Andrew Sloan

To begin the session:

Have the members of your group answer one or more of the following ice-breaker questions.

1. What is the worst flood you have experienced?
2. How have you felt as you tuned into news accounts about the hurricane and flooding in Texas?
3. Do you know anyone who lives in that area?

Spend time praying for the residents and responders who have been impacted by the storm.

To engage the learners in a study of the Scripture text:

From the Standard Lesson Commentary (SLC): The biblical account of the great flood is detailed in giving specifics for the beginning of the flood, the length of time the rain fell, how long the floodwaters covered the earth, and how long it took for the waters to recede. The total amount of time adds up to a little more than a year (Genesis 7:11; 8:14).

Today’s lesson passage picks up right after Noah and his family and all the animals came out of the ark.

Have your group read Genesis 8:20-22 and discuss the following questions.

1. Why do you think Noah’s first action was to build an altar to the Lord and offer sacrifices on it?
2. What made this an especially costly sacrifice?

Point out that Noah took only seven pairs of each kind of clean animal. Rather than hold back because of his limited number of animals, Noah freely offered up some of each kind of clean animal in thanksgiving and worship to the Lord.

3. In what sense should we take the Lord’s response to Noah’s offering literally, and in what sense should we take it figuratively?

From the SLC: The writer (Moses) uses figurative language to describe God’s response to the sacrifice. Since “God is spirit” (John 4:24), we need not assume that God smells things the same way we do or has a literal, physical heart. Nevertheless, we understand such language. The point being made is that God accepts the offering.

4. What was the good news following the flood? How do we see God’s grace involved?

Genesis 9:1-7 (not in today’s text) begins with God’s instruction for Noah and his family to increase the population. Humanity is to multiply anew over the face of the earth.

Have your group read Genesis 9:8-17 and discuss the following questions.

5. What covenant does God establish, and who does he make it with?
6. Who is responsible for keeping this covenant?
7. How can we reconcile this covenant with the reality of terribly destructive floods, like we just witnessed in Texas?

From the SLC: As important as what the covenant promises is what it does not promise. It does not promise there will never be another flood of any magnitude, nor does it promise that there will never again be loss of life by means of flooding. Floods have occurred many times since the days of Noah. The covenant promises instead not to repeat a flood like the one just experienced. From now on, floods will never be so severe as to leave only eight survivors (1 Peter 3:20).

8. Why is the rainbow an appropriate sign of this covenant?
9. In the days following the flood, how do you think Noah and his family felt when a rainstorm moved in? How do you think they felt when the rainstorm was accompanied by a rainbow?
10. What did the Lord mean when he said, “Whenever I bring clouds over the earth and the rainbow appears in the clouds, I will remember my covenant between me and you and all living creatures of every kind” (Genesis 9:14, 15)?

From the SLC: We may find it odd that the all-knowing God needs to be reminded of anything. Once again the text uses figurative language. While we need reminders, God does not; but we understand that a reminder is assurance that something important will not be forgotten. God is giving assurance that he will not forget or forsake his covenant. And in that regard the rainbow is a symbol for us as well.

To begin the session:

Have the members of your group answer one or more of the following ice-breaker questions.

1. When you were growing up, what was the “wrong crowd” to associate with? Did you hang out with them at all?
2. Were you isolated from other racial, ethnic, social, or religious groups? To the extent that you had an integrated upbringing, what was the makeup of the other group(s)?
3. How much contact do you have with individuals from other racial, ethnic, social, or religious groups today?

To engage the learners in a study of the Scripture text:

Have your group read Acts 10:1-18, which isn’t included in the lesson text. Then read some or all of the Lesson Background in the Standard Lesson Commentary (SLC). Then lead your group in a discussion of the following question.

1. Why do you suppose God gave Peter this vision of unclean animals instead of just telling him what he was up to?

Have your group read Acts 10:19-23a and discuss the following questions.

2. Who really sent Cornelius’s three messengers?
3. How did the messengers tie in with Peter’s vision of eating forbidden food?
4. What mixed feelings did Peter likely have?

Have your group read Acts 10:23b-33 and discuss the following questions.

5. Why do you think Cornelius responded to Peter’s entrance the way he did?
6. Why do you think Peter responded the way he did in return?

From the SLC: The surprises continue for Peter as Cornelius, a centurion who is quickly recognizable as such by his attire, falls down in a posture of worship toward the apostle! This is both unexpected and unpleasant for Peter. It is unexpected because if anyone is to show deference toward another in that culture, it would be Peter’s deference toward the Roman centurion. Moreover, Peter knows that worship is to be directed toward God alone (Exodus 20:3; etc.). Therefore Peter cannot allow this false worship to continue. In affirming their common humanity, Peter implies that mortals are not to be worshipped.

7. How do we see Peter’s mixed feelings churning again in verses 28 and 29?
8. How would you describe Cornelius’s attitude as he answers Peter?

The verses that follow this week’s lesson passage record Peter’s response. Peter reminded Cornelius and his friends and family that God shows no favoritism but accepts from every nation those who turn to him. Peter talked about Jesus’ ministry, crucifixion, and resurrection, declaring that all who believe in Jesus will be forgiven of their sins. As Peter was speaking, the Holy Spirit came upon those listening. The believers who had come with Peter were astonished, perhaps because they still had some doubts that Gentiles could truly be saved. But Peter, affirming the genuineness of these Gentiles’ faith, ordered that they be baptized.

9. Why is this story in Acts 10 so important?
10. What might God be trying to teach us through this passage today?

To engage the learners in a study of the Scripture text:

Read the background information found in the Standard Lesson Commentary (SLC) marked “Lesson Background: Saul.”

Then have your group read Acts 9:1-9, which isn’t included in the lesson text, and discuss the following question.

1. What do you suppose Saul was thinking and feeling at this point?

Have your group read Acts 9:10-16 and discuss the following questions.

2. What two visions does this passage include?
3. Why was it important that Ananias was designated by name in Saul’s vision?

As the SLC notes, the arrival of a man with that very name would be evidence for the divine source of the vision. And Saul would also be able to inform the owner of the house of the pending arrival of Ananias so that the visitor would not be denied entrance.

4. How do you think you would feel if you were Ananias?

Note: The SLC points out that the Bible records no other facts about the particular Judas mentioned here. It is very unlikely that he is a Christian, but rather is one of the Jews in the city who expects to receive Saul and support his assignment from the high priest. Ananias, as a Christian of Jewish background, likely knows of “the house of Judas” since the location of the man’s house on an important street is likely an indicator of his prominence and wealth.

5. What effect would the Lord’s response in verses 15 and 16 have on Ananias?

Have your group read Acts 9:17-20 and discuss the following questions.

6. Who does Ananias focus on in his message to Saul?
7. What happened to Saul physically when Ananias prayed for him? What happened to him spiritually?
8. How did Saul’s heart change in this story?
9. How did Ananias’s heart change in this story?

To encourage personal application:

Consider dividing into groups of three or four persons for this time of sharing and prayer.

1. Have you considered some people to be beyond God’s reach? How does this story confront that assumption?
2. Who do you know who was like the apostle Paul—seemingly beyond reach when they came to Christ?
3. Who have you found to be intimidating in regard to sharing your faith?
4. Spend some time praying together for those persons, as well as for others who may seem to be beyond God’s reach.

To engage the learners in a study of the Scripture text:

Have your group read Acts 8:26-31 and discuss the following questions.

1. What do we learn about the Ethiopian official?
2. What cultural barriers likely separated the Ethiopian and Philip? What common ground did they share?

If the Ethiopian was not a Jew by birth or by later conversion, he was a Gentile “God-fearer” (see Acts 10:2). For more about this man and the cultural barriers separating him and Philip, see the Standard Lesson Commentary note on Acts 8:27b.

3. Why did the Ethiopian invite Philip to join him in his chariot?

Have your group read Acts 8:32-39 and discuss the following questions.

4. How did these verses from Isaiah 53 provide a great starting point for Philip to share “the good news about Jesus” (v. 35)?
5. How do you feel about the eunuch’s immediate baptism? How does this fit with your church’s view and practice of baptism?
6. How did the story end for Philip? How did it end for the Ethiopian?
7. How do you see God taking initiative in the story? How do you see Philip taking initiative? What is the relationship between the two?
8. What lessons can we learn from this story?

To encourage personal application:

Consider dividing into groups of three or four persons for this time of sharing and prayer.

1. How did you first hear “the good news about Jesus”?
2. Who has been like Philip in your spiritual journey—helping you discover a new or deeper spiritual life?
3. What have you found helpful in directing a conversation with someone toward spiritual or biblical topics?
4. Conclude by praying for God to provide “divine appointments” for you like he did for the Ethiopian and Philip. Pray that you would be sensitive to the leading of the Spirit in the coming days and weeks.

To engage the learners in a study of the Scripture text:

Have your group read Acts 6:1-8 and discuss the following questions.

1. What was the source of conflict here in the very first church?

Share the following background information from the Standard Lesson Commentary regarding verse 1:

It is easy to misunderstand the nature of this conflict between the Hellenistic Jews and the Hebraic Jews in Jerusalem. All are of Jewish background. The distinction is that some identify themselves secondarily with the Greek language and culture that predominates outside the borders of Israel, while others identify more with the Hebrew language and culture that predominates within Israel proper.

Jerusalem is a magnet for Jews all over the Roman world, and many come for extended stays. The apostles who grew up in Galilee have at least some ability to speak the Greek language, but they probably identify more with the Hebraic group. A charge of bias on the part of the Hebraic Jews regarding the daily ministration of food to widows therefore lands in their laps.

2. Why were the apostles (referred to in verse 2 as “the Twelve”) unwilling to meet this need themselves? Do you think they ran the risk of appearing to be “above” such service?
3. How did the apostles propose to solve the problem, and how was their recommendation received?
4. What does Luke, the author of Acts, tell us about the seven men chosen for this task?
5. What role did the apostles play after the seven men were chosen? What does this communicate about the responsibility the seven men were about to accept?
6. What were the results of this process?
7. What needs or challenges in the Christian community today parallel those of the first church in Jerusalem? How does your church respond to those needs or challenges? How could it be more effective?
8. How important is it that Christians serve in some way within their fellowship? Why do you feel that way?
9. When, if ever, are there times or situations when we should not serve?

To encourage personal application:

Consider dividing into groups of three or four persons for this time of sharing and prayer.

1. How would you characterize your willingness to serve in Christ’s church?
2. What do you see as your gifts or niche for service?
3. Are you concerned about a group of people in your church with a particular background or need? If so, do you think God might be calling you to do something to help?
4. Pray together regarding each of you using your lives and gifts in service to the Lord and your congregation.

To engage the learners in a study of the Scripture text:

Before using the discussion questions below, share the following background information from the Standard Lesson Commentary (SLC):

Amos was one of the many prophets whom God raised up during the period of the divided monarchy (931–722 BC) in Old Testament history. His ministry took place during the reigns of Uzziah in Judah and Jeroboam in Israel (Amos 1:1). Commentators generally refer to this Jeroboam as Jeroboam II to distinguish him from the Jeroboam who was the first king of northern Israel after the nation divided.

No kings of Israel were considered good or godly. This is an important reason the northern kingdom fell under God’s judgment much sooner than did the southern kingdom of Judah. Prophets like Amos came on the scene to sound the alarm and warn of coming judgment. Amos himself seemed an unlikely candidate for the prophetic task. He was a simple shepherd and fruit farmer from Judah, but God sent him to shepherd his wayward people of Israel.

A major factor in the spiritual decline of northern Israel was the idolatry encouraged by Jeroboam I when he set up golden calves to be worshipped in the towns of Bethel and Dan. He did so to keep residents of the northern kingdom from traveling to Jerusalem, worshipping at the temple, and reaffirming their allegiance to the house of David. Bethel was still quite active as a pagan shrine in Amos’s day, nearly 200 years later. The spiritual danger posed by that center of idolatry, only 11 miles north of Jerusalem, was immense. Amaziah functioned as a “priest” in this context.

Have your group read Amos 7:10-13.

1. What was the nature of Amos’s “conspiracy” against King Jeroboam?
2. Why did Amaziah want Amos to leave Israel?
3. In what way was Amaziah condescending toward Amos in verses 12 and 13?

Point out the following from the SLC: “Seer” was the term commonly used before the designation “prophet” replaced it. The older term reflects how a prophet is empowered by the Lord to “see” what others cannot, whether in a spiritual sense or by means of visions. In Amos’s case, Amaziah seems to use the term seer sarcastically; otherwise he would not demand that Amos stop prophesying in northern Israel.

To “earn your bread” in Judah may imply that Amos will be fed or paid better in his homeland than he currently is in the northern kingdom. Perhaps Amaziah believes that prophets are interested in nothing more than earning a livelihood.

Have your group read Amos 7:14-17.

4. How did Amos view himself vocationally? How is that relevant in regard to Amaziah’s message?
5. What qualified Amos to do what he was doing in Israel?
6. What subtle but significant difference is there between how Amaziah introduces his words in verse 11 and how Amos introduces his words in verses 16 and 17?

Point out the following from the SLC: Amaziah’s quotation of Amos begins with “This is what Amos is saying.” The usual way to preface a prophet’s message is with the phrase “the Lord says” or some variation of it. That is how Amos responds to Amaziah in verses 16 and 17. Amaziah sees nothing authoritative in Amos’s message; he’s just spouting his own words, not the Lord’s.

7. As a result of rejecting the word of the Lord, what would the consequences be for the people of Israel in general and for Amaziah in particular?

Point out the following from the SLC: The Scriptures provide no record of the fulfillment of this prophecy against Amaziah. Even so, we can be sure it was fulfilled, since it is “the word of the Lord” (v. 16). History records the fate of Israel when it falls to Assyria in 722 BC (2 Kings 17:6).

Note: The SLC doesn’t comment directly on Amos’s prediction that Amaziah’s wife “will become a prostitute.” Apparently she would be forced into prostitution to survive after Amaziah was taken into exile, their children were killed, and their land was confiscated.

8. What lessons should we take away from this passage of God’s Word?

To encourage personal application:

Let’s look back at key Scriptures from the last two months of lessons. Read through the verses and choose one or two characters or statements that resonate with your own life or sense of God’s call. Then share your thoughts with the group.

• Barak said to [Deborah], “If you go with me, I will go; but if you don’t go with me, I won’t go.” — Judges 4:8
• “Pardon me, my lord,” Gideon replied, “but how can I save Israel? My clan is the weakest in Manasseh, and I am the least in my family.” — Judges 6:15
• Jephthah said to them, “Didn’t you hate me and drive me from my father’s house? Why do you come to me now, when you’re in trouble?” — Judges 11:7
• Moses said to God, “Who am I that I should go to Pharaoh and bring the Israelites out of Egypt?” — Exodus 3:11
• “Woe to me!” I cried. “I am ruined! For I am a man of unclean lips, and I live among a people of unclean lips, and my eyes have seen the King, the Lord Almighty.” — Isaiah 6:5
• “Alas, Sovereign Lord,” I said, “I do not know how to speak; I am too young.” — Jeremiah 1:6
• “Go now to your people in exile and speak to them. Say to them, ‘This is what the Sovereign Lord says,’ whether they listen or fail to listen.” — Ezekiel 3:11
• Amos answered Amaziah, “I was neither a prophet nor the son of a prophet, but I was a shepherd, and I also took care of sycamore-fig trees. But the Lord took me from tending the flock and said to me, ‘Go, prophesy to my people Israel.’” — Amos 7:14

To engage the learners in a study of the Scripture text:

Before using the discussion questions below, share the following background information from the Standard Lesson Commentary (SLC):

The prophet Ezekiel was a contemporary of the prophet Jeremiah. Both were living at the time Jerusalem fell to the Babylonians in 586 BC. Ezekiel is introduced as “the priest” (Ezekiel 1:3). And that is what he would have been had it not been for the tragic turn of events in the southern kingdom of Judah. The first stage in these events came in 605 BC, when Daniel and his friends were taken captive to Babylon. Ezekiel’s relocation to Babylon was a part of the second stage of exile; he was among the 10,000 of the elite citizenry taken in 597 BC.

Daniel and other Jews were taken to serve “in the king’s palace” (Daniel 1:4), while Ezekiel found himself in a completely different setting: “among the exiles by the Kebar River” (Ezekiel 1:1). Even so, “the hand of the Lord was on him” (1:3). It was there that the Lord proceeded to call the priest to a task he undoubtedly did not anticipate.

Have your group read Ezekiel 3:1-3.

Point out the following from the SLC: The designation Son of man occurs over 90 times in the book of Ezekiel, always when the Lord is addressing the prophet. We recognize this phrase as a self-designation of Jesus in the New Testament, a title of messianic significance as it reflects Daniel 7:13, 14. However, the phrase does not appear to have any messianic significance when applied to Ezekiel. Son of man simply draws attention to the humanity and mortality of Ezekiel in contrast with the eternal God who calls him.

1. What is the significance of the order of events—Ezekiel first eating the scroll and then going and speaking to the people?

Point out the following from the SLC: It is important that Ezekiel first receives the message within himself. Only then is he qualified to carry out the command we see here. God’s Word must become a part of the messenger before the messenger can impart it to others.

2. What is the significance of the Lord instructing Ezekiel to “fill [his] stomach” with the scroll?

Point out the following from the SLC: The phrasing fill your stomach with it points to the thoroughness with which Ezekiel is to receive God’s message that is written on the scroll.

3. Just before this passage, Ezekiel described the scroll that was unrolled before him: “On both sides of it were written words of lament and mourning and woe” (Ezekiel 2:10). What is the significance of the fact that the scroll tasted “as sweet as honey” (Ezekiel 3:3)?

Point out the following from the SLC: The sweet taste that follows Ezekiel’s eating of the scroll may seem odd since its contents consist only of “lament and mourning and woe.” Most likely the sweetness is linked to Ezekiel’s faithfulness to his appointed task. Even though his message will not be pleasant to hear and the audience will be resistant and hostile, Ezekiel’s fulfillment will come from his faithful delivery of the words given by the one who has called him.

Have your group read Ezekiel 3:4-11.

4. Why would Ezekiel’s fellow Israelites in exile refuse to listen to him?
5. How would the Lord enable Ezekiel to deal with their response?
6. What was Ezekiel responsible for in regard to his call and mission?
7. What was Ezekiel not responsible for?

To encourage personal application:

Consider dividing into groups of three or four persons for this time of sharing.

1. Psalm 19:10 says that the Lord’s decrees are “more precious than gold” and “sweeter than honey.” At what season or circumstance of your life has God’s Word been the most “precious” and “sweet” to you?
2. Most of us eat three meals a day. What have you found most helpful in regularly “feeding” on God’s Word. How are you doing in that regard?
3. What is the closest you can recall to being in a situation like Ezekiel’s when God seemed to call you to represent him to “hardened” people?
4. Who might God be calling you to speak to now? How will you handle it if they aren’t willing to listen?

To begin the session:

Ask your group members to share their answer to at least one of the following ice-breaker questions.

1. When you were a child, what did you really like to do or feel like you were really good at?
2. What did you want to be when you grew up?
3. When can you recall getting frustrated or upset because you were too young to do something?
4. What adult encouraged you and helped you grow in confidence?

To engage the learners in a study of the Scripture text:

Have your group read Jeremiah 1:4-10.

Before moving to the discussion questions below, share the following: Many of the prophetic books of the Old Testament begin with a phrase like Jeremiah used in verse 4: “The word of the Lord came to me.” We aren’t told how Jeremiah and other prophets received their messages, but it is clear that they were completely confident that the source of the revelation was God.

1. According to verse 5, when did Jeremiah actually receive his call?
2. What does this verse contribute to modern debates about when life begins?
3. What does Jeremiah’s response in verse 6 reveal about how he felt about himself? Who does he remind you of from previous lessons in this quarter?

From the Standard Lesson Commentary: Jeremiah’s initial response to the Lord’s call is as hesitant as Moses’ was (Exodus 3:11, lesson 5). Jeremiah claims a weakness in the area of his speech due to lack of age. One may find it somewhat ironic that Jeremiah is speaking while claiming an inability to speak. But he is likely thinking in terms of lacking the more polished or trained speaking ability that comes with the experience of years.

4. How would you characterize the tone of the Lord’s reply in verses 7 and 8? What effect do you suppose this had on young Jeremiah?
5. Who does the action of verse 9 remind you of from a previous lesson in this quarter?

From the Standard Lesson Commentary: The Lord’s action is reminiscent of what happens to Isaiah, only with Isaiah one of the seraphim comes to him and touches his lips with a burning coal taken from an altar (Isaiah 6:5-7, lesson 6). Here it is the Lord who reaches out his hand and touches Jeremiah’s mouth. By adding “I have put my words in your mouth” to this action, the Lord specifically addresses Jeremiah’s earlier objection that he does “not know how to speak” (v. 6).

6. Which part of the commission in verse 10 do you think Jeremiah was more eager to fulfill?
7. How would the Lord’s words in verses 7 and 8 help Jeremiah later on?
8. What young person could you encourage with a similar message—e.g., “You’re not too young. You can do whatever God calls you to do. Don’t be afraid, for the Lord is with you”?

To engage the learners in a study of the Scripture text:

Have your group read Isaiah 6:1-8. Before moving to the discussion questions below, share the following background information from the Standard Lesson Commentary (SLC):

The “year that King Uzziah died” (verse 1) was 740 BC. Uzziah had been one of Judah’s more godly kings. But he did not finish well because at one point he defiantly entered the temple to offer incense, an act reserved only for the priests. When he reacted angrily to the priests who confronted him, he was immediately stricken with leprosy and had to be quarantined for the remainder of his life (2 Chronicles 26:16-21).

Some individuals in the Old Testament are privileged to see the Lord or a limited revelation of his glory. The Lord himself determines to what extent and by what means he allows himself to be experienced by humans. Isaiah’s experience of the Lord is likely by means of a vision since the word saw is used.

The manner in which Isaiah sees the Lord is similar to John’s description of one who is “sitting on” a throne (Revelation 4:2). It is difficult to say whether the temple Isaiah sees is the earthly temple of Solomon in Jerusalem or the heavenly temple. Clearly John’s vision in Revelation is one of Heaven (Revelation 4:1, 2). In Isaiah’s case, one should keep in mind how King Uzziah had violated the sanctity of the Jerusalem temple by offering incense when he was unauthorized to do so. Perhaps Isaiah’s vision is of this earthly temple in order to show him (and in turn, the nation of Judah) that the Lord has not departed from the temple.

1. Deaths of national leaders are accompanied by varying degrees of uncertainty about the future. What effect would Isaiah’s vision have amid these circumstances?

As the SLC notes, such concerns are unnecessary regarding Judah’s future. Judah’s ultimate king is still in control, as Isaiah declares in verse 1.

2. Read the Scripture passage again aloud, one verse at a time, and discuss this question: Which of Isaiah’s five senses (sight, hearing, smell, touch, taste) do you think were involved in each verse?

Regarding verse 7, the SLC observes that we do not know if Isaiah feels any sting or pain from the red-hot coal that is touched to his lips. If so, it must be temporary, as the words “your guilt is taken away and your sin atoned for” speak not of judgment, but of forgiveness.

3. In a nutshell, how does Isaiah perceive the Lord in verses 1-4?
4. How does Isaiah perceive himself in verses 5-8?
5. How was Isaiah’s attitude and self-understanding able to transition like it did from verse 5 to verse 8?
6. Name a person you know who, like Isaiah, eagerly responded to God’s call.

To encourage personal application:

Consider dividing into groups of three or four persons for this time of sharing and prayer.

1. Share about a time when you especially sensed God’s presence. Did that include, as in Isaiah’s case, an awareness of your sinfulness?
2. Do you think believers today are as aware of their sinfulness as they should be? Explain.
3. What does God need to remove from your life or change in your life for you to more eagerly follow him and pursue his calling?
4. Pray for each other according to what was shared.

To begin the session:

This week’s lesson on the call of Moses at the burning bush continues this quarter’s theme of “God’s Urgent Call.” In this light, ask your group members to share their answer to at least one of the following ice-breaker questions.

1. How many times do you think you’ve seen the 1956 movie classic, The Ten Commandments? What memories do you have of seeing it as a child or young person?
2. When do you remember being called into the principal’s office or your boss’s office?
3. What volunteer work or ministry have you done? How were you recruited? How willingly did you volunteer?

To engage the learners in a study of the Scripture text:

Have your group read Exodus 3:1-12 and discuss the following questions.

1. Why do you suppose the Lord chose to appear to Moses from a burning bush that did not burn up?
2. What effect did this have on Moses?
3. How effect did Israel’s circumstances have on God?
4. How does this remind you of the cycles that we learned about in the book of Judges?

In the first lesson in this quarter, the Standard Lesson Commentary notes that the era of the judges—which began after Moses and then Joshua led Israel into the promised land—is focused on Israel’s recurring four-stage cycles. These cycles have been summarized as sin, sorrow (or servitude), supplication, and salvation.

5. What did God call Moses to do? Based on your knowledge of Moses’ past, how do you imagine you would have felt about that call if you were him?
6. Do you think Moses was more unsure of himself or of the Lord?
7. What assurances did God give Moses?
8. Reflecting on your own life, how has God gotten your attention?
9. Can you remember an occasion when you felt like you were “standing on holy ground”? What effect has that event had on your relationship with God?

To engage the learners in a study of the Scripture text:

Have your group read Judges 13:1-7 and discuss the following questions.

1. In the first lesson in this quarter, the Standard Lesson Commentary notes that the book of Judges is focused on Israel’s recurring four-stage cycles, which have been summarized as sin, sorrow (or servitude), supplication, and salvation. How do we see the first two stages playing out here?
2. Why do you think the Israelites kept falling back into sin?
3. How do we see a promise of the fourth stage?
4. What do you make of the fact that the third stage—supplication (or repentance)—isn’t mentioned?
5. What does it mean to be a “Nazirite”?

The word Nazirite means “consecrated,” dedicated,” or “separated.” Numbers 6 stipulates that those who make the Nazirite vow must not drink wine or other fermented drinks, must not eat or drink anything that comes from a grapevine, must not cut their hair, and must not go near a dead body—even an immediate family member. Numbers 6:8 states the purpose of these prohibitions: “Throughout the period of their dedication, they are consecrated to the Lord.”

To be aware of the portion of Judges 13 not covered in this lesson, read the first two paragraphs of the Standard Lesson Commentary notes on verse 24. Then have your group read Judges 13:24, 25 and discuss the following questions.

6. How do we see God keeping and fulfilling his word?
7. How would you explain the phrase “the Spirit of the Lord began to stir him (Samson)”?
8. How do you think Samson felt about being a life-long Nazirite?

To encourage personal application:

Consider dividing into groups of three or four persons for this time of sharing and prayer.

1. What steps do you take to separate yourself from the ways of the world and set yourself apart for the Lord?
2. If you are a parent, how have you worked at that process (or plan to do so) in relation to your children?
3. In what way is the Spirit of the Lord “stirring” in your heart and life?

To engage the learners in a study of the Scripture text:

Read or summarize all but the last paragraph of the Standard Lesson Commentary (SLC) Lesson Background to understand the contents of the book of Judges between Gideon (last week’s lesson) and Jephthah (today’s lesson).

Have your group read Judges 11:1-3 and discuss the following questions.

1. What positive information do we learn about Jephthah and his background?
2. What negative information do we learn about Jephthah and his background?

Have your group read Judges 11:4-7 and discuss the following questions.

3. Why do you suppose Jephthah went from social outcast to commander candidate in the eyes of the leaders of his hometown? Does that say more about Jephthah or the bind the leaders were in?
4. What accusations do Jephthah’s questions convey?

Have your group read Judges 11:8-11 and discuss the following questions.

5. How do the elders sweeten the deal in their negotiations with Jephthah?
6. How do both Jephthah and the elders invoke the Lord as they reach an agreement?
7. How do we see Jephthah’s support base expanding?

In Judges 11:12-28 (not in today’s lesson text), Jephthah attempts to engage in diplomacy with the Ammonite king. But the king wasn’t interested in a peaceful solution.

Have your group read Judges 11:29-31 and discuss the following questions.

8. What positive note do we see as Jephthah begins recruiting an army and advancing against the Ammonites?
9. What negative (and unnecessary) note do we see?

Read the SLC commentary on verse 31 for a discussion of the nature of Jephthah’s vow as well as a concluding reflection about Jephthah’s legacy.

To encourage personal application:

Since today is Father’s Day, spend some time praying for the men in your group and in your congregation—particularly those who are fathers.

While Jephthah cannot be emulated for his example as a father, we can pray that the Spirit of the Lord would come on these men, as was the case with Jephthah (Judges 11:29).

To engage the learners in a study of the Scripture text:

Read or summarize the Standard Lesson Commentary (SLC) Lesson Background to understand the first 10 verses of Judges 6, which are not included in the printed passage.

Have your group read Judges 6:11-13 and discuss the following questions.

1. Why was Gideon threshing wheat in a winepress, a confined area excavated from rock?
2. How do you suppose Gideon felt about this stranger’s greeting?

Note: Consult the SLC note on verse 11a regarding the identity of “the angel of the Lord.” It certainly appears at this point that Gideon assumes this to be a typical human being.

3. How would you characterize Gideon’s response to the stranger?
4. What aspect of Israel’s spiritual life and condition did Gideon overlook?

Have your group read Judges 6:14-18 and discuss the following questions.

5. What reassurances does the Lord give Gideon?
6. How do you see fear affecting Gideon’s responses to the stranger? Do you see some evidence of faith as well?
7. How can you relate to possessing a mixture of fear and faith?
8. Where do we draw the line between being fearful and being realistic?
9. When, if ever, is it appropriate for Christians today to ask God for a confirming sign?

Note: Consider reading the SLC commentary on verse 18 to review the rest of Gideon’s amazing story.

To encourage personal application:

Consider dividing into groups of three or four persons for this time of sharing and prayer.

1. Read Judges 6:13 again. If you’re honest, how prone are you to having a similar perspective during hard times?
2. Read Judges 6:15 again. In what way, or in what arena, do you feel inadequate, weak, or “the least”?
3. Pray for each other according to what was shared.

Read the following to your class as a blessing and commission:

• The Lord . . . said, “Go in the strength you have . . .” (Judges 6:14)
• The Lord answered, “I will be with you . . .” (Judges 6:16)

To begin the session:

This week’s lesson represents the first of four studies from the book of Judges. (The traditional term “judges” actually refers to the leaders God raised up to deliver the Israelites from their enemies.) In this light, ask your group members to share their answer to at least one of the following ice-breaker questions.

1. When you were in high school or college, who was the BMOC (Big Man on Campus)? Who was the most popular or influential female?
2. Apart from the Bible, name one man and one woman you admire for their leadership or example.
3. What qualities do you look for in a spiritual leader? What qualities do you look for in a political leader? Are there significant differences in your standards and expectations? Why or why not?

To engage the learners in a study of the Scripture text:

Have your group read Judges 4:1-3 and discuss the following questions.

1. Deborah was the third of Israel’s major “judges,” or leaders. A man named Ehud was the second judge. What effect did Ehud have on the Israelites?
2. How were the Canaanites able to sustain their oppression of the Israelites?
3. The Standard Lesson Commentary notes, in its lesson background, that the book of Judges is focused on Israel’s recurring four-stage cycles, which have been summarized as sin, sorrow (or servitude), supplication, and salvation. How do we see the first three stages playing out here?

Have your group read Judges 4:4-7 and discuss the following questions.

4. What leadership roles did Deborah fulfill?
5. In the midst of a male-oriented society, why do you suppose God chose a woman to lead Israel? How do you suppose the Israelites felt about it?

Have your group read Judges 4:8-10 and discuss the following questions.

6. Why do you suppose Barak refused to lead the Israelites into battle if Deborah didn’t go with him?

Note: The Standard Lesson Commentary points out that various reasons have been suggested for why Barak said this. Deborah’s reply clearly seems to be a rebuke for Barak’s lack of trust in the Lord. Nevertheless, Barak did obey the call to lead the Israelites into battle, and Hebrews 11:32 includes him among those in the Old Testament who exemplified great faith.

7. What would Barak’s hesitation cost him?

Note: The battle plan that God gave Deborah was to draw Sisera into a trap. The armies engaged along the Kishon River, where the Canaanites’ chariots should have been free to maneuver. But God would fight for his people via storm and flood (see Judges 5:19-21). Sisera fled on foot to some people he assumed would give him refuge. But after a woman named Jael invited Sisera into her tent and he fell fast asleep, Jael drove a tent peg through his head—thus fulfilling Deborah’s words that “the Lord will deliver Sisera into the hands of a woman” (Judges 4:9).

8. What woman has God used to call forth the best in you?

To engage the learners in a study of the Scripture text:

Have your group read Jonah 4:1-4 and discuss the following questions.

1. What does the word “this” in verse 1 refer to?
2. How does Jonah’s anger and his prayer connect to the story in chapter 1?
3. How does Jonah’s prayer here compare to his prayer in chapter 2?
4. How had God shown mercy to the Ninevites?
5. How had God shown mercy to Jonah?

Have your group read Jonah 4:5-11 and discuss the following questions.

6. What three things did God “provide”? If you were Jonah, how would you have felt about God’s “provision”?
7. How is the dialog in verse 9 similar to the dialog earlier in the chapter?
8. What lesson was God trying to teach Jonah through these events?
9. How did Jonah’s attitude toward the Ninevites compare to God’s attitude toward them?
10. How can you relate to Jonah’s desire to limit God’s mercy to others? To whom might God be calling you to show mercy?

To encourage personal application:

Consider dividing into groups of three or four people for the following time of sharing and prayer.

1. How do you typically express anger?
2. Specifically, what do you do when you feel angry or frustrated with God?
3. How could you grow in these areas?
4. How has God spoken to you or challenged you through these four lessons from the book of Jonah? In prayer, commit to a plan of action in this regard.

To engage the learners in a study of the Scripture text:

Have your group read Jonah 3:1-4 and discuss the following questions.

1. How long do you think it took Jonah to decide to obey the word of the Lord?
2. How do you think Jonah felt as he traveled to Nineveh?
3. How would you describe Jonah’s message? Does it include any hope?

Have your group read Jonah 3:5-10 and discuss the following questions.

4. How would you describe the response of the king of Nineveh (who was almost surely the powerful king of the entire nation of Assyria) to Jonah’s message?
5. How would you describe the king’s proclamation to the people?
6. How do you think Jonah felt about the Ninevites’ response to his message?
7. What would account for their response?
8. What would account for God’s response in return?
9. What lessons does this story teach us about God’s character and will—and about our participation in his plans?

To encourage personal application:

Consider dividing into groups of three or four people for the following time of sharing and prayer.

1. How can you relate to Jonah—being given a second chance by God? How did you respond to that second chance?
2. How can you relate to the Ninevites—sincerely responding to God’s warning?
3. Where or what is your “Nineveh” right now—a calling from God that requires your response?

Close with a time of prayer. Thank God for giving us second (and third) chances. Commit yourself to responding to his warnings and saying yes to his callings.

To engage the learners in a study of the Scripture text:

Have your group read all of Jonah 2 and then discuss the following questions.

1. What is the significance of the fact that Jonah prayed from inside the huge fish?

Point out that Jonah 2:1-9 represents the prayer of thanksgiving that Jonah composed after he was delivered from drowning in the Mediterranean Sea.

2. How did Jonah recall and describe his situation after the sailors threw him overboard?
3. What did Jonah do in response? Identify the phrases that signify that response.

Verse 2: “In my distress I called to the Lord, and he answered me. From deep in the realm of the dead I called for help.”

Verse 7: “When my life was ebbing away, I remembered you, Lord, and my prayer rose to you.”

4. What did God do in response? Identify the phrases that signify that response.

Verse 2: “. . . he answered me. . . . you listened to my cry.”

Verse 6: “But you, Lord my God, brought my life up from the pit.”

5. What lessons did Jonah learn through this ordeal?
6. How does verse 8 show that Jonah still has the heart of a prophet?
7. Although Jonah didn’t drown, how safe and secure would you say he is now?
8. Despite his current dilemma, identify the phrases that demonstrate Jonah’s confidence and assurance.

Verse 4: “I have been banished from your sight; yet I will look again toward your holy temple.”

Verse 9: “But I, with shouts of grateful praise, will sacrifice to you. What I have vowed I will make good. I will say, ‘Salvation comes from the Lord.’”

9. Why did the fish vomit Jonah onto dry land?

To encourage personal application:

Consider dividing into groups of three or four persons for this time of sharing and prayer.

1. When have you been in a situation like Jonah’s—in deep distress amid circumstances in which you felt helpless?
2. What were your prayers like?
3. What should our prayers be like when we face seemingly hopeless circumstances?
4. What challenge are you facing now in which you need to call to the Lord—with hope?

Take turns doing that, and then lift each other up in prayer.

To begin the session:

This week’s lesson represents the first of four studies from the book of Jonah. Ask your group members to share their answer to at least one of the following ice-breaker questions.

1. What are some of your earliest memories of learning about the story of Jonah (and similar Bible stories)—e.g., from your parents, Sunday school flannelgraph, Bible school stories, reading the Bible as a new believer?
2. If you could visit anywhere or cruise anywhere in the world, where would you go?
3. When have you been traveling and gotten caught in a bad storm?

To engage the learners in a study of the Scripture text:

Although today’s lesson doesn’t begin till Jonah 1:7, have your group read all of Jonah 1 and then discuss the following questions.

The book of Jonah opens with God calling his prophet to go and proclaim the word of the Lord to the great city of Nineveh. Most of us know the story well: Jonah “ran away from the Lord” (1:3) and headed in the opposite direction. What may not be as clear in our memories, though, is that Nineveh was the seat of power of Israel’s worst enemy, Assyria—a nation dreaded and despised for its aggression and brutality.

1. How do you think you would feel if you were Jonah and God asked you to go and preach in Nineveh?
2. How did the Lord respond to Jonah’s decision?
3. How did the sailors respond to the storm?
4. Why do you suppose Jonah’s answer in verse 9 terrified the sailors?
5. How did Jonah respond to the storm?
6. What redemptive results came from this story? For the sailors? For Jonah?
7. In your relationship with the Lord, would you say that you are running away from God, running back to God, or running next to God?
8. What most often holds you back from obeying what God wants you to do?

To engage the learners in a study of the Scripture text:

Read John 10:1-6 and discuss the following questions with your group.

1. How does Jesus describe the difference between the way the shepherd enters the sheep pen and the way others enter it?
2. How does Jesus describe the difference between the way the sheep respond to the shepherd and the way the sheep respond to others?

Read John 10:7-10 and discuss the following questions with your group.

3. What new metaphor does Jesus introduce? What does each metaphor in this passage communicate about Jesus?
4. How does Jesus’ character and motives differ from the thief’s?

Read John 10:11-15 and discuss the following questions with your group.

5. How does Jesus’ character and motives differ from the hired hand’s?
6. From what you know about the Pharisees and other Jewish religious leaders in Jesus’ day, how do they fit Jesus’ characterization of a thief or hired hand?
7. With what selfless action does Jesus associate the good shepherd—twice?
8. What does it mean that Jesus knows his sheep and his sheep know him?
9. What relationship is that intimacy patterned after?

To encourage personal application:

Consider dividing into groups of three or four people for the following time of sharing and prayer.

1. What “voices” or messages, other than the good shepherd’s, call out to you? How do you discern between the two?
2. What difference does it make when you choose to listen to Christ?
3. How do you “tune your ear” to focus on Christ’s voice? What do you feel challenged to do differently?

Close with a time of prayer. Thank Christ for being the good shepherd and the gate for the sheep; and commit yourself to becoming more familiar with his voice, listening to him, and following him.

To engage the learners in a study of the Scripture text:

Read Romans 5:6-11 and discuss the following questions with your group.

1. How does Paul describe humanity’s condition before Jesus died for us?
2. How does Paul describe the effects of Christ’s death upon believers?
3. What motivated God to rescue us?
4. How would you explain to someone who had never heard about Jesus what it means to be “justified by his blood” and “reconciled to God through his death”?

Read Romans 8:31-39 and discuss the following questions with your group.

5. How has God demonstrated that he is “for us”?
6. What protects us from any “charge,” or accusation of guilt, being brought against us?
7. What is the closest you have come to feeling separated from God’s love?
8. What got you through that time?

To encourage personal application:

Consider dividing into groups of three or four people for the following time of sharing and prayer.

• Right now do you feel more like a “conqueror” (Romans 8:37) or someone who has been conquered?
• Share one struggle in your life for which those in your group can pray.
• These passages highlight God’s work on our behalf, as well as the love that motivates God’s actions. After praying for one another according to what was shared, conclude by thanking God both for his work and for his love.

To begin the session:

Begin your meeting by having group members answer one or more of the following ice-breaker questions.

1. What Easter traditions stand out to you from your childhood—e.g., from your family, church, or school?
2. What Easter traditions have been most meaningful to you in your adult years?
3. How do you plan to spend Easter Sunday today?

To engage the learners in a study of the Scripture text:

Read John 20:1-10 and discuss the following questions with your group.

1. What brought Mary Magdalene to the tomb early that morning?
2. How did she respond to what she saw?
3. How did Peter and John respond to what they saw?
4. What do we know that they didn’t know?

Read 1 Peter 1:3-9 and discuss the following questions with your group.

5. According to Peter, what part does Christ’s resurrection play in a believer’s life?
6. What are the present benefits? What are the future benefits?
7. When, and how, have you experienced the reality of “suffering grief in all kinds of trials” with the result that your faith was refined and strengthened?
8. On a scale of 0 to 10, how would you rate the level of joy in your life produced by your belief in Jesus Christ? (0 = absolutely no joy; 10 = “inexpressible and glorious joy”)
9. How might the story and consequences of Jesus’ resurrection help raise your level of joy a notch or two?

To engage the learners in a study of the Scripture text:

1. Why do you suppose Nicodemus came to Jesus at night?
2. Why do you suppose Jesus was so blunt with Nicodemus?
3. The phrase “born again” can also be translated “born from above.” How would you explain each of those phrases to a child or non-Christian?
4. What is the significance of Jesus’ reference to the wind?
5. How does Jesus seem to interpret Nicodemus’s lack of understanding?
6. What bold claims does Jesus make about himself in verses 13-15?
7. Read Numbers 21:4-9. How does Jesus apply that story here?
8. What does a person have to do to receive eternal life?

To encourage personal application:

1. This story begins with Nicodemus revealing what drew him to Jesus. What first drew you to Jesus?
2. When would you say you were “born again”? How has your life changed as a result?
3. When do you recall hearing or memorizing John 3:16?
4. Who would you like to help grasp the eternal significance of that verse?

To engage the learners in a study of the Scripture text:

In the ancient world, including Israel, a shepherd was a common metaphor for kings. David, the shepherd-king, was uniquely qualified to compose Psalm 23.

Read Psalm 23:1-3: The Lord is my shepherd. I lack nothing. He makes me lie down in green pastures, he leads me beside quiet waters, he refreshes my soul. He guides me along the right paths for his name’s sake.

• What blessing or benefit is communicated through the theme of this metaphor?

Many answers might be given, including provision, guidance, and renewal. Perhaps an overarching theme is the blessing or benefit of security in the Lord.

Read Psalm 23:4: Even though I walk through the darkest valley, I will fear no evil, for you are with me; your rod and your staff, they comfort me.

• What blessing or benefit is communicated through the theme of this metaphor?

The theme here seems to be the blessing or benefit of the Lord’s protection and peace in perilous circumstances.

Read Psalm 23:5: You prepare a table before me in the presence of my enemies. You anoint my head with oil; my cup overflows.

• What blessing or benefit is communicated through the theme of this metaphor?

The Standard Lesson Commentary points out that the last two verses of the psalm seem to switch from the metaphor of shepherd to the metaphor of host. The theme here seems to be the blessing or benefit of being an honored guest at the Lord’s banquet table.

Read Psalm 23:6: Surely your goodness and love will follow me all the days of my life, and I will dwell in the house of the Lord forever.

• What blessing or benefit is communicated through the theme of this metaphor?

The theme here seems to be the blessing or benefit of David’s confidence in the Lord’s love—and consequently David’s confidence in his own future.

To encourage personal application:

1. What verse, metaphor, or theme of Psalm 23 has been meaningful or important to you in the past—and why?
2. What verse, metaphor, or theme of Psalm 23 do you need to experience or cling to now—and why?
3. How can others in the group lift you up in prayer to the Lord, our Shepherd-King, in this regard?

To engage the learners in a study of the Scripture text:

Read the last two paragraphs of the Lesson Background on page 259 of the Standard Lesson Commentary to help understand the context of the book of Joel, particularly the locust plague that had devastated Jerusalem and the surrounding area.

Read Joel 2:12, 13 and discuss the following questions with your group.

1. What response to this crisis does the Lord, through Joel, call for from the people?
2. To what extent do you think God still desires people to turn to him “with fasting and weeping and mourning” today?
3. What do we learn about the nature of God in these verses? What effect would these descriptions have on the people of Judah?

Read Joel 2:18, 19 and discuss the following questions with your group.

4. How do you react to the notion that the Lord is “jealous”? How does that compare to a human being who is jealous?
5. What promises does God make to the people of Judah who choose to return to him? Can we lay claim to similar promises when we turn to God?

Read Joel 2:28-32 and discuss the following questions with your group.

6. How do you suppose these words struck Joel’s fellow Israelites when they heard them?
7. Read Acts 2:1-4, 14-21. How does Peter, centuries later, connect Joel’s prophecy to what was happening then?
8. How was the world impacted when God poured out his Spirit on the day of Pentecost? How do you see God’s Spirit working in believers’ lives today?
9. What exactly does it mean for a person to “call on the name of the Lord”?

To encourage personal application:

Read Joel 2:12, 13 again.

1. What is the closest you have come to experiencing corporate repentance and renewal?
2. How eager are you to experience that now?

Read Joel 2:18, 19 again.

3. In what way can you personally relate to the Lord’s jealousy, pity, and blessings?

Read Joel 2:28-32 again.

4. What promise or image from this passage do you want to claim for yourself, your family, your church, or your community?

Conclude your time together by praying according to what was shared.

To engage the learners in a study of the Scripture text:

Read John 15:1-8 and discuss the following questions with your group.

1. What do we learn here about God the Father and God the Son and their roles?
2. What objective do the Father and Son have in regard to human beings?
3. What does it mean to you to “remain in the vine” (v. 4)?
4. What do we learn here about prayer?

Read John 15:9-17 and discuss the following questions with your group.

5. What do we learn here about God the Father and God the Son and their roles?
6. What objective do the Father and Son have in regard to human beings?
7. Why do you think it is so important to Jesus that his followers love each other?
8. What do you think Jesus means by “fruit that will last” (v. 16)?

To encourage personal application:

Decide whether to stay together or divide into small groups to discuss the following questions.

1. Can a “branch” have an intimate relationship with the “vine” without having an intimate relationship with fellow “branches”? Why or why not?
2. Which relationship comes easier for you?
3. What is the difference between a “servant” and a “friend”? Which one more aptly describes your relationship with Jesus?
4. How are you planning to move to more of a “friendship” relationship with Jesus?

To engage the learners in a study of the Scripture text:

Read Ephesians 2:1-10 and discuss the following questions with your group.

1. How does Paul depict the “before” and “after” realities of a Christian’s life . . .

• in terms of heart condition?
• in terms of example and influence?
• in terms of driving force and motivation?
• in terms of future destiny?

2. What is God’s role in this process?
3. What is our role in this process?
4. How do good works fit in?
5. What do we learn in this passage about our adversary, the devil?
6. What do you think it means that “God raised us up with Christ and seated us with him in the heavenly realms in Christ Jesus” (v. 6)?
7. In light of the fact that God’s love is the theme of this quarter, what does this passage add to your understanding and appreciation of that love?

To encourage personal application:

Decide whether to stay together or divide into small groups to discuss the following questions.

1. How has your life changed since you became a Christian?
2. How does it make you feel to hear that “we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do” (v. 10)?
3. What good works do you think God has planned for you to do?

Encourage participants to close with prayers based on this passage. For example: Praise God for his great love, mercy, and grace—by which God delivered us both from our sins and from his just judgment. Thank God for his gift of salvation and commit yourselves to respond with a lifestyle of good works.

To begin the session:

Point out that this week launches a new quarter in which every lesson pertains to God’s love. Tapping in to the topic of love, begin your meeting by having group members answer one or more of the following ice-breaker questions.

1. Who was your first crush?
2. What do you know about your parents’ “love story”?
3. If you are married, share something interesting or humorous about your courtship or love story.

To engage the learners in a study of the Scripture text:

Read 1 John 4:7-12 and discuss the following questions with your group.

1. What does it mean to be “born of God”?
2. What is the evidence of that reality?
3. What does it mean that Jesus is “an atoning sacrifice for our sins”?

Read 1 John 4:13-16a and discuss the following questions with your group.

4. What additional evidence is noted here regarding a person’s being “born of God”?
5. What must happen for God to live in a person?
6. What does that acknowledgment really involve?
7. How do we see the Trinity in action in the verses up to this point in the passage?

Read 1 John 4:16b-19 and discuss the following questions with your group.

8. What picture does John paint about love and about fear?
9. When have you felt motivated to love God and/or others because of gratitude for God’s love for you?
10. When has God’s perfect love cast out your fear—particularly your fear of his judgment?

To engage the learners in a study of the Scripture text:

Read Galatians 5:18-26 and discuss the following questions with your group.

1. How would you explain to a new Christian (or a non-Christian) what it means to be “led by the Spirit,” “live by the Spirit,” “keep in step with the Spirit,” etc.?
2. What is the difference between Paul’s description of right living here and the legalism he denounced earlier in Galatians?
3. If “those who belong to Christ Jesus have crucified the flesh with its passions and desires” (v. 24), why do many (if not all) Christians struggle with ungodly desires?

Read Galatians 6:1-6 and discuss the following questions with your group.

4. What connection do you see between “the fruit of the Spirit” and Galatians 6:1-5?
5. Without sharing names, have you seen this process done correctly—that is, when someone “caught in a sin” was gently restored? Have you seen this process done incorrectly, or not done at all?

Read Galatians 6:7-10 and discuss the following questions with your group.

6. As you reflect on your life, when have you experienced the consequences of “reaping what you sow”?
7. In what way is doing good to others draining? In what way is it energizing?
8. How do you get rejuvenated when you start to become “weary in doing good”?

To encourage personal application:

Divide into groups of two to four people—men with men and women with women—to discuss the following questions.

1. Which of “the acts of the flesh” (listed in Galatians 5:19-21 or otherwise) do you struggle with most? What can you do “keep in step with the Spirit” in this area of your life?
2. Which aspect of “the fruit of the Spirit” do you most desire to grow in? How would you like to put that quality to use in your life?

Have the small groups close by praying for one another according to what was shared.

To begin the session:

Begin your meeting by having group members answer one or more of the following ice-breaker questions.

• When you were a kid, what game(s) did you like to play that involved some kind of “jail” from which you needed to be “set free”? How about since then?
• Have you ever participated in a fundraiser that involved getting thrown into “jail” and needing to be “set free”?
• How do you handle it when someone cuts in on you while you are driving or waiting in line?

To engage the learners in a study of the Scripture text:

Read Galatians 5:1-6 and discuss the following questions with your group.

1. Why was Paul so concerned about circumcision? Is circumcision wrong in every instance?
2. Was Paul saying that following the law and following Christ are mutually exclusive? Explain your answer.

Read Galatians 5:7-12 and discuss the following questions with your group.

3. How would you describe the Galatians’ spiritual journey?
4. How would you describe Paul’s attitude toward the teachers who had influenced the Galatians?

Read Galatians 5:13-17 and discuss the following questions with your group.

5. What kind of “freedom” was Paul not advocating?
6. What are the keys to living in true freedom?
7. How can we reconcile Paul’s exhortations to “serve one another humbly in love” (v. 13) and “love your neighbor as yourself” (v. 14) with his own attitude toward the teachers who had influenced the Galatians?
8. Are you more prone to be enslaved by legalism or by “indulging the flesh” (v. 13)?

To engage the learners in a study of the Scripture text:

Read Galatians 4:8-11 and discuss the following questions with your group.

1. What was happening with the new believers in Galatia that caused the apostle Paul such consternation?
2. What is wrong with “observing special days and months and seasons and years” (v. 10)?

Read Galatians 4:12-16 and discuss the following questions with your group.

3. How does Paul describe the relationship he developed with the Galatians when he first visited them?
4. How was Paul feeling about his relationship with the Galatians now?

Read Galatians 4:17-20 and discuss the following questions with your group.

5. How does Paul describe the Judaizers who were influencing the Galatians? What effect were they having on Paul’s relationship with the Galatians?
6. What is the difference between “good zeal” and “bad zeal”?
7. What barriers affect your allegiance to the gospel?

To encourage personal application:

Lead your group in a discussion of the following questions.

1. A friend says, “I follow Jesus, not rules.” How do you respond?
2. Reflecting on Paul’s relationship with the Galatians, who carries a zealous concern for your spiritual life and condition?
3. On the other hand, who do you care for in that way? How could you express your concern in more practical and effective ways?

To engage the learners in a study of the Scripture text:

Read Galatians 3:26-29 and discuss the following questions with your group.

1. What effect does becoming a follower of Jesus have on a person’s relationship with God?
2. What effect does becoming a follower of Jesus have on a person’s social status?
3. How does the gospel break down barriers between various kinds of people?
4. What does it mean that we, as Christians, are “Abraham’s seed” and “heirs according to the promise”?

Read Galatians 4:1-7 and discuss the following questions with your group.

5. According to Paul’s metaphor for spiritual realities, what are the differences between an underage heir, a slave, and an adult son?
6. What is significant about the fact that Jesus was “born of a woman” and “born under the law”?
7. What does it mean to you that you can call God “Father”?

To encourage personal application:

Lead your class in a discussion of the following questions.

1. What kind of people are you tempted to write off as hopeless in terms of following Jesus?
2. When have you witnessed the power of Christ breaking down walls of prejudice or disharmony?
3. How has being a follower of Christ impacted your attitude toward people different than you? How could you grow more in that area?

To engage the learners in a study of the Scripture text:

Read Psalm 148 and discuss the following questions with your group.

1. Who (or what) is called to praise the Lord?
2. How can angels praise God?
3. How can creation praise God?
4. How can storms praise God?
5. How can human beings praise God? Does that involve more than our words?
6. Why, according to the psalmist, should we praise the name of the Lord?
7. Given the wonders of creation, why don’t more people give praise to the Creator?

To encourage personal application:

Lead your class in a discussion of the following questions.

1. What are your personal take-aways from studying the Psalms this month—for instance, in regard to creation or in regard to praise and worship?
2. How does thanking and praising God affect your attitude and outlook?
3. What can you do to offer God praise regardless of your circumstances or feelings?

Close with a time of giving God thanks and praise, communicating to him that you want to be people “close to his heart” (Psalm 148:14).

To begin the session:

Begin your class by encouraging the participants to answer the following ice-breaker questions.

1. What was your favorite animal when you were growing up? Why?
2. How much do you like going to zoos, aquariums, oceanariums, etc.? How often do you go?

To engage the learners in a study of the Scripture text:

Read Psalm 104:1-4 and discuss the following questions with your group.

1. How does God make known the fact that he is “very great”?
2. In what sense does creation do God’s bidding?

Read Psalm 104:24-26 and discuss the following questions with your group.

3. In addition to his greatness, what other attribute of God does creation reveal?
4. How does the sea illustrate God’s attributes?

Read Psalm 104:27-30 and discuss the following questions with your group.

5. In what specific way does the Lord provide for all creatures?
6. What is the creatures’ greatest fear?
7. What does creation communicate to you, personally, about God?

To engage the learners in a study of the Scripture text:

Read Psalm 65:1-7 and discuss the following questions with your group.

1. What examples of God’s provision does the psalmist mention in these verses?
2. Specifically, how does God demonstrate that he is Savior? How does he demonstrate that he is Creator?
3. What would it mean to “come near to live in God’s courts” (v. 4)?

Read Psalm 65:8-13 and discuss the following questions with your group.

4. What examples of God’s provision does the psalmist mention in these verses?
5. If the first half of the psalm exalts God as Savior and Creator, how does this half of the psalm lift him up as Sustainer?
6. How does the psalmist personify creation—i.e., present nature with human attributes? What effect does (or should) that have on us?
7. How did Jesus, in his teaching, confirm that God is our Provider?

To encourage personal application:

Lead your class in a discussion of the following questions.

1. How easy is it for you to take God’s provision for granted?
2. Do those who have little—or a lot—tend to fall into that mindset? Why?

Consider breaking into small groups or pairs for this concluding activity.

1. In what area of your life do you need God’s provision?
2. Read Psalm 65 again silently. How does it speak to that need?

Pray for each other’s situation. Then close with prayers of thanksgiving for God’s provision in the past and for his promise to be faithful in the future.

To begin the session:

Begin your class by encouraging the participants to answer the following ice-breaker questions.

1. What was your favorite kind of music when you were a teenager or young adult?
2. What is your favorite kind of music now? Do you have a favorite new song?
3. How do you feel about singing new songs in church?

To encourage personal application:

Encourage your class members to answer the following questions.

1. What do you sense that God is saying or doing in your life as we enter this new year? How can you “sing,” or express, praise and gratitude back to him?
2. Psalm 96:5 says that “all the gods of the nations are idols.” And Psalm 96:10 proclaims that “the Lord reigns.” Who or what, besides the Lord, do you sometimes allow to reign in your life?

Say something like this to the group:

“Psalm 96 assures us that God is worthy of our praise and devotion. Since we are still in the first week of a new year, this is a great time to commit ourselves to God’s reign in our hearts and lives. Let’s spend some time in silent reflection and prayer.”

After a few minutes, close with a prayer acknowledging and praising the Lord as the one and only God of the universe and each of your lives.