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Lesson 3: The Son of God on Trial
Lesson 3 - March 20, 2016
FOCUS TEXT: Matthew 26:57-68
CENTRAL TRUTH: Christ suffered patiently as our Substitute.
OBJECTIVE: By the end of this lesson my students should be able to list ways they can suffer for Christ.
LESSON OUTLINE:
- The Slandered Savior (Matthew 26:55-61)
- The Silent Savior (Matthew 26:62, 63)
- The Smitten Savior (Matthew 26:64-68)
Prayer: Lesson 2 – Jesus, Son of God
Heavenly Father, bless our teachers and students today as they discuss the death of Christ. Help us to be overcome again with wonder for Your great love for us. Amen.
How Should We Surrender Our Will to God?
"Now is my soul troubled; and what shall I say? Father, save me from this hour: but for this cause came I unto this hour" (John 12:27).
In "Biblical Perspective" Randall McElwain writes:
There were two possible responses to the question, “What shall I say?” “A prayer to be saved from the hour . . . or a prayer that the Father’s name would be glorified” (New Bible Comm.). Although Jesus was troubled by the prospect of crucifixion, the first response was impossible in light of His surrender to the will of His Father. This left the second option, Father, glorify thy name. Jesus provided a model for every Christian; just as He surrendered His will to His Father’s will, we must surrender our desires, ambitions, and goals to the will of our Heavenly Father. Then came there a voice from heaven, saying, I have both glorified it, and will glorify it again. At the beginning of Jesus’ ministry, a voice from heaven authenticated His min- istry (Matt. 3:17). Later, at the Transfiguration, the voice from heaven testified to His divine sonship (Luke 9:28-36). Now, at the end of His ministry, the voice from heaven testified that His death was part of the Father’s plan.
Source: Jesus, Son of God: Adult Teacher's Insights, page 12.
What did it mean for Jesus to be the "Son of man"?
In "Word Focus" Darrell Grim writes:
The Son of man (v. 23). In Daniel 7:1-8 the writer was describing the Assyrians, the Babylonians, and the Medes and Persians. These were the nations that had held power over Israel. They were cruel and savage rulers. But the writer had a vision that a new power would arise that would rule in a gentle and humane manner. Daniel 7:13, 14 states that one like the Son of man came before the Ancient of Days to receive an everlasting kingdom.
From this passage in Daniel, the Jews dreamed of a golden age when they would be masters of the world. They realized that their nation was so small and weak that God would have to send a champion to lead them to this golden age. So, to them, the Son of man stood for a great, undefeatable ruler sent to them by God. Thus, when Jesus said, “The hour is come, that the Son of man should be glorified,” they would feel that their day of supremacy was at hand. They failed to realize that when Jesus spoke of being glorified, He spoke of crucifixion. When the Jews spoke of the Son of man, they spoke of worldly conquest. When Jesus spoke of the Son of man, He spoke of the victory of the cross.
Source: Jesus, Son of God: Adult Teacher's Insights, page 10.
Teaching is Not Lecturing
If teaching is not reading, as suggested in last week's tip, some might assume that to teach means to lecture. Indeed, some Sunday school lessons rival the pastor's sermon in tone, delivery, and length. However, the most effective lessons are typically not lectures. In fact, a study in the secular realm reveals that "undergraduate students in classes with traditional stand-and-deliver lectures are 1.5 times more likely to fail than students in classes that use more stimulating, so-called active learning methods." (news.sciencemag.org)
Why is this true?
A lecture assumes that students learn best by listening, but requires passivity. Some learners are more visually oriented. Others internalize by writing. Some learn best through dialogue. Lectures may be important, but only utilizing this method of learning may shortchange many of our students. Why? Most often, we learn best through activity.
How can you design your lesson so that your students do not only hear the Word, but also begin to put it into practice?
Source: http://news.sciencemag.org/education/2014/05/lectures-arent-just-boring-theyre-ineffective-too-study-finds
The Irony of the Gospel
In "Biblical Perspective" Randall McElwain writes:
As Jewish idioms, love and hatred are relative terms. Love for the things of God is equated with hatred of this life. The term translated lose here is often translated “destroy.” A selfish love for this life destroys the very life one seeks to protect. The great paradox of the gospel is that the only way to gain eternal life is to give up life. The great irony of the gospel is that Jesus, who already possessed eternal life, gave up His life to provide eternal life to humankind.
Discussion: How have you seen a love for this life destroy people's lives?
Source: Jesus, Son of God: Adult Teacher's Insights, page 11.