1

Jesus teaches prayer

Objective

The children recog-

nize what matters when
­praying.

Contents

■ The Lord’s Prayer

(Matthew 6: 9–13).

■ The form and contents

of our prayers.

■ Our attitude towards

prayer.

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1 Jesus teaches prayer

Lesson Plan
Lead-In

Workbook, Exercise 1 The children individually work on exercise 1. Afterwards a child reads
the Lord’s Prayer.

Implementation

Statement Prompt Surely you know the Lord’s Prayer from the divine services.

Discussion The congregation prays the Lord’s Prayer, as recorded in Matthew

6: 9–13, as an introduction to the celebration of Holy Communion.

The text of the Lord’s Prayer is fixed. We recite it regularly in the

divine services. All other prayers are formulated freely.

Workbook, Exercise 2 The children look at the theme picture and express their thoughts
about it.

Discussion ■ In this family the girl is praying.

■ The boy is absent-minded. Outwardly he is also praying, but his

mind is wandering.

■ etc.

Workbook, Exercise 2 In the balloon, the beginning of the prayer is shown. With a partner or
as a group, complement the prayer. Provide the main points only. After-
wards the children present what they have come up with. Using the
examples, discuss the contents of our prayers.

Discussion We begin our prayers by addressing God. For example:

■ “Dear God”,

■ “Heavenly Father”,

■ “Dear Father”,

■ etc.

20
 1
Our prayers consist of

■ Adoration

We pray to God, the Father, the Son, and the Holy Spirit because
we have faith in His greatness, omnipotence, and compassion.
We praise and extol Him who has created everything and holds
everything in His hand.

■ Thanks

We thank God especially for His grace and election. We also thank
Him for earthly gifts such as sustenance, clothing, a place to live, as
well as angel service and protection.

■ Petition

We ask God for strength, joy, peace, health, etc. In our prayers we
also plead, “Come, Lord Jesus!”

■ Intercession

We not only pray for our own protection and blessing, but also for
the protection and blessing of other people.

We remember our bearers of blessing, the sick, those who are
handicapped, the needy, those seeking help, and those who are
being persecuted for their Christian faith.

We also pray for the unredeemed souls in the beyond.

Summarize:

Board Our prayers consist of

– adoration

– thanks

– petition

– intercession

Workbook The children transfer the summary into their workbook.

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1 Jesus teaches prayer

Afterwards a child reads the following Bible text aloud. Then discuss
with the children what matters when praying:

Bible Matthew 6: 7,
“And when you pray, do not use vain repetitions as the heathen do. For
they think that they will be heard for their many words.”

Discussion With this, Jesus wanted to tell us that

■ our prayers should come from our heart,

■ praying can never become a matter of form, and

■ it is not decisive to say long prayers or find beautiful words.

Question Prompt How do we pray, then?

■ We pray in faith, knowing that we are speaking to God, the almighty
Creator.

■ We concentrate when we pray––whether we are praying ourselves or

are listening to someone else.

■ We can also kneel when praying. To kneel is an expression of our

humble disposition toward God.

■ Normally we have our eyes closed and our hands folded when we
pray. In this way we will not be distracted and are better able to con-
centrate.

22
 1
Afterwards the children cite opportunities for praying outside the divine
service:

■ in the morning and in the evening,

We thank God for His protection during the night and during the day.

■ at the table,

We thank God for the food we eat.

■ whenever we have need or desire to turn to God.

We can tell Him everything.

There are emergency situations in which we can call on God for help:
“Heavenly Father, help” or “God, help me!”

Conclusion

Question Prompt We end our prayers with the word “Amen”. What does that mean?

“Amen” is a Hebrew word which means, “So be it; surely.” “Amen”

­reinforces what was said. Someone who says “Amen” attests that he
agrees with the contents of the prayer and stands behind it fully.

Suggestion: You could ask a child to pray at the end of this

lesson.

23
 2
Jesus, the teacher

Objective

The children learn that

Jesus teaches us how we
can become blessed.

Contents

■ “Blessed are the pure in

heart” (Matthew 5: 8).

■ “Blessed are the peace-

makers” (Matthew 5: 9).

■ We want to repay

bad with good
(Matthew 5: 44).

25
2 Jesus, the teacher

Lesson Plan
Lead-In

Workbook, Theme Picture The children look at the theme picture and comment on it.

Discussion The following aspects are elaborated on with the teacher supplementing
the children’s knowledge.

■ Jesus is sitting on a hill speaking to His disciples.

■ Many people are listening to Jesus. They probably followed Him

because He had performed many miracles in Galilee.

■ This powerful sermon of Jesus took place on a mountain and is

therefore called the Sermon on the Mount.

Implementation

Teacher’s Presentation In the Sermon on the Mount, the Lord Jesus explained the gospel to
His disciples and the people. Whoever accepts this teaching and acts
on it is fulfilling the will of God.

The first sentences of the Sermon on the Mount all begin with the
words, “Blessed are ...”

Question Prompt What does it mean when someone is blessed?

Discussion A person who is very happy is called blessed.

Bliss means supreme happiness. Jesus explained in what situations a

person is truly blessed.

Take two of the beatitudes which are easy to understand.

Workbook, Exercise 1 The children work on the first part of exercise 1.

Discussion Discuss the Bible text.

Question Prompt When do we describe a home or a room as being immaculate or

­spotless?

When dirt and refuse have been removed and everything is clean.

Question Prompt What is refuse from a spiritual perspective?

Sin, envy, hate, and so on.

26
 2
Question Prompt How does our heart become pure and spotless?

■ When our sins are forgiven.

In the divine services the forgiveness of sins is pronounced on us. So

that the forgiveness of sins actually occurs, it is important that we

● s incerely regret our sins,

● accept the pronounced absolution in faith, and

● are prepared to forgive.

Question Prompt Jesus promises those who are pure in heart that they will see God.
What do you understand by that?

If we have pure hearts,

■ we take our faith seriously.

■ we do our best to do the will of God.

Workbook, Exercise 1, The children work on the second part of exercise 1. Afterwards
Discussion discuss the Bible text with them.

Question Prompt A peacemaker is a person who makes or brings about peace.

Peace (shalom) implies full salvation in the Bible, a life with God. This
kind of peace can only be created by God. Peace is therefore a gift
from God. The believer attests to this gift by making an effort to bring
about peace in his surroundings and becoming a peacemaker.

Being a peacemaker means

■ you are prepared to reconcile.

■ you are sympathetic and understanding.

27
2 Jesus, the teacher

Teacher’s Presentation Jesus promises the peacemakers that they will be called sons of God
(Matthew 5: 9).

It is true that through the Holy Sealing we became children of God,

however, we must also bring honour to this name and act accordingly.

To live in peace with other people is fairly easy if they are friendly and
courteous toward us, are ready to help, and like us. However, often we
also experience something else.

Request Prompt Tell us about such encounters!

Discussion The children talk about their own experiences.

Question Prompt What does the Sermon on the Mount say about that?

A child reads aloud.

Bible Matthew 5: 44:
“Love your enemies, bless those who curse you, do good to
those who hate you, and pray for those who spitefully use you
and persecute you.”

Statement Prompt This is very difficult. Together with the children think about how this can
be translated into action.

Compile possible courses of action together.

Board Jesus teaches us:

– Do not hate anyone, be kind to others!

– Counter bad with good!

– Pray for those who treat you unjustly!

– Love your enemies!

Workbook, Exercise 2 The children write the text into their workbook and then work on
exercise 2.

28
 2
Conclusion

Discussion The conduct of Jesus described in exercise 2 shows that Jesus acted
and lived according to His teaching.

Notes

29
3
Jesus is the way to God

Objective

The children recognize

that the only way one can
have fellowship with God
is through Jesus Christ.

Contents

■ “I am the way”

(John 14: 6).

■ The conversation with

Nicodemus (John 3: 1–5).

■ Our path of faith.

30
 3
Lesson Plan
Lead-In

Request Prompt Talk about the way on which you came here.

Discussion The children report.

Implementation

Emphasize that if we want to reach a goal there are often several

­possibilities to reach it. Coming to Religious Instruction class today,
each one of us could have selected several different ways.

Question Prompt What is our goal as children of God?

To have eternal fellowship with God.

Question Prompt Many people believe in God. Their ideas about how one is able to
have fellowship with God are varied. How do people imagine they can
experience the proximity of God?

■ In nature.

■ In encounters with other people.

■ By being kind and doing good.

In John we can also read about how we can have fellowship with God.

Workbook, Exercises The children work on exercises 1 and 2. They come up with the
Exercises 1 and 2 ­following solution: “I am the way, the truth, and the life. No one comes
to the Father except through Me” (John 14: 6).

Teacher’s Presentation When Jesus says, “I am the way”, it means that the only way one can
have fellowship with God is through Jesus Christ.

Those who want to come to God have to believe in Jesus Christ and
follow Him.

■ We believe that He is the Son of God.

■ We believe that He died on the cross for our sins.

■ Following Jesus means that we model our own lives on the

life and conduct of Jesus.

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3 Jesus is the way to God

■ We believe that Jesus will return and lead us into eternal
fellowship with God.

John reports about a conversation in which Jesus talks about

how one can enter the kingdom of God.

Workbook, Text The children read “Jesus’ conversation with Nicodemus”.

Workbook, Exercise 3 The children work on exercise 3.

Teacher’s Presentation Jesus’ words to Nicodemus imply that life commences with birth.
Through the rebirth of water and Spirit man obtains new life from God.
When this happens, man participates in the kingdom of God.

Kingdom of God means

■ having fellowship with Jesus Christ in the present.

■ being accepted by Jesus when He returns.

■ having eternal fellowship with God in the new creation.

We understand rebirth with water and Spirit to mean that we receive

the sacraments of Holy Baptism and Holy Sealing. Through this we
have received the childhood in God with the calling to become a first-
ling (cf. Catechism in Questions and Answers 48, 515, 530).

On the way to God we encounter varying circumstances that can either

be easy or difficult.

Theme Picture, Discussion Look at the theme picture depicting a path.

Request Prompt Describe what a path can be like!

There are

■ gradients and level stretches,

■ bends and straight sections,

■ obstacles,

■ junctions, and

■ picnic areas.

32
 3
Workbook, Exercise 4 The children work on the exercise. Afterwards discuss the answers and
Discussion point out parallels between a natural path and our path of faith:

■ gradients – cares, problems, burdens;

■ bends – fear; dangers that require us to be watchful;

■ junctions – decisions;

■ picnic areas – encouragement, comfort, the love of God,

             divine services.

■ level stretches – happiness, joy, no cares;

■ obstacles – annoyances, burdens, problems, cares.

Conclusion

As on a natural path, sometimes it can also be difficult to make

­progress where our faith is concerned. That is why again and again we
require strength.

Question Prompt What kind of strength is this?

Discussion It is the strength of the Holy Spirit. It manifests itself through

■ faith in the truth of the gospel,

■ hope in the return of Christ, and through

■ love for God and our neighbour.

Notes

33
4
Jesus performs miracles

Objective

The children learn that

Jesus does miracles. He
wants to show that He is
the Son of God.

Contents

■ The wedding at Cana

(John 2: 1–11).

■ Feeding the five

­thousand
(Matthew 14: 13–21).

■ Jesus walks on the sea

(Matthew 14: 22–36).

■ What do the miracles

mean?

34
 4
Lesson Plan
Lead-In

Workbook, Exercise 1 The children talk about what they think miracles and signs are. Then
ask a child to read the letter in the workbook aloud. It talks about the
events at the wedding in Cana.

Implementation

Discussion The following points are brought out:

■ Jesus and His disciples were at a wedding in Cana. His mother also
was there. When there was no more wine, Mary made her son aware
of it. She said to the servants, “Whatever He says to you, do it.”

■ Jesus told the servants to fill large stone water-jars—which could

hold about 100 liters—with water.

■ The master of the feast (the person who had organized the festivi-
ties) tasted some of it and was amazed, because it was wine and not
water. And on top of it, it was very good wine.

Together we analyze: Jesus manifested Himself as the Son

of God here, who has power over the elements. This miracle at
the wedding is referred to as the first sign in the gospel of John
(John 2: 11).

Workbook, Text Read “Feeding the five thousand” together with the children.

Analyze this event.

■ First of all we learn that Jesus healed the sick out of compassion for
them.

■ Then we read that more than 5,000 people were fed with five loaves
of bread and two fish.

This event too indicates that Jesus Christ is the Son of God, who has
the power to do miracles.

35
4 Jesus performs miracles

Teacher’s Presentation The feeding of the five thousand occurred on the shores of the Sea of
Galilee. Afterwards Jesus urged the disciples to board a boat and cross
over to the other shore without Him. He then went up on a mountain
alone and prayed. In the meantime, night set in.

The boat carrying the disciples was already in the middle of the lake
when a storm nearly capsized it. As the new day started to dawn, Jesus
walked on the water toward His disciples who cried out in fear when
they saw Him. They thought they were seeing a ghost. Jesus called to
them, “Be of good cheer! It is I; do not be afraid” (Matthew 14: 27).

Workbook, Exercise 2 The children individually work on exercise 2. It portrays to them Peter’s
reaction in this situation.

Discussion Analyze the exercise with the children.

■ As long as Peter looked up to Jesus, trusting Him, he did not sink.

■ However, when Peter became unsure, he began to sink. Jesus

stretched out His hand and caught Peter, and said, “O you of little
faith, why did you doubt?” (Matthew 14: 31).

Teacher’s Presentation We have heard about various miracles performed by Jesus. Each
miracle was beyond what people normally experience.

■ Water turned into wine.

■ The sick were healed.

■ Bread and fish were multiplied.

■ Peter walked on water.

Discussion In the New Testament, miracles are evidence of the omnipotence of

God. They are events that amaze people, because God helps in an
unexpected and surprising way. Miracles are events that go beyond
what we are familiar with and are accustomed to. Miracles are not an
end in themselves, but glorify the omnipotence and greatness of God.
They clearly show how dependent man is on God.

36
 4
Conclusion

Question Prompt In conclusion we talk about whether there are still miracles today.

When did the Lord help you?

The children talk about their experiences.

Notes

37
5
Jesus recounts the parable
of the lost son
Objective

The children learn that

God is compassionate
and that we should be as
compassionate.

Contents

■ What are parables?

■ The parable of
the lost son
(Luke 15: 11–32).

■ We can always come

to the Lord.

38
 5
Lesson Plan
Lead-In

Discussion We often use vivid comparisons to describe a person’s characteristics

more effectively. For example,

■ working like a beaver,

■ meek as a lamb,

■ quick as a flash,

■ etc.

The children provide additional examples.

Question Prompt Why do we use such comparisons?

Using comparisons, it is possible to make what we mean more graphic

and thereby more understandable.

Implementation

Teacher’s Presentation Again and again the Lord Jesus spoke about His activity, about
­connections and events in God’s plan of salvation, about God’s great­
ness, might and mercy, as well as about people. To better explain His
statements, and make them more practicable to His listeners, the Lord
often used vivid stories; He spoke in parables. These parables often
reflected the everyday life of the people at the time.

Parables stick better in one’s mind because

■ they are easier to remember.

Some parables are easy to understand while others have to be thought

about intensively so that we can understand them.

Now take up Jesus’ parable of the lost son.

Workbook, Exercise 1 With the help of the illustrations, elaborate on the parable with the
children.

39
5 Jesus recounts the parable of the lost son

Discussion Emphasize the following:

■ The younger son of a well-to-do man had his inheritance paid out
and went from his father’s house into a far distant land.

■ After the son had thoughtlessly spent the entire inheritance, there
was a famine. Now he had nobody in the strange land to stand by
him.

■ He accepted the job of a swine herder. To the Jews, pigs were
­unclean animals. He would have gladly eaten his fill of the pig feed,
but no one gave him any of it.

■ When things were going so badly for him, he remembered his father.
He returned to him and wanted to work for him as a day-labourer. His
father’s day-labourers had enough to eat.

■ His father, however, accepted him back as his son. He even

organized a feast because he was so glad that his son had returned,
and gave him clothing, shoes, and a ring.

Workbook, Exercise 2 To consolidate the story, the children do the exercise either alone or
with a partner.

Question Prompt What persuaded the son to turn back?

Discussion He recognized that what he had done was wrong, regretted it, and
­headed for home. Humbly he confessed his wrongdoing to his father.

Question Prompt What was the father’s disposition?

■ He loved his child. When he saw his son coming, he ran to meet him,
embraced and kissed him.

■ He was compassionate. Although the son had sinned against him
and God, he accepted him again without reproach.

■ He forgave his son everything and was happy he had returned.

Teacher’s Presentation Explain the father’s actions as an example of God’s mercy on

sinful humankind.

40
 5
God showed His mercy by sending His Son. He attends to and
ministers to human beings although they do not deserve it.

A child reads the following aloud.

Bible Luke 19: 10:

“For the Son of Man has come to seek and to save that which was lost.”

Question Prompt What does the parable of the prodigal son mean for us?
Discussion
■ If we have made a mistake and disappointed God, let us not turn
away from Him, but turn to Him in prayer and confess our mistake
and ask Him for help.

■ If we have done something wrong to our neighbour, let us ask him
for forgiveness.

■ God is merciful and will not reject us.

Now discuss the attitude of the older son.

■ The older son was angry and did not want to go into the house.

■ When the father went to him, asking him to come in, “I have served
you for many years, was always obedient, and did not squander my
money and possessions,” gushed out of the son.

■ In his anger he reproached his father for being unjust because he had
never been permitted to have a feast with his friends.

Emphasize that the father, who also loved his older son, reminded him
that he had always been near him and had been able to make use of
whatever was in the house. He encouraged him to rejoice with him that
his brother had returned.

Question Prompt What does this mean for us?

■ God is our Father. We want to remain with Him.

■ Should someone have left the fellowship of God, there always is

the opportunity to return. When he returns, we want to be sincerely
happy together with him.

41
5 Jesus recounts the parable of the lost son

Conclusion

Workbook, Exercise 3 The children do the exercise individually.

Discussion Discuss the exercise, emphasizing that God’s grace and mercy are
immense.

Notes

42
 6
Jesus speaks about a good heart’s
disposition

Objective

The children learn that

we should adopt a heart’s
disposition that pleases
the Lord.

Contents

■ The Pharisee and the

publican (Luke 18: 9–14).

■ We should do good

with a pure heart
(Matthew 6: 1–4; 5: 16).

■ We must learn to know

ourselves and not judge
others (Matthew 7: 1–5).

43
6 Jesus speaks about a good heart’s
disposition

Lesson Plan
Lead-In

Theme Picture Examine the theme picture of the lesson with the children.

Discussion The children describe the picture and try to guess which parable it
describes.

Elaborate on the following with the children:

■ Proud and self-righteous, the Pharisee goes into the temple to pray.

■ The publican also prays, but humbly and with bowed head, because
he knew that he had not done everything right.

Implementation

Workbook, Text A child reads aloud “The parable of the Pharisee and the tax collector”,
from the workbook.

Discussion The Pharisee

■ observed the law and thought he was pious,

■ led a good life,

■ offered the tenth of all he had,

■ was arrogant, haughty and self-righteous, but

■ did not confess his sins.

The tax collector

■ realized that he was a sinner, and

■ regretted what he had done, humbled himself before God, and

­pleaded for mercy.

Jesus concludes the parable with the admonition, “... for everyone who
exalts himself will be humbled, and he who humbles himself will be
exalted” (Luke 18: 14).

Question Prompt What does the Lord Jesus want to tell us with this?

44
 6
■ We should guard against being proud of our good works. Proud
and conceited people make themselves appear to be more than
they really are. Before God, however, they are very small.

Board A good heart’s disposition excludes

– pride

■ We should not elevate ourselves above others or look down on

others contemptuously.

Board A good heart’s disposition excludes

– pride,

– arrogance

■ The humble recognize that they have made mistakes. Those who
seek grace will find it. They will be exalted by God.

Statement Prompt In the Sermon on the Mount, Jesus gave His listeners advice about
God-pleasing conduct arising from a compassionate and humble heart.

Workbook, Exercise The children work on the exercise individually.

Discussion The answers are discussed.

Question Prompt What are alms?

Alms are material gifts given to the poor or needy.

Stress that Jesus called upon the people to give alms in secret and
without boasting.

Board A good heart’s disposition excludes

– pride,

– arrogance,

– boasting

45
6 Jesus speaks about a good heart’s
disposition

Also today we can improve other people’s lot, for example,

■ by donating to aid organizations,

■ by helping the poor directly, and

■ by donating clothing, food, or toys.

When we help others in need, let us do so unostentatious and without

boasting about it. The people who are helped by what we do should
honour our heavenly Father rather than us.

Question Prompt People do not only suffer material need. What other difficulties of your
fellow-man do you know about?

■ Illness,

■ loneliness,

■ being dealt with unjustly,

■ unemployment,

■ etc.

We can help to improve the lot of such by

■ visiting the sick,

■ helping elderly brethren and visiting them,

■ being kind to one another,

■ etc.

Question Prompt The exercise acquainted us with additional advice from Jesus. What is
meant by the metaphor of the “speck” and the “plank” in the eye?

Elaborate on the following with the children:

■ With this metaphor Jesus expresses His disapproval of our

tendency to emphasize small mistakes and weaknesses of others
(specks), while not even recognizing our own big mistakes and
weaknesses (planks).

46
 6
■ We would gladly change what we dislike about our neighbour.

■ The Lord, however, appeals to us to look upon and better ourselves.

This demands self-recognition and effort. How often does it not hap-
pen that someone else’s faults annoy us and yet they are even more
strongly pronounced in us. The children report and the teacher sup-
plements, if necessary. I get annoyed because

● a girl returns a book I lent her one day late. And yet, I myself bor-
rowed a book from someone else and am only able to return it
damaged and after considerable delay.

● someone said something bad about me. I myself often say bad
things about others and readily talk about their faults.

● etc.

Question Prompt Why did Jesus advise people not to judge?

■ The Lord Jesus knew that we as human beings tend to quickly

judge others. Only the Lord is entitled to judge. We should respect
our neighbour and treat him or her with love.

■ If we were to judge, we would be judged in like manner.

Board A good heart’s disposition excludes

– pride,

– arrogance,

– boasting, and

– judgement.

Question Prompt What should we do when we notice the faults of others?

Let us

■ pray for these people,

■ forgive them if they have done us an injustice,

■ be aware of our own faults, and

■ become aware of the good within others.

47
6 Jesus speaks about a good heart’s
disposition

Workbook The children transfer what is written on the board into their workbook.

Conclusion

Request Prompt Name characteristics that you like in other people!

Notes

48
 7
Jesus speaks about the necessity of
forgiving

Objective

The children learn how

important it is to forgive
one another.

Contents

■ Jesus exhorts
us to forgive
(Matthew 18: 21–22).

■ The parable of the

unmerciful servant
(Matthew 18: 23–35).

■ Forgive me as I forgive
(Matthew 6: 12).

■ Forgiving creates peace

which makes us happy.

49
7 Jesus speaks about the necessity of
forgiving

Lesson Plan
Lead-In

Teacher’s Presentation Tell the children the following story:

Miriam has a younger brother with whom she often fights because
he always plays with her things. He also does this when she is not at
home. This annoys her especially.

In the late afternoon she comes back happily from her friend’s house.
However, her good mood fades quickly. Marcus had once again been
drawing with her crayons and ruined a picture which she needed for
school.

Question Prompt What do you think Miriam will do?

Discussion Miriam has several choices.

■ She can quarrel with Marcus.

■ She can fight with her brother.

■ She can tell her parents about it.

■ She can ruin something of his also.

■ She can suppress her anger and explain to her brother why he
must leave her things alone. They get along again.

The last of the above-mentioned choices is not easy to implement. It

will probably be difficult for Miriam to act like this.

Implementation
Tell the children that Peter once asked the Lord Jesus how often one
would have to forgive one’s brother.

A child reads aloud from the Bible.

Bible Matthew 18: 21–22:

“Then Peter came to Him and said, ‘Lord, how often shall my brother sin
against me, and I forgive him? Up to seven times?’ Jesus said to him, ‘I
do not say to you, up to seven times, but up to seventy times seven.’”

50
 7
Elaborate with the children on the fact that 490 (= 70 X 7) is a very
large number. With it, Jesus made it clear that one should not be petty,
but always prepared to forgive.

After this explanation, Jesus told His disciples the parable of the
­unmerciful servant.

Workbook, Text Allocate roles and have the children read the parable.

Discussion Together with the children elaborate on the essence of the parable.

The first servant

■ was unable to pay his debt,

■ promised to put everything right again, and

■ asked the king to be lenient.

Thereupon the king released him from his debt which was very great.
The servant, however, was not prepared to release a fellow servant
from his debt, despite the fact that the latter only owed him a very small
amount (the ratio was about 1 to 1 million). This made the king so furi-
ous that he imposed the debt on the servant again and had him locked
up until he would have paid it completely.

Question Prompt What does this parable of Jesus tell us?

A child reads aloud what Jesus said to the disciples after he had told
this parable.

Bible Matthew 18: 35:

“So My heavenly Father also will do to you if each of you, from his heart,
does not forgive his brother his trespasses.”

Discussion Demanding back the debt is not what is important for the Lord Jesus in
this parable. He uses the parable to make it clear that we should forgive
others the injustices they have done to us.

In the Lord’s Prayer we pray:

Board And forgive us our debts

51
7 Jesus speaks about the necessity of
forgiving

Teacher’s Presentation In order to obtain forgiveness of sins, the first prerequisite is the sinner’s
belief in Jesus Christ as the Redeemer (John 8: 24).

In addition to the belief that forgiveness of sins is pronounced upon

human beings through the Apostles of Jesus Christ (John 20: 23), the
following are also required:

■ recognizing that we have sinned and are in need of grace,

■ confessing our sins in prayer and feeling genuine remorse,

■ earnestly resolving not to repeat sins, and

■ grasping the absolution in faith.

Board And forgive us our debts,

as we forgive our debtors.

The second prerequisite for receiving forgiveness of our sins from God
is that we ourselves are prepared to forgive.

Debtors are those who did not fulfil the obligations––derived from
God’s commandments––which they had toward us and thereby hurt
our feelings or offended us.

We forgive our debtors by pardoning them and reconciling with them.

Then we have got things straightened out with them, even if the bad
has not been undone and the sin has not yet been wiped out by God.

Only God forgives sins. The Apostles pronounce the forgiveness of

sins. The absolution proclaimed in authority and in the name of Jesus,
when grapsed in faith, erases sin and cancels out the debt that exists
toward God (cf. Catechism in Questions and Answers 652).

We will realize whether or not we have forgiven someone else when we

see or think of him or her. If there is no resentment in our heart, then we
have forgiven.

Question Prompt How do we behave toward people whom we have forgiven?

52
 7
Discussion We are

■ without reproach,

■ without coldness,

■ open,

■ friendly,

■ etc.

toward them.

Question Prompt This is sometimes very difficult. But it is possible? And how?

■ God offers us forgiveness of our sins in each divine service.

■ God is prepared to forgive us generously. That is why we ourselves

cannot be petty in forgiving.

Jesus makes this clear to us with the parable of the unmerciful servant.

Statement Prompt We know of examples in Scripture showing that even, in very ­difficult
situations, it is also possible to succeed in forgiving.

Workbook, Exercise The children work on the exercise in the workbook with a partner. The
answers are discussed.

Discussion ■ Joseph forgave his brothers, despite the fact that they had treated
him badly and had sold him.

■ Stephen forgave those who killed him.

Question Prompt How do we really feel when we quarrel with someone or are really
annoyed about something someone has done?

We

■ are furious,

■ lack self-control,

■ are vindictive,

■ etc.

53
7 Jesus speaks about the necessity of
forgiving

When this is the case, unrest and strife dominate in our heart. However,
if we are successful in forgiving completely and wholeheartedly, calm
enters our heart again. We are very relieved and glad that the quarrel is
ended.

Forgiving one another and the absolution do not only create

­outward peace between people, but also peace in the hearts, and
peace with God.

Statement Prompt No doubt you have also been very happy already to be reconciled
with someone again. To reconcile means not only to end an argument,
but being prepared to live in harmonious fellowship. Tell us about it.

The children report about their own experiences.

Conclusion

Discuss the story in the lead-in with the children again.

■ Most of the possible reactions arise from Miriam’s anger and the
ensuing wish to get even with her brother. From a human perspective,
this reaction surely is understandable; however, with it the quarrel
will intensify more and more.

■ If Miriam succeeds in forgiving her brother, then she will also be
able to reconcile with him again. Only by taking this difficult step, will
the prerequisite for living peaceably together be met.

Notes

54
 8
Jesus urges: strive first for the
kingdom of God

Objective

The children learn that

greater value is to
be ­placed on spiritual
riches than on earthly
possessions.

Contents

■ The parable of the

rich man
(Luke 12: 16–21).

■ The rich young man

(Matthew 19: 16–24).

■ “For where your treasure

is, there your heart will
be also” (Matthew 6: 21).

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8 Jesus urges: strive first for the
kingdom of God

Lesson Plan
Lead-In

Question Prompt Imagine that someone would offer a two-year old child the choice
between a colourful toy or a banknote. Which one would the child
reach for?

Discussion The child will in all likelihood select the toy because

■ it appears attractive to him or her, and

■ he or she does not yet recognize the value of the banknote.

Teacher’s Presentation An older child or youth would likely have decided differently and cho-
sen the banknote. Generally, people place different values on things,
depending on their age or social situation.

If we consider something to be attractive, more often than not we are

prepared to take a lot of trouble in order to possess it.

Statement Prompt Provide an example of this!

Discussion Several children report about their experiences.

Teacher’s Presentation Jesus demanded repeatedly that we pay close attention to the value
we attach to earthly things.

Implementation

Workbook, Exercise 1 The children individually work on exercise 1.

Discussion Discuss the answers and emphasize the following:

■ Jesus told the parable of the rich man to warn against greed.

■ Through a good harvest which, no doubt, had been diligently worked

for, the rich man became even more wealthy.

■ His sole endeavour was to preserve this wealth.

■ In doing so, he neglected to strive for spiritual riches.

■ He was called a fool by the Lord because, after his death, all his
­possessions would go to someone else anyway.

56
 8
Teacher’s Presentation It is not reprehensible to work diligently in order to make provisions for
the future. However, no matter how much we may ­accumulate, every­
thing is transitory and remains on the earth. None of it can be taken
along when we leave the earth.

About this the Lord Jesus said in the Sermon on the Mount, “... seek
first the kingdom of God” (Matthew 6: 33). Thereby He calls upon us to
first strive for eternal life.

Write on the board:

Board Worldly possessions must not hinder us from

– striving for eternal life

Statement Prompt Once a rich young man came to Jesus asking Him what good he must
do to gain eternal life.

Workbook, Exercise 2 The children work on exercise 2.

Discussion Afterwards discuss the answers.

■ The rich young man had kept the commandments since his youth.

■ He wanted to find out from the Lord Jesus what he was still lacking.

■ Jesus told him to sell everything (i.e., not to be bound to his wealth)
and give it to the poor.

■ Jesus asked him to follow Him.

■ The rich young man was so fond of what he owned that he just could
not sell everything and follow the Lord.

It is important to remember the proper sequence of things in all our

­striving and aspirations.

Write on the board:

Board Worldly possessions must not hinder us from

– striving for eternal life and

– following Jesus Christ.

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8 Jesus urges: strive first for the
kingdom of God

Workbook The children transfer what is written on the board into their workbook.

Question Prompt How can we strive for life and follow Jesus Christ?

Discussion By

■ regarding godly gifts (e.g., the childhood in God, God’s word, the
sacraments, the divine service, etc.) more highly than earthly ones.

■ endeavouring daily to prove our worth as children of God in everyday

life and to keep the commandments.

Question Prompt How can one see what is most valuable to a person?

In response, a child reads the following aloud:

Bible Matthew 6: 21:

“For where your treasure is, there your heart will be also.”

Question Prompt What is your treasure, what is important to you?

The children cite examples out of their lives.

Point out that, for example, parents, joy, happiness, health, and the
childhood in God, are important treasures.

What is important to us,

■ we will think of often,

■ we will speak of often,

■ we will sacrifice time and energy for.

Conclusion

Question Prompt What do we get if we strive first for the kingdom of God rather than after
that which is transitory?

Discussion We are able to gain eternal life (i.e., to live in eternal fellowship with
God).

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9
Encounters with Jesus can bring
about a change of heart

Objective

The children find out about

the effect of an encounter
with Jesus.

Contents

■ Jesus visits Zacchaeus

(Luke 19: 1–10).

■ Zacchaeus changes.

■ We want to change in

order to please the Lord.

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 9
Lesson Plan
Lead-In

Workbook, Exercise 1 The children look at the picture entitled “At a tax-collection post” and
describe it.

Afterwards allocate roles and have them read the text. Explain that the
story takes place at the time of Jesus.

Implementation

Discussion The children comment on the tax collector’s behaviour.

He is

■ dishonest,

■ greedy,

■ deceitful,

■ etc.

Teacher’s Presentation At the time of Jesus, tax collectors were a type of tax and customs
official for the Roman state who collected taxes and duties from the
population of Palestine. They were, therefore, regarded as allies of the
occupying Roman forces.

Many Jews detested the Roman rule. Radical groups even considered
it a sin to pay taxes and duties to foreign rulers.

Not only at the borders and in the harbours, but also in the interior
(e.g., at the city gates of Jerusalem or Jericho), the publicans levied
taxes and duties. For this tax-collection posts were set up.

Many tax collectors demanded much higher taxes and duties than they
had to pass on to the Romans, because they lived off the surplus. In
addition, they tax collectors constantly defiled themselves according to
Mosaic Law because they associated with the Gentiles. For this reason,
the Jews regarded the tax collectors as sinners and crooks, and despi-
sed them.

The name of one tax collector, about whom the gospel of Luke reports,
was ­Zacchaeus. He was the chief tax collector in the city of Jericho. His
responsibilities included supervising other tax and customs officials.

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9 Encounters with Jesus can bring about a
change of heart

Workbook, Exercise 2 The children look at pictures 1 to 3 and read the accompanying texts.

Discussion Afterwards the children summarize the contents of the story.

■ Jesus comes to Jericho and sees Zacchaeus, the publican, there.

■ Zacchaeus, who was of small stature, climbed into a tree to be able

to see Jesus.

■ Jesus calls him by name and asks him to come down from the tree
because He wants to come to his home.

■ The people grumble because Jesus is going into the house of a man
who is a great sinner in their eyes.

Statement Prompt The encounter with the Lord Jesus has a great effect on Zacchaeus.

Discussion The children list what Zacchaeus resolves to do.

■ He wants to give half of his fortune to the poor.

■ To everyone whom he cheated, he wants to give back fourfold what

he took from them.

Emphasize that these intentions are an indication that Zacchaeus had

recognized his behaviour as having been wrong.

The children read in the gospel of Luke what happened to Zacchaeus

as a result of meeting Jesus.

Bible Luke 19: 9:

“Today salvation has come to this house.”

Workbook, Exercise 2 They record these words under the fourth picture in the workbook.

Statement Prompt We, too, have encounters with the Lord Jesus.

A child reads

Bible Matthew 18: 20:

“For where two or three are gathered together in My name, I am there in
the midst of them.”

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 9
Discussion We encounter the Lord Jesus

■ through word and sacrament in the divine service, and

■ during a pastoral care visit.

Both cause us to know ourselves better and have the desire to change
in order to please the Lord.

Statement Prompt Through the encounter with Christ we receive salvation:

■ our sins are forgiven.

■ in addition, we receive the strength to overcome through

Holy Communion.

■ during a pastoral care visit we receive encouragement.

The children consider what behavioural changes encounters with Jesus

Christ should cause within us.

Afterwards bring their examples together.

We are no longer

■ dishonest,

■ pretentious,

■ mean,

■ jealous,

■ self-opinionated,

■ disobedient,

■ etc.

Encourage the children to avoid sin, to exercise Christian love, and to

live in accordance with the will of God.

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9 Encounters with Jesus can bring about a
change of heart

Conclusion
The children continue the story of Baruch and his father.

After Baruch and his father have sold everything, they leave the city
and again meet Zacchaeus, the tax collector, who meanwhile has had
an encounter with Jesus Christ ...

Notes

64
 10
The transfiguration of Jesus Christ

Objective

The children learn about

the significance of Jesus
Christ’s transfiguration.

Contents

■ The transfiguration
of Jesus Christ
(Luke 9: 28–36).

■ The effect on the

­disciples.

■ How do we experience
Christ today?

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10 The transfiguration of Jesus Christ

Lesson Plan
Lead-In

Workbook, Exercise 1 The exercise is worked on and the answers are compared.

Implementation

Workbook, Text A child or the teacher reads the text aloud.

Workbook, Exercise 2 The children do the exercise and read the explanation aloud once
again.

Discussion Discuss with the children that the events on the mountain were
­completely out of the ordinary, and that we are unable to explain them
using our intellect.

Question Prompt What was so special and unique about this occurrence?

■ Jesus was transfigured, that is divine light shone from Him,

“His face shone like the sun, and His clothes became as white
as the light” (Matthew 17: 2).

■ Two men of God from the old covenant appeared from yonder
world.

■ The voice of God said to those present, “This is My beloved Son,

in whom I am well pleased. Hear Him!” (Matthew 17: 5).

Direct the children to the fact that Moses and Elijah are two especially
important men of God from the time of the old covenant.

The children relate what they know about these two men.

■ Moses led the people of Israel out of Egypt.

■ Moses received the Commandments from God.

■ Moses was buried by God; no one knows where.

■ Elijah was a prophet.

■ Elijah witnessed God’s judgment on Mount Carmel.

■ Elijah was taken to heaven in a fiery chariot by a whirlwind.

66
 10
If necessary, supplement the most important events from the lives of
the two men of God, and explain that Moses represented the time of
the law, Elijah the time of the prophets. What is more, according to
Jewish tradition, Elijah was considered the forerunner of the Messiah.
When Elijah appears, the Messianic kingdom is not far.

Question Prompt What is the meaning of the words, “... Moses and Elijah, spoke of
His [Jesus’] decease which He was about to accomplish at Jerusalem”
(Luke 9: 30–31)?

The decease which Jesus was to accomplish in Jerusalem was His

sacrificial death on the cross.

Question Prompt Can you surmise why Peter said, “Master, it is good for us to be here”?

■ The disciples had experienced the glory of God, which had become
manifested in Jesus.

■ They had seen two men of God from the old covenant with whom
they were familiar from the accounts of their forefathers and teachers,
but who were in the beyond for a long time already.

Teacher’s Presentation We are not able to see the glory of the Son of God as directly as the
three Apostles once were able to. However, again and again we are
able to experience something which stands out from the earthly and
mundane. This is brought about by the Holy Spirit.

A child reads

Bible John 16: 13:

“However, when He, the Spirit of truth, has come, He will guide you into
all truth; for He will not speak on His own authority, but whatever He
hears He will speak; and He will tell you things to come.”

Discussion Discuss what is meant with the words, “He will tell you things to come.”
This happens in the divine services.

The Holy Spirit

■ again and again confirms the promise of the Son of God to return
and take His own unto Himself.

■ shows what the Lord intends to grant the firstfruits, namely

● to rise and be transformed,

● t o participate in the marriage of the Lamb,

67
10 The transfiguration of Jesus Christ

● to reign at the Lord’s side in the thousand-year kingdom of peace,
and

● to have eternal fellowship with God in the new creation.

Conclusion

Discussion How do we experience Jesus Christ in the divine services?

■ We hear His word.

■ He is in the midst of the congregation.

■ We have fellowship with Him in Holy Communion.

A child reads

Matthew 18: 20:

“For where two or three are gathered together in My name, I am there
in the midst of them.”

Notes

68
 11
Jesus raises the dead

Objective

The children learn that

Jesus has power over
death.

Contents

■ The daughter of Jairus

(Luke 8: 40–42
and 49–56).

■ The young man of Nain

(Luke 7: 11–17).

■ Lazarus (John 11: 1– 44).

■ Jesus gives eternal life.

69
11 Jesus raises the dead

Lesson Plan
Lead-In

Workbook, Exercise 1 First, the teacher reads the text of exercise 1 in such a manner that the
children become sensitive to the mother’s despair.

The children complete the balloon.

Implementation

Afterwards the children read

Bible Luke 8: 52–56:

“Now all wept and mourned for her; but He said, ‘Do not weep; she
is not dead, but sleeping.’ And they ridiculed Him, knowing that she
was dead. But He put them all outside, took her by the hand and called,
saying, ‘Little girl, arise.’ Then her spirit returned, and she arose imme-
diately. And He commanded that she be given something to eat. And
her parents were astonished, but He charged them to tell no one what
had happened.”

Discussion The children recount the occurrence in their own words. Emphasize
that the Lord Jesus performed a very special miracle here, namely the
miracle of raising the dead.

Teacher’s Presentation This was not the only time the Lord Jesus demonstrated His power
over death. The gospels report of two other dead persons whom Jesus
brought back to life.

Discussion, Workbook, The children tell about the young man of Nain and about Lazarus. If
Text necessary, supplement or read the text in the workbook.

Workbook, Exercise 2 To reinforce, the children work on both parts of exercise 2.

Discussion Afterwards bring out the following:

The three events have things in common.

■ In each case someone was bereaved:

● the parents over their daughter’s death,

● the widow over her son’s death, and

● the sisters over their brother’s death.

70
 11
■ From a human perspective there was no help and little comfort that
could be expected.

■ Those who had died were brought back to life by the Lord Jesus.

The three events also differ.

■ The girl had died only shortly before the Lord Jesus’ arrival and was
still in her bed.

■ When Jesus raised the young man of Nain from the dead, he was
already being taken to be buried outside the city.

■ Lazarus had lain in the burial chamber for four days already when
Jesus came.

Teacher’s Presentation It is interesting to note with respect to the raising of Lazarus that
Jesus knew of Lazarus’s illness, but only went to Bethany when he
had died.

Question Prompt What could have been the reason for Jesus doing it this way?

Discussion He wanted to make it clear to the people that He was the Son of God.
He did not only have the power to heal the sick, but also power over
death.

Teacher’s Presentation Jesus restored these three people back to life. At some time, how-
ever, they had to die nonetheless. The Lord Jesus was not interested
in p
­ reserving the people’s earthly life permanently. Again and again
He spoke to His listeners about eternal life. Regarding this, He said
something important to Martha before raising Lazarus.

A child reads aloud.

Bible John 11: 25:

“I am the resurrection and the life. He who believes in Me, though he
may die, he shall live.”

Discussion Discuss with the children what Jesus meant when he said, “... though
he may die, he shall live.”

Jesus Christ wants to lead human beings to eternal life. Eternal life
means eternal fellowship with the triune God. In order to attain eternal
life one has to have received the rebirth of water and Spirit. Through
the word of God and Holy Communion we receive strength on the way
to eternal life.

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11 Jesus raises the dead

Conclusion
Workbook, Exercise 3 The children work on the exercise and discuss the Bible verse.

Notes

72
 12
Jesus, the good shepherd

Objective

The children learn that the

Lord cares for His own.

Contents

■ A shepherd’s
­responsibilities.

■ The parable of the

lost sheep
(Matthew 18: 12–14).

■ “My sheep hear My

voice”
(Matthew 10: 27–28).

■ Jesus is the good

­shepherd.

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12 Jesus, the good shepherd

Lesson Plan
Lead-In

Question Prompt Sheep are mentioned often in the Bible. Can you imagine why?

Discussion The children guess.

Emphasize that sheep are very useful animals. They provide wool and
fleece for clothing, and milk and meat. So sheep are very valuable
animals. In biblical times, a family’s or extended family’s wealth was
often measured according to the size of its flocks of sheep. Sheep are
also used as sacrificial animals.

The metaphor of the shepherd with his sheep is frequently mentioned

in the Bible.

Implementation

Workbook, Exercise 1 Allocate roles and have the children read exercise 1.

Discussion The responsibilities of a shepherd are brought out.

■ He cares for the flock.

■ He protects the flock from wild animals.

■ He leads them to the best pastures.

■ He looks for the sheep that have strayed.

Shepherds had a great responsibility and therefore were greatly

­respected.

The Lord Jesus also once spoke about the responsibility of a shepherd.

Bible Matthew 18: 12–14:

“What do you think? If a man has a hundred sheep, and one of them
goes astray, does he not leave the ninety-nine and go to the mountains
to seek the one that is straying? And if he should find it, assuredly, I say
to you, he rejoices more over that sheep than over the ninety-nine that
did not go astray. Even so it is not the will of your Father who is in
heaven that one of these little ones should perish.”

The disciples were able to understand this illustration well.

Jesus is telling a parable here which also has significance for us.

74
 12
Question Prompt What could the Lord Jesus have meant?

Discussion The children guess how this parable is to be interpreted.

Supplement, if necessary.

■ The one hundred sheep is animage for those who believe in Jesus
Christ.

■ The lost sheep is a human being, which turned away from Jesus
Christ and is pursuing his or her own ways. He or she is no longer
part of the Christian community.

■ The shepherd represents Jesus Christ who looks after His own.
If any of His own stray, He goes after them and endeavours to lead
them back into the community.

Workbook, Exercise 2 The children do the exercise.

Discussion During the ensuing discussion, the following points are elaborated on:

■ We are the “sheep” of Christ.

■ To “hear His voice” means to listen to the word of Jesus, which we
hear in the divine services, for example.

■ “I know them” means that each and every one of us is important
to Him. The Lord knows our characteristics, but also our concerns,
wishes, requests, etc. and gives time and attention to them.

■ “They follow Me” means that we allow the Lord to lead us.

■ “And I give them eternal life” means that Jesus Christ ensures that
we are able to be in God’s kingdom for ever.

■ “They shall never perish” means that the Lord Jesus protects us.

■ “Neither shall anyone snatch them out of My hand” means that

nothing can separate us from the Lord.

Discuss with the children that the Lord’s promises are bound to our
following Him. The Lord does not force anyone to follow Him. It is up
to us to remain in His hand.

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12 Jesus, the good shepherd

Conclusion
Bible Already in the Old Testament, in the Psalms, the metaphor of the
shepherd is used to represent God. In conclusion, read the 23rd Psalm.

Notes

76
 13
Jesus teaches compassion and mercy

Objective

The children learn that

the Lord expects us to be
compassionate.

Contents

■ The good Samaritan

(Luke 10: 25–37).

■ What is compassion?

■ We want to be
­compassionate to our
neighbour.

77
13 Jesus teaches compassion and mercy

Lesson Plan
Lead-In

Workbook, Exercise 1 The children read the “news reports” and answer the questions.

Implementation

Workbook, Text Let the children tell the parable or read the workbook text. Ask them
what important contents are missing in the reports from Jericho and
Jerusalem which they have read.

■ A priest indeed saw the injured man, but did not help him.

The parable does not tell us why the priest did not help.

■ A Levite (a servant in the temple) saw the injured man, but also
passed by without helping him.

■ Of all people, a Samaritan helped him, a people despised by the Jews.

Discussion, Teacher’s The Lord Jesus recounted this parable to a scribe who had asked
Presentation Him how he could attain eternal life. Jesus had countered with the
­question, “What is written in the law? What is your reading of it?” The
scribe knew the law and gave the correct answer.

The children first take turns reading the passages in the Mosaic Law
which the Lord Jesus was referring to.

Bible Deuteronomy 6: 5:
“You shall love the Lord your God with all your heart, with all your soul,
and with all your strength.”

Bible Leviticus 19: 18:

“… you shall love your neighbour as yourself: I am the Lord.”

Now a child reads the scribe’s answer to Jesus’ question.

Bible Luke 10: 27:

“You shall love the Lord your God with all your heart, with all your soul,
with all your strength, and with all your mind, and your neighbour as
yourself.”

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 13
When the scribe asked, “Who is my neighbour?” the Lord Jesus
recounted the parable about the man who had been attacked. At the
end, he asked the scribe, who among the three men had been the
neighbour of the injured one.

The scribe answered, “‘He who showed mercy on him.’ Then Jesus
said to him, ‘Go and do likewise’” (Luke 10: 37).

Question Prompt How did the Samaritan’s compassion and mercy show itself?

Using the Bible verses Luke 10: 33–35, discuss the Samaritan’s
compassion step by step. Read the Bible text aloud and elaborate
on the answers in a discussion with the children.

■ “And when he saw him, he had compassion” (Luke 10: 33).

The other two men saw the injured man just like the Samaritan, but only
the Samaritan had compassion for the one who had been attacked.

■ “So he went to him and bandaged his wounds, pouring on oil and
wine …” (Luke 10: 34).

He interrupted his journey to look after the injured man, and even paid
the innkeeper to look after him.

■ “… and he set him on his own animal, brought him to an inn …”
(Luke 10: 34).

He took the time to bring him to a safe place.

■ “… and took care of him” (Luke 10: 34).

As long as he was there, he himself cared for the injured man.

■ “On the next day, when he departed, he took out two denarii, gave
them to the innkeeper, and said to him, ‘Take care of him; and
whatever more you spend, when I come again, I will repay you.’”
(Luke 10: 35).

He parted with some of his own money to pay for him to be looked
after. He ensured that the man would continue to be cared for, and
encouraged the host to do more than the usual. Later he would pay him
for everything.

79
13 Jesus teaches compassion and mercy

Discussion This parable is important for us. From it we learn how we are to
behave toward our neighbour when he has come to harm or is in
need.

Emphasize that we are compassionate when we take people’s

misfortune and need to heart—regardless of whether we like them or
not—and help them as far as we can.

Write on the board:

Board Being compassionate and merciful includes

– seeing, and feeling pity,

– taking time to help, and

– using one’s own means to assist.

Concrete examples from everyday life are sought.

■ Visiting people who are ill, lonely or elderly;

■ encouraging and comforting children who are sad;

■ playing or talking with children who are ostracized by others;

■ etc.

If we are compassionate toward our fellow-man, we will be shown

­compassion in return. Jesus promised this in the Sermon on the Mount
(Matthew 5: 7).

Workbook, The children record the board text into the table in exercise 2
Exercises 2 and 3 and complete the sentence in exercise 3.

Conclusion

Discussion In conclusion, the children and teacher discuss how they will exercise
compassion in the time ahead (i.e., they agree upon whom they want to
help).

80
14
Jesus speaks about helping along

Objective

The children learn that

the Lord Jesus rewards
those who are loyal and
help along.

Contents

■ The harvest is great, but

there are few workers
(Matthew 9: 37–38).

■ The parable of the

­workers in the vineyard
(Matthew 20: 1–16).

■ How we can help along

in the Lord’s work.

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 14
Lesson Plan
Lead-In

Workbook, Theme Picture, The children look at the theme picture and talk about it.
Discussion
■ The work appears to be strenuous.

■ There is much fruit to be picked.

■ There are only a few men and women to cope with all the work.

Implementation

A child reads aloud what the Lord Jesus once said to His disciples.

Bible Matthew 9: 37–38:

“Then He said to His disciples, ‘The harvest truly is plentiful, but the
labourers are few. Therefore pray the Lord of the harvest to send out
labourers into His harvest.’”

Question Prompt How do we interpret this?

Teacher’s Presentation The harvest of which the Lord Jesus speaks here refers to the souls
who are to be gathered and prepared for God’s kingdom, the heavenly
kingdom.

God would like all people to be helped. For this he needs many who
will help along. Let us ask the Lord for additional workers. But it is also
necessary that we too all work along ourselves. Often this requires
much effort.

At one’s place of work, as a rule, one will be remunerated as was pre-

viously agreed upon. In the parable of the workers in the vineyard, the
Lord Jesus relates how God rewards those who help along.

Workbook, Text The children read the text in the workbook.

[Note: In the text, the times of the day are indicated in the
manner we are familiar with. The Bible text contains the
Jewish version according to which the hours are counted
starting at day break (i.e., 6 a.m.).]

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14 Jesus speaks about helping along

Discussion The children freely talk about the parable.

The following reactions are conceivable:

■ That was unjust because when someone works longer, he or she

must also receive more wages.

■ The landowner was generous with the workers he hired last because
he had the same wages paid to them as to the ones he hired first.

■ The first workers were jealous of the last workers.

■ etc.

Teacher’s Presentation From a human perspective, these reactions are understandable. With
this parable, the Lord Jesus wanted to make God’s righteousness and
loving-kindness clear.

Discussion First, elaborate on the fundamental characteristics of the parable with

the children.

■ The workers who were the first to be employed agreed upon a

­certain wage with the landowner.

■ To the workers who were employed later, the landowner promised a
fair wage without specifying an amount.

■ In the evening, all received the same wage. This was fair for the
first workers because they received what had been agreed upon. It
was generous with respect to those who had begun their work later,
because they received full wages, despite working less.

■ The first ones were jealous and complained to the land­owner. A child
reads aloud what he told one of them.

Bible Matthew 20: 14–15:

“Take what is yours and go your way. I wish to give to this last man the
same as to you. Is it not lawful for me to do what I wish with my own
things? Or is your eye evil because I am good?”

Question Prompt What does this mean for us?

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Discussion ■ The Lord is the landowner, and the vineyard is a reference to
mankind, who is to be saved.

■ What matters is that we are prepared to help the Lord with this work,
regardless of the reward.

That is why we want to

● be thankful that we are part of the Lord’s work;

● be happy we can help along in God’s work;

●h
 elp along out of love for the Lord and His work;

●n
 ever focus on what we have achieved and think we have earned
something; and

● put our trust in the Lord’s loving-kindness.

Question Prompt What reward has been promised to us?

Workbook, Exercise 1 The children individually work on the exercise. The answer is read
aloud.

Discussion Afterwards, determine the significance of Wisdom of Solomon 5: 15 for

us. (“But the righteous live for evermore; their reward also is with the
Lord, and the care of them is with the most High.”)

■ We want to be with the Lord for all eternity.

■ The Lord does not provide a reward as would be common in our

everyday work. He himself is our reward (i.e., we are able to be with
him for all eternity and see him in his glory).

■ The Lord cares for us.

This he does today already and will also do in eternity.

Teacher’s Presentation The reward given by the Lord is so great, it far exceeds mere pay for
helping along. Receiving it is grace.

Question Prompt In view of this, how are envy and jealousy to be assessed?

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14 Jesus speaks about helping along

Discussion No one has reason to be envious or jealous. For all, the reward is
immeasurably greater than what has been deserved.

Workbook, Exercise 2 Read the letter and discuss how the parable helps to answer Elena’s
questions. Emphasize the following:

Discussion ■ It is important for a child of God to help along faithfully in God’s work.

■ How long we help along, is not decisive. Some just come in contact
with the Lord’s work earlier than others.

● Many are sealed as children.

● Others become acquainted with God’s work as adults, and only
then become children of God.

Teacher’s Presentation Helping along in God’s work includes

■ helping to familiarize everyone with the gospel,

■ contributing to the joy in the fellowship of God’s children, and

■ acting according to God’s will and taking Christ as our example.

Question Prompt How can children help along in God’s work?

Discussion This is possible when they

■ try to do God’s will and avoid evil,

■ tell others about their faith,

■ pray for others and themselves, but also for the completion of
God’s work,

■ enhance the hours in God’s house (e.g., by playing the recorder),

■ bring joy to other children of God (e.g., by being friendly, ready to

help, etc.)
■ ...

Conclusion

Discussion Together with the children, plan to visit someone who is ill or offer help
to someone who is elderly.

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15
Jesus counsels us to be watchful
while anticipating His coming

Objective

The children learn what is

required in order to be pre-
pared for Christ’s return.

Contents

■ The parable of the

ten virgins
(Matthew 25: 1–13).

■ Our preparation for

Jesus Christ’s return.

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 15
Lesson Plan
Lead-In

Workbook, Exercise 1 The children read the message in exercise 1.

Discussion Afterwards discuss with them how Tim will probably react.

■ During the course of the morning, he thinks repeatedly and gladly

about the afternoon.

■ After school, he hurries home as quickly as possible.

■ He completes his homework quickly.

■ He prepares a game which he would like to play with Felix.

■ Whenever the door bell rings, he runs expectantly to the door.

■ Since he has to wait longer than he thought, he becomes quite

­sullen.

■ etc.

Implementation

Discussion Discuss with the children that, for many people, it is not easy to wait
for someone for a longer period of time. Even if one looks forward to
the encounter, the joyful anticipation can easily turn into impatience
and anger.

Teacher’s Presentation The Lord Jesus told His disciples the parable of the ten virgins which
deals with waiting for an important event. The parable is based on an
old custom.

On the evening prior to the wedding, friends of the bride waited for the
bridegroom at a certain spot. When he came, they went together to call
for the bride, and went to the wedding feast at the bridegroom’s home.
Although the bridesmaids knew the bridegroom would have to come
that evening, they did not know the exact time. To find their way in the
dark, they took small oil lamps with them which did not burn very long.
That is why it was important to take along a vessel filled with additional
oil.

Workbook, Exercise 2 The children learn about the parable by filling in the blank ­spaces with
the help of the Bible text.

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15 Jesus counsels us to be watchful while
anticipating His coming

Workbook, Text Finally, the entire Bible text is read aloud to consolidate the children’s
understanding.

Discussion Elaborate on the following with the children:

■ In this parable, the bridegroom is the Lord Jesus, who has promised
to return.

■ The ten virgins represent those who await the Lord Jesus.

■ Falling asleep is the danger that can arise while waiting.

■ At the end of the Bible text we learn what Jesus wanted to convey
with this parable: “Watch therefore, for you know neither the day nor
the hour in which the Son of Man is coming.”

Question Prompt Why is it so important for us to stay awake?

No one knows the exact time of Christ’s return. The longer the wait, the
greater the danger of becoming tired in faith.

Question Prompt How does tiredness manifest itself in our life of faith?

One

■ prays less,

■ experiences no real joy in the divine services any more,

■ hardly thinks about the day of the Lord and does not prepare oneself
for it,

■ does not use the time to focus on the great event, but fills it with
other things,

■ etc.

When the call came, “Behold, the bridegroom is coming!”, the foolish
virgins r­ ealized that their lamps had gone out. They lacked something
important, namely, oil. They had not paid attention to remedying their
lack of oil in good time.

The oil in the parable represents the Spirit which stimulates our
faith. The Holy Spirit reveals God’s word through which our faith is
­strengthened. Additional qualities, such as love and hope in anticipation
of the Lord Jesus’ return, grow out of faith.

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 15
The wise virgins had made provisions in good time.

Question Prompt How can we act wisely today?

We make use of the time until the Lord’s return. This we are able to do
by

■ absorbing God’s word,

■ translating it into action, not putting it off until later,

■ not waiting a long time to forgive and become reconciled again

­following an argument,

■ helping along in God’s work,

■ fostering fellowship with other children of God,

■ etc.

Conclusion

Workbook, Exercise 3 The children work on exercise 3.

Discussion Afterwards discuss with them that our prayers also serve to prepare us
for the return of Christ. We pray for

■ steadfastness and faithfulness,

■ joyful anticipation of Jesus Christ’s return,

■ the ability to differentiate between what is important and what is

unimportant,

■ the shortening of the time,

■ etc.

Notes

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16
Expectations when Jesus entered
­J erusalem

Objective

The children become

aware of what they can
expect from the Lord
Jesus.

Contents

■ Jesus’ entry into

­Jerusalem
(Matthew 21: 1–11).

■ Right and wrong

­conceptions about
Jesus’ activity.

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 16
Lesson Plan
Lead-In

Workbook, Exercise 1 The children look at the picture with the Roman soldiers.

Teacher’s Presentation Introduce the story with the help of the picture.

The Jews lived under the occupying forces of the Romans, which they
felt to be humiliating. Israel, the people of God, had to obey a heathen,
the Roman emperor! A group of especially pious Jews, the Zealots,
even refused to pay taxes to the emperor.

The people hoped that the power of the Romans would be broken as
soon as the Messiah came. The prophets had foretold that He would
come as a king to save Israel and re-establish David’s kingdom. Many
people took this literally. They thought that, with the Messiah, Israel
would again receive a new king, as mighty as David.

With Jesus’ entry into Jerusalem prior to His sacrificial death, the
­prophet Zechariah’s promise concerning the Messiah was fulfilled.
­Thereby it was clear for many: Jesus is the Messiah, the son of David!

Implementation

Question Prompt What did the people expect?

Discussion ■ Jesus comes as a liberator.

■ Jesus will become king.

■ Jesus re-establishes the kingdom of David.

■ Israel becomes strong and mighty, as before.

■ etc.

Workbook, Exercise 1 The children fill in the balloons with the various expectations about the
Messiah. For example,

■ “Jesus should … free us from the Romans!”

■ “I think that He … wants to bring us peace!”

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16 Expectations when Jesus entered Jerusalem

■ “He would have to … re-establish David’s kingdom!”

■ “I hope … that He will help us with all our cares and needs, and rid us
of our illnesses!”

Workbook, Exercise 2 The children take turns reading the text and work on what is required in
the text.

Discussion Discuss the central points of the events with the children and
­supplement, if necessary.

■ Jesus went to Jerusalem with His disciples. There were many people
in the city because Passover was imminent.

■ Near the Mount of Olives, Jesus instructed two of His disciples to

fetch a donkey and her foal from Bethphage.

■ The disciples were permitted to take the animals.

■ Jesus rode on them into Jerusalem.

■ All of this happened so that the words of the prophet Zechariah were
fulfilled (Zechariah 9: 9). So the manner in which the Lord would enter
Jerusalem had been announced long before already.

■ Many people celebrated Jesus’ entry into Jerusalem like the arrival
of a king. They were enthusiastic and placed garments as well as cut
branches on his path.

■ The gospel of John reports that the people came towards

Jesus with palm leaves. That is why the holiday on which we remem-
ber these events is called Palm Sunday.

■ In the gospels according to Matthew, Mark and John there is a

­concurring report that the people shouted, “Hosanna! Blessed is He
who comes in the name of the Lord!” Hosanna means, “Lord, help!”
People were enthused about the foretold arrival of the Messiah and
were expecting His help.

■ The people perceived the Messiah to be a king (John 12: 13) who
would re-establish David’s great kingdom (Mark 11: 10).

Teacher’s Presentation After His entry into Jerusalem, Jesus went into the temple. There He
drove out both sellers and buyers, overturned the tables of the money
changers and the chairs of those that sold doves, and said to them,
“It is written, ‘My house shall be called a house of prayer,’ but you have
made it a den of thieves” (Matthew 21: 13).

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 16
Jesus healed the blind and the lame that had come to Him in the temple.

The high priests and scribes saw these miracles, and also heard the
children in the temple shouting enthusiastically, “Hosanna to the Son
of David!” This incensed them greatly. They said to Jesus, “Do You
hear what these are saying?” And Jesus said to them, “Yes. Have you
never read, ‘Out of the mouth of babes and nursing infants You have
perfected praise’?” (Matthew 21: 14–16).

Discussion Emphasize the following:

■ The sick, who came trustingly, expected and received help.

■ The scribes were incensed. Jesus annoyed them.

Question Prompt The people who experienced Jesus’ entry into Jerusalem had many
­different expectations. But what was the commission the Son of God
had received from His Father in heaven?

■ He was to proclaim God’s will.

■ He was to bring the sacrifice upon the cross to redeem mankind.

■ etc.

Statement Prompt Also today, many people have false conceptions about Jesus’ mission.

Workbook, Exercise 3 The children work on exercise 3, individually or with a partner. After-
wards, compare the answers. If necessary, explain statements which
they do not understand.

Question Prompt What do we expect of Jesus Christ today?

Discussion We expect that He

■ fulfills His promise, and comes again in order to take us to Him,

■ preserves us on the way to the goal of our faith,

■ helps us to reach the goal of our faith,

■ etc.

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16 Expectations when Jesus entered Jerusalem

Question Prompt How does Jesus help us to reach the goal of our faith?

He calls on us in the divine services, where He

■ comforts and strengthens us when we are sad,

■ answers our questions,

■ covers with His grace what we have done wrong, and gives us
strength to do better,

■ grants us peace and blesses us,

■ etc.

Conclusion

Discussion The “Hosanna” shouted by the people as Jesus entered Jerusalem

­turned into “Crucify Him!” a few days later.

Today, our call is, “Lord, come soon!”

Notes

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 17
Jesus celebrates Holy Communion

Objective

The children understand

the meaning of
Holy ­Communion.

Contents

■ The introduction of
Holy Communion
(Matthew 26: 26–28).

■ The celebration of Holy

Communion.

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17 Jesus celebrates Holy Communion

Introductory
Remarks
1 The introduction of Holy Communion

The gospels of Matthew, Mark, and Luke report about the introduction
of Holy Communion by Jesus Christ. In addition to this, we find testi-
mony of the institution of Holy Communion in 1 Corinthians11: 23–26.

Matthew reports the following about the Lord’s Supper.

■ Jesus told His disciples to go and prepare the Passover meal

(Matthew 26: 17–19). The meal consisted of a lamb, unleavened
bread, and a dip made of bitter herbs. This was accompanied by
wine.

■ Jesus foretold that one of the disciples would betray Him

(Matthew 26: 21).

■ Each of them felt spoken to and asked, “Lord, is it I?”

(Matthew 26: 22).

■ Even Judas said, “Rabbi, is it I?” Turning to him, Jesus answered,

“You have said it” (Matthew 26: 25).

■ “And as they were eating, Jesus took bread, blessed and broke it,
and gave it to the disciples and said, ‘Take, eat; this is My body.’ Then
He took the cup, and gave thanks, and gave it to them, saying, ‘Drink
from it, all of you. For this is My blood of the new covenant, which is
shed for many for the remission of sins’” (Matthew 26: 26–28). This
was the introduction of Holy Communion.

■ Jesus added, “But I say to you, I will not drink of this fruit of the vine
from now on until that day when I drink it new with you in My Father’s
kingdom” (Matthew 26: 29).

■ Jesus instituted Holy Communion in the circle of His Apostles. He

gave them the commission and authority to celebrate it in the same
way He Himself had done (Catechism 8.2.5, Catechism Q&A 508).

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 17
2 Comments about partaking of Holy Communion
(1 Corinthians 11: 27–29)

The prerequisites for partaking worthily of Holy Communion are belief

and a repentant heart filled with longing for salvation. Unbelief in re-
ceiving the sacrament can be related to the words in 1 Corinthians 11:
29, “For he who eats and drinks in an unworthy manner eats and drinks
judgment to himself, not discerning the Lord’s body. Those who are
indifferent to the suffering and death of Christ or who merely make a
habit of the celebration of the sacrament, and partake of it in this man-
ner, run the risk of doing so unworthily.

Lesson Plan
Lead-In

Workbook, Theme Picture, Talk about the theme picture with the children. Afterwards show them a
Discussion communion cup and wafer.

At the same time, discuss the following:

■ A wafer consists of flour and water. It is unleavened bread with drops

of wine on it. Formerly, Holy Communion was also celebrated with
bread and wine in our church, as is customary in many Christian
churches. For practical reasons, this was changed by Chief Apostle
Niehaus in 1917.

■ The letters A and Ω are the first and last letters of the Greek alphabet.
In Revelation it says with reference to Jesus Christ, “I am the Alpha
and the Omega, the Beginning and the End, the First and the Last”
­(Revelation 22: 13).

Then the children relate what they know about the sequence of events
at Holy Communion.

■ We sing the hymn of repentance.

■ We pray the Lord’s Prayer.

■ The absolution is proclaimed.

■ We receive the peace of the Risen One.

■ The wafers—bread and wine—are consecrated. The body and blood

of Jesus are then present in them.

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17 Jesus celebrates Holy Communion

■ The Priest dispenses the consecrated wafer with the words, “The
body and blood of Jesus given for you.”

■ The recipient says, “Amen”, thereby expressing that he/she believes

everything connected with Holy Communion.

Implementation
Discussion When the Lord Jesus instituted Holy Communion, He gave His
Apostles the commission to do so as well. That is why we celebrate
Holy Communion to this day.

Statement Prompt When we celebrate Holy Communion

Discussion ■ we remember that Jesus Christ celebrated Holy Communion with His
Apostles first. We recall His death and resurrection.

■ we profess the death, resurrection, and return of Christ.

■ we have fellowship with Jesus Christ and with one another.

■ we already now experience what is going to be in the future:

the marriage supper in heaven.

Workbook, Text, Exercise The children read the text and work on the exercise individually.

Discussion Elaborate on the following with the children:

■ The consecration of Holy Communion takes place through Apostles

and priestly ministers with the following words:
“In the name of God, the Father, the Son, and the Holy Spirit, I con-
secrate bread and wine for Holy Communion and lay thereupon
the once brought, eternally valid sacrifice of Jesus Christ. For the
Lord took bread and wine, gave thanks and said: ‘This is My body
which is broken for you. This is My blood of the new covenant
given for many for the remission of sins. Eat and drink! Do this in
remembrance of Me.’ For as often as you eat this bread and drink
this wine, you proclaim the Lord’s death till He comes. Amen!”

■ When we receive the Holy Communion, we take in the body and

blood of Jesus. However, it only has the effect intended by the Lord
if we p
­ artake of it worthily.

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 17
A child reads

Bible 1 Corinthians 11: 27–29:

“Therefore whoever eats this bread or drinks this cup of the Lord in an
unworthy manner will be guilty of the body and blood of the Lord. But
let a man examine himself, and so let him eat of the bread and drink of
the cup. For he who eats and drinks in an unworthy manner eats and
drinks judgment to himself, not discerning the Lord’s body.”

Question Prompt How do we partake of Holy Communion worthily?

● We believe that Jesus gave His life as a fully valid sacrifice in order
to reconcile us, who are sinners, with God.

● We have repented of our sins and received forgiveness.

● We have assimilated God’s word and are willing to change what­
ever does not please God.

■ Holy Communion guarantees us fellowship of life with Jesus Christ

and strengthens us so that we can attain eternal life.

A child reads

Bible John 6: 53–54, 56–57:

“Then Jesus said to them, ‘Most assuredly, I say to you, unless you
eat the flesh of the Son of Man and drink His blood, you have no life in
you. Whoever eats My flesh and drinks My blood has eternal life, and
I will raise him up at the last day. He who eats My flesh and drinks My
blood abides in Me, and I in him. As the living Father sent Me, and I live
because of the Father, so he who feeds on Me will live because of Me.’”

■ Holy Communion is the only sacrament that is dispensed again and

again. By partaking of Holy Communion we share in the merit
acquired by Jesus Christ through His sacrifice. It guarantees fellow-
ship of life with the Son of God. Through His body and blood in Holy
Communion, Christ shares His nature with the believer—a nature
which is distinguished by perfect strength to overcome. Holy Com-
munion is an important means of preparation for the return of Christ
(Catechism 8.2.20, Catechism Q&A 505, 512).

■ The celebration of Holy Communion is a celebration of joy, praise,

and thanksgiving. Just as Jesus took bread and wine, and gave
thanks, the congregation comes to God with bread and wine to thank
Him for His Son’s merit.

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17 Jesus celebrates Holy Communion

Conclusion

Question Prompt Why does Holy Communion give us reason for thankfulness?

We are thankful that

■ Jesus gave His life for us in order that we may live.

■ we are able to assimilate Jesus’ nature within us, so as to become

fully permeated by it.

■ we thereby have the assurance of remaining in Jesus and He

­remaining in us.

■ Holy Communion increases the awareness that Jesus will complete

what He began.

Notes

102
 18
Statements of Jesus about the Holy Spirit

Objective

The children learn about

the basic nature and
­effects of the Holy Spirit.

Contents

■ Statements about
the Holy Spirit
(John 14: 16–17, 26;
John 16: 12–14).

■ How we experience
the activity of the
Holy Spirit.

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18 Statements of Jesus about the Holy Spirit

Introductory
Remarks
1 The Holy Spirit as part of the Trinity of God

The Holy Spirit is part of the Trinity of God: Father, Son, and Holy Spirit.

In His farewell discourses, Jesus promises to send the Holy Spirit,

which He describes as

■ the Spirit of truth,

John 14: 16–17:

“And I will pray the Father, and He will give you another Helper, that
He may abide with you forever—the Spirit of truth, whom the world
cannot receive, because it neither sees Him nor knows Him; but you
know Him, for He dwells with you and will be in you.”

John 16: 13:

“However, when He, the Spirit of truth, has come, He will guide you
into all truth; for He will not speak on His own authority, but whatever
He hears He will speak; and He will tell you things to come.”

■ the Helper (in the Greek text the word parakletos, meaning ­“helper,
one called to the side of”, is used),

John 14: 26:

“But the Helper, the Holy Spirit, whom the Father will send in My
name, He will teach you all things, and bring to your remembrance
all things that I said to you.”

■ a teacher (John 14: 26),

■ the testifying Spirit,

John 15: 26:

“But when the Helper comes, whom I shall send to you from the
Father, the Spirit of truth who proceeds from the Father, He will
testify of Me.”

■ one who reveals and proclaims (see John 16:13 above), and

■ the power from on high.

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 18
Luke 24: 49:
“Behold, I send the Promise of My Father upon you; but tarry in the
city of Jerusalem until you are endued with power from on high.”

Acts 1: 8:
“But you shall receive power when the Holy Spirit has come upon
you; and you shall be witnesses to Me in Jerusalem, and in all Judea
and Samaria, and to the end of the earth.”

2 The Holy Spirit: the sacramental gift to man

In addition, the Holy Spirit is the gift dispensed upon man through the
Holy Sealing. Receiving the Holy Spirit is part of the rebirth of water and
Spirit, and the prerequisite for fellowship of life with Christ (John 3: 5).
The Holy Spirit is the pledge of eternal glory (Ephesians 1: 13–14).

In the old covenant, the Holy Spirit was active time and again through
people (such as David or the prophets) who had been called by God.

The Holy Spirit came down visibly upon the Lord Jesus during His
­baptism in the river Jordan.

The gift of the Holy Spirit was poured out upon the approximately
120 faithful who were together in one accord at Pentecost, following
Christ’s ascension. The people who came to believe later, received the
gift of the Holy Spirit through prayer and the laying-on of hands of an
Apostle.

This lesson is to be restricted to portraying the characteristics of

God, the Holy Spirit, on the one hand. On the other, we describe
the effects the gift of the Holy Spirit has. For this, most of the Bible
passages referenced above will be taken up.

Lesson Plan
Lead-In

Workbook, Exercise 1, The children work on exercise 1. With the help of John 16: 7, discuss the
Discussion fact that Jesus pointed out to His disciples that He would leave them.
Give the children time to imagine the reaction of the disciples.

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18 Statements of Jesus about the Holy Spirit

Implementation
To His disciples, the Lord was more than a good friend. They loved and
honoured Him as lord and master. That is why they were sad about
the fact that He would leave them. In the past, He had explained many
things to them and had answered their questions. Who would teach
them if He would no longer be with them?

Jesus gave His disciples an answer. A child reads the following aloud:

Bible John 16: 13–14:

“However, when He, the Spirit of truth, has come, He will guide you into
all truth; for He will not speak on His own authority, but whatever He
hears He will speak; and He will tell you things to come. He will glorify
Me, for He will take of what is Mine and declare it to you.”

Discussion Together with the children, consider what is meant here by “truth”.
Everything the Spirit of truth reveals is closely linked to Christ’s nature
and work. He testifies of the sovereignty of the Son of God. He pro-
fesses that Jesus Christ has come in the flesh and will come again
(Catechism 3.5.4.2, Catechism Q&A 201).

Teacher’s Presentation The Holy Spirit speaks about future things. It is not His aim to foretell
our personal future, but rather to proclaim what is provided for in God’s
plan of salvation. The Holy Spirit emphasizes that Jesus Christ will
return and that we will have a future life with God.

Discussion Consider with the children, if and how the activity of the Holy Spirit can
be experienced today. The children exchange personal experiences:

■ The Holy Spirit inspires the word proclaimed in the divine service,
thereby giving us insights into the workings of God.

■ In the divine services we truly feel personally addressed. We receive

answers to questions and realize that even affairs of the heart are
addressed.

■ We have received the gift of the Holy Spirit and experience it as a
power within us.

■ We are reminded about Christ’s return again and again.

■ We feel secure and at peace.

Teacher’s Presentation The Holy Spirit reminds us again and again that we are God’s children.
Regarding this a child reads the following aloud:

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 18
Bible Romans 8: 16:
“The Spirit Himself bears witness with our spirit that we are children
of God.”

If people are bearers of the Holy Spirit, this should have an effect on
their lives. Apostle Paul speaks about the fruit of the Spirit.

A child reads the following aloud:

Bible Galatians 5: 22–23:

“But the fruit of the Spirit is love, joy, peace, longsuffering, kindness,
goodness, faithfulness, gentleness, self-control.”

Conclusion

Workbook, Exercise 2 The children work on exercise 2 and talk about the referenced qualities.

Notes

107
19
Jesus in the garden of Gethsemane

Objective

The children learn how

Jesus wrestled in prayer
to be able to fulfill His
Father’s will.

Contents

■ The events in the garden

of Gethsemane
(Luke 22: 39–46).

■ The betrayal and arrest

(Luke 22: 47–54).

■ Loving one’s neighbour,

as well as obeying and
submitting to God’s will.

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 19
Lesson Plan
Lead-In

Workbook, Exercise 1 The children work on exercise 1.

Implementation

Question Prompt What happened after Jesus had introduced Holy Communion in the
circle of the Apostles?

Discussion First, gather the children’s previous knowledge without going into the
correct sequence of events.

Workbook, Text The children take turns reading “The battle of Jesus in Gethse­mane”
to one another. Give them time to imagine what they would have done
in the place of Jesus when His disciples fell asleep. After all, Jesus had
asked His disciples to pray. One would think that He would have been
disappointed or even reacted angrily. But He did not hold this against
them.

Workbook, Exercise 2 The further sequence of events is elaborated on using the exercise, and
perhaps with the help of the text.

The children number the statements and read them aloud in the correct
order.

Teacher’s Presentation Point out to the children that the arrest of Jesus is also described in the
other Gospels.

As an example, read Matthew 26: 47–56. Discuss with the children

that the reports of Matthew and Luke differ slightly. However, they
agree on the essential points.

Take up Jesus’ remark in Matthew 26: 53–54 which is read aloud by a

child.

Bible Matthew 26: 53–54:

“Or do you think that I cannot now pray to My Father, and He will
provide Me with more than twelve legions of angels? How then could
the Scriptures be fulfilled, that it must happen thus?”

Discussion Explain to the children that a legion comprised approximately 3,000

men at that time. Let them calculate how many angels the Lord Jesus
could have asked for (over 36,000).

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19 Jesus in the garden of Gethsemane

In Gethsemane, however, the Lord Jesus was not interested in avoiding

His arrest; He wanted to fulfill God’s commission.

From beginning to end, His life was characterized by obedience to

God and surrendering to His Father’s will, but also by His love for the
people. That is why He now was prepared to sacrifice His life for man’s
redemption.

Question Prompt Jesus is our greatest example. How do we show that our life is
­characterized by

■ obedience to God?

● We inquire into God’s will.

● We try hard to fulfill His will.

■ our surrender to God’s will?

● We accept what God permits.

● We are even able to master difficult circumstances because we
know that all things work together for the good of those who love
God (Romans 8: 28).

■ love for our neighbour?

● Besides loving our neighbour as ourselves, we make people aware
of God’s work of salvation.

Conclusion

Workbook, Exercise 3 The children complete exercise 3.

Discussion Emphasize that after Jesus prayed in Gethsemane an angel came

to strengthen Him. Talk with the children about the fact that also in
the Old Testament there are several reports of angels helping. For
example,

■ Daniel in the lions’ den (Daniel 6: 23),

■ the three men in the fiery furnace (Daniel 3: 24–28), and

■ the prophet Elijah (1 Kings 19: 5–8).

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20
The suffering of Jesus

Objective

The children learn how

Jesus was accused and
sentenced.

Contents

■ The position of Pilate,

Herod, Annas, Caiaphas,
and the Sanhedrin.

■ Jesus’ interrogation
and sentencing
(Matthew 26: 57 to
27: 32, and Luke 22: 54
to 23: 25).

■ The patient suffering

of the Lord Jesus.

■ We trust in the Lord’s

help.

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Lesson Plan
Lead-In
List the names of Pilate, Herod, Annas, and Caiaphas on the board, and
gather what the children know about these men.

Board Pilate

Herod

Annas

Caiaphas

Implementation

Discussion Supplement, if necessary.

■ Pilate was the Roman governor of Judea. He was also called

­procurator, and considered to be cruel and harsh. In Jerusalem,
he occupied the Tower of Antonia; otherwise he lived by the sea in
Caesarea.

■ Herod Antipas was the son of Herod the Great. Under Roman
­supremacy, he ruled as tetrarch over Galilee. While in Jerusalem, he
lived in his palace there, otherwise he lived mainly in Tiberias, on
the shores of Lake Gennesaret. It was he who had John the Baptist
beheaded.

■ Annas was a former high priest. Like all high priests who no
longer were in office he was a member of the Sanhedrin. He was very
­influential and enjoyed a good reputation among the Jews.

■ Caiaphas was the high priest and president of the Sanhedrin. He was
the son-in-law of Annas. He also occupied a palace in Jerusalem.

Workbook, Exercise 1 The children read the conversation with parts given out.

Teacher’s Presentation Under Roman supremacy, the Sanhedrin was the highest ecclesia-
stical and secular authority of the Jews in Jerusalem. The Sanhedrin
com­prised 71 members with many scribes, Pharisees and Sadducees
among them. Former high priests were at the head, and the current
high priest was the acting president.

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20 The suffering of Jesus

In principle, the Sanhedrin was able to impose and carry out sentencing
for all offences. It only pronounced death sentences for religious cases.
But then the Roman governor had to uphold and execute them.

Workbook, Exercise 2 The children work on the exercise and read the referenced Bible
­passage.

Matthew reports on the continuation in detail. A child reads

Bible Matthew 27: 26–30:

“… when he had scourged Jesus, he delivered Him to be crucified.
Then the soldiers of the governor took Jesus into the Praetorium and
gathered the whole garrison around Him. And they stripped Him and
put a scarlet robe on Him. When they had twisted a crown of thorns,
they put it on His head, and a reed in His right hand. And they bowed
the knee before Him and mocked Him, saying, ‘Hail, King of the Jews!’
Then they spat on Him, and took the reed and struck Him on the head.”

Teacher’s Presentation Clarify the following:

■ Scourging at that time meant that the convict was beaten with
scourges, which were a type of whip.

Workbook, Theme Picture Look at the examples in the theme picture.

■ “… gathered the whole garrison around Him” means that a cohort
of about 600 men participated in mocking and tormenting the Lord
Jesus.

■ The scarlet robe was likely a soldier’s coat.

■ With the scarlet robe, crown of thorns, and reed they wanted to
­ridicule Jesus as the powerless king of the Jews.

Question Prompt How did Jesus react to this malicious and brutal treatment?

Discussion ■ Jesus remained calm, and kept quiet.

■ Jesus neither protested nor defended Himself.

■ Jesus remained conscious of His mission.

■ etc.

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 20
Question Prompt Why did Jesus behave in this manner?

■ Jesus realized this agony was part of bringing His sacrifice, and
­endured it.

■ Jesus trusted His Father completely, although, in bringing the

­sacrifice, the Father expected something of His Son which would
be inconceivably difficult for us.

■ The Lord Jesus has shown us that when we trust God completely
it is possible to react to ridicule and injustice with great patience and
self-control.

■ etc.

Workbook, Exercise 3 The children work on the exercise.

Conclusion

Discussion The suffering and sacrifice of Jesus were unique despite the fact that
often, throughout the history of the kingdom of God, people also had to
­endure special suffering and bring sacrifices. Regarding this the Lord
gave a promise found in the Bible. A child reads

Bible Exodus 14: 14:

“The Lord will fight for you, and you shall hold your peace.”

Discussion In conclusion, discuss the fact that this promise is still valid for us also
today, if we trust the Lord.

Notes

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21
the sacrifice of Jesus

Objective

The children learn how

Jesus sacrificed His life.

Contents

■ Jesus’ crucifixion and

death (Luke 23: 33–46;
John 19: 17–30).

■ Events at the time

of Jesus’ death
(Luke 23: 44–45;
Matthew 27: 51–52, 54).

■ The significance of
Jesus’ sacrifice for us.

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 21
Introductory
Remarks
1 The death on the cross

The following information about the crucifixion should only be used

if the children ask about Jesus’ death on the cross. On no account
should it be passed on to them so as to instill the children with a
sense of fear.

Crucifixion was a very cruel punishment. The convicts were either

nailed to the cross, or tied to it with ropes. When they were nailed
to the cross, the nails were driven between the bones of the wrist.
The nerve damage resulting from this, caused unbearable pain.
The crucified was tormented by terrible thirst, splitting headaches,
severe fever, and a state of panic. The hanging position created
breathing difficulties, and the convict was only able to elude death from
suffocation by straightening up, using the nails driven through his feet
as a support. The death throes were an alternating between raising and
lowering the body, breathing difficulties and taking a breath, during the
course of which fluid would accumulate in the thoracic and abdominal
cavities. The process of dying could take several days, particularly if
the condemned was only tied to the cross. To shorten the torment,
death was sometimes hastened by smashing the thigh bones.

2 The sacrifice of Jesus

The greatness and uniqueness of Jesus’ sacrifice is not due to the fact
that the crucifixion was particularly cruel. Jesus’ sacrifice is unique
because Jesus, being without sin, took death upon Himself and thereby
fulfilled God’s will.

The focal point of the lesson is the greatness of Jesus’ sacrifice, and
the Lord’s conduct during His suffering.

3 The inscription on the cross

According to John 19: 20, the inscription on the cross was in Hebrew
(probably Aramaic), Greek, and Latin. Exactly what it looked like is
not known. Only the Greek wording has been handed down. It was
customary for the Romans to affix such inscriptions in abbreviated
form.

The abbreviations could have looked like this:

■ In Hebrew/Aramaic: representing jeschua hanozri w(u)melech

­hajehudim,

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21 The sacrifice of Jesus

■ In Greek: Ι Ν Β Ι representing Ιησους ο Ναζωραιος ο Βασιλευς των

Ιουδαιων,

■ In Latin: I N R I representing Iesus Nazarenus Rex Iudaeorum.

It is remarkable that the Hebrew abbreviation is JHWH (Jahwe), which

is the name of God. Consequently, the inscription on the cross also
implies that Jesus is God.

Lesson Plan
Lead-In

Workbook, Theme Picture, The children look at the theme picture and describe it.
Discussion

■ Jesus hangs on the cross. His hands and feet (not depicted in the
picture) are nailed to the cross.

■ To Jesus’ right and left, two other men have been nailed to crosses.

■ The cross bears an inscription.

■ etc.

Implementation

Teacher’s Presentation Crucifixion was a cruel death penalty with which the Romans punished
only slaves and horrible criminals. Roman citizens could not be ­crucified.
Originally, a single stake, onto which the corpse or head of one who
had just been executed was hung as a sign of public humiliation, was
used for crucifixions.

Jesus was innocent and without sin. He took the humiliating death by
crucifixion voluntarily upon Himself.

Workbook, Text The children take turns reading the text, “The crucifixion – the sacrifi­cial
death” in sections.

Workbook, Exercise 1 Thereafter they work on the exercise.

Discussion Discuss the following with the children:

■ On the cross, Jesus prayed for His murderers, “Father, forgive them,
for they do not know what they do.”

■ Also while on the cross, He had to submit to derision and scorn.

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 21
■ To the repentant criminal who was crucified with Him, Jesus said,
“Assuredly, I say to you, today you will be with Me in Paradise.” This
paradise was not the garden of Eden, but a place of bliss in the
beyond.

■ Jesus still thought solicitously about His mother while on the cross.
He asked John to look after her.

■ As a human being, Jesus had to bring the sacrifice all alone. Finally
He could say, “It is finished.”

Result Even while dying on the cross, Jesus revealed an exemplary inner
­disposition.

Workbook, Exercise 2 Jesus’ death was accompanied by special signs. To elaborate, the
children individually work on exercise 2.

Discussion Afterwards discuss the following:

■ Around noon, it became dark for three hours throughout the land.

■ The curtain in the temple tore.

■ There was an earthquake, and boulders cracked.

■ The centurion and those accompanying him recognized, “Truly this

was the Son of God.”

Teacher’s Presentation The curtain in the temple separated the (inner) most holy place, or holy
of holies, from the (outer) holy place. When the curtain tore at the time
of Jesus’ expiring on the cross, access to the most holy place was
no longer impeded. This is symbolic of the fact that Jesus’ sacrifice
provides for free access to God. At the same time, Old Testament
­sacrifices and offerings––particularly those brought on the Day of
­Atonement, the only time in the year that the high priest was allowed to
enter the holy of holies––lost their effect as a result of Christ’s sacrifice.

The Son of God had been sent into the world by His Father with the
commission to take the sins of mankind upon Himself by bringing a
fully valid sacrifice. The Lord fulfilled this mission of His own free will,
and out of godly love for mankind.

Question Prompt What significance does Jesus’ sacrifice have for us?

A child reads the following aloud:

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21 The sacrifice of Jesus

Bible 1 Corinthians 15: 54–57:

“So when this corruptible has put on incorruption, and this mortal
has put on immortality, then shall be brought to pass the saying that
is written: ‘Death is swallowed up in victory.’ ‘O Death, where is your
sting? O Hades, where is your victory?’ The sting of death is sin, and the
strength of sin is the law. But thanks be to God, who gives us the victory
through our Lord Jesus Christ.”

Discussion Through His sacrifice, Jesus

■ destroyed the power of Satan,

■ overcame eternal death, and

■ made complete reconciliation between man and God possible.

Conclusion

Teacher’s Presentation The cross, which originally was a reminder of a slave’s shameful death,
has become the symbol for salvation among Christianity because, upon
the cross, Jesus gained the victory over hell and death. The cross is
also part of our church emblem.

A child reads aloud out of the Bible.

Bible 1 Corinthians 1: 18:

“For the message of the cross is foolishness to those who are perishing,
but to us who are being saved it is the power of God.”

Discussion The cross also symbolizes that access to God is available to us.

Notes

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The resurrection of Jesus Christ

Objective

The children learn that, by

means of His resurrection,
Jesus Christ provided
the prerequisite for our
resurrection i.e., for our
transformation.

Contents

■ Jesus Christ is risen

(Matthew 28: 1–8).

■ The disciples who

went to Emmaus
(Luke 24: 13–35).

■ Jesus Christ, the Risen

One, in the circle of His
Apostles (Luke 24: 36–49).

■ When Christ returns, we

want to be transformed
or resurrect.

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22 The resurrection of Jesus Christ

Lesson Plan
Lead-In

Workbook, Exercise 1 The children read the conversation with parts given out.

Discussion Thereafter discuss the following:

■ On the evening of the crucifixion, Joseph, a rich man from

Arimathea, saw to it that Jesus was buried as was customary
only for those of high rank. He was a disciple of Jesus and
asked Pilate for permission to bury Jesus’ body. Pilate consented
(Matthew 27: 57–61 and John 19: 38–42).

■ After the burial, the sepulchre was sealed up and guarded, because
the high priests and Pharisees were afraid Jesus’ disciples would
be able to steal the body and claim Jesus had risen (Matthew 27:
62–66).

■ When Mary Magdalene and the other Mary came to the sepulchre on
the third day after the crucifixion, it was empty. An angel told them,
“Jesus is risen” (Matthew 28: 1–6).

■ Jesus was crucified the day after the Passover meal. The following
day was the sabbath (i.e., the seventh day of the Jewish week). On
the day following the sabbath (i.e., the first day of the Jewish week),
Jesus arose from the dead. In remembrance thereof, for Christianity,
the first day of the week is Sunday, the holy day of the Lord.

Implementation

Several people had been brought back from the dead. Such miracles
had been performed through Elijah and Elisha.

Statement Prompt Also the Lord Jesus brought the dead back to life. The Bible reports
about three people:

■ the daughter of Jairus,

■ the young man of Nain, and

■ Lazarus from Bethany.

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 22
Teacher’s Presentation Explain to the children the difference between these raisings from the
dead and Jesus Christ’s resurrection. In the three above-mentioned
instances, Jesus Christ utilized the power He possessed as the Son of
God. To those people who had ­previously died, He restored earthly life
for a time. Later on, however, they too had to die, because, like all peo-
ple who have sinned, they came under the law, “For the wages of sin is
death” (Romans 6: 23).

Jesus was without sin. He had died in ­accordance with the will of His
heavenly Father. However, death could not retain its power over Jesus.
God raised Jesus from the dead.

Through the resurrection, God creates something completely new.

This has nothing to do with “resuscitating” someone who has died.
Jesus does not return to an earthly existence, but receives a resurrec-
tion body. The resurrection body is not subject to the laws of nature. In
the resurrection body, Jesus Christ was able to make Himself visible
and instantly be at a different place. He also was able to speak and eat.

As the Risen One, the Lord appeared to His disciples several times, one
time to more than 500 believers (1 Corinthians 15: 6).

The Bible reports about what happened to some who encountered the
Risen One.

Workbook, Text, First, the children read the two texts, and then work on exercise 2.
Exercise 2

Discussion The first reactions of those who Jesus encountered make one realize
how incomprehensible these events were.

The disciples who went to Emmaus

■ They knew about Jesus’ crucifixion, and had heard He had resurrec-
ted, but they did not believe it.

■ As long as Jesus walked with them, they did not recognize Him.

■ But when He broke the bread, their eyes were opened, and they
­recognized the Risen One.

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22 The resurrection of Jesus Christ

The eleven Apostles

■ They knew Jesus had resurrected, but they nevertheless were

startled when He suddenly stepped into their midst. They were
afraid, because they thought they were seeing a ghost.

■ Jesus said to them, “Peace be with you”, and showed them the nail
marks on His hands and feet.

■ Even then they looked at Him incredulously.

Teacher’s Presentation Especially to the Apostles, Jesus appeared frequently thereby attesting
the fact that He had actually resurrected.

We believe in Jesus Christ’s resurrection. This we also confess in the

second article of faith of the New Apostolic Creed:

“I believe in Jesus Christ, the only begotten Son of God, our Lord,
who was conceived by the Holy Spirit, born of the virgin Mary, suf-
fered under Pontius Pilate, was crucified, died, and was buried, entered
the realm of the dead, rose again from the dead on the third day, and
ascended into heaven. He is seated at the right hand of God, the Father
Almighty, from where He will return” (Catechism Q&A 37).

Jesus Christ’s resurrection is the prerequisite for the resurrection of

the dead. When Christ returns, the dead in Christ will be the first to
resurrect (Catechism Q&A 574).

His own, who at the time of Christ’s return still live on earth, will be
transformed and receive the resurrection body in this manner.

Those who want to be accepted when Christ appears, already

today rid themselves of that which is not in accordance with His
nature and mind. Apostle Paul expresses this with the words,
“I die daily” (1 Corinthians 15: 31).

Question Prompt In this sense, what must die in us?

Discussion ■ Self-righteousness,

■ an I-know-it-all attitude,

■ a hard and unrelenting attitude,

■ irreconcilability

■ envy and jealousy.

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Teacher’s Presentation When we rid ourselves of such, the new life, which we received through
the rebirth of water and the Spirit, can develop within us. Over and
above that, it is necessary to accept God’s word and grace.

Conclusion

Question Prompt How does the new life manifest itself?

Discussion ■ The fruit of the Holy Spirit develops (Galatians 5: 22–23).

■ Our knowledge about God’s current activity grows.

■ We prepare ourselves for Christ’s return.

■ etc.

Notes

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23
Jesus commissions the Apostles and
ascends to His Father

Objective

The children learn that

Jesus’ Apostles prepare
us for Christ’s return.

Contents

■ The Apostles are

commissioned
(Matthew 28: 19–20).

■ Jesus’ ascension
(Acts 1: 4–11).

■ Our ascension –
the transformation
(1 Thessalonians 4: 13–18).

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 23
Lesson Plan
Lead-In

Workbook, Exercise 1 The children work on the exercise, individually or with a partner.

Implementation

Discussion Discuss the following with the children:

Statement Prompt After His resurrection, the Lord Jesus repeatedly spoke with His
­disciples, and gave them various instructions.

The Apostles were to

■ go into the world,

■ teach all nations and baptize in the name of the triune God, and

■ proclaim the forgiveness of sins.

Statement Prompt The Lord Jesus also gave them promises.

■ “But you shall receive power when the Holy Spirit has come upon
you …” (Acts 1: 8).

■ “… and lo, I am with you always, even to the end of the age”
(Matthew 28: 20).

Question Prompt How do the Apostles carry out this commission today?

Discussion The present-day Apostles

■ preach the gospel of Jesus Christ,

■ baptize with water,

■ proclaim the forgiveness of sins,

■ dispense Holy Communion,

■ dispense the gift of the Holy Spirit,

■ ordain ministers,

■ proclaim Christ’s death, resurrection, and return, and

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23 Jesus commissions the Apostles and
ascends to His Father

■ gather the firstfruits and lead the bridal congregation to the Lord.

The promise of the Lord Jesus is also valid today, “… lo, I am with you
always, even to the end of the age.”

Statement Prompt On the fortieth day following Jesus’ resurrection, something special
occurred.

Workbook, Exercise 2 The children read the interview with parts given out.

Question Prompt Which event is Apostle Peter reporting about?

Discussion In the discussion that follows, the children firstly talk about what they
know about Christ’s ascension.

Then the children read two Bible passages, reporting about the Lord’s
ascension, aloud.

Bible Luke 24: 50–51:

“And He led them out as far as Bethany, and He lifted up His hands
and blessed them. Now it came to pass, while He blessed them, that
He was parted from them and carried up into heaven.”

Acts 1: 9–11:
“Now when He had spoken these things, while they watched, He was
taken up, and a cloud received Him out of their sight. And while they
looked steadfastly toward heaven as He went up, behold, two men
stood by them in white apparel, who also said, “Men of Galilee, why do
you stand gazing up into heaven? This same Jesus, who was taken up
from you into heaven, will so come in like manner as you saw Him go
into heaven.”

Teacher’s Presentation When the Lord Jesus will return, as the two men in white apparel
said during His ascension, we will also experience our ascension,
i.e. transformation. Apostle Paul wrote about this in his letter to the
Thessalonians.

Workbook, Exercise 3 The children read the Bible text aloud.

Discussion Discuss the Bible verses and, together with the children, find simpler
wording so the children will be better able to understand.

[Methodical remark: The suggested answers do not have

to be adopted verbatim. What is important is to take up the
children’s contributions.

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 23
The answers are recorded on the board.

Board – When Christ returns, the completed children of God from the
realms of the departed will arise first.

– Then the completed children of God living on earth will be taken

to the Lord.

Workbook The children write the board text into their workbook.

Question Prompt In his letter, Apostle Paul also writes, “Therefore comfort one another
with these words.” Why is this a comfort for us?

Discussion ■ Then we are able to be with the Lord eternally.

■ We will see our loved ones in the beyond again.

Conclusion

We want to live our lives in such a manner that the Lord Jesus could
come any day.

Notes

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24
Pentecost: the outpouring of the
Holy Spirit

Objective

The children become

acquainted with the
­happenings at Pentecost.

Contents

■ The outpouring of the

Holy Spirit and its initial
effects (Acts 2: 1–13).

■ Apostle Peter’s sermon

(Acts 2: 14–40).

■ Pentecost, the birthday

of the church of Christ.

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 24
Introductory
Remarks
Like Easter (Passover) and the Feast of Booths, also known as the Feast
of Ingatherings or the Feast of Tabernacles (Succoth), Pentecost was
the second of the three Pilgrim Festivals, which God had commanded
the people of Israel to celebrate. The five books of Moses contain sev-
eral references to Pentecost, although not using the term Pentecost, but
Feast of Weeks, also known as the Day of the First Fruits or the Harvest
Feast. In Hebrew it was called Hag Shavuot.

For centuries, since the time of Moses, this day was called Shavuot.
But during the third century bc, Israel came under Greek influence.
The holy scriptures were translated into Greek, because this language
had become more and more significant in the area around the Mediter-
ranean. For a long time already, Hebrew was only still being spoken by
rabbis. Colloquially, the Israelites spoke Aramaic. Greek, however, pro-
vided opportunity for international communication, and also became
more common among the Jewish people. This development led to the
renaming of the pilgrim feast Shavuot, and calling it pentekoste (i.e., fif-
tieth day). What is being referred to is the 50th day following Passover.
The term Pentecost we are familiar with is derived from pentekoste.

At first, Pentecost was a feast of thanksgiving, on which two firstling

breads were to be brought as offerings. The last of the harvest, which
started around Passover/Easter, had been brought in. Subsequently,
the Jews no longer celebrated the feast of Pentecost only as a
thanksgiving day, but also in remembrance of the covenant God had
made with the Israelites at Sinai by proclaiming the commandments
and providing the Book of the Covenant.

Assuming that on Pentecost following Christ’s ascension all those

­mentioned in the first chapter of Acts were sitting together, one will
find an interesting congregation gathered there. First, there were the
­Apostles. Meanwhile, Matthias had taken the place of Judas Iscariot.
Joseph Barsabbas Justus, one of Jesus’ faithful disciples, was also
present, as were Mary, Jesus’ mother, and the Lord’s brothers, James,
Joses (or Joseph), Simon and Judas (Acts 1: 14; Matthew 13: 55).

Many others also, whose names are not mentioned, were together in
one accord. In total there were approximately 120 men and women.
Nothing is mentioned about the place where this happened, other than
that it was in Jerusalem.

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24 Pentecost: the outpouring of the
Holy Spirit

Together they began to celebrate Pentecost, which had started already

the previous evening. Since Christ’s ascension they had spent every
day together and prayed often (Acts 1:14).

The events of Pentecost are described as follows:

“And suddenly there came a sound from heaven, as of a rushing mighty

wind, and it filled the whole house where they were sitting” (Acts 2: 2).

Regarding the concept “wind” in this Bible text, it should be noted that,
in Greek, the words wind and spirit have the same root (pneuma); also
the Hebrew word ruach has the meaning of both “wind” and “spirit”.

“Then there appeared to them divided tongues, as of fire, and one sat
upon each of them. And they were all filled with the Holy Spirit and
began to speak with other tongues, as the Spirit gave them utterance”
(Acts 2: 3–4).

“… to speak with other tongues …” means that the speaker is

con­versing in a language he himself is not familiar with. This event
­expressed that God wanted to have the gospel proclaimed to all
peoples. People with the most diverse mother tongues are together,
hearing God’s word.

The events in Jerusalem did not remain secret. There were thousands
of visitors in the city who had come for the feast. They had come from
everywhere to observe the holiday in the temple in Jerusalem. On
account of the rushing mighty wind, the crowd came together. And
each one heard in his own mother tongue what the Holy Spirit had to
say. Something like that had never happened before.

And what effect did this experience have on the listeners?

“So they were all amazed and perplexed, saying to one another,
‘Whatever could this mean?’” (Acts 2: 12).

Others resorted to ridicule, and said:

“They are full of new wine” (Acts 2: 13).

Thereafter, Apostle Peter stood up. He raised his voice and put those
with a nasty tongue in their place. At nine o’clock (i.e., the biblical third
hour), surely no one will be drunk yet.

Then he commenced with his sermon.

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 24
First, the Apostle cited the book of the prophet Joel (Joel 3: 1–5), and,
with these words, explained the events which the Jews had witnessed.
The listeners were familiar with these scriptures. With this comment,
Apostle Peter made it clear to them that the prophet’s word had fulfil-
led itself before them. Thereby, a foundation had been created in their
hearts, which the Apostle could link up with other words out of the
Bible. He connected these quotations with the sending of God’s Son,
Jesus of Nazareth. If the one thing, which this Galilean said, was true,
the other also had to be correct. The listeners were familiar with this line
of reasoning from their services, and able to believe it.

Perhaps there also was the one or the other among the listeners to
whom applied quite personally what the Apostle came to speak about
next.

“Jesus of Nazareth, a Man attested by God to you by miracles,

wonders, and signs which God did through Him in your midst … you
have taken by lawless hands, have crucified, and put to death”
(Acts 2: 22–23).

The Lord Jesus had also been at many a festival in Jerusalem. And
­pilgrims from all over the world saw and heard Him there. Now Peter
was able to proclaim to all that this Jesus had resurrected from the
dead. And again he quoted the Scriptures, this time from the Psalms,
to verify that everything which the hearers were at the moment being
affected by was part of God’s plan of salvation, had been foretold,
and now found its fulfillment. Statements concerning David which, until
now, had no doubt been applied to him, were being newly illuminated
through the light of the Holy Spirit, and, only in view of Jesus’ resurrec-
tion, revealed their deeper meaning (Psalm 16: 8–11).

“Therefore let all the house of Israel know assuredly that God has made
this Jesus, whom you crucified, both Lord and Christ” (Acts 2: 36).

The combination of the various powers of the Holy Spirit did not
remain fruitless. “Now when they heard this, they were cut to the heart”
(Acts 2: 37). They were so moved that all they could do was ask:

“Men and brethren, what shall we do?” (Acts 2: 37).

What an effect of a single sermon! The listeners had the courage to ask
what they should do. They had recognized that until now they had not
done what would have drawn God’s good pleasure upon them.

The answer, which they received regarding this from Peter and the
other Apostles, is clear.

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24 Pentecost: the outpouring of the
Holy Spirit

“Then Peter said to them, ‘Repent, and let every one of you be
baptized in the name of Jesus Christ for the remission of sins; and
you shall receive the gift of the Holy Spirit’” (Acts 2: 38).

“Then those who gladly received his word were baptized: and that day
about three thousand souls were added to them” (Acts 2: 41).

Pentecost was preserved as a Christian holiday, and is observed in

remembrance of the outpouring of the Holy Spirit. Pentecost is not only
referred to as the “day when the Holy Spirit was revealed”, but also as
the “birthday of the church of Christ”.

Lesson Plan
Lead-In

Workbook, Exercise 1 The children read the “newspaper articles”. Afterwards, give the
­children time to imagine the sensation resulting from this.

Implementation

Teacher’s Presentation Explain what significance Pentecost, which was also called the Feast
of Weeks, has for the Jews.

The word Pentecost is derived from the Greek word pentekoste,

­meaning the fiftieth day. What is being referred to is the fiftieth day
­following Passover (Easter). On this day, the Feast of Weeks was
celebrated, which was one of the three pilgrim feasts God had
­commanded the people to celebrate, along with the Feast of
Booths and Passover.

At first, Pentecost was a feast of thanksgiving, on which two firstling

breads were to be brought as offerings. The harvest in the fields, which
started around Passover/Easter, had now been completed. Subse-
quently, the Jews no longer celebrated the feast of Pentecost only as a
day of thanksgiving, but also in remembrance of the covenant God had
made with the Israelites at Sinai by proclaiming the commandments.

Jewish men, and those who had adopted the Jewish faith, came to
Jerusalem for the Feast of Weeks––some from very far away––to bring
sacrifices to the Lord in the temple. Therefore, at ­Pentecost, there were
always many visitors in Jerusalem.

134
 24
The Bible describes the events. A child reads

Bible Acts 2: 1–4:

“When the Day of Pentecost had fully come, they were all with one
accord in one place. And suddenly there came a sound from heaven,
as of a rushing mighty wind, and it filled the whole house where they
were sitting. Then there appeared to them divided tongues, as of fire,
and one sat upon each of them. And they were all filled with the Holy
Spirit and began to speak with other tongues, as the Spirit gave them
utterance.”

Discussion The children describe what was read in their own words.

Question Prompt Ask the children what speaking with other tongues could mean?

After the children have expressed their ideas, explain the following to
them:

Teacher’s Presentation The people who had already received the Holy Spirit, began to speak in
languages they themselves were not familiar with. This was a mystery
to the rest of the people, who now heard their own language spoken.
Some tried to make fun of it all by saying, “They are full of new wine”
(Acts 2: 13).

Thereupon Apostle Peter stood up and explained that at 9 o’clock in

the morning (i.e., the third hour) surely no one will be drunk. Then he
preached an impressive sermon. He explained to his listeners that God
had raised Jesus of Nazareth from the dead, referring to the words in
the Psalms which they were familiar with, “For You will not leave my
soul in Hades, nor will You allow Your Holy One to see corruption”
(Acts 2: 27; Psalm 16: 10).

He made it clear to them that these words foretold Christ’s resur-

rection.

Bible Acts 2: 36:

“Therefore let all the house of Israel know assuredly that God has made
this Jesus, whom you crucified, both Lord and Christ.”

This sermon had a great effect. Read

Bible Acts 2: 37:

“Now when they heard this, they were cut to the heart, and said to
Peter and the rest of the apostles, ‘Men and brethren, what shall we
do?’”

135
24 Pentecost: the outpouring of the
Holy Spirit

A child reads what Apostle Peter advised them to do.

Bible Acts 2: 38:

“Then Peter said to them, ‘Repent, and let every one of you be
baptized in the name of Jesus Christ for the remission of sins; and
you shall receive the gift of the Holy Spirit.’”

Question Prompt Approximately how many people do you think followed the advice and
had themselves baptized?

Workbook, Exercise 2 The solution to exercise 2 provides the answer to this question.

Question Prompt Pentecost is also considered the birthday of the church of Christ. Why?

Discussion ■ We commemorate the outpouring of the Holy Spirit.

■ We remember the establishment of the first Christian congregation.

Statement Prompt However, there is also another reason why Pentecost is special to us.

■ The service on Pentecost conducted by the Chief Apostle is

transmitted to as many congregations worldwide as possible.

Conclusion

Consider the past Pentecost.

■ Where did the Chief Apostle conduct the divine service?

■ What was the Bible text he used?

Workbook, Exercise 3 The children complete exercise 3.

Notes

136
25
The steadfastness of the first
Christian congregation

Objective

The children become

acquainted with the
essential characteristics
of the first Christian
congrega­tion.

Contents

■ Congregational life at the

time of the first Apostles
(Acts 2: 42–47).

■ Our steadfastness
● in the Apostles’
­doctrine,
● in fellowship,
● in breaking of bread,
and
● in prayers.

138
 25
Lesson Plan
Lead-In

Statement Prompt Recall how Christ’s first congregation came into being!

Discussion The children give an account of the events at Pentecost.

Possibly supplement, indicating that about three thousand people

were so moved by Apostle Peter’s powerful sermon that they had
themselves baptized.

Implementation

Workbook, Exercise Instruct the children to mark the correct answer in the exercise,
and to complete the sentence. The characteristics that distinguished
the first Chris­tians should be brought out.

Discussion Have the children compare the completed sentence in the exercise. In
the ensuing discussion, the children become aware of the significance
of this sentence for us as God’s children. Bring out the fact that stead-
fastness is important where our faith is concerned. We will find it easier
to be steadfast, if we comprehend God’s plan of salvation, and know
God’s intentions for us.

Question Prompt What does “being steadfast” mean?

■ It means to continue,

■ not to stop,

■ not to give up, and

■ to keep one’s mind on the task at hand.

This can be expressed succinctly: being faithful to the end.

Question Prompt What is the Apostles’ doctrine?

Here the children might offer the following example:

■ Everything which the Apostles teach through the inspiration of the

Holy Spirit.

Explain to the children that the Apostles’ doctrine is nothing less than
the proper proclamation of the gospel of Jesus Christ. A child reads
what Jesus told His Apostles.

139
25 The steadfastness of the first
Christian congregation

Bible Matthew 28: 20:

“Teaching them to observe all things that I have commanded you …”

The Apostles’ doctrine comprises everything that Christ taught, the

gospel. Also today the Apostles of Jesus teach in the power of the Holy
Spirit and proclaim the gospel of the death, resurrection, and return of
Christ.

Question Prompt What are the effects of our being steadfast in the Apostles’ doctrine?

The central point of the Apostles’ doctrine is the promise of Jesus to

return. Through the Apostles we hear how we are able to prepare our-
selves for the Lord’s appearance. If we act in accordance with the
Apostles’ doctrine, we make progress toward the goal of our faith.

Board Steadfastness

– in the Apostles’ doctrine enables us to take sure steps

toward the goal.

Question Prompt What value do we attach to fellowship?

In the fellowship of God’s children we experience the following:

■ Together we hear the word of God.

■ Others have understanding for us. We also have understanding

for others.

■ We are prayed for. We also pray for others.

■ We are loved. We also love.

■ We are helped. We, too, are ready to help.

■ etc.

Teacher’s Presentation Being together physically is not what makes this fellowship so in­
valuable, but rather the close and sincere bond we share in the Spirit
of Christ, the relationship to the ministers, the Apostles, and the Chief
Apostle, and our common goal.

Question Prompt What does it mean for us to be steadfast in fellowship?

140
 25
Discussion The children talk about their own experiences, namely, that they
are happier when they are together, that they feel secure, and that
this makes reaching the same goal easier. Direct them to the fact
that those who remain in this fellowship are preserved from much
evil.

Board Steadfastness

– in the Apostles’ doctrine enables us to take sure steps

toward the goal.

– in fellowship gives us security.

Question Prompt What is breaking of bread for us?

Breaking of bread refers to the celebration of Holy Communion.

Question Prompt What does it mean for us to be steadfast in the breaking of bread?

We celebrate Holy Communion in each divine service. Through the

worthy partaking of Christ’s body and blood we have fellowship with
the Lord, and receive strength to overcome.

Board Steadfastness

– in the Apostles’ doctrine enables us to take sure steps

toward the goal.

– in fellowship gives us security.

– in breaking of bread keeps us in fellowship with

Jesus Christ.

Question Prompt What does praying mean for us?

Praying means speaking with God, and conveying our adoration,

thanks, intercessions, and petitions to Him. Praying is as important
for the soul as breathing is for the body.

Question Prompt What does it mean for us to be steadfast in prayer?

We pray regularly and include our heavenly Father in our life. God
hears us and helps us according to His will.

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25 The steadfastness of the first
Christian congregation

Board Steadfastness

– in the Apostles’ doctrine enables us to take sure steps

toward the goal.

– in fellowship gives us security.

– in breaking of bread keeps us in fellowship with

Jesus Christ.

– in prayer connects us with God.

Workbook The children copy the board text into their workbook.

Conclusion

Discussion Discuss with the children that the four characteristics dealt with
(i.e., the Apostles’ doctrine, fellowship, breaking of bread, and
prayer) can be compared to pillars. Pillars are a symbol for strength
and constancy. As pillars carry and support a structure, so these
characteristics support our faith.

Notes

142
 26
The sacraments

Objective

The children become

acquainted with the
sacraments.

Contents

■ The concept
“sacrament”.

■ The three sacraments:

● Holy Baptism
(John 3: 5;
Matthew 28: 19–20;
Acts 8: 36, 38).
● Holy Sealing (John 3: 5;
Acts 8: 14–17; 19: 1–6).
● Holy Communion
(Luke 22: 19–20;
John 6: 53–57;
Acts 20: 7;
1 Corinthians 10:
16–17, 21; 11: 23–28).

143
26 The sacraments

Introductory
Remarks1
1 The concept “sacrament”

The word sacrament is not a biblical word. It developed, starting

in the middle of the 2nd century. At first it meant “oath of service,
loyalty or allegiance”. In Christian Latin the word was the accepted
rendering of the Greek mysterion, which means mystery. Originally
this referred to the godly mysteries of Jesus Christ’s birth, death, and
resurrection. Sacraments are signs symbolizing the new covenant,
holy acts, through which God accepts man and ministers to him.
Through faith man therefore participates in the life of Jesus Christ.

2 The administering and inner effect of the sacraments

It is necessary to distinguish between the act of administering

the sacraments (i.e., visible), and their inner effect (i.e., invisible).

The sacraments are means of grace for the individual, and the
ascertainable sign of sanctifying grace. They are by no means to
be interpreted symbolically, but bring about what they denote.

3 The introduction of the sacraments and their essential features

Jesus Christ introduced the sacraments. They are dispensed through

prayer and the word spoken with power and authority, using water,
bread, and wine. The gift of the Holy Spirit is transmitted through prayer
and the laying on of hands of a living Apostle.

4 The importance of the sacraments to the believer

The sacraments establish a close fellowship with the triune God.

They are the means to man’s perfection and spiritual healing. Holy
Baptism and Holy Sealing effect the emergence of the new
creature in Christ, Holy Communion produces spiritual growth
and strengthening.

Holy Baptism, Holy Sealing, and Holy Communion are necessary in

order to have eternal fellowship with God. That is why these three
sacraments are dispensed in the New Apostolic Church:

1
For more information you may also refer to lessons 21 –24 of the Confirmation textbook

144
 26
■ Holy Baptism (John 3: 5; Matthew 28: 19–20; Acts 8: 36, 38),

■ Holy Sealing (John 3: 5; Matthew 28: 19–20; Acts 8: 14–17 and

19: 1–6), and

■ Holy Communion (Luke 22: 19–20; John 6: 53–57; Acts 20: 7;

1 Corinthians 10: 16–17, 21 and 11: 23–28).

The biblical reference to the three that bear record, and who are one,
can be found in 1 John 5: 7, “For there are three that bear witness in
heaven: the Father, the Word, and the Holy Spirit; and these three are
one.”

5 Holy Baptism

Through Holy Baptism with water, man is adopted into the new
covenant by God. He is incorporated into the body of Christ. Original
sin (i.e., inherited sin) is washed away.

According to Jesus’ commission to the Apostles, all peoples are to

be baptized (Matthew 28: 19–20; Mark 16: 15–16).

The prerequisite is the believer’s profession of faith in Jesus Christ and

His gospel.

Until the day of Confirmation, the parents, or the legal guardian, on

behalf of the child, assume the responsibilities arising from the
baptismal vow and promise to raise the child in accordance with the
gospel. The same applies to the promise at the time of Holy Sealing.

6 Holy Sealing

Holy Sealing is the dispensation of the gift of the Holy Spirit by Apostles
(Ephesians 1: 13–14 and 4: 30). Through it, the baptized person attains
the childhood in God.

According to God’s will, receiving the Holy Spirit brings about a

complete renewal of man who, through sin, had become enslaved
by death (2 Corinthians 5: 17; James 1: 18).

The dispensation of the Holy Spirit is carried out through prayer and
the laying on of hands of a living Apostle (Acts 8: 14–17 and 19: 1–6).
­

145
26 The sacraments

7 Holy Communion

Holy Communion is the sacrament established by Jesus Christ Him-

self in remembrance of His suffering and death, the sacrifice brought
by Him (Matthew 26: 26–28; Luke 22: 19–20). Partaking of it worthily
establishes our fellowship with Jesus Christ.

Holy Communion provides the soul with the power to remain with
Christ and to overcome everything that could be of hindrance to
eternal salvation. Holy Communion is preceded by the absolution,
which brings about the forgiveness of sins (cf. also Lesson 17 “Jesus
celebrates Holy Communion”).

Lesson Plan
Lead-In

Workbook, Theme Picture The children look at the theme picture, which depicts the dispensation
of the sacraments.

Implementation

Discussion Let the children tell what they know about the sacraments and their
dispensation.

Teacher’s Presentation Explain to the children that the word “sacrament” is derived from Latin,
meaning “oath of service, loyalty or allegiance”. We understand sacra-
ments to be holy acts through which God grants man fellowship with
Himself. These acts symbolize the new covenant. The dispensation of
the sacraments is a visible act and has inner effects. The sacraments
establish a bond of union with God, and contribute to the perfection
and worthiness of man.

Workbook, Exercise 1 The children complete the exercise, and read the text aloud.

Discussion Substantiate why three sacraments are dispensed in the New Apostolic
Church.

146
 26
A child reads

Bible 1 John 5: 8:
“And there are three that bear witness on earth: the Spirit, the water,
and the blood; and these three agree as one.”

Here the Spirit represents Holy Sealing, water represents Holy Baptism,
and blood represents Holy Communion.

Some explanation is provided for the individual sacraments.

Holy Baptism

Teacher’s Presentation Emphasize that not only infants are baptized––which the children will
be most familiar with––but also adults.

Holy Baptism is part of the rebirth, and is necessary in order to enter

God’s kingdom (John 3: 5).

To baptize means to dip into water. Baptism can be carried out through
besprinkling, dousing, or complete immersion. In our church, children
and adults are baptized as follows:

■ Water is consecrated in the name of the triune God.

■ The minister performing the baptism uses the consecrated water

to make the sign of the cross three times on the forehead of the
person being baptized.

■ At the same time, the words “I baptize you in the name of God the
Father, the Son, and the Holy Spirit” are spoken.

Through the baptism, God adopts man into the new covenant. The
person being baptized becomes a Christian. At the same time he is
incorporated into the body of Christ. The one being baptized vows to
live his life in accordance with God’s will. When chil­dren are baptized,
the parents assume this obligation. Through the act of baptism the
original sin (i.e., inherited sin) is washed away.

Question Prompt Who is eligible for Holy Baptism?

Discussion ■ Anyone who is prepared for it.

■ All people, regardless of ethnic origin, education, or status

(Matthew 28: 19).

■ Not only adults, but children also (Mark 10: 14).

147
26 The sacraments

Holy Sealing

Teacher’s Presentation As a rule, Holy Baptism is carried out first, and only thereafter the Holy
Sealing follows (i.e., the dispensation of the gift of the Holy Spirit).

Whoever wants to be sealed, should believe, have been instructed, and

have decided on this step of his own free will. In the case of children,
this decision is taken by the parents.

Question Prompt How is the Holy Spirit dispensed?

Discussion Through prayer and laying on of hands of a living Apostle

(Acts 8: 15, 17).

Ask the children whether they recall witnessing a sealing. Discuss it

with them.

Children are also able to receive the gift of the Holy Spirit through
prayer and laying on of hands of a living Apostle. In this case, the
parents vow to raise their child in accordance with the gospel.

Workbook, Exercise 2 The children do the exercise and compare answers.

Discussion Explain once again that the gift of the Holy Spirit is received at Holy
Sealing. It is the basis for the complete renewal of the inner man, and
makes us children of God and heirs of his glory.

Holy Sealing is also called

■ the baptism with the Holy Spirit and fire (Matthew 3: 11; Acts 1: 5).

■ the holy anointing (2 Corinthians 1: 21–22).

Holy Communion

Workbook, Exercise 3 The children complete the exercise.

Discussion Afterwards, discuss the contents of the balloons with them. Sup-
plement as follows:

■ Holy Communion is not only in commemoration of Christ’s suffering

and death. It is also a celebration of joy, thanks, and praise. As Jesus
once took bread and wine, and gave thanks, so the congregation
comes before God to praise and thank Him for His Son’s merit: the
sacrifice brought by the Lord.

148
 26
■ Those who partake of Holy Communion receive the body and
blood of Christ and the strength to overcome evil. Holy Communion
establishes true fellowship with Jesus Christ.

Question Prompt Which is the most important sacrament?

Discussion Discuss with the children that all three sacraments are equally
important. According to statements from the Bible, acceptance
of the sacraments is an essential prerequisite for entering the kingdom
of God (John 3: 5 and 6: 53–54).

Conclusion

Workbook, Exercise 4 The children complete the exercise.

Notes

149
27
The ministries

Objective

The children become

acquainted with the
ministries.

Contents

■ The ministries in the

first church.

■ The ministries in the

New Apostolic Church.

■ Each spiritual ministry

should be holy for us.

150
 27
Lesson Plan
Lead-In

Workbook, Exercise 1 A child reads the letter aloud.

Implementation

Discussion Discuss with the children what they notice about this letter.

Emphasize the following:

■ In the old covenant, according to God’s will, it was left to the Levites
to perform services in the temple.

■ For servants in the first Christian congregation, lineage was not

important.

■ The servants were selected by believers in the congregation.

■ The Apostles confirmed the selection through prayer and the laying
on of hands.

Workbook, Exercise 2 The children find out about further ministries of the first church.

Discussion Show that the ministries mentioned in the New Testament are also
used in the New Apostolic Church. The ministry of prophet merged into
the Apostle ministry.

The growth of the New Apostolic Church made it necessary to install

additional ministries. These were created following the ministries of the
first church. Hence the District Evangelist ministry is derived from the
Evangelist ministry found in the New Testament.

Question Prompt What ministries are there in our congregation? Name some of the
ministers!

Write the ministries and names on the board. It would be nice if this
opportunity could be used to show the children a group photograph
of the ministers of the congregation. As an aid, the following could
be written on the board, for example:

151
27 The ministries

Board Priest Smith, rector

Priest Sharp

Deacon Walker

etc.

Discussion Explain that the rector of a congregation can be a Priest, an Evangelist,

or a Shepherd. Rector is not a ministry, but an added responsibility
within the congregation.

Question Prompt What other ministries in our Church do you know?

The children name additional ministries. Write them on the board in

order of ministerial level:

Board Chief Apostle

District Apostle

Apostle

Bishop

District Elder

District Evangelist

Shepherd

etc.

Workbook, Exercise 3 With the help of what is written on the board, ask the children to com-
plete the exercise.

Question Prompt Which tasks of the ministers are you familiar with?

Discussion Gather what the children know and supplement if necessary.

■ All ministers have special tasks in the divine services and in caring for
the souls.

■ Deacons look after the outward order in the divine services and
support the proclamation of the word. As a rule, they accompany a
Priest, make family visits, and visit the sick.

152
 27
■ The ministries from Priest to Bishop are the priestly ministries.
Just like the Deacons, the priestly ministers also make family
visits and visit the sick. Over and above that, they have received
the commission and authority from the Apostle to

●c
 onduct divine services,

● dispense Holy Baptism,

● proclaim the forgiveness of sins, and

●c
 onsecrate and administer Holy Communion.

■ Districts are headed by district leaders. They adopt souls into the
congregation.

■ Bishops are the closest co-worker of the Apostles, and in particular

care for the priestly ministers.

■ Apostles dispense Holy Sealing and ordain ministers.

■ District Apostles are in charge of District Churches.

■ The Chief Apostle is the head of the Apostles and the leader of the
New Apostolic Church International. He ordains District Apostles and
Apostles.

Teacher’s Presentation With few exceptions, the ministers serve on an honorary basis.
They serve the Lord and the congregations out of love and conviction.
Although, as human beings, they may also make mistakes, their
ministry, through which God blesses the congregation, always
remains holy for us.

Conclusion

Question Prompt Which qualities of your ministers do you appreciate particularly?

Discussion Collect the children’s answers. The children report about situations in
which these qualities became clear.

153
 28
The development of
the congregation in Jerusalem

Objective

The children learn how the

congregation in Jerusalem
developed through the
courageous testifying of
the first Apostles and
Christians.

Contents

■ The growth of the con-

gregation in Jerusalem
(Acts 2: 41; 4: 4).
■ Characteristics of the
congregation (Acts 1: 14;
2: 42–47; 4: 32–33).
■ Persecution of the
congregation
(Acts 4: 1 to 8: 4).
■ We want to profess
our faith to the people
(Matthew 10: 32–33).

155
28 The development of the congregation in
Jerusalem

Introductory
Remarks
Details about the development of the congregation in Jerusalem can be
found in Acts.

Apostle Peter’s Pentecost sermon was so powerful that 3,000 people

decided to have themselves baptized (Acts 2:41). These were added to
the approximately 120 faithful upon whom the Holy Spirit had previous-
ly been poured out (Acts 1: 15; 2: 1–4). In connection with this,
a few exceptional features of congregational life at that time are
em­phasized. This account ends with the phrase, “And the Lord added
to the church daily those who were being saved” (Acts 2: 47). A little
later, already about 5,000 believing men belong to the congregation
(Acts 4: 4).

In Acts 6: 7, it says further, “Then the word of God spread, and the
number of the disciples multiplied greatly in Jerusalem.”

The early Christian congregation in Jerusalem at first consisted of

Aramaic-speaking Jews from Palestine, and Greek-speaking Jews who
had lived in the Diaspora 1.)

The differences between the two groups were not only confined to
­language. Due to varied cultural backgrounds, their religious thinking
and practice had also been formed differently. At times, this resulted
in tension among the faithful. That is why the Jews who had lived in
the Diaspora, for example, complained that their widows had not been
adequately c­ onsidered at the distribution of food, clothing, and money.

Tackling these kinds of problems would have taken time away from
the Apostles’ main task of proclaiming the gospel. That is why they
appointed seven Deacons2 to assist them. They were to lend a helping
hand with commonplace matters in the congregation.

“Then the twelve summoned the multitude of the disciples and said,
‘It is not desirable that we should leave the word of God and serve
tables. Therefore, brethren, seek out from among you seven men of
good reputation, full of the Holy Spirit and wisdom, whom we may
appoint over this business; but we will give ourselves continually to
prayer and to the ministry of the word’” (Acts 6: 2–4).

1
 iaspora (Greek) refers to the Dispersion of the Jews among the Gentiles, or the aggre-
D
gate of Jews or Jewish communities scattered “in exile” outside Palestine or present-day
Israel.
2
 eacon is derived from the Greek word diakonos, meaning servant. Besides serving in
D
the congregation, which was their original task (Acts 6: 1–2), a Deacon’s responsibilities
also included professing his faith among the people, as Stephen did (Acts 6: 8 to 8: 1).

156
 28
One of these seven men was Stephen, a man “full of faith and power”,
who performed great wonders and miracles (Acts 6: 8).

Stephen’s critical words about the temple and the law evidently
aroused the hatred of those Jews in Jerusalem who did not believe
in Jesus Christ. At first, they tried to refute him. Then they falsely
accused him. Stephen was arrested and brought before the Sanhedrin
(Acts 6: 9–15).

There he made a speech in his own defense, which turned more and
more into a harsh reprimand. This enraged his listeners. And when
he still had the cheek to exclaim, “Look! I see the heavens opened
and the Son of Man standing at the right hand of God!” they were so
incensed that they drove him out of the city and stoned him. His last
words were, “Lord, do not charge them with this sin” (Acts 7: 56, 60).

Stephen’s murder was the signal to persecute the faithful in Jerusalem,

and many fled the city. Since the refugees talked about their faith when
they resettled, their flight led to the spreading of the gospel, also out­
side of Jerusalem. With it, what Jesus Christ had said to the Apostles
began to fulfill itself, “… you shall be witnesses to Me in Jerusalem, and
in all Judea and Samaria, and to the end of the earth” (Acts 1: 8).

Lesson Plan
Lead-In

Workbook, Theme Picture The children look at the theme picture.

Discussion Discuss the following:

■ Many people are listening to the Apostles.

■ People are being baptized.

Teacher’s Presentation Within a short time, surprisingly many faithful were added to the
­followers of Jesus, so that a large congregation came into being
in Jerusalem. How this happened, you can read in the workbook
text.

Implementation

Workbook, Text, Exercise 1 The children take turns reading the text aloud, and then work on
exercise 1 with a partner. Discuss the answers afterwards.

157
28 The development of the congregation in
Jerusalem

Discussion The growth of the congregation

■ The core of the first congregation in Jerusalem consisted of about

120 followers of Jesus, who had witnessed His activity, and upon
whom the Holy Spirit had been poured out.

■ Following Apostle Peter’s Pentecost sermon, 3,000 people were added.

■ The congregation continued to grow steadily. After Apostle Peter

had healed a lame beggar and then had spoken to a crowd that
had swarmed together, many came to believe, so that now 5,000
male adults belonged to the congregation.

Characteristics of the faithful

■ They fostered fellowship.

■ They prayed to God continually, and praised Him.

■ They were firm in the Apostles’ doctrine.

■ They celebrated Holy Communion together.

■ They shared their possessions.

■ They testified of the Lord’s resurrection and Jesus Christ’s gospel.

The faithful conducted themselves in an exemplary manner. The grace

of God was with all of them, and they enjoyed great favour among the
people.

Teacher’s Presentation The high priests, the priests and captains of the temple, the elders,
and scribes were angry that the Apostles drew so much attention to
themselves through their performing miracles, and that they taught
the people. That is why they persecuted the Apostles and the entire
congregation.

Workbook, Exercise 2 The children work on the exercise individually or with a partner.

Discussion Discuss the persecutions with the children.

■ The Apostles Peter and John were sent to prison.

■ The Sanhedrin strictly forbade the two Apostles to continue

preaching.

The children read the Apostles’ replies to the issued ban aloud.

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 28
Bible Acts 4: 20:
“For we cannot but speak the things which we have seen and heard.”

Acts 5: 29:
“We ought to obey God rather than men.”

■ Stephen was stoned by the people.

■ The faithful were persecuted. Several of them were sent to prison.

■ Many of the faithful fled to Judea and Samaria. These refugees gave
testimony of their faith and thereby brought the gospel to many places.

Question Prompt The Apostles and the other faithful showed great courage by testifying
of their faith and spreading the gospel, despite persecution, arrest, and
death looming over them. Why were they so courageous?

■ They were convinced about Jesus’ teaching.

■ They relied completely on the Lord.

■ They were filled with and driven by the Holy Spirit.

■ etc.

Afterwards discuss the following Bible verse with the children, which a
child reads aloud.

Bible Acts 1: 8:
“But you shall receive power when the Holy Spirit has come upon you;
and you shall be witnesses to Me in Jerusalem, and in all Judea and
Samaria, and to the end of the earth.”

Discussion Discuss the following with them:

■ The Lord Jesus directed these words towards His Apostles.

■ The Lord said it immediately before His ascension.

■ The instruction, “… you shall be witnesses to Me … and to the

end of the earth”, implies that the gospel is to be spread throughout
the world.

■ The Apostles of today are active with the same zeal as the first
Apostles. The words, “… you shall be witnesses to Me … and to
the end of the earth”, continue to be valid. Only today,
can the last part be fulfilled.

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28 The development of the congregation in
Jerusalem

Statement Prompt Today, inconceivably many people are living on the earth. It is not
enough that only the Apostles work and testify with great zeal.

We all want to help along in spreading the gospel. This we can do by

■ professing our faith,

■ being on our best behaviour as God’s children, everywhere,

■ telling our fellow-men about the present-day activity of the Apostles

and the imminent return of Christ,

■ etc.

Conclusion

A child reads aloud what Jesus Christ said about those who
courageously confess their faith before man.

Bible Matthew 10: 32–33:

“Therefore whoever confesses Me before men, him I will also confess
before My Father who is in heaven. But whoever denies Me before men,
him I will also deny before My Father who is in heaven.”

Notes

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The spreading of Christianity within
the Roman Empire

Objective

The children understand

that the superior state of
technology and culture
within the Roman Empire
facilitated the spreading
of Christianity.

Contents

■ The Roman road system.

■ Greek, the common

­language.

■ The spreading of Chris­

tian congregations.

■ The expansion of the

New Apostolic Church
today.

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29 The Spreading of Christianity within the
Roman Empire

Introductory
Remarks
A Brief History of Rome and the Roman Empire

According to legend, Rome was founded in the year 753 bc, and ­
ruled by kings. In 510 bc—a date, which also has not been verified
historically—the kingdom was transformed into a republic which now
was governed by two annually elected consuls, a Senate, and popular
assemblies.

The Romans waged numerous wars on their neighbours, until all of

central and southern Italy was under their control in 270 bc. During
the centuries that followed, the Romans took possession of the entire
Mediterranean coast, and all European countries west of the Rhine and
south of the Danube. At the beginning of the second century bc, the
Roman Empire reached its greatest expansion.

The continuing expansion of the empire made it necessary to construct

a road system branching out in all directions. Already in 312 bc, con-
struction of the first of the great Roman roads, the Via Appia (Appian
Way), commenced. It ran south-east from Rome in a perfectly straight
line.

In the year 44 bc, General Gaius Julius Caesar had himself proclaimed
dictator. Following his assassination one month later and battles that
lasted for years, Octavian, who had been honoured with the title
Augus­tus (i.e., the exalted, the venerable) since 27 bc, established the
Roman Empire. During his reign from 30 bc to ad 14 the Roman Empire
experienced a period of peace and prosperity called Pax Augusta and
the Golden Age of Rome. At the borders of this great empire, however,
there were constant clashes with neighbouring peoples also during
this time.

Caesar Augustus had many public buildings, magnificent temples, and

numerous statues of gods erected (“I found a city made of brick, and
turned it into a city made of marble.”). The Romans expected the popu-
lation of the conquered areas to worship their emperor as a deity, but
otherwise brought no influence to bear on the various religions in the
provinces.

The Romans settled retired soldiers (i.e., veterans) in the conquered

areas. These settlements were called colonies, and later received the
right to self-government, whose seat became the quasi district capital
of the area.

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 29
A Roman citizen enjoyed special privileges throughout the empire––
above all, civil rights in the city of Rome. Without having been
sentenced, he could be neither bound nor scourged, could not be
crucified, and, during legal proceedings, could appeal to the emperor,
who then made the final decision. Apostle Paul, for example, had
special legal protection because he had inherited the right to Roman
citizenship from his father.

After Caesar Augustus, many other emperors followed. Under

Diocle­tian (ad 284–305), stabilization of the political and military
structures was achieved. The decline of the Roman Empire began
during the fourth century, in the course of peoples’ migrations. In the
year 395, the Roman Empire split into the Western and Eastern
Roman Empires.

Lesson Plan
Lead-In

Question Prompt What commission did Jesus Christ give to His Apostles prior to His
ascension?

“Go therefore and make disciples of all the nations …”

(Matthew 28: 19).

Teacher’s Presentation At the time of the first Apostles, Palestine was under Roman rule. It was
part of the Roman Empire. This empire enjoyed a superior state of tech-
nology and culture, as well as an outstanding trans­portation network.
All of this furthered the spreading of Christianity in its beginnings.

Workbook, Exercise 1 While the children are looking at the examples of Roman construction
in the workbook, provide them with the following information:

Teacher’s Presentation The Romans were great master builders

In Rome itself, among other things, the Colosseum and Circus Maximus
were erected. These have been partially preserved.

■ The Colosseum was an amphitheatre with an elliptical base, in which

there was room for about 50,000 spectators. It had a circumference
of 527 m and was 50 m high, with a length of 186 m and a width of
156 m. Construction was begun by Vespasian and completed under
his son Titus in the year ad 80.

■ The Circus Maximus was the largest of the Roman hippodromes

and one of the largest sports arenas ever built. In its arena, primarily

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29 The spreading of Christianity within the
Roman Empire

chariot races were held on a 650 m long course. Under Augustus,

the Circus Maximus seated 185,000. It was later enlarged and in the
fourth century it held as many as 385,000 spectators.

In order to be able to supply people in the cities with water, the

Romans constructed water mains, which ran partly underground,
partly at ground level, partly also over big bridges known as aqueducts.
One of these aqueducts, the Pont du Gard, near Nîmes in southern
France, is still in good condition (length 273 m, height 49 m).

Implementation

Workbook, Theme Picture Together, look at the theme picture and discuss it.

Teacher’s Presentation Already around 300 bc, Via Appia, the first big road open to traffic,
was constructed. It ran from Rome in an absolutely straight line to
Capua (about 175 km south-east of Rome), and later was extended
to southern Italy, at which time it was 540 km long. Parts of it are still
in good condition. Remains of Roman roads constitute the subsoil for
many of today’s roads and railway tracks. On many of these roads,
remains from Roman times can still be made out such as embank-
ments, foundations, or rock deposits.

Gradually, the Romans constructed a network of roads with a total

length of 85,000 km, more than twice the circumference of the earth.

Workbook, Exercise 2 The children work on exercise 2. Elaborate on the following:

Discussion After the Roman army had conquered new areas, the Romans had
­slaves construct roads, linking these areas to Rome.

In this way, it was possible to quickly effect troop transfers for securing
the borders. Thanks to these roads, messengers were able to deliver
messages quickly. The network of roads made it easier to govern the
immense empire.

Record the following on the board:

Board The network of roads in the Roman Empire was of great advantage for

– the military,

– administration,

These outstanding roads facilitated trade. It was easier to trade

goods between the capital and the provinces, as well as ­between
the provinces themselves.

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 29
Teacher’s Presentation In addition, throughout the Roman Empire, it was possible to pay with
Roman coins, and to communicate in a simplified form of Greek. Long
before the Romans, the Greek ruler, Alexander the Great, had con­
quered large areas of the Middle East, and spread Greek culture and
the language among non-Greek peoples. Greek served as a means
of communication, especially for intellectuals and merchants.

Add to the board text.

Board The network of roads in the Roman Empire was of great advantage for

■ the military,

■ administration,

■ trade,

Discussion With improved means of travel, and an extensive, uniform state organi-
zation, it was easier to communicate and to disseminate information.

Add to the board text.

Board The network of roads in the Roman Empire was of great advantage for

– the military,

– administration,

– trade,

– communication.

Workbook, Exercise 2 The children transfer the board text to exercise 2 in their workbook.

Teacher’s Presentation Travelling within the Roman Empire

Despite the well-constructed roads, travel at that time was arduous.

Rich people covered short distances in a litter, others walked. Other
means of transport included donkeys, camels, and horses. Only very
well-to-do people used carts or coaches.

For fear of being ambushed by robbers, merchants preferred to travel

in larger groups, and public servants had military escorts put at their
disposal. Travellers could spend the night at government lodgings or
caravansaries. Although these were big, they were not particularly
luxurious.

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29 The spreading of Christianity within the
Roman Empire

On foot up to 40 km could be covered in one day, with a wagon up to

100 km.

Soldiers were expected to manage 30 km daily; a mounted messenger

covered about 100 km a day. From Palestine it was possible to reach
Rome in about 60 days on horseback.

Shipping also played a major role.

Statement Prompt All of these conditions within the Roman Empire supported the spread­
ing of Christianity.

Workbook, Exercise 3 The children work on exercise 3 together.

Discussion Discuss the following:

■ Soldiers, civil servants, messengers, or merchants were able to travel

to distant areas more easily.

■ During the long journeys, there was adequate time for conversa-
tion.

■ The simplified Greek made it easier to communicate. Apostle Paul

also used Greek on his missionary journeys.

■ Among the many travelers, there were also Christians who spoke
about their faith, wherever they went.

■ etc.

Question Prompt Improved means of travel, and an extensive, uniform state organ-
ization were favourable conditions for the spreading of Christianity.
Which other conditions had to be fulfilled by the Christians?

■ A sense of mission,

■ the willingness to make sacrifices,

■ the courage to profess their faith,

■ etc.

Result The first Apostles possessed all of these. They went into the remotest
areas of the Roman Empire, and beyond, to fulfil their commission.

Statement Prompt The commission of Jesus Christ is still valid today!

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 29
Discussion The conditions are very favourable in our time. Modern means of trans-
port make it possible for the Apostles and many other ministers today
to undertake missionary journeys into nearly all countries. Despite the
number of languages, most of the time initial communication in one of
today’s world languages is possible.

But also today, the preparedness to do this work is required, because

there are many difficulties to cope with, such as

■ physical strain,

■ difficult political conditions,

■ danger (e.g., crime),

■ etc.

Conclusion

Question Prompt How can we contribute to the missionary work?

■ We can pray for the ministers who are active in the missionary work.

■ We can give testimony in our own surroundings.

Lastly, a child reads aloud from the Bible.

Bible Matthew 24: 14:

“And this gospel of the kingdom will be preached in all the world as a
witness to all the nations, and then the end will come.”

Notes

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30
The Apostles of Jesus Christ

Objective

The children recognize

the envoys of Jesus Christ
in the Apostles.

Contents

■ The twelve Apostles

appointed by Jesus
(Luke 6: 12–16).

■ Additional Apostles
of the first church
(Acts 1: 25–26; 13: 1–4;
14: 14; Romans 16: 7;
Galatians 1: 19).

■ What is an Apostle,
and what are his
responsibilities?

■ The work of today’s

Apostles.

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 30
Introductory
Remarks
1 The commission and authority of the Apostles

Apostle means ambassador or envoy. Jesus Christ, who was sent

by His heavenly Father for the salvation of man, is referred to as an
Apostle in Hebrews 3: 1. He commissioned His Apostles, “All authority
has been given to Me in heaven and on earth. Go therefore and make
disciples of all the nations, baptizing them in the name of the Father and
of the Son and of the Holy Spirit, teaching them to observe all things
that I have commanded you; and lo, I am with you always, even to the
end of the age” (Matthew 28: 18–20).

According to the commission, “Teaching them to observe all things

that I have commanded you …”, the Apostles’ teaching firstly com-
prises what Jesus Himself taught. In addition, the Lord announced to
His Apostles that the Holy Spirit would provide further revelations, say-
ing, “I still have many things to say to you, but you cannot bear them
now. However, when He, the Spirit of truth, has come, He will guide
you into all truth; for He will not speak on His own authority, but what-
ever He hears He will speak; and He will tell you things to come. He
will glorify Me, for He will take of what is Mine and declare it to you”
(John 16: 12–14).

To enable the Apostles to fulfill their commission, Jesus Christ gave

them the commission to baptize (Matthew 28: 19) and the authority
to proclaim the forgiveness of sins in His name, “If you forgive the
sins of any, they are forgiven them; if you retain the sins of any, they
are retained” (John 20: 23). In addition to this, the Apostles have been
commissioned to implore man to reconcile with God (2 Corinthians
5: 20).

Someone who has authority, acts in the name of the one who gave him
the authority. Everything done by the authorized representative is as
valid as if the one granting the authority were doing it himself.

God the Father, the Son, and the Holy Spirit is almighty. He has power
and omnipotence in heaven and on earth. Jesus Christ acted on
divine authority when He healed the sick, raised the dead, or drove out
demons. This authority Jesus also conferred on His Apostles, which
showed itself, for example, when Apostles Peter and John ­healed
the lame beggar at the entrance to the temple. The rulers, elders, and
scribes of the people of Israel asked them, “By what power or by what
name have you done this?” (Acts 4: 7). Apostle Peter then explained
that he had acted in the name of Jesus Christ of Nazareth.

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30 The Apostles of Jesus Christ

2 Designations for the Apostle ministry in the New Testament

In the Bible, the Apostle ministry is also referred to as the ministry of

■ the new covenant (2 Corinthians 3: 6),

■ the Spirit (2 Corinthians 3: 6–8),

■ righteousness (2 Corinthians 3: 9), and

■ reconciliation (2 Corinthians 5: 18),

In the New Testament there are formulations, making the Apostles’

­responsibilities clear:

■ ambassadors for Christ (2 Corinthians 5: 20),

■ servants of Christ and stewards of the mysteries of God

(1 Corinthians 4: 1),

■m
 inistry of the word (Acts 6: 4)

■ those who seek the bride (2 Corinthians 11: 2),

3 The Apostles of the first church

The Apostles of the first Christian church include the twelve disciples
appointed by Jesus, upon whom He conferred the Apostle ministry
(Luke 6: 13–16): Simon called Peter; his brother Andrew; James and
John; Philip, Bartholomew, Matthew, Thomas; James, the son of
Alphaeus; Simon, called the Zealot; Judas, the son of James; and
Judas Iscariot, the traitor.

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 30
Furthermore, the Bible refers to the following who carried the
Apostle ministry: Matthias, who replaced Judas Iscariot, Barnabas,
Paul, Andronicus, Junias, Timothy, Silvanus, referred to as Silas
in Acts, and James, the Lord’s brother.

It may be assumed that there were additional Apostles in the first

church. According to extra-biblical accounts, John was the last living
Apostle of Jesus at that time.

In accordance with the comission of Jesus to make disciples of all the

nations and to baptize them, the Apostles worked in different areas.

Whereas Apostles Peter and James proclaimed the gospel mainly

among the Jews, Apostles Paul, Barnabas, Timothy, and Silvanus
went to the heathen countries in the area of the Mediterranean. Based
particularly on Eusebius of Caesarea’s (ca. ad 260–340) history of
the church, other Apostles spread the gospel in additional Asian and
­African countries.

In accordance with their commission, the Apostles converted Jews

and Gentiles to faith in Jesus Christ, and thus began to gather the new
people of God (1 Peter 2: 10).

Following the death of the first Apostles, the Bishops and other
­ministers took over the responsibility of caring for the congregations
spiritually as well as spreading the gospel further. However, the Holy
Spirit was no longer active in all His fullness so that the gift of the Holy
Spirit could no longer be dispensed.

4 The Apostles of the end-time

In the year 1832, in England, John Bate Cardale was called as the
first Apostle of the end time through prophecy.

The Apostles of the end-time are equipped with the same commis-
sion and authority as the first Apostles. It is the responsibility of the
Apostles to properly proclaim the gospel, to dispense all sacraments,
and to prepare believers for the return of Jesus Christ.

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30 The Apostles of Jesus Christ

Lesson Plan
Lead-In

Workbook, Theme Picture, Look at the theme picture with the children and discuss who these
Discussion men are.

The picture depicts the first 12 Apostles.

The children try to name the Apostles.

Board A child writes the names on the board, even if incorrect names are
provided.

Implementation

Workbook, Exercise 1 The children individually work on the exercise. Afterwards, discuss the
answers.

Discussion ■ Jesus Christ Himself appointed the first 12 Apostles.

■ There also were additional Apostles in the first church.

Teacher’s Presentation In Acts 1: 21–26 there is a report of how an additional Apostle was
appointed. Matthias was the first Apostle who was not appointed
­directly by Jesus Christ. One day, following Christ’s ascension,
Apostle Peter came to the faithful; about 120 were gathered. He first
spoke about Judas, who had betrayed the Lord and then had killed
himself. He then referred to the fact that already in the Psalms it says,
“Let another take his office” (Psalm 109: 8). He suggested that one
should be selected from among the disciples to replace Judas Iscariot.
It was to be a disciple who had been with Jesus since His ­baptism in
the river Jordan and who could also bear witness to His resurrection.
Two men were designated. In a prayer God was asked to show them
which of the two men was to be the Apostle. Then lots were cast. The
lot fell on Matthias.

Jesus did not designate a fixed number of Apostles. The Lord calls
Apostles based on the requirements.

Question Prompt Apostle means envoy (i.e., one who is sent). Whose envoys were the
Apostles?

Discussion The Lord Jesus sent forth the Apostles.

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 30
A child reads what Jesus told the Apostles.

Bible John 20: 21:

“As the Father has sent Me, I also send you.”

Matthew 28: 18–20:

“All authority has been given to Me in heaven and on earth. Go there-
fore and make disciples of all the nations, baptizing them in the name
of the Father and of the Son and of the Holy Spirit, teaching them to
observe all things that I have commanded you; and lo, I am with you
always, even to the end of the age.”

Matthew 10: 40:

“He who receives you receives Me, and he who receives Me receives
Him who sent Me.”

Discussion Emphasize the following:

■ Jesus was sent into the world by His Father.

■ Before returning to His Father, He sent the Apostles to the people

in His stead.

■ He gave them the commission and authority to lead man to God
through word and sacrament.

Statement Prompt In the Bible, formulations can be found, through which the Apostles’
responsibilities can be recognized.

Workbook, Exercise 2 The children individually work on the exercise.

Discussion Discuss the following with the children:

■ As ambassadors for Christ (2 Corinthians 5: 20), the Apostles

proclaim the gospel, the glad tidings about salvation through
Jesus Christ (gospel is another word for glad tidings).

■ As servants of Christ (1 Corinthians 4: 1), they are in the service of

their master Jesus Christ and His congregation.

■ As stewards of the mysteries of God (1 Corinthians 4: 1) they look

after the possessions of their master. As stewards of the mysteries of
God, the Apostles are responsible for the proper proclamation of the
gospel and administration of the sacraments (Catechism Q&A 432).

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30 The Apostles of Jesus Christ

■ Apostles give themselves to the ministry of the word (Acts 6: 4). They
preach about the salvation of God and have the authority to proclaim
the forgiveness of sins.

■ As those who seek the bride (2 Corinthians 11: 2) they gather the
bridal congregation and prepare it for the return of Jesus Christ.

Teacher’s Presentation From the previous lessons we know that the Apostles were persecuted.
Apostle James, the son of Zebedee, was the first Apostle to die as a
martyr. Men or women, who are killed for their faith’s sake, are called
martyrs.

Apostle John was presumably the only one of the original 12 Apostles
who died of natural causes. After all of the Apostles of the first church
had died, the Bishops and other ministers kept the existing congrega-
tions together, cared for them, and continued to disseminate the gos-
pel.

This was followed by many centuries during which no Apostles were

active. In the year 1832, in England, John Bate Cardale, through
­prophesies, was called as the first Apostle of the end-time. Today
a great many Apostles are active.

Workbook, Picture In their workbook, the children look at a group photograph taken at
a meeting of all District Apostles and their helpers in Berlin in Germany
in October 2014. At that time, there were 347 active Apostles.

Discussion The children will realize that today that there are many more Apostles
than in the first church. Discuss the following.

■ So many Apostles are required today because there are so many
congregations and children of God who require intensive pastoral
care.

■ Our Apostles today, mostly, do not only work in small areas, but also
in foreign countries, to fulfill the commission they received from the
Lord.

■ Although we do not know all Apostles personally, we nevertheless

want to pray for all of them.

■ etc.

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 30
Conclusion
To conclude the lesson, the children play a game in which they are to
guess the names of Apostles, as follows:

A piece of paper, indicating the name of an Apostle, is attached to the

back of a child (e.g., with safety pins, adhesive tape, string, etc.). The
child does not know whom he or she is “representing”, but is to guess
it. To accomplish this, the child may ask the other children questions,
who may only respond with yes or no (e.g., “Am I the Apostle who
wrote the Book of Revelation?”, “Am I a living Apostle?”, “Am I one of
the first Twelve”, etc.)

This game will become interesting if three or more children with names
of various Apostles of the first church and our present-day Church
question the rest of the children. Questions about the place of resid­
ence, district, missionary areas, etc. could be asked. If a child posing
questions, guesses whom it is representing, other children take their
turn.

Notes

175
31
The special position of Apostle Peter
(Part 1)

Objective

The children learn that

Jesus gave Apostle Peter
special responsibilities.

Contents

■ Peter, the rock

(Matthew 16: 18–19).

■ Peter’s commission
(John 21: 15–17;
Luke 22: 32).

176
 31
Lesson Plan
Lead-In

In an exercise in the last lesson we learned the names of the Apostles.

Today we will look at a description of an Apostle and try and guess
who it is.

Implementation

Workbook, Exercise 1, By means of a discussion, the teacher and children work on exercise 1
Discussion together. They obtain some information about Apostle Peter’s names
and about events he experienced with the Lord Jesus.

With the help of John 1: 42, the children learn that Jesus gave Peter the
name Cephas, meaning “rock”. Explain to the children that the Aramaic
word kepa has the same meaning as the Greek Petros and the Latin
Petrus.

The examples taken from the life of Simon Peter are not ­intended to
portray his life story, but, above all, to show features of his nature as
well as his closeness with Jesus.

During the discussion, elaborate on the following:

■ In many situations, Simon Peter was very impulsive, even fearless.
This was a personal trait.

■ He recognized his weakness, after having denied the Son of God,
and was deeply sorry. Here, his penitence showed itself.

■ Apostle Peter was often close by when Jesus performed miracles.

This especially strengthened his faith in the Son of God.

■ Without doubting, Apostle Peter declared that Jesus was the Son of
the living God (Matthew 16: 16 and John 6: 69). Here his great under-
standing becomes evident.

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31 The special position of Apostle Peter
(Part 1)

The New Testament reports about a conversation between the risen

Jesus Christ and Simon Peter. The children read

Bible John 21: 15–17:

“So when they had eaten breakfast, Jesus said to Simon Peter, ‘Simon,
son of Jonah, do you love Me more than these?’ He said to Him, ‘Yes,
Lord; You know that I love You.’ He said to him, ‘Feed My lambs.’ He
said to him again a second time, ‘Simon, son of Jonah, do you love
Me?’ He said to Him, ‘Yes, Lord; You know that I love You.’ He said
to him, ‘Tend My sheep.’ He said to him the third time, ‘Simon, son of
Jonah, do you love Me?’ Peter was grieved because He said to him the
third time, ‘Do you love Me?’ And he said to Him, ‘Lord, You know all
things; You know that I love You.’ Jesus said to him, ‘Feed My sheep.’”

Question Prompt What was the question which the Lord Jesus asked Apostle Peter, and
what special commission did Apostle Peter receive?

Discussion ■ Jesus Christ’s question was, “Simon, son of Jonah, do you love Me
more than these?”

■ Apostle Peter answered merely, “Yes, Lord; You know that I love
You.” Herewith he showed that he did not place himself above the
other Apostles.

■ The Lord asked Peter two more times if he loved Him.

■ Peter was commissioned to feed Christ’s lambs and sheep, that is

to lead the Christian congregation.

■ After the ascension of Jesus, Apostle Peter cared for his fellow
Apostles and all brothers and sisters like a shepherd.

The metaphor of the shepherd here is a reference to the care and

love with which Peter cared for the flock of Christ. In 1 Peter it says
(a child reads):

Bible 1 Peter 5: 2–3:

“Shepherd the flock of God which is among you, serving as overseers,
not by compulsion but willingly, not for dishonest gain but eagerly; nor
as being lords over those entrusted to you, but being examples to the
flock.”

So far, the children have learned that Peter had a strong faith and loved
Jesus Christ.

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 31
Question Prompt What do you do when you love someone especially?

■ You would like to be together with him or her always.

■ You would like to do everything that pleases him or her.

In this manner, Peter followed Jesus Christ faithfully, and is an example

for us. We also want to love Jesus Christ and follow Him faithfully.

Workbook, Exercise 2 The children record important words of Jesus addressed to Apostle
Peter.

Teacher’s Presentation Jesus Christ entrusted Peter with the keys to the kingdom of heaven
(literally, “the kingdom of the heavens”). In addition, he told him,
“… you are Peter, and on this rock I will build My church …”

The church (i.e., congregation), which the Lord Jesus already had
­contemplated and in mind to build, can be compared to a house.
The sure foundation of this “house” is to be the ministry of the rock.
According to Matthew 16: 19, Peter is to receive the keys to this
house. He is to be the landlord, so to speak, who is responsible for
supervising Christ’s property.

What can be deduced from this regarding the first church? Apostle
Peter

■ is responsible for leading the church of Christ on earth,

■ ensures the continued existence of this “house”, that is for the

proper proclamation of the gospel,

■ devotes himself to the church of Christ.

In addition, he was commissioned to strengthen his brethren

(Luke 22: 32).

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31 The special position of Apostle Peter
(Part 1)

Conclusion
Discussion Today, our Chief Apostle is the visible head of Jesus’ Apostles. He has
been empowered and authorized in the same manner as Apostle Peter
was by Jesus Christ. This encompasses

■ ensuring that the gospel is proclaimed properly,

■ that insights and connections of the doctrine inspired by the Holy

Spirit become accessible and understandable,

■ defining the order within the Church, and

■ preserving the unity among the Apostles and leading the Church
together with them.

Notes

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 32
The special position of Apostle Peter
(Part 2)

Objective

The children understand

Apostle Peter’s leading
role in the formation and
spreading of the first
church.

Contents

■ Reference to the
missionary work
among the Gentiles
(Acts 2: 39).

■ Visiting Cornelius
(Acts 10).

■ The Apostolic council

in Jerusalem (Acts 15).

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32 The special position of Apostle Peter
(Part 2)

Lesson Plan
Lead-In

Workbook, Exercise 1 The children work on the exercise and compare their answers.

Implementation

Discussion This event was already dealt with in Lesson 24, “Pentecost”. Here, for
the first time, Peter stood up in public as the Apostles’ spokesman.

Examine the Bible passage referenced in exercise 1, Acts 2: 39, again.

“For the promise is to you and to your children, and to all who are afar
off, as many as the Lord our God will call.”

Discuss the following with the children:

■  “For the promise is to you and to your children” means that future
generations should also share in the fulfillment of this promise.

■ The words “all who are afar off” were initially meant geographically.

■ Furthermore, they also predict that, in addition to the Jews, Gentiles

were also to be called into the fellowship with Jesus Christ.

Peter himself had not immediately understood this promise. To see

its fulfillment later, however, the Apostle had to experience something
­special.

Workbook, Exercise 2, The children take turns reading the story. Discuss with them what these
Discussion events were to show Peter.

■ Just as Peter would never have eaten anything unclean, he would

never have voluntarily entered the house of a Gentile. Mosaic Law
prohibited both.

■ By means of this vision, God prepared Peter to stop at the home
of Cornelius the Centurion, a Gentile, without reservations or mis-
givings.

Workbook, Exercise 3, Tell the rest of the story using the pictures.
Discussion

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 32
■ Cornelius, a Roman centurion, lived in Caesarea and felt drawn to the
Judaic faith. In the New Testament he is described as a devout man
and one who feared God.

■ An angel told him in a vision, he should have a man named Simon,
whose surname was Peter, fetched from Joppa. Consequently,
­Cornelius sent three men to Joppa.

■ Peter came and entered this Gentile’s house, although Jews were
not permitted to do so.

Workbook and Bible A child reads the remainder of the story aloud.

Discussion Discuss with the children that what had happened at Pentecost in
Jerusalem was repeating itself here in a similar manner for Gentiles. The
children recognize that, in addition to Jews, other people (i.e., including
heathens) were added to Christ’s church.

A child reads aloud from Apostle Peter’s report in Jerusalem regarding

this.

Bible Acts 11: 16–18:

“Then I remembered the word of the Lord, how He said, ‘John indeed
baptized with water, but you shall be baptized with the Holy Spirit.’ If
therefore God gave them the same gift as He gave us when we believed
on the Lord Jesus Christ, who was I that I could withstand God? When
they heard these things they became silent; and they glorified God, say-
ing, ‘Then God has also granted to the Gentiles repentance to life.’”

Draw the children’s attention to the fact that Apostle Peter immediately
passed this new insight provided by God on to the other Apostles and
his disciples.

Teacher’s Presentation At a subsequent Apostles’ gathering, the question, to what extent the
Mosaic Law was to apply to the Gentile Christians, was an important
topic. Following a fierce argument, Apostle Peter stood up and said,
“Now therefore, why do you test God by putting a yoke on the neck of
the disciples which neither our fathers nor we were able to bear? But
we believe that through the grace of the Lord Jesus Christ we shall be
saved in the same manner as they” (Acts 15: 10–11).

Paul’s exhortation, followed by James’s address, led to a unanimous

decision, which was conveyed to the Gentile Christians.

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32 The special position of Apostle Peter
(Part 2)

A child reads aloud.

Bible Acts 15: 22–29:

“Then it pleased the apostles and elders, with the whole church, to send
chosen men of their own company to Antioch with Paul and Barnabas,
namely, Judas who was also named Barsabas, and Silas, leading men
among the brethren. They wrote this letter by them: the apostles, the
elders, and the brethren.
“To the brethren who are of the Gentiles in Antioch, Syria, and Cilicia:
Greetings. Since we have heard that some who went out from us have
troubled you with words, unsettling your souls, saying, ‘You must be
circumcised and keep the law’—to whom we gave no such command-
ment—it seemed good to us, being assembled with one accord, to
send chosen men to you with our beloved Barnabas and Paul, men who
have risked their lives for the name of our Lord Jesus Christ. We have
therefore sent Judas and Silas, who will also report the same things by
word of mouth. For it seemed good to the Holy Spirit, and to us, to lay
upon you no greater burden than these necessary things: that you
abstain from things offered to idols, from blood, from things strangled,
and from sexual immorality. If you keep yourselves from these, you will
do well. Farewell.”

Conclusion

Discussion Also today, regardless of status and origin, everybody can become a
Christian.

Notes

184
 33
Apostle Paul (Part 1)
MACEDONIA
ITALY
Objective
Philippi
Puteoli Amphipolis
The children learn about Neapolis
Thessalonica
how a persecutor of
Christ’s congregation Apollonia Troas
Beroea
becomes an ardent Assus
PHRYGIA GALATIA
defender and Apostle. GREECE Pisidian Antioch
Thyatira
Athens Iconium
Sicily Rhegium ASIA PISIDIA
Lystra
Contents PAMPHYLIA CILICIA
Syracuse Corinth Ephesus
Attalia Derbe Antioch
■ Excerpts from Apostle Miletus Myra Tarsus in Syria
Perga
Paul’s life (Acts 9: 1–31;
Malta SYRIA
22: 3–30; 15: 2–30;
Crete Cyprus
2 Corinthians 11: 23–28; Rhodos Salamis PHOENICIA
Galatians 1: 17–24). Phoenix Lasea Paphos
Damascus
Cauda Sidon
■ Apostle Paul’s three
­missionary journeys Caesarea Samaria
(Acts 13–14; 15: 35 to Mediterranean Sea
18: 22; 18: 23 to 21: 15). Cyrene Joppa
Jerusalem
■ God wants all people
Alexandria
to be helped.
Petra
EGYPT

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33 Apostle Paul (Part 1)

Introductory
Remarks
for Lessons 33 and 34

1 Excerpts from Apostle Paul’s life

Little is known about Paul’s childhood and youth. He was born in

­Tarsus in Cilicia around the year ad 10. His parents belonged to the
tribe of B­ enjamin. From them he inherited his Roman citizenship and
that of Tarsus. He himself declared that he was a Pharisee. He was
known by two names: the Latin name, Paul, and the Hebrew name,
Saul.

Saul was a tent maker by profession. At the age of about 18 to 20,

he went from Tarsus to Jerusalem. There he became a student of
the famous teacher, Gamaliel, and already very early was recognized
as a scribe.

In Acts, Luke describes Saul’s blind zeal in persecuting the Christian

congregation in Jerusalem, his presence at the stoning of Deacon
­Stephen, his conversion to Christ, as well as his acceptance into the
congregation at Jerusalem (Acts 8: 1; 9: 1–31; 22: 3–21; 26: 9–20).

Saul’s conversion occurred in the year ad 34 or 35. Thereafter, Saul was

active for some years in Syria and Cilicia, and stayed with the Syrian
congregation at Antioch until about ad 45 where he and Barnabas were
called as Apostles.

Between ad 45 and 49, Saul, together with Barnabas, undertook a

­missionary journey to Cypress and Asia Minor. It took about two
years. From then on, the Apostle only used his second name, Paul
(Acts 13 and 14).

In the year ad 49 or 50, he set out on his second missionary journey,

which took three years and went through Asia Minor and Greece. On
this journey he was accompanied at times by Silas, at times also by
Luke. Paul visited the congregations, which had been established
during his first journey. From Lystra onward, Timothy also accompa-
nied him (Acts 15: 36 to 18: 22).

The third missionary journey took place between the years ad 51 and
58, or ad 52 and 59. Again he went to Asia Minor and Greece, accom-
panied at times by Timothy, and brothers from Macedonia and Achaia.
Also on this journey he met Luke (Acts 18: 23 to 21: 15).

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 33
In Acts 21 to 28 Luke reports about Apostle Paul’s arrest and journey to
Rome.

Little is known about the last years of Paul’s life. In the last sentence
of Acts, Luke reports that, for two years, Paul was able to go about
his missionary work freely in Rome. No more details are known about
the Apostle after this. His letters to Timothy and Titus suggest that he
wanted to journey to additional Mediterranean countries. It is assumed
that he was later executed in Rome.

2 Epistles by Paul (i.e., letters)

The New Testament contains 13 letters which are assumed to have

been written by Paul. Nine of them are addressed to congregations,
four additional ones he sent to disciples. The letters to Timothy and
Titus are referred to as the pastoral epistles because they essentially
go into the ministers’ responsibilities in the congregations.

In addition to the letters handed down in the New Testament, Paul

wrote others, which were lost, however.

The first letter Paul wrote is the first letter to the Thessalonians.
­Presumably, this letter is also the first book of the New Testament
to come into being.

The biblical sequence of the Apostle’s letters to congregations was

­primarily based on their length, and only secondarily on when they
were written.

Lesson Plan
Lead-In

Question Prompt What is the commission Jesus gave His Apostles?

As already in an earlier lesson, a child reads the important passage.

Bible Matthew 28: 18–20:

“All authority has been given to Me in heaven and on earth. Go there-
fore and make disciples of all the nations, baptizing them in the name
of the Father and of the Son and of the Holy Spirit, teaching them to
observe all things that I have commanded you; and lo, I am with you
always, even to the end of the age.”

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33 Apostle Paul (Part 1)

Teacher’s Presentation Apostle Paul undertook three extensive missionary journeys, thereby
being in harmony with Jesus’ commission to His Apostles. Based
on the New Testament, it can be concluded that, from Antioch, he
also undertook shorter journeys to visit the congregations (Acts 15:
23). For example, the congregations in Galatia were not established
during one of the three extensive missionary journeys.

Implementation

Teacher’s Presentation On his missionary journeys, Apostle Paul proclaimed the gospel not
only to the Jews, but also to the Gentiles (i.e., non-Jews). As a rule,
they (e.g., the Greeks and the Romans) believed in many gods.

A child reads one of Apostle Paul’s statements from the Bible aloud:

Bible Acts 13: 47:

“For so the Lord has commanded us: ‘I have set you as a light to the
Gentiles, that you should be for salvation to the ends of the earth.’”

Workbook, Text In order to learn something about Apostle Paul’s life prior to his
exten­sive journeys, the children take turns reading the individual
sections of the text aloud.

Discussion Afterwards, discuss what was read.

■ Saul was the son of orthodox parents from the tribe of Benjamin.

■ Already at an early age, he became a scribe and declared he was a

Pharisee.

■ As a dedicated teacher of the law, he persecuted the Christians.

■ The encounter with the risen Lord near Damascus was the big
turning point in his life. Saul became converted to Jesus Christ.

■ In a vision, the Lord commissioned Ananias to go to Saul.

■ When Ananias was with Saul, he placed his hands upon him.
Saul was filled with the Holy Spirit and had himself baptized
(Acts 9: 17–18). His sins were washed away (Acts 22: 16).

■ He became a zealot for the gospel of Jesus Christ.

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 33
Workbook, Exercise Explain the rules of the game before the children start to play.

Discussion ■ Altogether Paul’s journeys took more than 10 years.

■ During these he established several congregations.

■ Many people became Christians through the Apostle.

Teacher’s Presentation When the Lord sent Ananias, the disciple in Damascus, to Saul,
­Ananias initially objected by saying, “Lord, I have heard from many
about this man, how much harm he has done to Your saints in
Jerusalem. And here he has authority from the chief priests to
bind all who call on Your name. But the Lord said to him, ‘Go, for
he is a chosen vessel of Mine to bear My name before Gentiles,
kings, and the children of Israel’” (Acts 9: 13–15).

Discussion The Lord’s words fulfilled themselves. Apostle Paul brought the gospel
to the Gentiles and the Jews.

Conclusion

A Jew was not permitted to associate with non-Jews or enter their

homes.

God had first revealed to Peter that the gospel was also to be
­proclaimed to the Gentiles and that they are able to receive the
gift of the Holy Spirit.

A child reads aloud, what Peter said then.

Bible Acts 10: 34–35:

“In truth I perceive that God shows no partiality. But in every nation
whoever fears Him and works righteousness is accepted by Him.”

Discussion This is still valid today. God does not look at a person’s ancestry
or d
­ escent. Those who fear God and strive to do what is right,
are p­ leasing to Him.

Question Prompt What do you know about the spreading of the New Apostolic Church in
other countries.

The children report.

189
 34
Apostle Paul (Part 2)

Objective

The children recognize

that, with complete
commitment, Apostle Paul
spread Jesus Christ’s
­gospel, and also ­
com­forted and taught the
­faithful through letters.

Contents

■ The Epistles of Paul,

the Apostle.

■ Comfort and direction

through God’s timely
word.

■ The journey to Rome

(Acts 25: 11–12; 27; 28).

■ God’s cause calls for

complete commitment.

191
34 Apostle Paul (Part 2)

Lesson Plan
Lead-In

Discussion Take up the previous lesson and make it clear that Paul’s three exten-
sive missionary journeys altogether took more than ten years. There
were quite a number of congregations, the distances were great, and
the journeys arduous. This being so, the Apostle was only able to stay
briefly in most of the congregations.

Question Prompt What else could the Apostle do to keep up contact with the congrega-
tions nevertheless?

■ He could send one of his disciples with certain orders or instructions
to the congregations.

■ He could write letters to the congregations.

Question Prompt In fact, Paul wrote several letters to the congregations. Which are you
familiar with?

Board The children provide names of the Apostle’s letters to the congrega­
tions with which they are familiar. Write these on the board.

Implementation

Bible, Discussion The children compare what is written on the board with the table of
contents of the New Testament, and complete the list on the board.

Altogether nine of Paul’s letters to the congregations have been

preserved. However, there are also four letters that he wrote
to individuals. The correct names of these four letters are read
aloud from the New Testament table of contents:

■ the First Epistle of Paul the Apostle to Timothy,

■ the Second Epistle of Paul the Apostle to Timothy,

■ the Epistle of Paul to Titus, and

■ the Epistle of Paul to Philemon.

[Procedural note: Pick two Bible passages of Paul’s as examples, and

acquaint the children with these.]

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 34
Workbook, Exercise 1 Together, the children read the two texts, and the following is
­discussed:

Discussion With his letters to the congregations Paul wanted to comfort his
brothers and sisters during his absence.

Today, we receive comfort through the ministering of the Apostles

and the Chief Apostle. We can also read some of the Chief Apostle’s
sermons.

Statement Prompt Apart from providing comfort, Apostle Paul had additional reasons for
writing to the congregations.

The children take turns reading aloud from the Bible.

Bible Galatians 1: 1–9:

“Paul, an apostle (not from men nor through man, but through Jesus
Christ and God the Father who raised Him from the dead), and all the
brethren who are with me, To the churches of Galatia: Grace to you
and peace from God the Father and our Lord Jesus Christ, who gave
Himself for our sins, that He might deliver us from this present evil
age, according to the will of our God and Father, to whom be glory
forever and ever. Amen.
“I marvel that you are turning away so soon from Him who called you
in the grace of Christ, to a different gospel, which is not another; but
there are some who trouble you and want to pervert the gospel of
Christ. But even if we, or an angel from heaven, preach any other
gospel to you than what we have preached to you, let him be accur-
sed. As we have said before, so now I say again, if anyone preaches
any other gospel to you than what you have received, let him be
accursed.”

Teacher’s Presentation In this letter to the Galatians, Apostle Paul first stresses his authority
as an Apostle, and then clearly emphasizes that the gospel of Jesus
Christ may not be changed. Apparently, there were people in the con-
gregation who wanted to preach a ­different gospel. They wanted to
revert to circumcision, in other words to the Judaic law (Galatians 5:
2), and they venerated other power (such as angels Galatians 4: 8–11).
Both of these disgust the Apostle, and he warns the congregation
sharply against them. He even curses those who preach these things.
Towards the end of his letter, Apostle Paul admonishes the congrega-
tion to remain in the freedom of Jesus Christ (Galatians 5: 1).

The letter to the Galatians is an example of how Apostle Paul reacted

to situations in the congregations and provided the faithful with timely
direction.

193
34 Apostle Paul (Part 2)

Today, in the divine services, we hear God’s timely word, which

directs us.

Question Prompt Do Apostles today also write letters to the brothers and sisters?

Discussion ■ Pastoral letters to sick brethren, or those who are in special

­difficulties or live far away from the nearest congregation,

■ letters at Thanksgiving,

■ etc.

Teacher’s Presentation Unlike the Apostle’s other letters, the beginning of the letter to the
­Galatians, which we read together, is written in a curt, almost angry
tone. The Apostle took a lot of trouble spreading the gospel. It was
a bitter experience for him, to have the congregation turn away from
the true gospel.

The Apostle made many other bad experiences during his missionary
activity.

His third missionary journey ended in Jerusalem. Shortly thereafter,

while in the temple there, he was recognized by hostile Jews from the
province of Asia. They incited the people to such an extent that the
Apostle escaped with his life only because Roman soldiers intervened.
At first, soldiers took him into protective custody. When he was to be
killed, he was taken to Caesarea by the sea.

The Apostle was in captivity there for two years. Thereafter he was
permitted to go by ship to Rome because, as a Roman citizen, he had
appealed to his right to be tried there (Acts 25: 11–12). The journey to
Rome is the last journey of Paul reported on in Acts. It is not known
whether he continued on to Spain, as he had intended.

Workbook, Exercise 2 The children read about the stages of the journey to Rome aloud, and,
on the map, draw in the route.

Discussion On his journey to Rome, which at that time was considered to

be the centre of the world, Apostle Paul had to overcome great
­dangers.

All of these strains, however, could not keep him from proclaiming
the gospel.

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 34
Workbook, Exercise 3 The children work on exercise 3.

Teacher’s Presentation The exercise only refers to a few of the difficulties Apostle Paul
­experienced. He himself enumerates many more in his second
letter to the Corinthians (2 Corinthians 11: 23–33).

Discussion Apostle Paul

■ endured much throughout his mission.

■ did not allow himself to be held up on account of this,

■ did not put his personal welfare first, and

■ was totally dedicated to this task.

Question Prompt Also today, God’s cause requires complete commitment of us. What
does that mean to you?

We want to

■ remain faithful through all temptations,

■ not allow ourselves to be detained by unimportant things,

■ make the Lord’s cause the focal point of our lives, and not only
our personal welfare,

■ help along in completing God’s work,

■ etc.

Conclusion

Apostle Paul not only instructed the congregations, but was an

­example of Jesus’ teachings. A child reads

Bible Philippians 3: 17:

“Brethren, join in following my example, and note those who so walk,
as you have us for a pattern. ”

With this piece of advice, he calls upon all brethren to be zealous and
follow.

195
 35
Christ and His congregation

Objective

The children learn that

each person has his or her
place and responsibilities
in the congregation, which
is ruled by Christ as its
head.

Contents

■ Responsibilities within
the congregation.

■ The gifts of the Spirit

(1 Corinthians 12: 4–13).

■ God’s children are

­members on the body
of Christ.

■ Christ as the head

of the congregation
(Colossians 1: 18).

197
35 Christ and His congregation

Lesson Plan
Lead-In

Workbook, Theme Picture, Elaborate on the theme picture which depicts activities at the church.
Discussion

Implementation

Discuss with the children. who may participate in the depicted activities:
­members and ministers of the congregation.

Question Prompt Who may participate in these activities?

Emphasize that for some it is advantageous if somebody has a special

gift or talent, for example, when

■ playing an instrument,

■ singing in a choir/children’s choir,

■ conducting (e.g., a choir, orchestra, etc.)

■ decorating the altar,

■ etc.

With respect to these gifts and talents, it is important that someone is

prepared to use them for the benefit and joy of the congregation.

Teacher’s Presentation Just as there are different natural gifts and talents, there are spiritual
gifts which the New Testament refers to (1 Corinthians 12: 8–10). These
gifts ­include:

■ the gift, born out of the Holy Spirit, to speak about wisdom and
­knowledge,

■ the gift of faith,

■ the gift to perform miracles and make the sick well again,

■ the gift of prophesy,

■ the gift of discerning the spirits, and

■ the gift of speaking in tongues (i.e., speaking other languages).

198
 35
These gifts are to be of help to all in the congregation.

A child reads aloud

Bible 1 Corinthians 12: 4–6:

“There are diversities of gifts, but the same Spirit. There are differ-
ences of ministries, but the same Lord. And there are diversities of
activities, but it is the same God who works all in all.”

Discussion Discuss with the children what is meant by the Bible text.

■ There are many different kinds of gifts, but not everyone receives
each of these gifts. However, all gifts come from the same Holy
Spirit.

■ There are various ministries, but each ministry serves the same Lord.

■ Diverse powers come from God; they enable the working of various
miracles and wonders.

A child reads aloud

Bible 1 Corinthians 12: 7:

“But the manifestation of the Spirit is given to each one for the profit
of all.”

Question Prompt What does this mean?

When everyone in the congregation uses the gifts and powers they
have received, there is joy for all and everyone benefits.

Teacher’s Presentation Apostle Paul then metaphorically compares the congregation to a

body. If the congregation is a body, then, like the human body, this
body has many members, which complement and need one another.
All members of the body are important, regardless of their function
or capability.

Question Prompt What does this mean when applied to our being part of the
congregation?

Discussion Each child of God is important, and has his or her place and function
in the congregation. This also includes children, who, for example, are
able to be a joy to others.

Workbook, Exercise 1 The children complete the exercise and it is discussed.

199
35 Christ and His congregation

Discussion Emphasize again that there may indeed be differences with respect to
origin, character, personality, and gifts between the individual members
of the congregation, but each sealed soul has received the gift of the
Holy Spirit.

Differences do not only exist between the faithful in a congrega­tion, but

also between congregations. The activity of the Holy Spirit, however, is
the common bond everywhere.

Teacher’s Presentation In the letter to the Colossians the congregation is also referred to as
the body.

A child reads the first part of

Bible Colossians 1: 18:

“And He is the head of the body, the church …”

Discussion Discuss with the children that Jesus Christ is described as the head
here. The expression “head of the body” stresses the special signifi-
cance of Jesus Christ for His congregation.

■ No member of the body can exist without the head. Without the
head, nothing functions. Christ directs His congregation.

■ On the other hand, the head is part of the body to form a whole.
This means the congregation is closely united with Jesus Christ.

Conclusion

Workbook, Exercise 2 The children complete the exercise.

Notes

200