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$4.95 Youth Educational Adventures Lessons for Sabbath School and Home Parent and Teacher’s Guide Festival Supplement Senior Teens Lessons for Sabbath School and Home Parent and Teacher’s Guide Festival Supplement Senior Teens Youth Educational Adventures

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YouthEducational

Adventures

Lessons for Sabbath School and Home

Parent and Teacher’s Guide

Festival SupplementSenior Teens

Lessons for Sabbath School and Home

Parent and Teacher’s Guide

Festival SupplementSenior Teens

YouthEducational

Adventures

Lesson 1Let Freedom Ring! . . . . .4

Lesson 2Sin Out, Christ In . . . . . .6

Lesson3Count 50 . . . . . . . .8

Lesson 4Are You Ready? . . . . . .10

Lesson 5Proclaim Liberty! . . . . . . 12

Lesson 6Put It Together . . . . . 14

Lesson 7Want Your Planet? . . . . 16

Lesson 8It’s Not In The Plan . . .18

Lesson 9Not-so-Good Night . . .20

Lesson 10Christmas Folklore . . . . 22

Youth Educational Adventures

Festival Supplement

Senior Teens

The purpose of this Festival Supplement is to intro-

duce each teenager to the holy days of the Bible relating

them to God’s overall plan for mankind. We hope to lay a

foundation for showing how each holy day is historical,

prophetic, and Christ centered. Reasons Christians should

not observe some of the days this world celebrates are

outlined as well. We also hope to instill a love for Jesus, an

awareness of Him as a friend, a guide, a help in time of

need, and lay a groundwork for coming to know Him as

Savior. We want to develop in teenagers a love for learn-

ing about God and His plan which will bring them again

and again to church and to Sabbath School.

We hope to encourage daily contact with God

through prayer and devotional Bible reading. In the

process, we hope to create in each teeanger an

expectation of fully participating as a baptized member

in God’s church. We also pray that the lesson in this

festival supplement will translate into knowledge and

behavior becoming of a child of the King.

Ronald Dart - Publications Editor

Allie Dart - Managing Editor

Sandi McCaskill - Associate Editor

Camery Pollard - Layout and Design

Our vision is to create Christian educational opportunities for all our children so that they will

build a lasting relationship with God andexperience the joys of salvation and the rewards

of God’s Kingdom.

Christian Educational MinistriesP. O. Box 560

Whitehouse, Texas 75791

phone: 903.509.2999

fax: 903.509.1139

website: www.cemnetwork.com

Copyright Christian Educational Ministries

All Rights Reserved

1/03

Index of Lessons

A passage from a Psalm haunted me over the dayswhen we were putting the finishing touches on our firstbook. “For you, O Lord, are my hope, my trust, frommy youth,” said David. “Upon you I have leaned frommy birth” (Psalm 71:5,6 NRSV). What David is saying isthat he could not remember a time when he had nottrusted and leaned on God.

If only all of our children would grow up with thesame faith – that they would not be able to remember atime when they did not pray, have faith in God, followHis teachings as best they knew and love Jesus Christ astheir friend.

After these words in the Psalm comes this beautifulaffirmation: “O God, from my youth you have taughtme, and I still proclaim your wondrous deeds. So evento old age and gray hairs, O God, do not forsake me,until I proclaim your might to all the generations tocome” (verses 17,18).

As we continue this project, we hope and pray thatGod Himself will teach our children. It is our task topresent His message to the children with love, clarity,persuasion and even passion. For if we do not teach aspeople who love God, how can we hope to pass onthat love to the children?

You hold in your hands a special Festival supple-ment designed for use by Senior Teens, parents andSabbath School instructors in teaching your teens theways of God. As far as we know, no one in our traditionhas ever done anything quite like this – a fact that isastonishing all in itself.

There are those who say that if you give them achild until he is six years old, the child will remain intheir faith for life. There is a lot of truth in that state-ment. The reason is that children are more open to faithat that age than they ever will be again. Children alsotend to fulfill our expectations. If we do not expectthem to know God at that age, then they may well fallinto a habit of assuming that God may be important tothe church or their parents, but that He need not beimportant to them.

Realizing that teenagers are as much in need ofministry as adults, CEM has formed an arm called YouthEducational Adventures (YEA) to underwrite andexpedite the teaching and nurturing of the children andyouth of God’s people.

One of the first goals of YEA is the biblical literacy ofthe youth, but that is not nearly enough. Which of youparents does not hope for your teens to be baptized? Ifyou can hope for it, then it is only right that you work forit and YEA stands ready to help you. We want yourteenagers to not only know about God, but to know

Him. We want them not only to know about Jesus, butto believe in Him and to commit their lives to Him.

The lessons are more than an isolated story about abiblical character. Into each lesson is woven a strong lifeapplication. With all of this in mind, we are trying todevelop an ongoing curriculum so that when a childpasses age seven, age eleven, or age eighteen, he willknow the things he should know at that age and willhave come as far as maturity will allow.

Parents are encouraged to have their teens read thelessons prior to Sabbath School. This will help themreach their comfort level more quickly in class. It willenable them to participate in class discussions andbenefit more from the lesson. This age group enjoyssharing what they have learned. If you will followthrough after class with a discussion about what theyhave learned, they will feel good about sharing it withyou. Show that you are interested by asking questionsand making comments. Giving a lot of positive rein-forcement will help them to love Sabbath School andenjoy learning about God’s Word.

It would be good for the parents to join their teensin reading the devotionals on the back of their bookeach day and to kneel with them and pray. Doing thishabitually can build a foundation of biblical knowledgethat will last throughout all eternity. These lessons were designed to take about 45 to 50minutes. Ideally, Sabbath Schools could be taught at thesame time as an adult Bible Study. If your church areaschedules Sabbath Schools during the sermonette,perhaps Sabbath School could begin thirty minutesbefore the song service starts. We hope that everysection of the lesson can be completed. If there is notenough time allotted for Sabbath School, the teachersshould work with the parents to encourage the teenag-ers to complete the activities at home. The activities aredesigned not only to add pleasure to the learningexperience, but to reinforce the lesson as well and tocomplete the learning process. We regret being unable to include the music for thesuggested songs. For your convenience, ChristianEducational Ministries stocks The Group Songbook. Toorder, either write to P. O. Box 560, Whitehouse, TX75791, or for credit card orders telephone1-888-BIBLE-44.

We are striving to improve the books in thisdeveloping project by making them even more teencentered. We want your evaluation of the lessons inorder to help us do a better job.

May God bless the teenagers, and may He do itthrough you.

Ronald L. Dart

Dear Parents and Teachers,

LESSON 1

ObjectivesAt the end of this lesson, students will be

able to:

1. Discuss the time and circumstances of

the Israelites when God freed them

from Egypt.

2. List the ten plagues.

3. Give two reasons why God freed the

Israelites.

4. Explain what each Israelite family had

to do in preparation for that Passover.

5. Relate Pharaoh’s command to kill all

the Israelite boy babies with the first

and last plagues.

6. Relate the importation of slaves to this

country with American Civil War.

7. Discuss possible future consequences

to this nation for killing 40 million

babies through abortion.

ScripturesExodus 3-12

Materials NeededBible, YEA students’ and teacher’s

books, CD or cassette tape, music

player, as many props as you can

provide for the play such as

styrofoam balls for hail, lots of plastic

frogs, maybe a kiddie pool with

water, red food coloring, stuffed

animal (lamb preferably), etc., pencil,

paper, timer

BackgroundTeens yearn for the day when they leave home and have their freedom. They should

identify with this lesson and the idea of gaining freedom. “In the teen years, the limits

are fewer, but just as important. Teens need more and more freedom and choices and

opportunities to be responsible, but they also need clear and enforced limits to obey.

The teen years are your last chance to show your children they are not in control of the

universe. . . If you balance good limits with gratification, they will find out they do not

own the world” (Boundaries with Kids, by Cloud/Townsend).

While the Israelites were slaves in Egypt, God blessed them with many children. A

new king came on the scene and didn’t like it that the Israelite population was growing

so rapidly. So he gave orders to the midwives to kill all boy babies as their mother’s

were giving birth to them on the stool. Does this remind you of partial birth abortion?

The midwives feared God and wouldn’t do this. The king later gave orders to throw

the babies into the Nile. Moses wasn’t killed at birth. His mother hid him as long as she

could and then made a basket and put him in it. After putting him in the Nile River,

Pharaoh’s daughter found him and made him her son. Moses had a special calling of

God to save His people.

4

National consequences - Discuss thenational consequences to killing off some 40million babies in the past 30 years. What effect is

that having on our national talent? Has someone

been killed off that might have discovered the

cure for cancer? What kinds of discoveries and

inventions might have been made by these

people who have been killed off through abor-

tions? What effect is it going to have on our

Social Security program? This system was set upon a projection that the babies killed off wouldbe paying into the system. Abortion could bringabout a collapse in the Social Security system.What kind of catastrophe might God bring onour nation to execute justice and judgement forkilling off some 40 million babies in 30 years?Allow the class to come up with their theoriesand discuss them.

How can you change things? - Empressupon the class that the way to make a change isnot by killing an abortion administrator ordoctor. We’ve got to realize that individually wehave a responsibility to do what we can throughprayer, our example and being there to be aloving help when a girl needs it. Encourage thestudents to share the paragraph they wrote intheir books under activity with the class. Do notjudge or condemn. Ask one of the students toread aloud John 8:32. Ask: How do you see the

truth you’ve learned today giving you freedom?

Song“Shine Down” is on page 22 of The Group

Songbook.

ActivityThe activity is the drama at the beginning ofHow to Teach This Lesson.

PrayerHave the students form a circle and ask for a

volunteer to lead in prayer asking God to help

them to better understand His mercy and justice.

Thank Him for the Passover that gave the Israel-

ites their freedom and pictures our freedom from

sin through the sacrifice of Jesus Christ.

5

How to Teach This LessonOpen the class with prayer. Explain to the

class that they will be doing today’s lesson as adrama. Tell them that they will have 12 minutesto assign parts, write scripts, and put up theirprops. They can use their lesson and the Bible.The play should include all ten plagues. Partsshould include Pharaoh, Moses, Aaron, theEgyptians and the Israelites. Give each one apencil and a piece of paper and tell them tobegin. Start the timer. When the timer goes off,have them act out their play.

Debrief - by asking the following questions:What were two reasons that God wanted to

free His people? To keep a Feast and because ofHis promise to Abraham to make a great nationof his descendants. Why do you think God

hardened Pharaoh’s heart after each of the first

nine plagues? How do you think God hardened

Pharaoh’s heart? Simply by removing the plaguePharaoh’s heart became hardened. Why do you

think God turned the Nile River into blood as

the first plague? Because Pharaoh had givenorders that all boy babies were to be throwninto the Nile. What do you think was the most

difficult plague for the Egyptians? Why? How did

the Israelites have to prepare for this first

recorded Passover?

Kind for kind consequences - Have you

seen indications in the Bible that God’s justice is

brought about with kind for kind? What are they?

Ask one of the students to read, Exodus 21:24.What kinds of historical and biblical examples

can you give to illustrate this point?

Student’s Activity - Have someone read theinformation in the students’ book under Activitybefore the lines are given for the students towrite their paragraph. Discuss how the conse-quences were kind for kind in the first and lastplague, and in the American Civil War.

Abortion - Discuss what happens when a girlbecomes pregnant and goes to a Planned Parent-hood center. This may seem like a place wherebirth control will be discussed or maybe evenadoption as an alternative to abortion. But thesecenters are in business to make money. The waythey make money is by performing abortions. Agreat deal of pressure may be brought on a girlto have an abortion at these centers.

LESSON 2

BackgroundPharaoh had sworn never to grant Moses an audience again. After all first born Egyp-

tian males died the night of the Passover, Pharaoh summonsed Moses and Aaron to his

palace. At last he was ready for the Israelites to go. He told them to go celebrate a feast to

God. The Israelites left in such a hurry that they didn’t have time for their dough to rise.

They didn’t have yeast like we do today. Their bread was a sour dough type bread, and it

took time for the dough to pick up yeast spores from the air, to ferment, and to rise.

Keeping the Days of Unleavened Bread is a form of Christian discipline. “Foster,

author of the book Celebration of Discipline, calls Christians to ‘work out the disci-

plines of the spiritual life.’ In those disciplines he includes meditation, prayer, Bible study,

fasting, worship, celebration, guidance, and involvement with a community of Chris-

tians” (Get Real: Making Core Christian Beliefs Relevant to Teenagers).

We should help our teens understand how keeping the Days of Unleavened Bread is

a form of Christian discipline on an individual and group level. Doing without those

things that contain leavening and eating unleavened bread every day remind them of the

need to live a sinless life filled with the love of God.

Arrive early enough to set up the room with the chairs in a semicircle and to have

popcorn popping as the students arrive.

ObjectivesAt the end of this lesson, students will be

able to:

1. Tell that Christians must have all leaven-

ing and leavened products out of their

homes when the Days of Unleavened

Bread start.

2. State that for these seven days, leaven

depicts sin.

3. State why they should eat some unleav-

ened bread every day during the Days of

Unleavened Bread.

4. Explain that keeping the Days of Unleav-

ened Bread is a Christian discipline.

5. Discuss how Christ is very much in the

Days of Unleavened Bread.

6. Tell how many years the Israelites were

slaves in Egypt.

7. Explain how we know that the New

Testament Church was keeping the Days

of Unleavened Bread as late as 55 A.D.

ScripturesExodus 12:1-40; 1 Corinthians 5:1-8

Materials NeededBible, YEA students’ and teacher’s

books, CD or cassette tape, music

player, popcorn, popcorn popper,

paper or plastic bowls, newsprint pad

or chalk board, marker, prizes

6

7

How to Teach This LessonAfter opening the class with prayer, give

each student a bowl of popcorn. Ask them tothink about its characteristics as they eat it. Thecorn was once firm and smaller and now it ispuffed up.

Proud – Puffed Up - Explain that you aregoing to start at the right end of the semicircle,and each person is to give one thing that hascaused them to be proud, get the “big head” orbe puffed up. If they can’t give one, they have togo to the end of the semicircle. They’ll havemore time to think about it and have a secondchance when it’s their turn again.

Student’s Activity - Ask the students to getout their YEA book and turn to the Activity.Start at the right of the semicircle and tell themthat each one is to give a different synonym for“proud.” Continue until everyone has givenevery word they included in their activity orthat they can think of. Write these on the chalkboard as they give them. The one who can givethe most synonym wins this game. Give them asmall prize. Do the same thing using the wordboast. Again, the person with the most syn-onyms wins the game and a prize. Have eachstudent read the verse that they wrote underActivity in their book about “proud” or one ofits synonyms that meant the most to them.

The New Testament Church Kept the

Days of Unleavened Bread - Say: “Most of thequestions and problems that confronted thechurch at Corinth are still very much with us –problems like immaturity, instability, divisions,jealousy and envy, lawsuits, marital difficulties,sexual immorality and misuse of spiritual gifts”(NIV Study Bible). Paul wrote 1 Corinthiansabout 55 A.D. and the church was still keepingthe Days of Unleavened Bread. How do we

know this?

Spiritual Discipline - Read the secondparagraph under Background. Ask: In what way

do you see the Days of Unleavened Bread as

being a spiritual discipline? What kinds of goals

should you set for yourself to accomplish during

the Days of Unleavened Bread? What does it do

for you personally to physically put leavening

out of your house? What correlation do you see

between pride and putting sin out of your life?

What does it mean to you to eat unleavened

bread every day for seven days. What part do

you see that Christ plays in the Days of Unleav-

ened Bread? How do you think keeping the

Days of Unleavened Bread will change your

life?

Song“One Bread, One Body” is on page 48 of The

Group Song Book.

ActivityThe activity is integrated into the lesson underHow to Teach This Lesson.

PrayerHave the students form a circle and holdhands. Ask for a volunteer to lead in prayerasking God to give us greater understanding ofthe meaning of the Days of Unleavened Breadand how they are Christian disciplines.

Notes:_______________________________________________________

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LESSON 3

Background“Pentecost was a joyous feast that afforded an opportunity to the Israelites to ex-

press their thanksgiving for the completion of the Spring harvest. It was a holy convoca-

tion which called for abstention from ordinary work (Lev. 23:21). Through its male

representatives, the whole community of Israel presented itself before the Lord.

“As with other great feasts, a special offering was made in addition to the daily burnt

offerings. The main offering of the day was the special cereal offering consisting of ‘two

loaves of bread’ (Lev 23:17) which were made with floor milled from the new wheat crop

and baked with leaven. The loaves were presented as a wave offering on behalf of all the

people. None of the bread was placed on the altar because it was baked with leaven.

Instead, the leavened bread was eaten by the priests. Along with the two loaves, two

lambs were offered as a wave offering. . . .

“On the third day, Moses went up to receive the Ten Commandments while the people

trembled at the thunders, lightning, and thick cloud covering the mountain (Ex 19:16-17).

If we allow two days for the people to encamp and for Moses to go up the first time to the

mountain, and if we add to these two days the three days of preparation, we have a total

of five days. Adding these five days to the 45 days it took the Israelites to reach the wilder-

ness of Sinai, we come up with 50 days between the Exodus and the giving of the Law. . .”

(God’s Festivals in Scripture and History, by Samuele Bacchiocchi). Before class, make

enough copies of this Background for every student to have one.

ObjectivesAt the end of this lesson, students will be

able to:

1. Discuss the evidence for the Ten Com-

mandments being given on Pentecost.

2. Describe the living conditions for the

freed slaves as they left Egypt.

3. Talk about what a Christian is to do on

Pentecost.

4. Discuss how Christ was the Wave Sheaf

offering presenting Himself to the Father.

5. Explain the events surrounding the giving

of the Law.

6. Relate the part faith plays in celebrating

Pentecost and the holy days.

7. Explain how to determine when Pente-

cost is to be celebrated.

ScripturesExodus 19:16-19; Leviticus 23:15-17;

John 20:10-17, 26-29; 1 Corinthians

15:20

Materials NeededBible, YEA students’ and teacher’s

books, songbook, CD or cassette

tape, music player, copies of Back-

ground, concordances and two loaves

of french bread for the students to

use in their presentations, timer,

awards

8

9

How to Teach This LessonAfter opening the class with prayer, give

every student a copy of the Background thatyou made, and divide the class into four sec-tions. If your class is small, each group can havetwo parts. Explain that every group can use theBackground you gave them from this lesson,their Bible, and their YEA book. They are tobrainstorm and prepare to tell the class aboutthe assignment you are going to give them.They can use other information from the Bibleto supplement their presentation and they canbe creative. (Provide every group with a con-cordance.) Each group is to decide if everyone,part of their group, or just one person in theirgroup will tell/teach their portion of the lessonand how it will be done. They can do it in theform of a drama, a lecture, discussion or how-ever their particular group determines it shouldbe done. After all four presentations are fin-ished, the class will vote on the best presenta-tion and there will be an award for that group.

Group number one will take the first portionof the lesson in the students’ book beginningwith paragraph one through the second para-graph. Group number two will do the third andfourth paragraphs. The third group’s assignmentis the fifth through the eighth paragraphs. Thefourth group will pick up with paragraph nineand complete the lesson. Give them eight min-utes to brainstorm and prepare to present theirportion of the lesson. Start the timer.

Debrief - What do you feel was the most

remarkable thing about the group of Israelites

that came out of Egypt? What do you think was

the most difficult thing for the Israelites to

endure the first 50 days of their journey out of

Egypt? Can you think of any event in history that

was more awesome than everything that sur-

rounded the giving of the Ten Commandments?

How do you think you would have felt if you had

been there? How do you think it would have

changed your life? What future events can you

think of that will be more impressive than this

one? (The return of Jesus Christ to this earth).

Why do you think that God may have chosen the

Day of Pentecost to give the Ten Command-

ments? How do you determine when Pentecost

is to be celebrated?

Students’ Activity - What part do you think

faith plays in celebrating the holy days? What

kind of faith is required to celebrate Pentecost

and the other holy Days? Why do you feel that

so many Christian young people don’t have the

faith to celebrate Pentecost or the other holy

days? How does Jesus Christ fit into Pentecost?

Song“Be Not Afraid” is on page 86 in The Group

Songbook.

ActivityThe activity is incorporated in the lesson underHow to Teach This Lesson.

PrayerHave the students form a circle and holdhands. Ask for a volunteer to lead in prayerasking God to give them a greater understand-ing and appreciation for the Feast of Pentecostand all that it means to us today.

Notes:_______________________________________________________

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LESSON 4

BackgroundTwo of the most popular things young people want to discuss in their classes are

relationships and end time prophecy. This lesson provides an opportunity for students

to dig far deeper into the Scriptures for themselves, analyze what is said, and discuss it.

The activity at the beginning of the class is a more effective way for the students to learn

than having one student read a scripture and another explain it. Small group brain-

storming gives an opportunity for “iron to sharpen iron,” and it gives a safe haven for

the reticent, new, shy, or unlearned student to comfortably participate in class.

It is good for teenagers to be familiar with such events as the tribulation, the Anti-

christ, and the millennium. Too often teens love this world so much that they hope that

Christ doesn’t return in their life time. They want to have their fun times, go to college,

get married, and have a family before this happens. Help them to discover that this

world will be so bad when Christ returns that no flesh will be saved alive unless He

returns to rescue us. And help them to discover how much better things will be after

Christ returns than they are now.

The Bible definitely seems to make a connection between the Feast of Trumpets

and the return of Christ. But it would be a mistake for Christians to try to set dates

since the Bible tells us that no man knows the day or hour.

Jesus did not want to leave us without an awareness of His coming. Since Christ’s

first advent, people have been curious about his second return. Paul and the Apostles

thought He would return in their life time. It is important for young people to become

increasingly aware of the end time events. It is even more important that they prepare

themselves for the events leading up to Christ’s return and be ready when it happens. It

ObjectivesAt the end of this lesson, students will be

able to:

1. Discuss world conditions at the return

of Christ.

2. Explain why Christ needs to return.

3. Contrast the difference in the five wise

and five foolish virgins’ preparation for

the return of Christ.

4. Make the connection with the return

of Christ and the Feast of Trumpets.

5. State when the Feast of Trumpets is and

what Christians should do on that day.

ScripturesLeviticus 23:23-25; Numbers 29:1; 1

Corinthians 15:50-52; Matthew 24,

25:1-13

Materials NeededBible, YEA students’ and teacher’s

books, songbook, CD or cassette

book, music player, pencils, paper,

timer, chalk board or newsprint pad,

marker

1 0

calendar is the Feast of Trumpets in? (Theseventh month). Why do you think it will be

necessary for Christ to return to this earth?

What things do you think the Christian can do

or not do that would compare with the virgins

falling a sleep? What does that tell us about

what our spiritual lives should be like when

Christ returns? What was required of the

virgins in Matthew 25 to be a part of the wed-

ding? (They had to have oil in their lamps.)What does oil in the virgin’s lamps represent?(Having the Holy Spirit.) What does a person

have to do to receive the Holy spirit? (Theymust repent and be baptized.)

Students’ Activity - Go around the roomand have each student give one thing from theirlist of things they can do to be prepared forChrist’s return. List those on the newsprintpad. If time permits, repeat this until everystudent has given every thing on their list.

Song“Sing Hallelujah to the Lord” is on page 43 ofThe Group Songbook.

ActivityThe activity is incorporated in the lesson underHow to Teach This Lesson.

PrayerHave the students form a circle and join hands.Ask for a volunteer to lead in prayer thankingGod for their better understanding of the Feastof Trumpets and asking Him to help each oneof them to be ready for Christ’s return.

Notes:_______________________________________________________

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1 1

How to Teach This LessonDivide the class into three groups. Explain

that they are to go to separate parts of theroom, take their Bible, and the pencil and paperyou will give to each one. The first group is toturn to Matthew 24 , brainstorm, and outlinewhat the world will be like just before Christreturns. The second group should also turn toMatthew 24. They are to brainstorm and list asmany reasons why Christ will need to return asthey can find in that chapter. The third group isto turn to Matthew 25:13, read it, and outlinewhat makes some people ready for Christ’sreturn, list the reasons why some will not beready for Christ’s return, and find out whathappens to them. Tell them that they will haveeight minutes to do this. Set the timer and saygo. When the time goes off, bring the studentsback to their chairs in a semicircle.

Start with Group One - ask them to readtheir outline showing what the world will belike just before Christ returns to this earth. Askone of the students in their group to write theirpoints on the chalk board.

Group two - have this group read their listshowing why it will be urgent that Christ re-turns to this earth. Have one of the students intheir group list these reasons on the chalkboard.

Group three - have this group read theiroutline of what are the things that make somepeople ready for Christ’s return. Have themread the list of reasons why some will not beready and tell what happens to those who arenot ready. Have one of the students in theirgroup list the reasons on the chalk board.

Debrief - What connections would you

make between the Feast of Trumpets and the

return of Christ? When does 1 Corinthians

15:50-52 say that Christ will return to this

earth? Why is the Feast of Trumpets called the

“Jewish New Year?” What month on God’s

takes more to make it into God’s Kingdom than acuriosity and even a knowledge of prophecy. Ittakes submission to God’s will, repentance andbaptism.

LESSON 5

BackgroundThe religious observance Moses taught the Israelites in the desert centered on rituals

connected with the Tabernacle. These rituals amplified Israel’s separateness, purity, and

oneness under God. The tabernacle held a lot of symbolism with each element an object

lesson for the worshiper. All of this symbolized God’s redemptive covenant. The Ark of the

Covenant was behind the curtain in the Holy of Holies. Only the High Priest could go behind

this curtain and he could only go once a year on the Day of Atonement after bathing and

dressing in white linen garments. Any violation of this exacted the death penalty.

Before class attach the butcher’s paper to the wall and arrange the seats in a semicircle.

ObjectivesAt the end of this lesson, students will be

able to:

1. Explain the difference between the

Passover and the Day of Atonement.

2. State when the Day of Atonement is to

be kept.

3. Give three things a Christian is to do

on the Day of Atonement.

4. Discuss how the ceremony performed

by the High Priest in the Tabernacle or

Temple on the Day of Atonement was

like a play being acted out on the stage.

5. Tell what part both goats played in the

Day of Atonement ceremony.

6. Explain why the scapegoat was taken

into the wilderness and let go.

ScripturesLeviticus 23:26-27; 24:8; 25:20-22;

Matthew 11:29; Psalm 103:11-12

Materials NeededBible, YEA students’ and teacher’s

books, songbook, CD or cassette

tape, music player, butchers’ paper,

marker, paper, pencils, timer

1 2

How to Teach this LessonAfter opening the class with

prayer, begin with the Activity in the

students’ book. Allow each student

and ask each student to give one of

our national sins. Write them on the

butcher’s paper. Divide into sections

with lines so the information can be

listed under it. The sins the students

give you may include such things as abor-

tion, greed, murder, idolatry, stealing,

Sabbath breaking, dishonoring parents, and

adultery. Explain that we don’t have enough

time to adequately discuss all of our national

sins today, some overlap, and some break

the same commandment. For today’s

discussion we will limit it to greed/stealing,

and abortion/murder.

that the head of the baby is already out of the birthcanal when a doctor uses scissor to puncture theback of the skull, then sucks out his brain. Why is

this not a real human being when it is fully formed,

alive, the head is out of the birth canal and the feet

are still in? What difference does it make to God if

the feet haven’t yet come out? Over 40 millionbabies have been killed since Roe v. Wade. What

kind of talents or gifts have we destroyed through

abortions? Could the person who could have

discovered the cure for cancer been killed through

abortion? By reducing the population of the UnitedStates by over 40 million people in about 30 years,what impact will this have on Social Securitybenefits? Explain that what today’s work force ispaying into Social Security makes it possible fortheir grandparents to receive Social Security. Clarifythat their grandparents paid their dues, it is becausethe Social Security fund doesn’t have enoughmoney without receiving it from today’s employedpeople. Having reduced the population more than40 million from what it would have been willdrastically reduce the amount going into SocialSecurity and may even bankrupt the system.

Fasting - What is the purpose of fasting? Why

do you think God wants us to fast on the Day of

Atonement? Which of the things on the chalk

board are so wrong in God’s sight that we as a

nation should fast and ask forgiveness? Ask one ofthe students to read Habakkuk 1:13. Have anotherstudent read Psalm 103:12 and another readJeremiah 31:34.

Song“Create in Me a Clean Heart” is on page 36 ofThe Group Songbook.

ActivityThe activity is included at the beginning of Howto Teach this Lesson.

PrayerHave the students form a circle and join hands.Lead the students in prayer thanking God for thedeep significance the Day of Atonement has on ourlives. Ask that He will forgive each student’s sins andremove them as far as the east is from the west.

1 3

Before class have these two sins written onseparate pieces of paper and turned upside down ona table. Divide the class into two groups. Have aperson from each group draw one of the pieces ofpaper with national sins on it. Explain to the classthat each group is to brainstorm and determine thefollowing things about the national sin they drew. 1)Give examples of how this national sin effects thepopulation. 2) What adverse affect does it have onthe economy? 3) What adverse affect does it haveon safety and security? 4) What adverse affect doesit, or can, it have on science and/or research? 5)How can committing this sin effect the emotionalhealth, well being, and/or the character of theindividual. Give them about 8 to 10 minutes to finishthis project. Start the timer. When it goes off, callthe class back together.

Debrief - Start with “greed/stealing.” Ask: What

example can you give of how greed/stealing have

affected our population? Allow the group assigned tothe national sin to give their answer, then encouragestudents from the other group to add to it. Writethese on the butcher’s paper as the students givetheir answers. How could greed lead to murder? (Inburglaries and embezzling cases, to keep it frombeing known?) Ask: Who can give a specific example

of national greed/stealing? Can you think of any wars

that have been started because of greed? (Japan inWorld War II is one example.) Have one of thestudents read Ezekiel 22:12 aloud.

What impact has greed had on our economy?

Draw the students out to see that greed andsteeling had a powerful impact on the stock marketwhen information about corporations such as Enronbecame public. It dropped to 40 to 50% of themarket’s high?.

What impact does greed play in your safety and

security? (Locks on doors, lockers, lost credit cards,or credit card fraud, etc.) What affect could greed

have on science and research? (Research papers areskewed to given an inaccurate result.)

How can greed affect a person’s health and

character? Have one of the students readProverbs 1:15-19.

Abortion and Murder - Have this group givethe answers to all of the same questions. Allowothers to add to them. Write the answers on thebutcher’s paper as they give them. Ask: What

comparison would you make with abortion and

murder? What about partial birth abortion? How

many know what partial birth abortion is? Explain

LESSON 6

Background“The Feast was a reminder of the Exodus from Egypt and the long trek to Sinai with

the people living in tents. It would in future days be a reminder of the simple desert life

when they walked with God at their head. . .

In contrast to the fast and repentance of the Day of Atonement, the Feast of Booths

was an occasion of joy – a Thanksgiving day. Indeed, it is clear that when the Puritans

proclaimed their Thanksgiving Day in New England, they had in mind the OT harvest

festival” (The Expositor’s Bible Commentary, page 629).

It is not the purpose of these festival lessons to cover every nuance of each subject.

Your Senior Teens will have a different lesson covering each of these days for four con-

secutive years. If your teenagers started the YEA lessons when they were three years

old, when they complete this course they will have had 17 lessons covering this subject.

In addition to these lessons, YEA publishes special Feast books for the Feast of Taber-

nacles. The first lesson in each of the special Feast books addresses the Feast of Taber-

nacles in some way. If the program is properly followed, the Senior Teen should never

repeat the same lesson in the YEA books. And they should have an excellent knowledge

of each of the holy days.

ObjectivesAt the end of this lesson, students will be

able to:

1. Explain how they can afford to cel-

ebrate the Feast of Tabernacles – the

festival tithe.

2. Tell when the Feast of Tabernacles is to

be celebrated.

3. Discuss the purpose of going to the

Feast of Tabernacles.

4. Show that they are to help others with

their festival tithe at the Feast.

ScripturesLeviticus 23:33-35,39-43;

Deuteronomy 14:22-23; Matthew

18:20; Zachariah 14:16-19

Materials NeededBible, YEA students’ and teacher’s

books, songbook, CD or cassette

tape, music player, concordances,

timer, pencil, paper, award

1 4

likely to learn to revere God? How do you think

your YEA lessons help you to revere God? What

other things can you do at the Feast to learn to

revere God? What can we do to help you do a

better job revering God? (Listen closely and sendany suggestions to YEA Editorial.)

Festival Observance - Who should cel-

ebrate the Feast? Why do you say this? Who

should live in temporary dwellings during the

Feast? Who will celebrate the Feast of Taber-

nacles during the millennium? What will be the

consequences for not celebrating the Feast of

Tabernacles?

Rejoice - What is your favorite thing to do

at the Feast? How can you make this year’s

Feast celebration better than any other year?

What can you do to make someone else’s Feast

a real celebration?

Vote - Have the students vote on the bestpresentation and give that group an award.

Song“We Will Glorify” is on page one of The Group

Songbook.

ActivityThe activity was incorporated into How toTeach this Lesson.

PrayerHave the students form a circle and join hands.Ask for a volunteer to lead in prayer thankingGod for the Feast of Tabernacles and all that itmeans to us.

Notes:_______________________________________________________

_______________________________________________________

___________________________________________________

___________________________________________________

_________________________________________________

1 5

How to Teach this LessonOpen the class with prayer. Divide the class

into six groups. Assign each of the six groupsone of the questions from the students’ Activityfor them to brainstorm and explain to the class.If students are able to explain a scripture ordoctrine, you know they understand it. If youhave less than six students in your class, giveeach student two or more questions to answer.Encourage the students to enlarge on thequestion(s) and add additional scriptures totheir presentation. Tell them that after thepresentation is done, the class will vote todetermine the best one. The group voted tohave given the best presentation will receive anaward. Allow them about eight minutes toprepare their presentation. Give each group aconcordance, pencil and paper. Set the timerand say “go.”

When the timer goes off, have the studentsdo their presentations by explaining the ques-tion to the class that they were given.

Debrief - since the students may onlybrainstorm and answer one question, they needthe debriefing session so that every student canbe involved in the discussion of every question.Ask: How many days after the Day of Atone-

ment is the Feast of Tabernacles celebrated?

What day of the month is it kept? (The 15th dayof the seventh month). How many days do we

celebrate the Feast of Tabernacles? (Listen forthe students to say eight days. Remind themthat the eighth day is a separate Feast.)

Put it Together so you can afford to keep

the Feast? - Ask: How many of you have put

Feast bills on a credit card that you had to pay

out months after that? Is that the way God

intended for you to celebrate His Feast? What is

the difference in the first tithe and the festival

tithe? When do you start saving the festivaltithe? Does the Bible allow for you to borrow

from it? Are there people you should share your

festival tithe with? Have one of the studentsread, Deuteronomy 14: 27.

The purpose - What is the purpose of going

to the Feast? (The answers should include that itis a pilgrimage, they are to rejoice, and they areto learn to revere God.) What forums at the

Feast are you most likely to rejoice? (Youthactivities and singing.) Where are you most

LESSON 7

Background“What about poor children in Africa who have never heard of Jesus, God, Mary, or

any of it? Does that mean that this child is going to hell? Because they don’t know about

it, does that mean that they are going to be punished?” (Tiger 21127, America Online).

This is a valid question that needs an answer.

God’s great love and mercy are shown in the meaning of the Last Great Day. How

can a God of mercy condemn someone to eternal hell fire, who has never heard the

name of Jesus? What is often overlooked is that the second resurrection, mentioned in

Revelation 20:5, put together with Ezekiel 37 and Romans 9-11 explain that Gentiles did

not pursue righteousness, but by God’s mercy have obtained it while Israel stumbled,

but not beyond recovery (11:11). As shown in Ezekiel 37 and Romans 11:26, all Israel

will be saved – yes, this includes the Jews who have not yet believed in Jesus.

The second resurrection provides a time for everyone who has never had a chance

for salvation to hear the Gospel taught and have their opportunity to come to know and

accept Jesus Christ as their Savior. God is far more inclusive and merciful than many give

Him credit for being. He is a God of mercy and justice.

This is so import for teenagers to understand. Most everyone has lost someone

they love who has not been converted and baptized. An understanding of God’s great

plan gives such wonderful hope and encouragement to those grieving the loss of an

unconverted relative or friend.

Before class, draw seven horizontal lines on the butcher’s paper making seven sec-

tions. Attach this paper to the wall. Write Passover, Unleavened Bread, Pentecost, Trum-

pets, Atonement, Feast of Tabernacles, and Last Great Day on strips of paper.

ObjectivesAt the end of this lesson, students will be

able to:

1. Name the Holy Days in order and give

a brief meaning of each.

2. Explain that the Last Great Day pic-

tures the completion of God’s plan –

eternity.

3. Discuss the two resurrections.

4. Talk about what Ezekiel 37 says.

5. Discuss what is beyond the millennium.

ScripturesLeviticus 23:36; John 1:1-5; 7:37-39;

Revelation 21:1-7; Isaiah 51:16

Materials NeededBible, YEA students’ and teacher’s

books, songbook, CD or cassette

tape, music player, large piece of

butcher’s paper, marker pens

1 6

vast army of people, verse 10. 3) They will beconverted and receive God’s Spirit after beingresurrected to physical life (verse 14). Who arethese people? (Israelites.) When does this eventtake place?

Want your Planet? - Say: We don’t knowwhat God has in store for us to do for alleternity. Your memory verse indicates at somepoint God may plant the heavens. We don’tknow if God will give all of His children a planetto plan and populate. Judging from the wayGod does things, we wouldn’t expect Him tohave us sit idly by and do nothing. Have thestudents share the plan they wrote in theirbooks under Activity.

Eternity begins - How long will Christ

reign on this Earth before God comes to live

with us? How will “Eternity” be better than the

millennium? What happens to the old heaven

and the old earth when the new ones come

down? Describe what the new heaven and new

earth will be like? What does Revelation 21:6-8

say about the completion of God’s plan? Ask astudent to read those verses. What do you

have to do to be in the new heaven and new

earth?

Song“Do Lord” is on page 74 of The Group

Songbook.

ActivityThe activity is the time-line under How toTeach This Lesson.

PrayerHave the students form a circle and join hands.Ask for a volunteer to lead in prayer thankingGod for His awesome, inclusive, merciful plan.

Notes:_______________________________________________________

_______________________________________________________

___________________________________________________

1 7

How to Teach This LessonGreet the students warmly as they arrive, giveeach one a marker, and have them select one ofthe strips of paper with a holy day on it. If youhave less than seven students, have them selecttwo strips of paper. If you have more thanseven, have them work in pairs. Open withprayer. Explain that today’s lesson finishes allseven of the holy days and you want them tomake a time-line including relevant informationabout the meaning of each one. Tell them thatthe first and last day of Unleavened Bread areholy days and we’ve only taught the meaningonce in this book. Since our books are tenlessons each, we combined the two UnleavenedBread holy days so that we could cover thePassover giving a more complete picture of theevents.

Ask the students to go to the time-line,write the holy day they selected in the correctsquare and list as many things as they canremember about its meaning. They can usetheir students’ book and their Bible. When theyare finished, have them sit in their chairs in asemicircle.

Debrief - Say: Let’s go over this one moretime to make sure everyone knows the holydays in order and a brief meaning for each one.Try to involve every student in this discussionand ask them about a holy day that they didn’tput on the time-line. Encourage participationfrom others you have not called on. Start with

Passover, the Days of Unleavened Bread,

Pentecost, Trumpets, Atonement, the Feast ofTabernacles, and the Last Great Day.

Last Great Day - What was the most

interesting thing you learned about the LastGreat Day? Why did you find this interesting?

What is the most encouraging thing that the

Last Great Day pictures? What do you thinkhappens to babies who die? What will happen

to the people in third world countries who have

never heard the name of Jesus? How is the LastGreat Day the best thing that will every happen?

(It begins all eternity and God will come down

to live with us.)Ezekiel 37 - Name three striking things

about Ezekiel 37. (1) The people are resur-

rected to physical life, (verses 4-6). 2) It was a

LESSON 8

BackgroundThe “goddess of heaven” whose role is characterized as the goddess of fertility, love and

war is renown down through the ages. The Assyrians called her Ashtar. She is called Easter

in English, Ostra in Old High German, Ostern in German, Ishtar, Astarte, etc. depending on

the language. We like to think that pagan worship of other gods is a thing people used to do.

But the customs associated with Easter are very much the same as in ancient pagan wor-

ship. People take many of the same symbols to worship God. God told Israel when the

heathens had been destroyed and they settled into their land, they were not to “be en-

snared by inquiring about their gods, saying, ‘How do these nations serve their gods? We

will do the same. You must not worship the LORD your God in their way, because in wor-

shiping their gods, they do all kinds of detestable things the LORD hates. They even burn

their sons and daughters in the fire as sacrifices to their gods. See that you do all I command

you; do not add to it or take away from it (Deuteronomy 12:29-32 NIV).

Under “Easter” in the Catholic Encyclopedia it says, “The English term, according to

the Ven, Bede (De Temporum ratione, l, v) relates to Estre, a Teutonic goddess of the rising

light of day and spring, which deity, however, is otherwise unknown, even in the Edda

(Simrock, Mythol, 362); Anglo-Saxon, easter, eastron; Old High German, ostra, Ostrara,

Ostrarun; German, Ostern. April was called easter-monadh. The plural eastron is used,

because the feast lasted seven days. Like the French plural Paques, it is a translation from the

Latin Festa Paschalle, the entire octave of Easter. The Greek term for Easter, pascha.”

Make copies and cut the Bible Trivia cards under How To Teach This Lesson. If you

have more students than cards, make up questions from previous lessons and type

them on cards of the same size.

ObjectivesAt the end of this lesson, students will

be able to:

1. Explain the origins of Easter.

2. Discuss the disconnect with Easter

and the plan of God.

3. Talk about different ways they and

others add to the Word of God.

4. Discuss the consequences for follow-

ing after false Gods.

ScripturesExodus 20:2-3; Revelation 22:18,

Deuteronomy 4:2; 12:2-3;19:2-18;

28:1,2

Materials NeededBible, YEA students’ and teacher’s

books, songbook, CD or cassette

tape, music player,

1 8

Card #5Q. Where were the Ten Commandments given?A. Mt. SinaiQ. What did the Israelites eat journying to the

Promised Land?A. Manna and quailQ. Name three things we should do on

Atonemnt.A. Don’t work, fast, and have a sacred assembly.

Card #6Q. How many years did the children wander in

the wilderness?A. Forty yearsQ. What feast were the Israelites keeping

when The Law was given?A. PentecostQ. What kind of bread was offered on Pentecost?A. Two leavened loaves

Debrief - Ask: What is the origin of Easter?

Explain how you see a disconnect with this day

and God’s plan pictured in the holy days? Whatare some ways that people add to or take awayfrom God’s Word? What are some ways thatwe add to or take from God’s law? What are theconsequences of adding to or taking away fromGod’s law. How do you treat other people whocelebrate Easter? You don’t argue with them.You answer their questions if they ask you whyyou don’t keep it. You set the right examplebefore them. Read the Background to the class.

Song“I Am the Resurrection and the Life” is on page23 of The Group Songbook.”

ActivityThe activity is the Bible Trivial game in How toTeach This Lesson.

PrayerHave the students form a circle and join hands.Ask for a student to lead in prayer thankingGod for His wonderful plan revealed in theholy days, asking that they will always be theright example to those around them, and notargue the Bible.

1 9

How to Teach this LessonAfter opening the class with prayer, begin with

playing a game of Bible Trivia. Let the students drawa card. Kids learn from different teaching methodssuch as games. Explain that they are to ask theperson to their left one questions. Then when it’stheir turn, ask the next question, and then the next.Don’t reveal the answer until the person has achance to give it. If the person being asked does notanswer correctly, the one who asked the questionshould give the answer. Keep each student’s score.The winner should receive an award.

Card #1Q. Give the month and day of the Passover.A. 15th day of the first monthQ. Where is it said in the Bible that we should

not add to or take a way from His Word?A. Deuteronomy 12:32Q. Who was Astarte or Easter?A. Goddess of fertility, love, and war

Card #2Q. How many holy days does God command

us to celebrate?A. SevenQ. What are the benefits for “Carefully follow-

ing the terms of this covenant?”A. Prosper in everything you doQ. What is the penalty for adding to or taking

from God’s Word?A. Plagues told about in this book

Card #3Q. What is the word used in the Bible for Easter?A. AshtorethQ. Name the five patterns Israel went through

in Judges.A. Sin, slavery, supplication, salvation, and

silenceQ. How long did the Israelite’s clothes last?A. Forty years

Card #4Q. Name God’s holy days in order.A. Passover, Unleavened Bread, Pentecost,

Trumpets, Atonement, Tabernacles, LastGreat Day

Q. How long were the Israelites in Egypt?A. Three hundred sixty yearsQ. What does Pentecost mean?A. Fifty

LESSON 9

Background“In ancient Britain and Ireland, the Celtic festival of Samhain was observed on Oc-

tober 31, at the end of summer. This date was also the eve of the new year in both

Celtic and Anglo-Saxon times and was the occasion for one of the ancient fire festivals

when huge bonfires were set on hilltops to frighten away evil spirits. The date was

connected with the return of herds from pasture, and laws and land tenures were

renewed. The souls of the dead were supposed to revisit their homes on this day, and

the autumnal festival acquired sinister significance, with ghosts, witches, hobgoblins,

black cats, fairies, and demons of all kind said to be roaming about. It was the time to

placate the supernatural powers controlling the processes of nature. In addition, Hal-

loween was thought to be the most favourable time for divinations concerning mar-

riage, luck, health, and death. It was the only day on which the help of the devil was

invoked for such purposes.

“The pagan observances influenced the Christian festival of All Hollows’ Eve, cel-

ebrated on the same date. Gradually, Halloween became a secular observance, and

many customs and practices developed. . .” (Encyclopaedia Britannica, page 862).

Before class, write the following words on different pieces of paper: ghosts, witch-

craft, hobgoblins, demons, counterfeit, orgies, divination, Ouija board, fortune teller,

voodoo magic, horoscope and, destructive.

ObjectivesAt the end of this lesson, students will be

able to:

1. Explain where the celebration of

Halloween came from.

2. Contrast what Halloween depicts and

what the holy days portray.

3. Discuss why God does not want

Christians to participate in Halloween.

ScripturesGalatians 5:19-22; Philippians 4:8;

Micah 5:12

Materials NeededBible, YEA students’ and teacher’s

books, CD or cassette tape, music

player, paper, pencils, dictionaries,

concordances, chalkboard or news-

print pad, marker, timer

2 0

why? Situation four: You start dating a personand find out that he dabbles in satanic rituals,and goes to seances. What would you do andwhy? Situation five: You’re invited to a Hallow-een party with someone you’d really like toknow better. What would you do and why?

Contrast the effect Halloween vs the holydays has on you - What are the repeated themesfor Halloween? What kind of a mood woulddeath, destruction, ghosts, divination, orgies,etc. put you in? Who do you think is responsiblefor these moods? How do you think God feelsabout these things? Ask one of the students toread Deuteronomy 18:10. Why do you thinkGod hates witchcraft, mediums, casting spells,etc., so much? This spirit is contrary, or just theopposite to God’s Spirit. It’s a spirit that is nogood and has a negative influence. It can causeyou to be depressed, to think about death,destruction and even suicide.

Suicide is far too prevalent among teenagers.How do you see that the spirit of Halloweencould make a person more likely to commitsuicide? God gives us so much hope in His holydays. These are days of love, happiness, service.God does not want us to allow our minds todwell on the dark things Halloween depicts.Anytime your mind begins to think on thesethings or you become depressed, immediately callon God to help you focus on good, pure, andloving things. Ask a student to read:1 Corinthians14:33 again. This is the recipe for happiness.

Song“By My Spirit” is on page 56 of The Group

Songbook.

ActivityThe activity is incorporated under How toTeach This Lesson.

PrayerHave the students form a circle and join hands.

Ask for a volunteer to lead in prayer asking

God to help us keep our minds focused on thethings His holy days and character portray.

2 1

How to Teach This LessonAfter opening the class with prayer, have the

students draw one or more (depending on thesize of your class) pieces of paper that you pre-pared with the words in Background. Divide theclass into groups of threes. Ask each group to taketheir Bibles with them and go to separate areas ofthe room to brainstorm. Give each group aconcordance, dictionary, pencil, and paper. Ex-plain that this exercise is to help them contrastHalloween, and the events related to it, withGod’s holy days. First they are to find the mean-ings of the words they drew and write them ontheir paper. They are to find any place in the Biblewhere their words are used in relation to one ofGod’s holy days and write that on their paper.Then they are to see if they can find a reason whyGod would not want them to use, participate, oreven play with the words they drew. Write theScripture reference and verse on their paper. Givethem about five to eight minutes to completetheir assignment. Set the timer and say go. Whenthe timer rings, call the students back to sit in thechairs in the semicircle.

Debrief - Ask: How many of the words on

your papers did you find associated with any of

the Feast days? What trend, similarity, or tone do

you feel the words your group drew reflect? How

do you feel this trend or tone expresses God’scharacter? How do you see this trend or tone

expressed in God’s holy days? Ask one of thestudents to read Philippians 4:8. As the studentreads the verse, list the following words on thechalkboard: true, noble, right, excellent, andpraiseworthy. Explain that the words you gavethem to brainstorm are all related to Halloween.Ask them to look at their papers and tell youwhich word matches up with the words on theboard.(They should not be able to find any.) Whathave you discovered from this exercise?

Go over the students’ Activity - Situationone: You arrive at a party a little late and findeveryone is involved playing with an Ouija board.What would you do and why? Situation two: Allof your friends follow their horoscope in thedaily newspaper and arrange their lives accord-ingly. What should you do and why? Situationthree: You lost a valuable diamond ring. Yourfriends encourage you to go to a fortune-tellerfor help in finding it. What would you do and

LESSON 10

Background“The word Christmas is derived for the Old English Cristes Maesse, ‘Christ’s Mass.’”There

is no certain tradition of the date of Christ’s birth. . . The first notice of a feast of the nativity

of Christ occurs in a Roman almanac (the Chronographer of 354, or Philocalian Calendar),

which indicates that the festival was observed by the church in Rome by the year 336.

“It is commonly supposed that the emperor Constantine was influential in the institu-

tions of a Christian feast of ‘the birthday of the Sun of Righteousness’ (Mal. 4:2) as a rival to

the popular pagan festival of the Unconquered Sun (Sol Invictus) at the winter solstice. . .

“The transformation of Nicholas into Father Christmas or Father January occurred

first in Germany, then in countries where the Reformed churches were in the majority,

and finally in France, the feast day being celebrated on Christmas or New Year’s Day.

Dutch Protestant settlers in New Amsterdam (now the city of New York) replaced

Nicholas (“sinter claes”) with the benevolent magician who became known as Santa

Claus. . . (Encyclopaedia Britannica, Volume 4 and 7, pages 603, 324 respectively).

“right vs. real - Adults value what’s right, young people value what’s real” (Get Real:

making Core Christian Beliefs Relevant to Teenagers). Christmas is a folklore, therefore

not real. However, that doesn’t mean that that in itself will convince Senior Teens that

they should not keep Christmas. They listen with a critical heart: “Does the speaker

really care about what he’s saying? Is he genuine? Does he care about me?” It is espe-

cially important that you come across as being honest and even vulnerable – realness. If

not, the teenager will likely write you off as a fake. Christmas is very attractive for teenag-

ers and peer pressure is very real. This season is a very difficult time for them. They need to

know you care and understand. It might be good to share your own difficult experiences

with them when you first gave up celebrating Christmas.

ObjectivesAt the end of this lesson, students should

be able to:

1. More confidently face the Christmas

season with gracious answers to ques-

tions about why they don’t keep it.

2. Explain why it is wrong to observe

Christmas.

3. Tell the blessings that follow for

obedience.

4. Discuss why Christ was never in

Christmas

ScripturesJeremiah 10:2b-4; Deuteronomy

12:30-32; Psalm 119: 30-31; Exodus

20:2-6

Materials NeededBible, YEA students’ and teacher’s

books, songbook, CD or cassette

tape, music player, awards,

chalkboard or newsprint pad, marker

2 2

not condemn them.What is there about Christmas that

honor’s God - Ask: Should we try to start a

trend to start putting Christ back into Christ-

mas? Why not? How do you know that Christ

was not born on December 25th? How long

have the current traditions been used in cel-

ebrating Christmas? What does your Bible say

about using these traditions to honor God?

The Santa folklore - Did the Santa folklore

come with the birth of Christ in the Bible? Havesomeone read aloud Luke 2:1-21. When was

Christmas adopted by the Roman church? Askone of the students to read aloud the firstparagraph of Background that you handed out.Who made the switch from the winter solstice

festival celebrating the sun god to the birthday of

the Sun of Righteousness? Ask one of the stu-dents to read the second paragraph of Back-ground that you handed out. Ask: How did the

“benevolent magician” become known as Santa

Claus? Ask one of the students to read the thirdparagraph of the Background handout aloud.Ask: How is Santa Claus a substitute for God?

Why is it wrong to have a substitute for God?

What are the consequences for doing that?

Song“Thy Word” is on page 30 of The Group

Songbook.

ActivityHave the students draw one of the strawsonwhich you’ve written one through six. Explainthat you want the students to tell the class howthey would respond to the particular questionon the board that matches their straw. Nowhave students discuss the Activity in their book.

PrayerHave the students form a circle and join hands.

Lead them in prayer thanking God for young

people who are willing to stand true to their

faith. Ask God to give them grace and the

courage of their convictions, and encourage and

lift them through this difficult time of the year.

2 3

How to Teach This LessonOpen the class with prayer. Begin the class

by saying: Be completely honest and tell mewhat is there about the Christmas season thatmakes you want to keep it? Listen carefully, butdon’t condemn or argue. Allow students to becompletely honest even to the point of admit-ting that they would really like to keep it. You’relikely to hear such answers as, all of their friendskeep it, it looks like a lot of fun, everythingsmells so good and looks so pretty.

What about Christmas is good? - Keep inmind that there are some wonderful, charitableacts done at Christmastime. Allow your studentsto discuss these. Who do you think gains the

most from Christmas? (The merchants.) What

effect does Christmas have on most families?

(They go deeply in debt.) How many people are

killed by drunk drivers over the Christmas

holidays? (Check the web or your local newspa-per for current statistics). Why do you think most

people keep Christmas? You’re unlikely to hear,“to honor God.” Did you notice that no one said

that people keep Christmas to honor God? Did

you notice that no one in our class said they want

to keep Christmas to honor God? Remind theclass that there are some Christians who keepChristmas thinking they are honoring God. Thesepeople are honest in their beliefs and we should

This is the last lesson in this book and thosestudents with perfect attendance and those whohave recited all of their memory verses shouldreceive an award.

Before class, make enough copies of the firstthree paragraphs under Background for every stu-dent to have one. Write the following statementson the chalkboard: How would you respond tothe following questions: 1)When someone says,“Merry Christmas?” 2) When you’re asked, “Areyou ready for Christmas?” 3) When you’re invitedto a Christmas party? 4) When someone gives youa Christmas present? 5) When you’re asked whatyou got for Christmas? 6) When kids come to yourdoor caroling? If your class is larger, make up moreChristmas related questions or have the studentspartner. Number straws one through six.

Dear Teacher, As a senior teen teacher, you are trying to do everything you can to make each class as good as it can

be. Classes will be better and learning improved if all of the students read their lesson, do the activity in

their book and learn their memory verse before class. Educators tell us that students are more likely to

complete their assignments when these are given to them in writing. In order to improve learning and save

you time, please select ten different colors of paper (one for each week’s lesson), making sure you have

enough for each student to have one of each color. Every week give out a different color of paper to differ-

entiate that week’s assignment. Our goal is to ensure that all students understand what is expected of them

for the next class. Blank spaces are left for you to fill-in and write such information as upcoming social

events or Holy Days. Give each student one of these reminders at the end of each class and ask them to

give it to their parents.

R e m i n d e r sR e m i n d e r sR e m i n d e r sR e m i n d e r sR e m i n d e r sDear Parents, The goal at YEA is to help your teen to be biblically literate. Even more than that, we want to

introduce your teen to Jesus. We want to instill a love for Him, an awareness of Him as a friend, a

guide, a help in time of need, and to lay the groundwork for coming to know Him as Savior. We

need your help to do this. Classes will be better and learning improved if all of the students do their

assignments. Please assist and encourage your teenager to complete the following assignments

before next Sabbath or by the indicated time.

1. Read lesson number _______on pages___________.

2. Learn the memory verse on page__________.

3. Each day, read the Devotional Bible readings on the back of your book for week _______.

4. Bring your Bible and YEA book to Sabbath School.

5. ___________________________________________________________________________

Thank you for helping your teenager learn and grow!

Sincerely,

YE5TW