a holy and surprising birth - helwys · a holy and surprising birth lesson 1 holy surprises .....3...

A Holy and Surprising Birth

Lesson 1Holy Surprises ................................................................3Luke 1:5-13, 24-38

Lesson 2To Believe or Not Believe ..................................................8Luke 1:8-23

Lesson 3The Song of Mary ..........................................................13Luke 1:46-55

Lesson 4Two Births ....................................................................18Luke 1:57-58; 2:1-7

Lesson 5A Name’s Effect ............................................................23Luke 1:59-66; 2:21

TABLE OF CONTENTS

Prepare Before the SessionRead the session for today in the Study Guide. Then read the options in this Teaching

Guide, placing checkmarks beside the activities you plan to include. After you have decidedwhich options to use, gather the appropriate materials.

WHAT’S IN YOUR TEACHING GUIDE

This Teaching Guide has three purposes:➤ to give the teacher tools for focusing on the content of the session in the Study Guide.➤ to give the teacher additional Bible background information.➤ to give the teacher variety and choice in preparation.

The Teaching Guide includes two major components: Teacher Helps and Teacher Options.

Teacher Helps

Teacher Options

Find Relevance helps you zero in on why each

session is important for the

adults you teach.

Seek Understandingpresents helful Bible Background

informations and insights that will help

you better understand the Scripture.

Teaching Outlineprovides you with an outline

of the main themes in the

Study Guide.

My Teaching Plan is a

convenient place for you to

make notes for teaching the

session.

Offer Illustrations presents material that will help you paint

a picture of the session. This section often presents items from

church history, current events, or interesting anecdotes that

help introduce the session.

Discussion provides teaching activitiees that will help learners

discuss the Scripture text.

Questions presents multiple collections of questions for

various kinds of adults.

Involve Learners helps learners become actively involved

with the Scripture text for a particular session.

Closure gives you a means for wrapping up the session.

You Can Choose!There is more material in each session than you can use, so choose the options from each section

to tailor the session to the needs of your group.

Find RelevanceWhy do adults care about thissession? It is tempting to

believe we know everythingabout how God accomplishes

kingdom work and even who Godchooses for that work. It seems obviousthat God would choose as kingdomleaders those with the best preparationand the best resources. “If I were God,” wemight think, “I would choose the bright-est and the best. The most polished andinfluential are the obvious choices. Extra-special people should be chosen forextra-special callings.”

More often than we expect, however,God surprises us with who is chosen forkingdom work. God often ministersthrough the tarnished and the average.God even ministers through those whomsociety, including religious society, looksdown upon. God surprises us by choosingthose willing to serve. Willingness is ahigher qualification than social or evenreligious status.

Seek UnderstandingWhat do these Scripturesmean? Elizabeth and Mary

lived in a culture that barredwomen from spiritual and reli-

gious leadership. In many ways, womenwere discounted as individuals. In today’sstories, God’s messenger surprises thesetwo ordinary women with unexpectedheavenly revelations—miraculous preg-nancies. For Elizabeth, this news was agreat blessing. Childlessness was shame-ful in her culture, signifying God’sdispleasure. Although they were right-eous people, Elizabeth and Zechariah hadlived under this burden for many years.Suddenly and shockingly, the burden wasremoved. For Mary, the pregnancy itselfwas a cause for shame. Although she wasbetrothed (an extended engagement) toJoseph, sexual relations during thebetrothal phase of a marriage were strictlyforbidden. Mary discovered that she, avirgin, was pregnant. She and Joseph werealso righteous people, but this unex-pected burden was heaved upon them.

Through mutual support of oneanother and through their faith in God,Mary and Elizabeth endured publicopinion. Their miraculous pregnancieswere a holy surprise, as was their faithfulreaction to them.

1Lesson Teaching Guide

HOLY

SURPRISES

Luke 1:5-13, 24-38

ResourcesWilliam Barclay, The Gospel of Luke, The Daily BibleStudy Series, rev. ed. (Philadelphia: TheWestminster Press, 1975).I. Howard Marshall, Commentary on Luke: ACommentary on the Greek Text, The New InternationalGreek Testament Commentary (Grand Rapids:Eerdmans, 1978).R. Alan Culpepper, Luke, The New Interpreter’sBible, vol. 9, ed. Leander Keck (Nashville: AbingdonPress, 1995).

My Teaching Plan

Introduction: Two ordinary women,Elizabeth and Mary, are surprised by howGod plans to use them to further thekingdom of God.

I. The Role of Women in Ancient IsraelA. Unappreciated for giftednessB. Considered to be less important and

less intelligent than menC. Barred from leadership

II. The Place of Pregnancy in Ancient IsraelA. Pregnancy as a gift from GodB. Barrenness as a curse from GodC. Speculation about the causes of

barrenness, including sinD. Righteous, though barren, women

who were blessed with pregnancy(Sarah)

E. Pregnancy only within the bounds ofmarriage

III. Two Unlikely VesselsA. Elizabeth because of her advanced ageB. Mary because of her virginity

Conclusion: God chooses even the mostunlikely candidates.

4 Lesson 1

Offer IllustrationsHow can I help learners think about the issues?

❍ Willing and AbleWhen I was a child, I heard my neighborcrying in her backyard. Karen and I werenine years old at the time. That day shecried, “Mother won’t let me help her cleanthe house!” It seemed an odd thing to cryabout. I would have been delighted toplay outside rather than dust, sweep,wash, or labor at any other householdchore. But Karen sat there, leaningagainst a tree, weeping. She had beenwilling to help, but she felt rejected.Maybe she was too slow or too sloppy.Maybe she was ignorant of what or howthings needed to be done. Maybe hermother wanted time alone. For whateverreason, Karen’s willingness was notenough that morning.

Questions➤ Have you or someone you know ever

been willing to do something but notexactly capable of doing it?

➤ How does society reward the able?➤ How does society threaten the inept?

❍ Unexpected TurnsThe young man planned to become a civilengineer. However, by mistake, the collegeregistrar assigned him to a Latin class.Much to his surprise, the student foundhe had a gift in classical languages.Eventually, he became the professor oflanguages at a leading institution andwrote a textbook that was used for manyyears.

Questions➤ What unexpected events or circum-

stances have become blessings ratherthan curses?

➤ How do you react to the unexpected?➤ If we refuse to accept holy surprises in

our lives, what happens to our faith?What happens to God’s plans?

DiscussionHow do I lead learners to dialogue about the session?

❍ Creating a New BusinessAsk your class members to imagine theyare creating a new business. This businesshas the potential to become a worldwideenterprise, so the leadership team isessential. Tell the group that you willname several types of people who mightserve on the leadership team. Ask them toraise their hands if they want to includethat person on the team. After you nameeach possibility, ask volunteers to explaintheir choices.

An accountantA successful leader in the fieldA minorityA known criminalAn attorneyA childAn expert in human relationsSomeone nice but unknowledgeable

about the fieldA senior adultA vibrant go-getterA public relations expert

Ask if there are any unmentionedmembers who would be important tohave on the leadership team. Note that insending Jesus into the world, God wascreating a new “business”—a newcovenant, a new way of salvation. Who didGod choose, and why were some of God’schoices surprising?

Teaching Guide 5

QuestionsQuestions about Scripture➤ Compare the responses of Elizabeth

and Mary, both of whom receivedannouncements of holy surprises. Howare their reactions similar and dissimi-lar?

➤ How do disgrace and shame fit intothese stories?

➤ To Elizabeth, was this a pleasant orunpleasant surprise? Why?

Questions for All Adults➤ Why are we sometimes hesitant to be

surprised by God?➤ If God used an ordinary person for a

great work in our lifetimes, would wenecessarily know about it? Why or whynot?

➤ What might have happened if Maryhad surprised the angel by saying “no”?

Questions for Mature Adults➤ Do you know of someone used by God

in surprising ways late in life?➤ How is God still surprising you?➤ In what way has God most surprised

you?

Questions for Younger Adults➤ When have you felt too young or too

inexperienced to be used by God?➤ How have you reacted to holy surprises

in your life?➤ Does age affect our willingness to be

used by God?

Questions for Adults with Children➤ How willing are you for God to use

your children in surprising ways?➤ How has God used your children to

teach you surprising spiritual truths?

Involve LearnersHow can I lead learners to explore the session together?

❍ Possible QuestionsHave class members form two groups.Invite one group to compose a list ofquestions Mary might have askedElizabeth during their visit. Ask the othergroup to list questions Elizabeth mighthave asked Mary. Challenge the groups tolist questions for each of these categories:physical, social, personal, and spiritual.Ask a representative from each group toshare their questions with the entire class.As a large group, discuss possible answersto the questions. Continue the discussionby asking questions like the following.

Questions➤ Why do you think God chose these

women?➤ How does the prospect that God may

want to use you for a special purposemake you feel?

➤ How is God using you and your willingness to serve?

➤ Have you been surprised at how Godhas used you?

➤ Can you give a modern-day example ofGod using someone for kingdom workthat we would not have expected orwould not have chosen?

6 Lesson 1

❍ Problem People Print a copy of “Problem People,” locatedon page 28. Before class, review theScriptures listed with each problem. Cutapart each strip and give them to individ-uals in your class. Have class membersmatch the person with the problem.Encourage them to look up the Scripturesto support their choices. When all thestrips are matched, ask, “What kinds ofproblems did these people have?” Thenask, “Should some of these problems haveprevented their service for God?”Conclude by noting that God has a holyhabit of using seemingly unworthy,untrained, and unlikely candidates forGod’s service.

ClosureHow do I lead learners to respond?

❍ Holy SurprisesAsk these reflective questions of thegroup, one at a time, pausing betweenquestions as class members sit with eyesclosed:

➤ Are you open to God using you?➤ How do you demonstrate your open-

ness?➤ How have you supported others whom

God is using in surprising ways?➤ Are you willing to be used by God for a

new ministry?➤ What might that cost you?➤ Can you follow the models of Elizabeth

and Mary?

Then lead in prayer: O God of holysurprises, you certainly surprisedElizabeth and Mary! Give us the willing-ness, give us the desire, give us thecourage to hear your call for our lives andto say “yes.” In Jesus’ name we pray. Amen.

Teaching Guide 7

Moses

David

Sarai

Amos

Jacob

Hebrew people

Ruth

Esther

Elisha

Jeremiah

Murderer(Ex 1:11-12)

Too young(1 Sam 17:42)

Too old(Gen 17:17)

Uneducated(Amos 1:1)

Self-serving(Gen 25:29)

Slaves(Ex 1:11)

Widow(Ruth 1:3-5)

A minority(Esther 2:10)

Low social status(1 Kgs 19:19)

Insecure( Jer 1:6-8)

2Find Relevance

Why do adults care about thissession? A serious look at the

world around us is sobering.Malnutrition takes the lives of

thousands every day. Corrupt govern-ments use fear to prevent nations frombecoming free. Terrorists attack the inno-cent, sometimes in the name of religion.The powerful seize more power, wealth,and property as the poor become poorer,more dependent upon charity, and lesslikely to be self-sufficient. Entertainmentboasts themes of gratuitous violence andsexual promiscuity. Everything theChristmas message promises still seemsunfulfilled, if not impossible. Peace onearth? Hardly. Good will? Difficult to find.To all. Not even close. The Christmasmessage seems to have been an illusivehope. Insurmountable problems are notonly obvious on the national and interna-tional fronts, but they also are painfullyobvious in our own personal lives.Wrecked relationships, physical disease,dysfunctional families, economic hard-ships, and spiritual despair are only someof the issues ordinary people mustconfront. Is life really that bad? Moreimportantly, can circumstances change?Or must we wander in the haze of impos-sible dreams?

Seek UnderstandingWhat do these Scripturesmean? Each of the four

Gospels offers a unique look at

the birth story of Jesus. The Gospel ofMatthew begins with a list of ancestors.Mark’s Gospel skips the birth storycompletely. John’s Gospel offers a philo-sophical, mysterious prologue. TheGospel of Luke includes the most expan-sive record of Jesus’ birth. Luke’s prologueto the birth story includes angels, sponta-neous doxologies, heavenly visitations,prophecies, the birth of a prophet, andthe intrusion of a foreign government.Finally, after eighty-five verses, the baby isborn.

The story of Zechariah is unique inthe Gospel accounts. Oddly enough, wedo not get an inside view into thethoughts or the faith struggle of Joseph.Zechariah is the only male in the birthnarratives who receives significant focusin the biblical accounts. Why is he soimportant? Zechariah, the priest andfather of John, is important in Jesus’ birthstory. Unlike his female counterparts, theold priest struggled to believe. Zechariahis the only person who expected the visita-tion of God and then was unsure how torespond when it occurred. We can feelsorry for him; he missed the obvious. Wecan laugh at him; he must have felt rathersilly having to wave his arms and trying topantomime, “God spoke to me—it’s aboy!” But without question, we shouldlearn from him because his move fromdisbelief to belief may inform our ownjourneys much more than we might liketo admit.

Lesson Teaching Guide

TO BELIEVE

OR NOT BELIEVE

Luke 1:8-23

Teaching Guide 9

ResourcesSteven Friesen, “Gabriel,” The Oxford Companion tothe Bible, ed. Bruce M. Metzger and Michael D.Coogan (New York: Oxford University Press, 1993).I. Howard Marshall, Commentary on Luke: ACommentary on the Greek Text, The New InternationalGreek Testament Commentary (Grand Rapids:Eerdmans, 1978).Evelyn Underhill, The School of Charity: Meditations onthe Christian Creed (Wilton CT: MorehousePublishing, 1991).

My Teaching Plan

I. Zechariah the “Faithful” Priest (1:8-11)A. He serves as one of many in his

“division” (v. 8).B. He is called up for active service

(vv. 9-10).C. He sees a vision of God’s presence

(v. 11).

II. Zechariah the “Doubting” Follower(1:12-23)A. He suffers “distress” and “fear” (v. 12).B. He is called to have faith—“Do not

fear”—in God (vv. 13-17).C. He suffers doubt (v. 18).D. He is given time to watch, listen, and

learn (vv. 18-23).


❍ Impossible Things HappenAstronauts landing on the moon,computers in homes, telephones withoutwires, at least one personal vehicle forevery family—at one time, these thingswere impossible. Do you wonder which oftoday’s impossibilities will become tomor-row’s possibilities? No more eyeglasses?Holographic movies? Time travel?Perhaps some things will always beimpossible.

Questions➤ What impossibility made possible has

most surprised you?➤ What unexpected possibility has bene-

fited you the most?➤ What do you think will always be

impossible?

❍ Breaking the BarrierThe four-minute mile could not bebroken. Scientists, physicians, andathletes believed it was a physical impossi-bility for a person to run 5,280 feet in lessthan 240 seconds. Then the impossiblehappened. Roger Bannister, a Britishphysician, broke the world record in 1954.Remarkably, within a month, otherathletes began to break the four-minutebarrier.

Questions➤ Why do you think the record stood for

so long?➤ Why did many others surpass the

record once it was finally broken?

10 Lesson 2


❍ Impossible HeadlinesGive each person a copy of page 29, titled“Impossible Headlines.” Invite membersto write at least one headline (fromtomorrow’s headlines) for each of thetopics listed: Medical Breakthrough,Scientific Achievement, Broken Record,Political Policy, Spiritual Commitment.Ask volunteers to share one or two oftheir headlines with the class. Thenconsider the following questions.

Questions➤ Which of these seemingly impossible

headlines could actually happen withthe right discoveries or the right leader-ship?

➤ Which of them really are absolutelyimpossible?

➤ What was Zechariah’s reaction to theprediction of the impossible happeningin his life?

QuestionsQuestions about Scripture➤ What was Zechariah’s reaction to the

angel’s message?➤ Why did the angel strike Zechariah

mute?➤ What other couples might Zechariah

have remembered who had a child latein life?

Questions for All Adults➤ What “impossible” spiritual event have

you experienced as it became a reality?➤ Did Zechariah have the choice to say

“no”?➤ How might Zechariah’s inability to

speak have been a blessing?

Questions for Mature Adults➤ If an angel told you you would soon

have a newborn baby in your family,what would be your first response?

➤ When have you experienced God doingthe impossible?

➤ How do you testify to God’s power toaccomplish the impossible?

Questions for Younger Adults➤ What stories have you heard older

adults tell about impossible eventshappening?

➤ How do stories of spiritually impossi-ble events coming to reality affect yourfaith?

➤ Is there room in today’s cynical worldfor miracles? Explain.

Questions for Adults with Children➤ When you first knew you were having a

child, how did you react?➤ How have your children helped you to

realize God’s power?

Teaching Guide 11

12 Lesson 2


❍ Knowing for SureMost of us have asked the question, “Howcan I know for sure?” Some ask that ques-tion when making a decision about a jobor a relationship; others ask it when theyare considering a large purchase or choos-ing a school. We want to make gooddecisions and to reap the benefits of thosedecisions. When making life-changingdecisions, we seek people we trust foradvice and assurance. We seek people inwhom we have faith.

Questions➤ How much do we trust God? ➤ What causes you to seek God?➤ If God were to speak to us as directly as

God did Zechariah, would it be easierto trust? If so, why do you thinkZechariah doubted?

➤ What might help you trust God more?Zechariah needed time to listen, watch,and learn. Would that work for you?

❍ Side by SideLuke devotes considerable effort to pref-acing the birth story of Jesus with otherstories. Show how Luke begins his Gospelin comparison with the other Gospelwriters. Have learners compare Zechariahand Mary as they review the text.Encourage them to list the comparisons.For example, male/female; priest/peasant;“don’t be afraid.” Ask what the compar-isons reveal about Luke’s decision to placethese stories side by side.

Questions➤ What can we learn about how we react

to seemingly impossible situations?➤ What do these stories tell us about

trusting God in spite of the inconceiv-able?

➤ What do these stories tell us about whoGod uses?


❍ Humble Self-AbandonmentEvelyn Underhill wrote The School ofCharity: Meditations on the Christian Creed.Read this paragraph aloud:

We come down to the actualsetting of this supreme event, andat once all our notions of the suit-able and the significant are setaside; all our pet values arereversed. A Baby, just that; andmoreover, a Baby born in the mostunfortunate circumstances. Theextremes of the transcendent andthe homely are suddenly broughttogether in this disconcerting reve-lation of reality. The hard life ofthe poor, its ceaseless preoccupa-tion with the lowliest of humanneeds and duties, the absolutesurrender and helplessness, thehalf-animal status of babyhood; allthis is the chosen vehicle for theunmeasured inpouring of theDivine Life and Love. So too thestrange simplicity of its beginningboth rebukes and reassures us. It islike a quiet voice speaking in ourdeepest prayer: “The Lord is withthee”…and calling forth the oneand only answer, “Behold thehandmaiden of the Lord, be itunto me according to thy Word!”Humble self-abandonment isfound and declared to be enoughto give us God (27).

Although the excerpt is about Mary,Zechariah too received a message fromGod. Zechariah needed time to learnMary’s and even Elizabeth’s “humble self-abandonment.” Lead a prayer that we toomight learn to be so faithful that wemight receive more of God into our lives.

3Find Relevance

Why do adults care about thissession? Jesus’ words, “The

poor you will have with youalways,” were not spoken to

provide us an excuse but to state a fact.We do still have the poor with us. As weapproach Christmas, we are once againchallenged to remember its true meaning.Certainly, the world should know the truemeaning of Christmas, but sincereChristians should also reflect deeply onwhat happened when God took onhuman flesh. Jesus was raised in poverty.He lived his life “with no place to lay hishead.” When he was crucified, soldiersgambled for all Jesus owned—the clotheson his back. As we reflect on Jesus’ birthand life, we face some serious questionsconcerning the simplicity of his lifestyleand his call for us to follow.

Seeking UnderstandingWhat do these Scripturesmean? Mary’s song is often

called the Magnificat becausethe first words of the song in

Latin are “Magnificat anima meaDominum,” which means “My soulmagnifies the Lord.” The song focuses onGod’s works of mercy, justice, and salva-tion. Scholars debate the identity of theoriginal author of this song and evenargue about who was originally creditedfor singing it. Many scholars believe the

psalms in the first few chapters of Lukewere actually hymns sung by the ancientchurch in worship services. Luke knewthe songs and credited the texts to Mary,Zechariah, the Bethlehem angels, andSimeon. (It is unlikely that any of theseindividuals actually burst out in ametered, perfectly structured Hebrewsong.) Some scholars credit Elizabethrather than Mary for the Magnificat,because three Old Latin texts used fortranslating the Bible put the words inElizabeth’s mouth, and Elizabeth hasmore in common with Hannah, uponwhose song the Magnificat seems to bebased (1 Sam 2). However, the overwhelm-ing majority of ancient texts read thatMary sang these words, and the scholarlyconsensus is that the words are appropri-ate coming from Mary.

The song has two sections: personalthanksgiving and praise for God’s mightyacts on behalf of the poor. Interestingly,the verbs express a present condition(“God has”), rather than a future expecta-tion (“God will”) as we might expect. TheMagnificat celebrates God’s blessing ofMary, a peasant girl whose son would bethe Messiah, the Savior. Certainly, theworld would have considered Mary alowly person. She had no material wealth.She had no political power. Her genderworked against her, making her poor inother ways. Yet God chose to esteem her!Mary was grateful to God for this act ofgrace and mercy, which reveals God’s


THE SONG

OF MARY

Luke 1:46-55

14 Lesson 3

heart for others who are the lowly of theworld.

The second part of the Magnificat isabout them—the lowly. Based on whatGod was doing in her, Mary sang withconfidence that God was elevating thepoor and razing the rich. The oppressedwere being set free as the oppressors weresent away empty-handed. Finally, Godfulfilled the promise made to Abrahamand his descendants. Mary’s song cele-brates the wonder that God was doing allof this through her, as she bore God’sSon!

ResourcesElizabeth Achtemeier et al., “Women,” The Oxford Companionto the Bible, ed. Bruce M. Metzger and Michael D. Coogan(New York: Oxford University Press, 1993).

Walter Brueggemann, “Enough Is Enough,” theotherside.org<http://www.theotherside.org/archive/nov-dec01/bruegge-mann.html> (27 April 2003).

Michael D. Coogan, “Poor,” The Oxford Companion to the Bible,ed. Bruce M. Metzger and Michael D. Coogan (New York:Oxford University Press, 1993).

Mary Jane Gorman and John C. Shelley, “Economics in theNew Testament,” Mercer Dictionary of the Bible, ed. Watson E.Mills et al. (Macon: Mercer University Press, 1990).

James F. Kay, “Mary’s Song—and Ours (Lk. 1:39-55),”Christian Century (10 December 1997).

The World Almanac and Book of Facts 2003 (New York: WorldAlmanac Books, 2003).

World Development Report 2000/01: Attacking Poverty (NewYork: Oxford University Press, 2001).

My Teaching Plan

Introduction: A poor Palestinian womansings a song of thanksgiving and praisebecause God sees the poor.

I. Mary’s StatusA. EconomicB. Social

II. God’s Care for the Poor

III. The SongA. God, my “Savior”B. The need for a SaviorC. The song’s promise and threat

Conclusion: God’s identification with andwork on behalf of the poor is the model weare to follow.

Offer IllustrationHow can I help learners think about the issues?

❍ Can We Really?Of Mary’s Magnificat, James F. Kay wrote:

Can Mary’s God truly be our Lordand our God—the God who over-turns the way the world works,who elects the least and the last tobring in the kingdom, whose judg-ment in every sense will save thepoor, the wronged and theoppressed? Can the God who isgoing to knock the powerful offtheir peacock thrones, their stockexchange seats, their professionalchairs, and their benches of judg-ment really be our God? Can wereally praise this God? (42)

Questions➤ What do you think of the quotation

from James F. Kay?➤ Why are his questions valid?➤ How does the way we live provide

answers to Kay’s questions?

❍ At Christmas and EasterOn a mission trip to the Ukraine lastwinter, our group was treated with thebest of Ukrainian hospitality. We stayedin people’s homes, ate the food theyprepared for us, and enjoyed many hoursof discussion together. At our last churchmeeting, I commented on our apprecia-tion of their hospitality. However, thenext speaker, a Ukrainian lay leader,corrected one statement. I had said,“We’ve eaten the food Ukrainians eat.”The lay leader responded, “No, you’veeaten the food we would eat if we couldafford it. People have been saving up formonths for the Americans’ visit. You ateUkrainian food, but better dishes—evenmeat dishes—than we usually eat.” Indeed,we were served meat at every meal. Later, Iasked my interpreter, “Was what he saidcorrect?” She replied affirmatively. “Sohow often does your family have meat?” I asked her (a schoolteacher with anaccountant husband). She said, “We havemeat at Christmas and Easter.”

Questions➤ When have you been the beneficiary of

a poor person’s generosity?➤ Is generosity part of our calling as

Christians?➤ How does Mary’s song call us to be

generous?

Teaching Guide 15


❍ What’s In a Word?Ask class members to call out words thatcome to mind when they hear the word“poor.” Write their suggestions on theboard. After several words are listed, notethat some of them include synonyms thatrelate to economics (for example, poverty-stricken, destitute, bankrupt, penniless).Other synonyms have more to do withemptiness or uselessness (for example,barren, depleted, unproductive, wasted,worn out). Still others have to do with alack of quality (for example, inferior,inadequate, defective, sorry). Others havea touch of sympathy attached (forexample, unlucky, unfortunate, sad).

Using these categories for the word“poor,” ask, “In what ways was Mary poor,and why are there types of poverty thatGod cannot use for the kingdom?”Expand your questions to include othertypes of poverty, such as poor attitudes,poor morality, and poor ethical behavior.Note that Jesus would later be recorded byLuke as preaching, “Blessed are you whoare poor, for yours is the kingdom ofGod” (Lk 7:20). Are there spiritual advan-tages to being poor? Are there spiritualdisadvantages to being poor?

QuestionsQuestions about Scripture➤ What evidence is there that Mary lived

in “lowliness” (v. 48)?➤ How much of Mary’s song is about

Mary? What might this suggest?➤ Why are Mary’s verbs in the present

rather than future tense?

Questions for All Adults➤ Does God favor the poor over the

wealthy? Why or why not?➤ We often think of Mary as being gentle.

Is her song “gentle”?➤ If Jesus heard this song from his

mother as he grew up, how might ithave shaped him and his ministry?

Questions for Mature Adults➤ Whom do we normally consider

blessed, the poor or the wealthy? Why?➤ How important is it that Jesus was born

to a peasant woman?➤ How much does God’s concern for the

poor affect our priorities?

Questions for Younger Adults➤ In what ways do you consider yourself

poor?➤ What responsibility do American

Christians have in helping the poor ofother nations?

➤ Why wasn’t Jesus born into a wealthyhome?

Questions for Adults with Children➤ When do children develop their atti-

tudes about the poor and the wealthy?➤ As you nurture your child’s spiritual

life, how do you emphasize God’sconcern for the poor?

➤ How can you use the Christmas seasonto model your love not only for familyand friends, but also for needystrangers?

16 Lesson 3


❍ Who Gets Presents This Year?Ask class members if they have thoughtabout what gifts they could share with thepoor this season. Encourage them to tellwhat they and others are doing to helpthe needy.

Questions➤ Why does it seem easier to think of

helping the needy during this season? ➤ What intangible gifts might you share

with the needy? (Some examples mightbe compassion, time, a listening ear,advocacy.)

➤ Is Mary’s song only for Christmas, or dowe have a responsibility to aid the pooras a follower of Jesus throughout theyear?

➤ What has helped you to remember andhelp the poor at times other than theChristmas season?

➤ How can you remind the church aboutthe needs of the poor in the commu-nity and in the world?

➤ With nearly half of the world’s popula-tion living on less than two dollars aday, what is our responsibility asChristian disciples in seeing that theirneeds are met?

❍ Poems of PovertyInvite class members to write a haikupoem about poverty. Explain that a haiku(pronounced hi-ku) is an ancient Japaneseform of poetry that concentrates onrhythm rather than rhyme. In a haiku,there are three lines. The first line has fivesyllables, the second line has seven, andthe third line has five. Consider thisexample of a haiku about the birth of achild:

Numb, awed, I trembleYour innocent smile warms meMy son, your first day

Ask your group to consider Mary’ssituation and the kinds of poverty thatsurrounded her. Think about Mary’ssong, rejoicing in the liberation frompoverty. Then consider the many forms ofpoverty in our world. Think about whatour response to poverty could be, asfollowers of Christ. Write a poem withthose thoughts in mind. Give classmembers an opportunity to share theirpoems.


❍ Responsive PrayerGive each person a copy of page 30. Thenclose the session with the followingresponsive prayer.

Leader: Merciful God, we see the poorand look the other way.

Class members: You see them and grievetheir condition.

Leader: We see the beggar and don’t wantto be bothered.

Class members: You see your rejectedchild.

Leader: We see the wealthy and stare attheir possessions, filled with envy.

Class members: You see what will passaway and are not impressed.

Leader: We see the powerful and beg theirattention.

Class members: You beg their attention,too, but you are often ignored.

All: O God, merciful God, forgive us fornot being more like you. Give us youreyes of compassion and your hands ofjustice. Help us to love our neighborsas we love ourselves. Amen.

Teaching Guide 17

Find RelevanceWhy do adults care about thissession? Most of your learners

will know the story of Jesus’birth. Those raised in church may

even feel little emotion about the storybecause they know it so well. They knowabout the angelic visits, the journey toBethlehem, and the scene at the stable.They may not know everything, but theyknow enough to be numbed by yetanother session about the birth of Jesus.This session, however, focuses not somuch on the facts as on our response to thestory. How will we celebrate Christmasthis year? It is too easy to let the holy daypass without considering its meaning. Itis too easy to let the world’s standardsguide our celebration. Christmas is theloudest time of the year, but this sessionencourages making space in the next weekfor silence and solitude.

Seek UnderstandingWhat do these Scripturesmean? As we compare the

birth stories of John and Jesus,we notice several differences.

First, Luke’s story of Jesus’ birth includeshistorical references; John’s does not.Luke places Jesus’ birth in an historicalsetting, giving a reason for Joseph andMary, who lived in Nazareth, to maketheir way to Bethlehem. Luke also high-lights the idea that even though there are powerful rulers in the world, they canbe used unknowingly by God for divinepurposes.

A second difference between these twobirth stories has to do with circumstancessurrounding the births. The birth of thefirst baby was the cause for a communitycelebration. The birth of the second childwas scandalous. Already, the stage is setfor tension between two groups of disci-ples. One group followed a prophet whowas admired from birth. The other groupfollowed a leader whose birth story wassuspect, who was rejected by the world,and who made a sudden foray into publicministry when he was baptized by theprophet.


TWO

BIRTHS

Luke 1:57-58; 2:1-74

Teaching Guide 19

ResourcesJere V. Adams, ed., Handbook to the Baptist Hymnal(Nashville: Convention Press, 1992).William Barclay, The Gospel of Luke, The Daily BibleStudy Series, rev. ed. (Philadelphia: TheWestminster Press, 1975).R. Alan Culpepper, Luke, The New Interpreter’sBible, vol. 9, ed. Leander Keck (Nashville: AbingdonPress, 1995).Richard Foster, Celebration of Discipline, rev. ed. (NewYork: HarperCollins, 1988).Luke Timothy Johnson, The Gospel of Luke, SacraPagina Series, vol. 3, ed. Daniel J. Harrington(Collegeville MN: The Liturgical Press, 1991).I. Howard Marshall, Commentary on Luke: ACommentary on the Greek Text, The New InternationalGreek Testament Commentary (Grand Rapids:Eerdmans, 1978).

My Teaching Plan

Introduction: The birth stories of John andJesus are distinctly different.

I. The Birth of JohnA. At homeB. Among friends, family, and communityC. A noisy celebration

II. The Birth of JesusA. Far from homeB. Forced to travel to BethlehemC. No room at the innD. AloneE. A quiet setting

Conclusion: “In quietness and trust shall beyour strength” (Isa 30:15).

Offer IllustrationHow can I help learners think about the issues?

❍ Not So Silent Night“Silent Night” is a favorite amongChristmas carols. The night of Jesus’ birthwas not completely silent, of course. IfMary labored as most mothers do, she waslikely not silent. Baby Jesus probably cried.Yet the birth of Jesus was a comparativelyquiet event. Normally, when the time ofbirth was near, friends, family members,and even musicians would gather at thehouse. When the family announced thebirth of a boy, the musicians would playand the gathered loved ones would singand dance. Jesus, however, was bornwithout the benefit of supportive lovedones or hired musicians. In the sparseaccommodations, surrounded only by hisparents and perhaps a few stable animals,Jesus came into the world. Invite a classmember to share a story about the birth oftheir child. Would they describe the eventas silent or noisy?

❍ Silence Is Golden“Silence is golden,” according to anancient proverb. Yet our culture does notvalue silence. We fill our world withnoise—radio, television, stereo, videogames. Even in church, we are uncomfort-able with silence. Silence feels awkward.Someone should be saying something orplaying something. If they aren’t, wewonder who goofed. Churches that broad-cast services on radio or television areactually advised against having periods ofsilence. It’s called “dead space.” However,many Christians are rediscovering thevalue of solitude and silence. Far from“dead,” silence is life-giving.

Questions➤ How do you think your congregation

would respond to times of silence inworship?

➤ When has silence nourished yourspirit?

20 Lesson 4


❍ The Quiet Game“Let’s play the quiet game,” I remembermy grandmother saying. The goal of thegame was to remain perfectly silent.Whoever could remain totally quiet thelongest was the winner. Sometimes,before we discovered the winner, we hadfallen asleep! Allow your class members toshare some of their experiences with thisgame. What is the purpose of the quietgame? If God said to believers, “Pleaseplay the quiet game,” what would be itspurpose in our spiritual lives?

Point out that today we focus on twobirth stories. The birth of John was a timeof loud celebration, but Jesus’ birth wasmuch quieter. Do you agree thatChristmas is the noisiest time of the year?Why? Is Christmas the noisiest time inour church life as well? How could we bemore intentional about carving out timesfor silence?

QuestionsQuestions about Scripture➤ How were the circumstances of John’s

and Jesus’ births different?➤ Why was it important that Jesus be

born in Bethlehem rather thanNazareth?

➤ Why could Joseph and Mary find nolodging in Bethlehem?

Questions for All Adults➤ Besides joy, what other emotions do

you imagine Jesus’ parents felt?➤ We know that Mary “pondered these

things in her heart” (2:19). In whatsetting are you comfortable to be stilland ponder?

➤ There was no room for Jesus in the inn.To what larger point might Luke havebeen alluding?

Questions for Mature Adults➤ Is the world noisier than when you

were growing up? Explain.➤ Why do you think people today must

have “background noise”?➤ Is it possible to have too much silence?

Questions for Younger Adults➤ Would you appreciate times of silence

in a worship service?➤ When do you find time for silent

reflection?

Questions for Adults with Children➤ How do you get away from the

daily noises of the family for times of reflection?

➤ How are you teaching your children toappreciate times of silence?

➤ What is the difference between beingquiet (making no noise) and being still(settled in the soul)?

Teaching Guide 21

22 Lesson 4


❍ Practicing SilenceCut apart and hand out the Scriptureslisted on page 31. Ask individuals to readaloud their Scripture while the grouplistens. Ask readers to leave an extendedspace of silence between the readings(about a minute).

Invite the class to a time of silence.Say something like this: “Close your eyesand relax your body. As a class memberreads a Scripture, listen for the messageabout silence. Allow God’s spirit to speakto you.” After the last reading and itsaccompanying time of silence, close theexercise by saying, “Lord, thank you forthe gift of silence. Amen.”

After your prayer, invite volunteers toshare their reactions to this experience.Did they find themselves easily distracted?Was this an easy exercise? Why or whynot? Did they sense the spirit of Godduring the times of silence?

Scriptures: • “There is a time to keep silence and a

time to speak.” (Eccl 3:7)

• “Be still, and know that I am God.” (Ps 46:10)

• “For God alone my soul waits in silence.”(Ps 62:1)

• “He leads me beside still waters.” (Ps 23:2)

• “In quietness and trust shall be yourstrength.” (Isa 30:15)

• “I have calmed and quieted my soul, likea weaned child with his mother.” (Ps 131:2)

• “And she gave birth to her firstborn sonand wrapped him in bands of cloth andlaid him in a manger, because there wasno place for them in the inn.” (Lk 2:7)

❍ Imagining the StoryInvite members to listen as you read thebirth story of Jesus again. Invite them toclose their eyes and to use their imagina-tions to re-create the story in their minds.Have them consider all their senses intheir imagined story—what they see, hear,smell, or touch.

As you end the reading, ask classmembers to keep their eyes closed andmeditate on the passage until one imagecomes to mind. Then ask them to opentheir eyes, take the provided pencil andpaper, and sketch the image they see intheir minds. Encourage learners to sharetheir image with the group and explain itssignificance.


❍ Silent NightOn December 24, 1818, the pastor of aGerman church discovered that thechurch organ was broken. No music forthe Christmas Eve service? He couldn’timagine that. He rushed to find the organ-ist. After discussing the problem, thepastor shared with the organist a poem hehad written earlier in the day. The muteorgan and the threat of no musicundoubtedly caused him to reflect on thesilence surrounding the birth of Jesus. Thepoem began, “Silent night, holy night.”The organist set the poem to music, andthat evening he played the tune on theguitar as he and the pastor sang the reflec-tive song for the congregation. The day’scrisis led to the creation of a carol that isstill a favorite.

Sing together, or play on a tape/CD,“Silent Night.” At the conclusion of thesong, encourage class members to carveout times for silence this week.

Find RelevanceWhy do adults care about thissession? Can they be trusted?

Our nation asks this questionin light of huge public scandals

that force us to question the integrity ofthose in business, government, and evenreligion. We want to trust our leaders andthose who serve us. We want to believethey will keep their vows to uphold laws,ethical standards, and religious convic-tions. Thankfully, many people inservice-related work are trustworthy.However, each time a CEO or politician orminister makes the news for breaking ourtrust, we are a little more hesitant to trustothers.

Sometimes our lack of trust spillsinto our spiritual lives. God made prom-ises—a Savior would bring a newcovenant. Would God keep that promise?A covenant infers two parties in agree-ment who make vows to one another. Intoday’s session, we are reassured thatGod’s part of the promise has been kept.A prophet and a Savior were born. In ourScripture passage, the boys’ parents maketheir first public act of vow-keeping asthey circumcise and name the children.

Seek UnderstandingWhat do these Scripturesmean? Names are significant

in the Bible. Adam is a pun for“dust from the ground.” Eve

sounds like the Hebrew phrase “livingbeing.” Sometimes people changed theirnames, or God changed them, in responseto a life-altering event. Abram’s name waschanged to Abraham, Sarai to Sarah. Inthe New Testament, Simon became Peterand Saul became Paul. Names expressedpersonality, stature, or faith.

In the Old Testament era, mothersnamed their children soon after birth. Forexamples, see the naming stories of Cain(Gen 4:1), Seth (Gen 4:25), Samson ( Judg13:24), and Samuel (1 Sam 1:20).However, the custom changed by the timeof the births of John and Jesus.


A NAME’SEFFECT

Luke 1:59-66; 2:215

24 Lesson 5

ResourcesWilliam Barclay, The Gospel of Luke, The Daily Bible StudySeries, rev. ed. (Philadelphia: The Westminster Press, 1975).

Frederick Buechner, Wishful Thinking: A Theological ABC (NewYork: Harper & Row, 1973).

R. Alan Culpepper, Luke, The New Interpreter’s Bible, vol. 9,

ed. Leander Keck (Nashville: Abingdon Press, 1995).

Russell Fuller, “Names and Namegiving,” The OxfordCompanion to the Bible, ed. Bruce M. Metzger and Michael D. Coogan (New York:Oxford University Press, 1993).

W. Lee Humphries, “Names,” Mercer Dictionary of the Bible, ed.Watson E. Mills et al. (Macon: Mercer University Press,1990).

I. Howard Marshall, Commentary on Luke: A Commentary on theGreek Text, The New International Greek TestamentCommentary (Grand Rapids: Eerdmans, 1978).

My Teaching Plan

Introduction: Two baby boys are born,circumcised, and named.

I. CircumcisionA. The need for religious recognitionB. Jewish identity as a son of Abraham

II. NamingA. Priestly family named boys after

fathers or grandfathersB. Each name’s significance—a reason or

a storyC. To know the name is to have power

over the person

III. John’s CeremonyA. A public partyB. A disagreement between Elizabeth and

her party attendeesC. Zechariah’s affirmationD. The awe of the witnessesE. The report to the nation

IV. Jesus’ ceremonyA. No detailsB. No storiesC. A scandalous birthD. The promise is kept

V. The meaning behind the namesA. John—“God is gracious”B. Jesus—“God is salvation”

Conclusion: God kept the promise to senda Savior. The parents kept their promise toname the babies as they were commanded.We are partners with God in God’s plan forthe world.


❍ Popular NamesAccording to the Social SecurityAdministration, the most popular babynames in the United States in 2000 were(boys) Jacob, Michael, Matthew, Joshua,Christopher; (girls) Emily, Madison,Hannah, Ashley, Alexis. Some of thesenames are newer in popularity, especiallythe girls’ names. Interestingly, the topfour boys’ names are biblical names.

Questions➤ What is the story of your naming? ➤ What is the importance of the naming

of a child in our culture?

❍ Surname BuechnerIn Wishful Thinking: A Theological ABC,Presbyterian pastor Frederick Buechnerwrites of his surname:

Buechner: It is my name. It ispronounced Beekner. If somebodymispronounces it in some foolishway, I have the feeling that what’sfoolish is me. It somebody forgetsit, I feel that it is I who am forgot-ten. There’s something about itthat embarrasses me in just thesame way that there’s somethingabout me that embarrasses me. Ican’t imagine myself with any othername—Held, say, or Merrill, orHlavacek. If my name were differ-ent, I would be different. When Itell somebody my name, I havegiven him a hold over me that hedidn’t have before. If he calls it out,I stop, look, and listen whether Iwant to or not. In the book ofExodus, God tells Moses that hisname is Yahweh, and God hasn’thad a peaceful moment since (14).

Questions➤ How do you relate to Buechner’s

comments?➤ Do you sense power in your knowledge

of a person’s name? in someoneknowing your name?

Teaching Guide 25


❍ Promise PatternAsk students to remember Old Testamentstories when God made and kept apromise(for example, Noah and the ark;Abraham, Sarah, and Isaac; Hebrewsleaving slavery for a promised land;Hannah becoming pregnant with Samuel;exiled Hebrews returning to Jerusalem).Point out that these promises have acommon pattern: a promise is made; thepromise is accepted and acted upon; asymbol is given to signify the promise’sfulfillment. Write this chart on a boardand note that the naming stories of Johnand Jesus follow this familiar pattern:

QuestionsQuestions about Scripture➤ What was the connection between

Zechariah’s muteness and the namingof his son?

➤ Why does Luke give more informationabout John’s birth and naming than hedoes Jesus’ birth and naming?

Questions for All Adults➤ What vows to God must we fulfill?➤ When have you kept a difficult

promise?➤ How do you feel when someone breaks

a vow?

Questions for Mature Adults➤ When has a name or a nickname

affected someone’s perceptions of thatperson?

➤ Of the temptations listed in thesession, which do you find most diffi-cult to overcome?

➤ How can we help others keep theirvows?

Questions for Younger Adults➤ Are tradition and societal pressures a

help or hindrance in your keeping ofvows?

➤ How does peer pressure affect yourfaithfulness and your Christianwitness?

Questions for Adults with Children➤ How did you choose your child’s name?➤ How do you teach your child to keep

promises?➤ How important is your personal reli-

gious heritage as you nurture yourchild’s faith?

26 Lesson 5

PROMISE

A purifyingflood

A miraclebaby

Promised land

A baby to thebarren

Return tohomeland

ACCEPTANCE

Built an ark

Covenant

Leave Egypt

Fast ends

Leave Babylon

SYMBOL

Dove andrainbow

Names arechanged

Milk andhoney

Nazirite vows

RebuildJerusalemwalls


❍ Making VowsHand out paper and pencils, askingstudents to make a list of vows they havemade (for example, baptismal, fraternityor sorority pledge, wedding, loan agree-ment, financial pledge). Then askquestions like the following.

Questions➤ Which of your vows are more impor-

tant than others? For which do yousacrifice the most to keep?

➤ What are some of God’s promises tous?

➤ Do you trust God to keep these prom-ises?

➤ When have you experienced God’spromises kept?

❍ Promises KeptGive each learner a copy of page 32 thatlists the following Scriptures. Note thatthis list is a small selection of God’s manypromises to us. Ask learners to review theScriptures, and encourage them to share apersonal experience when God kept oneof these promises.

• “I will never leave you or forsake you.”(Heb 13:5)

• “Neither life nor death…nor anythingelse in all creation, will be able to sepa-rate us from the love of God in ChristJesus.” (Rom 8:38-39)

• “I will instruct you and teach you theway you should go; I will counsel youwith my eye upon you.” (Ps 32:8)

• “The LORD is near to the brokenheartedand saves the crushed in spirit.” (Ps34:18)

• “Call to me and I will answer you, andwill tell you great and hidden things thatyou have not known.” ( Jer 33:3)

• “Anyone who hears my word andbelieves him who sent me has eternal

life, and does not come under judgment,but has passed from death to life.” ( Jn 5:24)

• “My God will fully satisfy every need ofyours according to his riches in glory inChrist Jesus.” (Phil 4:19)


❍ I AcceptGive each class member a name tag and amarker. Ask them to write their name inthe middle of the tag. On either side oftheir name, have them draw a symbol torepresent promises God has made to themand promises they have made to God. Forexample, one might draw an open Bible torepresent their promise to have a regulardevotional time and a ring to representwedding vows. Ask learners to explainthese symbols to another class member.

After they have shared, remind themthat although God made promises toMary and Elizabeth, the women had toaccept God’s promises. That acceptancerequired their trust in God and a willing-ness to accept the rewards and responsi-bilities that came with a fulfilled promise.Encourage your class to accept God’spromises with that same faith and willingness.

To close the session, choose to read atleast three promises from the Scripturelisted in “Promises Kept.” After you readeach Scripture, ask your class members torespond, “Lord, I accept your promise.”After the last response, conclude bypraying, “ We accept your promises, Lord.We trust you. We receive the rewards of thepromises with gratitude. We accept theresponsibilities of the promises withhumility. Give us the faith and strengthalways to keep our promises to you.Amen.”

Teaching Guide 27

Problem People

Moses Murderer (Ex 1:11-12)

David Too young (1 Sam 17:42)

Sarai Too old (Gen 17:17)

Amos Uneducated (Amos 1:1)

Jacob Self-serving (Gen 25:29)

Hebrew people Slaves (Ex 1:11)

Ruth Widow (Ruth 1:3-5)

Esther A minority (Esther 2:10)

Elisha Low social status (1 Kings 19:19)

Jeremiah Insecure ( Jer 1:6-8)

Impossible HeadlinesInstructions: Write at least one headline for each of the following topics.

Medical Breakthrough

Scientific Achievement

Broken Record

Political Policy

Spiritual Commitment

Responsive Prayer

Leader: Merciful God, we see the poor and look the other way.

Class members: You see them and grieve their condition.

Leader: We see the beggar and don’t want to be bothered.

Class members: You see your rejected child.

Leader: We see the wealthy and stare at their possessions, filled with envy.

Class members: You see what will pass away and are not impressed.

Leader: We see the powerful and beg their attention.

Class members: You beg their attention, too, but you are often ignored.

All: O God, merciful God, forgive us for not being more like you. Give us your eyes ofcompassion and your hands of justice. Help us to love our neighbors as we love ourselves.Amen.

Practicing Silence

“There is a time to keep silence and a time to speak.” (Eccl 3:7)

“Be still, and know that I am God.” (Ps 46:10)

“For God alone my soul waits in silence.” (Ps 62:1)

“He leads me beside still waters.” (Ps 23:2)

“In quietness and trust shall be your strength.” (Isa 30:15)

“I have calmed and quieted my soul, like a weaned child with his mother.”(Ps 131:2)

“And she gave birth to her firstborn son and wrapped him in bands of cloth andlaid him in a manger, because there was no place for them in the inn.” (Lk 2:7)

Promises Kept

“If any of you is lackingin wisdom, ask God, whogives to all generously andungrudgingly, and it will begiven you.” —James 1:5

“I will never leave you or forsake you.” —Hebrews 13:5

“Neither life nor death…nor anything else in allcreation, will be able to separate us from thelove of God in Christ Jesus.” —Romans 8:38-39

“I will instruct you and teach you the way you shouldgo; I will counsel you with my eye upon you.” —Psalm 32:8

“See, I am comingsoon; my reward is withme, to repay accordingto everyone’s work.”

—Revelation 22:12

“Anyone who hears my word andbelieves him who sent me has eter-nal life, and does not come underjudgment, but has passed fromdeath to life.” —John 5:24

“The LORD is near to the brokenhearted and saves the crushed inspirit.” —Psalm 34:18

“Call to me and I will answer you, and willtell you great and hidden things that youhave not known.” —Jeremiah 33:3

“My God will fully satisfy every need of yours according to his richesin glory in Christ Jesus.” —Philippians 4:19

“Strive first for the kingdom of God and hisrighteousness, and all these things will begiven to you as well.” —Matthew 6:33

a holy and surprising birth - helwys · a holy and surprising birth lesson 1 holy surprises .....3...

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