are willing to help with small home repairs such as a broken lock on a door or other simple home repair that may be difficult for an older person or a single mom. Help those in need connect with someone who can help them.

Provide Meals for Families in Crisis

When a family member is ill, invite class members to sign up to provide meals each day. Check out www.meal-train.com which allows you set up a meal schedule for a family and avoid duplicate menus.

Provide Childcare for a Single Parent or Young Couple

Offer to babysit for a young couple who need a date night. Or perhaps you know of a single mom who needs an afternoon break to shop without the kids or pamper herself with a new haircut or a manicure. Offer to watch the kids for a few hours so she can have that much needed break. Better yet—provide a gift certificate for her to use at the hair or nail salon. Take an age-appropriate book, a game, and/or a puzzle to help you entertain the kids, then leave the item(s) there when you leave.

Provide a Much-Needed Getaway

Often, young families are so focused on maintaining the basics of life that they do not or cannot invest the funds needed for some fun times. If you know a young family or a couple who would benefit from a weekend getaway and you live within easy driving distance of a resort or other fun destination, collect an offering to provide a special weekend for them. You will most certainly help them make great memories.

Encourage your students to look for other creative ways to demonstrate the love of Jesus outside the classroom, building a culture of service. The dividends will surprise you.

Creation in the Whole Bible

Scripture is filled with references to God as Creator, One who brought everything from nothing, then continues in His miraculous work by making new that which was spoiled by sin. The Scriptures extend from the beginning of His Word to the end:

In the beginning God created the heaven and the earth (Genesis 1:1, KJV).

And I saw a new heaven and a new earth: for the first heaven and the first earth were passed away … And he that sat upon the throne said, Behold, I make all things new (Revelation 21:1,5).

This unit will give you a unique opportunity to explore, from beginning to end, what Scripture teaches us about God as Creator. In doing so, we will find that this reality impacts much more than the Book of Genesis. Indeed, the theme of the Creator God has a large influence upon both our understanding of Him as well as our understanding of ourselves and our place in creation.

The unit begins with a lesson centering on the first two chapters of Genesis, giving us the groundwork for what the Bible says about creation, as well as allowing us to find better understanding of what God created—including ourselves, having been uniquely created in His image.

In Lessons 2 and 3 we explore the dual topic of God’s care for creation and our subsequent response to the reality of this care. In short, God has made us to be stewards of creation, serving as caretakers and utilizing what He has made for His glory.

Lesson 4 makes a deep examination of the impact sin has had on creation, reminding us that the consequences of sin reach beyond our spiritual condition to the earth we inhabit. All of creation was impacted, and now groans for its redemption, which hints at the coming glory when Christ returns.

The unit ends with a twofold word of instruction and encouragement to your students, first reminding them that God has made us with purpose, and that purpose can be revealed each and every day, as we glorify Him and demonstrate our love for Him. Then, this instruction culminates in a reminder that we walk with Him in a sense of hope, knowing that someday we will live forever in the new heavens and new earth that He will prepare for us.

Study Text

Genesis 1:1 through 2:3; Psalms 96:5; 139:13–18; Jeremiah 10:11

Central Truth

God created an orderly world and made humans in His image.

Key Verse Genesis Genesis 1:1

In the beginning God created the heaven and the earth (KJV).

In the beginning God created the heavens and the earth (NLT).

Learning Objectives

•Students will know and understand that the universe is the creation of God, who reveals His power and glory in it.

•Students will develop a growing sense of awe and reverence for the God who created us, that we may better know Him as Creator and Redeemer

•Students will live as creatures of God in dependence on and relationship with Him.

Introducing the Lesson

Say: This lesson begins a unit of study that examines the topic of creation as it is woven throughout the Scriptures. Today, we are discussing the Agent of creation, God. In our world, many believe creation to be a phenomenon that came about by some cosmic accident. As believers, it is important that our faith be firmly grounded in the conviction that God is Creator—a reality that will, in turn, establish that we are accountable to Him and can live in relationship with Him. Then, as we grow in that faith, we in turn teach our children the basis of that faith.

Opening Activity—First Thoughts About Creation

Ask: Did you ever as a child (or adult for that matter) lie out on a blanket on a clear starry night and look up at the stars? What do you remember about the thoughts and questions that you had when you first experienced the magnitude of creation?

Say: As we observe God’s creation, common questions that come to mind are: Where did all those stars come from? How far are they away? What’s beyond what I can see? How big is the universe? For some it may not have been the night sky that caught your attention. Perhaps it was seeing the ocean for the first time. Others may have been deeply moved by viewing a magnificent mountain vista. (Share your highlights from the following text.)

The psalmist David may well have been looking at a star-lit sky when he wrote, When I look at the night sky and see the work of your fingers—the moon and the stars you set in place—what are mere mortals that you should think about them, human beings that you should care for them? (Psalm 8:3–4, NLT). It seems that a natural response to gazing upon the magnitude of God’s creation evokes thoughts about the Creator himself. (See Job 7:17; Psalm 144:3; Hebrews 2:6.)

Say: If we look around us at the beauty and complexity of nature or at the miracle of birth, the obvious conclusion is that there is a God who created it all. Those who claim to believe in a natural, God-less origin of the universe are hard-pressed to explain how such complex systems could come into being without an intelligent Creator. (Share your highlights from the following text.)

Resource Packet Item 1: How Did It All Begin?

Distribute the information sheet and discuss the content as time permits. Talk about some of the mistaken explanations students have heard for how the universe began, as well as why these would violate our belief in God as sole Creator. Note also that the concept of God as a passive Creator largely unconcerned with His creation also violates the teachings of Genesis 1.

The belief that the one true God exists and that He alone is the Creator of the universe is at the very foundation of a Christian worldview. This belief is ultimately what separates Christians from other religions, as well as from atheism. As we move on from Genesis 1, everything we learn, embrace, and submit to is predicated on the fact that an omnipotent (that is, all-powerful) and sovereign God created us and everything around us.

Yet it all starts with that profound statement of Genesis 1:1–2 (KJV): In the beginning God created the heaven and the earth. And the earth was without form, and void; and darkness was upon the face of the deep. And the Spirit of God moved upon the face of the waters. When there was nothing else, God was there. Then, when He began to create, He was not a passive observer who simply set things into motion. He was entirely involved in the act and process of creation.

Yet, do you realize that the Bible nowhere attempts to prove the existence of God? This reality is simply accepted as fact from the beginning: In the beginning God…. However, the Bible also presents a humanity predisposed to belief in some form of deity or even multiple gods (Psalm 96:5; Jeremiah 10:11). Humanity left to its own fallen self does not come to the conviction that there is no God (atheism) but instead tends to embrace a distortion or perversion of the God that reveals himself in creation. (See Romans 1:20–32.)

The Bible presents only the wicked and fools as having the audacity to declare that there is no God (Psalms 10:4; 14:1). Yet we also encounter the prophet Isaiah, who gave us the Lord’s response to pagan idolatry by saying, There is no other God (Isaiah 44:6; 45:5, NLT). The apostle Paul echoed these words when addressing the idolatrous Corinthians. To the pagan there are many so-called gods and lords, but the Christian believer knows that there is only one God (1 Corinthians 8:4). Moreover, the one true God is the Creator: But for us, There is one God, the Father, by whom all things were created, and for whom we live. And there is one Lord, Jesus Christ, through whom all things were created, and through whom we live (1 Corinthians 8:6, NLT). Creation bears witness to the undeniable fact of God’s existence.

Discuss

?When was your earliest memory of being aware of God?

?Do you think belief in God is something within the human heart, or is it conditioned by something external? Explain.

Say: Our view of God greatly impacts our worship of Him. There is a tendency to make our view of Him too small. We may see Him as our Judge, our Provider, or our Friend, but He is so much more! He is more than we can comprehend, and we must be cautious not to limit our view of Him to the attributes we can grasp with our finite minds. (Share your highlights from the following text.)

Our one and only Creator-God must never be confused with or seen as part of His creation. We must, then, be aware of a false teaching called pantheism, which identifies God as the sum total of all that exists in the universe. Another false teaching is animism, which makes God equivalent to all animate life in creation. But the Bible never equates the world nor anything in it as a part of God, not even the spiritual or non-material realities. Instead the Psalmist declares, The gods of other nations are mere idols, but the LORD made the heavens! (Psalm 96:5, NLT).

The term idols points to something that is worthless or good for nothing. These objects did not create the heavens and earth, but idols instead will someday vanish from the earth (Jeremiah 10:11). By contrast, the one true God created all that exists by His power, preserves it by His wisdom (verse 12), and exercises sovereign control over all creation (verse 13). God stands distinct from creation and is the sovereign Lord over it. (See Acts 7:47–50; 17:24–26.)

Discuss:

?What does fallen humanity do naturally in response to the revelation that is seen in creation? (See Romans 1:18–25.)

?Humanity is religious by nature. So, why do you think people worship gods of their own making?

Say: God’s incredible planning in creation reflects His love for humanity. It reveals His power. As we observe what God has made within and around us, we see that He is the powerful and sovereign God and thereby worthy of our worship. (Share your highlights from the following text.)

The creation account in Genesis 1:3–19, reveals that creation itself was intricately ordered and designed by God. The days of creation were not arbitrary or incidental, but a carefully planned progression that allowed for interdependent systems (biological, geological, ecological, etc.) to take shape, supporting all the elements existing within creation—both animate and inanimate, plant and animal.

Resource Packet Item 2: The Days of Creation

Distribute the work sheet, and complete it together as a class as you move through the remainder of this Main Point. Note that there are clear relationships between the various days (i.e., days one and four encompass the creation of light and division of light and darkness, and then the creation of light-bearers).

Looking at verses 3–19, we see that God began creation with the basics of the earth itself, including the division of day and night. He then separated the land from the water and created vegetation to grow on the ground. Next, He placed the sun and moon in the sky. All of this was in preparation for the remainder of His creation. Both animals and human beings would need what He created during these first four days.

Discuss

?How does the complexity, order, and design that we observe in the world and universe not only confirm the existence of God, but also tell us what God is like?

Say: Not only does the order and design of creation speak of the power of God. It also declares His glory and His worthiness of our worship. An all-powerful God who created such a beautiful and orderly universe deserves to be glorified by humanity—His crowning achievement created in His image. (Share your highlights from the following text.)

After preparing the earth with light and darkness, water and land, plant life, and the sun and moon, God then created creatures to live on the earth, in the water, and in the air (Genesis 1:20–25). And, after this passage, He created the highest order: human beings. They were created in His image and would be a reflection of His glory.

The Psalmist invited his readers to look at the heavens as the work of God’s fingers (Psalm 8:3) and marveled at how God stoops down to care for humanity in creation. As the handiwork of God, we can observe, The heavens proclaim the glory of God. The skies display his craftsmanship (Psalm 19:1, NLT). Everything God made, culminating in humanity, reveals His power, splendor, and glory.

Discuss

?What parts of God’s creation most powerfully declare His glory to you? Why?

?Do space exploration and other scientific studies increase your belief in God as Creator? Explain.

Say: Humanity is certainly unique in creation, in that God has created us in His own image. And, furthermore, He has placed upon us the responsibility to reign over creation. Genesis 1 helps us better understand the meaning and significance of these two important realities. (Share your highlights from the following text.)

In Genesis we read that humankind is unique among God’s creation because of this distinction: Then God said, ‘Let us make human beings in our image, to be like us. They will reign over the fish in the sea, the birds in the sky, the livestock, all the wild animals on the earth, and the small animals that scurry along the ground’ (Genesis 1:26, NLT). Thus, humanity shares in the dominion over God’s creation—a creation that itself is a revelation of God’s majesty and power. Paul explained, For ever since the world was created, people have seen the earth and sky. Through everything God made, they can clearly see his invisible qualities—his eternal power and divine nature. So they have no excuse for not knowing God (Romans 1:20, NLT). This is what theologians call general revelation—the universal witness of creation, available to be seen by all humanity.

But Genesis 1:26–27 also informs us of the nature of humanity as holding the highest position in all that God created. This speaks to our role of stewardship in reigning over creation. Verse 28 states that humanity is to subdue (KJV) or govern (NLT) creation. Ruling over creation might be described as a responsibility to promote and protect the well-being of the rest of nature (much like a ruling governor would do for the kingdom he or she governs).

To say that humanity is made in God’s image points to human beings as being rational and morally responsible. This concept can also point to our spiritual relationship with God before humanity fell into sin and that relationship was fractured. The terms translated image and likeness are similar in the Hebrew language. Image makes reference to a close copy of something, and likeness is a word of comparison. In short, human beings are uniquely like God, but are not identical to God, and certainly they are not God.

Discuss

?In practical terms, what do you think it means to say that humanity rules over the rest of creation and has dominion over creation? What are some specific examples of how this happens?

?How