1

kids c.a.r.e.(care about reaching everyone with the Word)

Indonesia: Early Childhood Education

UPPER LEVEL PLANS

Developed by Shirleen Maertz

2

2019-2020

kids c.a.r.e.

(care about reaching everyone with the Word)

Indonesia: Early Childhood Education

What is the kids c.a.r.e. Project?The kids c.a.r.e. project for 2019-2020 is Indonesia: Early Childhood Education. Indonesia is a country of more than 17,500 islands, with a population of over 264 million souls, all who have been bought with the precious blood of Christ but most without knowing it.  Offerings received for kids c.a.r.e. between June 2019 and May 2020 will help establish early childhood education programs which can then form a “natural bridge” to bringing the good news to young families of Indonesia.

What is kids c.a.r.e.?Since 2005, children have been supporting the Lutheran Women’s Missionary Society (LWMS) kids c.a.r.e. (care about reaching everyone with the Word) program. Each year, children learn about a mission, pray for the mission, and bring their offerings to meet its needs. Through kids c.a.r.e. children learn that they also have an important role in sharing the good news about Jesus.

God has done amazing things through our children’s prayers and offerings. The thirteen years of kids c.a.r.e. offerings have totaled more than $694,000. Please thank the Lord with us!

Program Notes: While plans have been developed at two different levels, the lessons and activities can be adapted to fit the needs of students in a variety of settings. It would be worth the time to review both levels and use the materials that are most appropriate.

See the LWMS website (www.lwms.org) for a menu of Additional Resources on the current project, including pictures and links to information that will enhance instruction and foster understanding of the importance of this project. You may also contact the Spiritual Growth-Mission Awareness Coordinator for additional help at bam@lwms.org.

Lower Level (PreK-Grade 2) Upper Level (Grades 3-8)Day 1: The Calling of the Disciples: Always a Fisherman

Day 2: Stephen: Always Faithful

Day 3: Philip and the Man from Ethiopia: Always Prepared

Day 1: Jesus Is the Good Shepherd

Day 2: Share the Good News

Day 3: The Apostles Persecuted

3

Theme Song: Both the Upper and Lower Level Lesson Plans will use the following Theme Song: “Please Use Me, My Lord” by James Aderman (See Additional Resources).

Theme Passage for this Project:

“Sing to the Lord, praise his name; proclaim his salvation day after day. Declare his glory among the nations; his marvelous deeds among all peoples” (Psalm 96:2,3).

Activities Related to the kids c.a.r.e. Themes: Available in Additional Resources on the kids c.a.r.e. DVD or at the LWMS website (www.lwms.org).

General Teaching Tips: To share lesson content effectively, it is important to:

Tell the lesson. (Know the lesson well enough to tell the lesson, without reading it, and engage the class in a discussion through retelling and application questions.)

Make eye contact with each child.

Show with your voice that this lesson is important and that you care about the message you are sharing.

Encourage children to answer questions with complete sentences. (Answering in complete sentences helps children to give answers that fit the questions and this skill eventually carries over to writing. Let’s help children learn to share complete thoughts.)

We thank you for your prayers and for fostering opportunities for kids to reach out to other kids with the gospel! Blessings on your ministry!

-- from the LWMS Spiritual Growth-Mission Awareness Committee

4

“Jesus, the Good Shepherd” by Harry Anderson

5

Upper Level

Day 1Jesus Is the Good Shepherd

John 10:11-18, Luke 15:3-7, Isaiah 40:11

Objectives:  1. I can list ways that Jesus is like a shepherd.2. I can state why Jesus is called the Good Shepherd.3. I can study God’s Word regularly so I come to know Jesus more and more.4. I can locate Indonesia on a map of the world.5. I can recognize that the “other sheep” Jesus refers to are those who don’t know him as their

Savior from sin.6. I can share the good news with those who don’t know Jesus as their Savior.

Materials:For teaching the Bible lesson

Bibles kids c.a.r.e. PowerPoint kids c.a.r.e. Slideshow for Upper Level Lessons  

https://docs.google.com/presentation/d/1NpLIC2pxioJ9_D3heArRU_ms_zvmxgIGyP5g0usq4Ck/edit#slide=id.g5014e4c666_0_0 (or access it in Additional Resources at www.lwms.org)

Pictures of Indonesian children (See Additional Resources) Sheep Facts List (See Slideshow, bullet three above) Indonesia facts (See Slideshow, bullet three above) Indonesian music example (See Slideshow, bullet three above) Chart paper or another way to record and save lists

For further reading Bible History Commentary, Bible History Commentary New Testament. Vol.1 by Werner H.

Franzmann, 1989 WELS Board for Parish Education, pp. 513-526 The People’s Bible - John, by Gary P. Baumler, pp. 151-154 The People’s Bible - Luke, by Victor H. Prange, pp. 172-174

Introduction:(If time and circumstances allow, collect 1 pound of grass. Lawn clippings could be raked up, or students could tear off handfuls of grass from a grassy area near your facility. Use this to help the students see how much food a sheep consumes when discussing number 6 of the Sheep Facts.)

Display the Sheep Facts. Depending on how much time you have available, either have the students guess the missing words or just fill them in as the facts are read.

6

Sheep Facts1. There are over one ____________ sheep in the world.2. Sheep have a field of vision of around 300 degrees, allowing them to see ________

themselves without having to turn their head.3. Sheep like to stay close to others in a herd which makes it ________ to move them

together to new pastures.4. They are intelligent animals with incredible _________.5. The weight of an average sheep generally ranges from 88 to _____ pounds.6. An average sheep consumes around _______ pounds of food daily.

Answers:   1. Billion      2. Behind 3.  Easier 4. Memories      5. 350   6. 3-4

Source: Tobin, Declan. (2019). Fun Facts for Kids About Sheep. Easy Science for Kids. Retrieved from Link to sheep pictures & video.

Think about some of these facts and other things you know about sheep. Why would it be important for sheep to have a shepherd? Possible answers: If some start heading toward trouble, others will follow. A large flock/herd would quickly consume all the grass in an area and need to be

led to new pastures. They are defenseless against predators.Today we will look at several Bible passages that compare Jesus to a shepherd. Listen to see how much Jesus cares for you and children all over the world.

Bible Lesson:(The lesson that follows is scripted for telling the account, but feel free to use questioning to have students share parts of the account if they are already familiar with it.)

Have the students open their Bibles to John 10:11-18.

Jesus often used parables or picture language to help the people understand truths about God and his kingdom. In the first half of John 10, Jesus uses images in which the people are represented by sheep. He compares himself to the gate through which the sheep enter the pen and to the shepherd who is in charge of the sheep.

Have students read the text.

1. In verses 11-13, Jesus contrasts the good shepherd and the hired hand. What differences does Jesus point out? (The good shepherd lays down his life for the sheep, while the hired hand abandons the sheep. The good shepherd cares for the sheep; the hired hand does not.)

2. What do we learn about Jesus, The Good Shepherd, in verse 14? (He knows his sheep and his sheep know him.)

3. What thought about The Good Shepherd is repeated in verses 14 and 18? (He lays down his life for the sheep.)

4. Why do you think Jesus made this point three times in this short passage? (He wants to emphasize how much he cares for his “sheep.”)

5. What adverb describes how Jesus lays down his life? (He does it willingly, which shows even more how much he loves us.)

7

6. Who is represented by the sheep who are part of the flock? (Believers are the sheep who are part of the flock.)

Reread verse 16.

7. Who is represented by the “other sheep” that Jesus speaks about? (Those who do not know and believe in Jesus as their Savior are the other sheep.)

Reread verses 17-18.

Jesus laid down his life when he came to be our Savior. He lived a perfect life as our substitute and went willingly to suffer and die for our sins. It was Jesus’ amazing love for you and all people that moved him to leave his heavenly throne to live, die, and rise again for his sheep.

Now let’s turn to Luke 15:1-7.

The Pharisees were upset because Jesus was spending time with people they considered to be terrible sinners. So Jesus told them a parable.

Read Luke 15:1-7.

Jesus compares the “sinners” that the Pharisees despised to lost sheep. Shepherds of the day would go after a sheep that strayed from the flock. They would search and search until that sheep was found. Then that sheep would be carried safely back to the flock.

8. Describe how Jesus pictured the rejoicing that took place when the lost sheep was found. In the same way, what happens in heaven when a lost soul is brought back to or into Jesus’ flock? (There is great rejoicing.)

Review:Let’s review what we have learned today.

1. What kind of shepherd does Jesus say he is? (Jesus says he is The Good Shepherd.)

2. What makes him not just a good shepherd, but The Good Shepherd? (He cares for his sheep and protects them no matter what, unlike the hired man. He really knows his sheep. He lays down his life for his sheep. All of this goes beyond physical care that ensures life on earth. Jesus cares for souls so we can live with him eternally.)

Application:1. How do you suppose the shepherds got to know their sheep so well? (Possible answers:

Shepherds got to know their sheep by spending a great deal of time with them. The shepherds would talk to the sheep so they would know his voice.)

2. How do people get to know The Good Shepherd? (We spend time reading and studying his Word.)

3. How will “other sheep” be brought into the flock of believers? How will they get to know Jesus? (They need to hear his Word.)

4. What is the most important thing that unbelievers need to hear about Jesus? (Unbelievers most importantly need to hear that Jesus gave his life for the debt they owed for sinning. Believing this opens heaven's gate to them.)

5. Who do you know that is one of the “other sheep” that needs to know Jesus?

6. How can you reach out to these people with the good news about Jesus? (You could have the students work in pairs or small groups to list ideas. Then have each group of student share 1 or 2 of their favorite ideas with the whole group. Whether done in small groups or as a whole group, make a list on the board or chart paper.)

8

kids c.a.r.e. Connection:There are other sheep in Indonesia who need to know about Jesus, The Good Shepherd, who laid down his life for them. Our offerings to kids c.a.r.e. will help teach children and their families about their Good Shepherd.

Show pictures of the children from the PowerPoint presentation.

Show the Indonesian Facts included in the Google Slideshow.

What do these facts show about the need of the Indonesian people to hear the good news?

The Indonesian culture has a unique style of music. Let’s listen to some of that music as we learn a little bit about the music and some of the beliefs that tie into it. (Go to the following link also listed in the Google Slideshow: Indonesian music )

Watch the entire 3:16 video or just the beginning section “The History of Gamelan” and the last section “Facts about Gamelan,” 2:50 to the end.

What did this presentation include that shows that there are other sheep in Indonesia who need to hear the good news? (The traditional music is connected to worship of their gods.)

Let’s read together again what Jesus tells about himself in John 10:13-16.

Read the Memory Verse. (Google Slideshow)

Memory Verses:“I am the good shepherd; I know my sheep and my sheep know me— just as the Father knows me and I know the Father—and I lay down my life for the sheep. I have other sheep that are not of this sheep pen. I must bring them also” (John 10:14-16).

This verse is our theme passage for the project: “Sing to the Lord, praise his name; proclaim his salvation day after day. Declare his glory among the nations; his marvelous deeds among all peoples” (Psalm 96:2,3).

Closing Prayer:Jesus, our Good Shepherd, thank you for bringing us into your flock. Draw us closer to you and help us to know you better as we read and study your Word. Help us to reach out to “other sheep”—to those who still don’t know you. Bless the work that is being done in Indonesia so that children in that part of the world will know you as their Savior. Amen.

Activity:Prayer Cards: Materials needed:  Index cards (white or colored), writing and drawing tools, metal binder rings (at least one per student), hole punch.

1. Have the students think of people they know who are “other sheep.”  Encourage them to think about family members, relatives, friends, neighbors, schoolmates, and the children and adults of Indonesia and other countries.

2. Give each student several cards. Have them decorate one card as a “cover” card for the project. They can write a “title” on this card and decorate it as they wish. Possible titles could include:

My Prayer Cards People Who Need Jesus

9

3. Have the students label each of the other cards with one of the categories mentioned above - Family, Friends, People of Indonesia…

4. On the cards have them begin lists of names of people who need to come to know Jesus.5. Have students punch holes in the top left corner of each card and put the cards on a binder ring.6. Have them choose a handy place to keep the cards to use during their prayer time. Encourage the

students to add more names to the cards or add more cards as time goes by. On the cards, they could also note ways they see God answering their prayers for these people.

Music: “Please Use Me, My Lord” by James A. Aderman, this year’s theme song. (Sheet music next

page) “Jesus, Shepherd of the Sheep,” CW 436 “He’s Got the Whole World in His Hands,” from Let All the People Praise You, p. 111

Song on YouTube

10

11

Extending the Lesson:

Music: Play more of the traditional music of Indonesia, Traditional Music

Movement:  Play the Indonesian Children’s Game: Semut, Orang, Gajah. This game is like the American version of “Rock, Paper, Scissors.”

Hand signs are:

Semut: Ant

Orang: Person

Gajah: Elephant

To play:Face your partner with your hand in front of you in a fist. Then, count to three together, open your hand, and make one of the three hand signs. If both of you make the same sign, start again.

To win: Semut (Ant) wins over the Gajah (Elephant) because the Semut can crawl into the Gajah’s ear and tickle him.

The Orang (Person) wins over the Semut (Ant) because the Orang can stomp on the Semut and squash it.

The Gajah (Elephant) wins over the Orang (Person) because the Orang can get trampled by the Gajah.

Game taken from:   http://www.expat.or.id/info/games.html

12

“When King Ben-hadad Of Syria Besieges” Drawing by Mary Evans 

“Four Lepers”

13

Upper Level

Day 2 A Day of Good News:

Share the Best News of All

2 Kings 6:24-7:20

Objectives:   1. I can understand that I have important good news to share.2. I can realize that people in Indonesia desperately need to hear the good news. 3. I can understand that Jesus wants us to share the good news throughout the world.4. I can locate Indonesia on a world map.5. I can list ways we can help share the good news in Indonesia. 6. I can discuss ways we can share the good news in our community.

Materials:For teaching the lesson

Bibles kids c.a.r.e. PowerPoint kids c.a.r.e. Slideshow for Upper Level Lessons https://docs.google.com/presentation/d/

1NpLIC2pxioJ9_D3heArRU_ms_zvmxgIGyP5g0usq4Ck/edit#slide=id.g5014e4c666_0_0 (See Additional Resources at www.lwms.org.)

Map of Holy Land (See Slideshow, bullet three above) Map of Indonesia (See Slideshow, bullet three above) World map with Indonesia highlighted (See Slideshow, bullet three above) Pictures of materials written in the Indonesian language (See Additional Resources) Whiteboard or chart

For further reading The People’s Bible—Kings, pp.199-205

Introduction:What is a piece of good news that you couldn’t wait to share with others? (Responses will vary. Write student responses on the board or a chart.)

Bible Lesson:Use this background information as needed, based on the knowledge of your students.After David and Solomon ruled God’s people, the kingdom of Israel was split into two kingdoms. Our lesson takes place in the northern kingdom which kept the name Israel. Sadly, this kingdom was ruled by unbelieving kings throughout its existence. Samaria was the capital city of the kingdom. (See Slideshow for map)

God allowed enemies to attack and cause problems for the people of Israel. One enemy that they faced on several occasions was Ben-Hadad king of Aram. (Show Aram on the map.)   

14

As our lesson begins, we hear that Ben-Hadad had his army surrounding Samaria. The people of Samaria could not leave the city. To make matters worse, a famine plagued the land so that hardly anyone in the city had food. The Bible tells us that the head of a donkey would sell for what today would equal $80.

Why would anyone want to buy a donkey’s head -- and for $80? (Bring out the fact that they would buy it for food. Discuss how much meat would be on it, and that this would be an outrageously high price.)

Some of the people were so desperate for food that they were even practicing cannibalism. (Cannibalism is eating human flesh. Include this detail if you feel it is appropriate for your students. See 2 Kings 6:26-29).

When Joram, the Israelite king, heard how desperate his people were, he was extremely upset. But rather than turn to God for help, this unbelieving king, blamed God and the prophet Elisha. The king swore, “May God deal with me, be it ever so severely, if the head of Elisha son of Shaphat remains on his shoulders today!”

Have students open their Bibles to 2 Kings 6 and read 2 Kings 6:32-7:2.

How did Elisha know that the king was coming to cut off his head? (God must have revealed it to him in some way.)

What did Elisha say would be happening in twenty-four hours? (He said that a seah of flour would sell for a shekel and two seahs of barley would sell for a shekel.)

Note: One source says that a seah would be equivalent to about 1½ dry gallons in today’s measurement. Apparently, it is very difficult to determine what the value of a shekel of silver would be in today’s system, but the price would have been the normal price that the people would have paid for the flour and barley in that time period.

A shekel was the normal price for a seah of flour and for two seahs of barley. So God through Elisha was letting the people know that by the next day, things would be back to normal. Even though they felt helpless and hopeless, by the next day, their troubles would be over.

How did the officer respond? (He said, “Look, even if the Lord should open the floodgates of heaven, could this happen?”)

What can you tell about this officer? (He didn’t grasp the power of God.)

How did Elisha respond? (He said, “You will see it with your own eyes, but you will not eat any of it.”)

Have the students read 2 Kings 7:3-4.

What did the men with leprosy plan to do? (They were going to surrender to the Arameans.)

Why were they willing to risk being killed by the enemies? (They believed they were going to die of starvation anyway.)

Have the students read 2 Kings 7:5-8.

What did the lepers discover when they got to the Arameans’ camp? (The camp was deserted.)

What had happened to the enemy army? (They ran off because God caused them to hear what they thought was another enemy coming to attack them.)

How did the lepers take advantage of the situation? (They ate and drank and took some of the silver, gold, and clothes to hide them.)

Have the students read 2 Kings 7:9-12.

15

What did the lepers realize as they were hiding more of the loot? (They realized it wasn’t right to keep what they had discovered to themselves while their fellow Samaritans were starving. They had good news to share.)

The king was skeptical when he heard the good news. He thought it was a trap.

Have the students read 2 Kings 7:13-16.

Reread verse 13. What did the officer mean when he said, “Their plight will be like that of all the Israelites left here”? (They were all going to die anyway, so it didn’t make much difference if it was a trap and they got killed by the enemies.)

What did the men who were sent out discover? (The enemies were gone, but all their belongings were left behind.)

How did God’s Word come true? (A seah of flour and two seahs of barley each sold for a shekel.)

Have the students read 2 Kings 7:17-20.

In what other way did God’s Word come true? (The officer who doubted what God said through Elisha died and did not get to enjoy any of the plunder.)

Review:1. At the beginning of this account in 2 Kings, what was life like for the people of Samaria? (The

people were actually starving to death.)

2. Why weren’t they able to get food? (There was a famine and their city was surrounded by their enemies, so they couldn’t leave the city to look for food.)

3. Give an example from this account that shows how desperate the people were for food. (People would buy a donkey’s head for $80. Or, if you included this in the telling of the lesson, people were practicing cannibalism.)

4. When the king and his messenger came to see Elisha, what did Elisha say would be happening the next day? (A seah of flour and 2 seahs of barley would be selling for a shekel, which was their normal cost.)

5. Who did Elisha say had given him this message? (The message was the word of the Lord.)

6. What would it mean if food was again selling at its normal price? (Plenty of food was again available in the city.)

7. Why did four men with leprosy decide to surrender to their enemies? (They believed they were going to die of starvation and thought surrendering might be a way to survive.)

8. What happened instead? (They discovered that the enemies had deserted their camp and left food, clothing, silver and gold behind. They ate and drank and hid some of the clothing, silver, and gold for themselves.)

9. What did these men come to realize as they were ready to take and hide more of the loot? (They realized that it was not right to keep the news about the deserted enemy camp and all that was left behind to themselves.)

10. What did they do instead? (They went back to Samaria and told about the deserted camp and everything that was left behind.)

11. How was the word of the Lord fulfilled? (Because there was plenty of food from the Arameans’ deserted camp, food was selling at its normal price again.)

16

Application:The children should remember this spiritual truth: We have received the good news that our sins are forgiven. Jesus wants us to share that good news with others.

Reread 2 Kings 7:9 “Then they said to each other, ‘What we’re doing is not right. This is a day of good news and we are keeping it to ourselves. If we wait until daylight, punishment will overtake us. Let’s go at once and report this to the royal palace.’”  

1. What good news did the four lepers have that they could share? (The Arameans had left. Food, clothing, gold, silver, horses and donkeys had been left behind.)

2. Whether or not the lepers shared this news meant life or death to the people of Samaria. Why is that? (If they did tell, the people would have food. If they didn’t tell, the people of Samaria would die of starvation.)

3. Look at the list of “good news” examples we made at the beginning of this lesson. How many of these examples are “life or death” situations? (Most likely, none of them would be life or death situations. Discuss how the news may be really exciting, but that in most cases, the hearers could live without hearing the news.)

4. What life or death news do we as believers have to share? (We have the news that Jesus lived, died, and rose for us so we can live eternally with him in heaven.)

5. Which news is more important -- the news the lepers had to share or the news about Jesus? (The news about Jesus is more important.)

6. The people of Samaria would have died if they hadn’t heard the lepers’ news. So, why is the news about Jesus even more important to share? (The news of the lepers saved the people from physical death to continue life on earth. The news about Jesus saves people from eternal suffering in hell and for life forever with Jesus in heaven.)

kids c.a.r.e. Connection:The children should remember this connection: Jesus died for all people. We can be a part of sharing the good news with people in our community as well as throughout the world.

Have the students turn to Mark 16:15 in their Bibles.

Let’s read this Bible verse together.

Where does Jesus say we are to preach the good news? (We are to preach it in all the world.)

What good news did the four lepers have to share with the people of Samaria? (The lepers’ good news was that their enemies were gone and there was food, clothing, and more in the deserted camp.)

We have learned that we have news that is even more important than the lepers’ life-saving news. The Holy Spirit can use the good news about Jesus to give eternal life to those who hear it.

Show the map of Indonesia. (See slideshow)

In the last lesson you saw pictures of children who are among the other sheep that need to learn about their Good Shepherd. This map shows the part of the world where those children live -- Indonesia.

Show the map of the world with Indonesia so students can see where it is in relation to where they live. (See slideshow)

17

Our kids c.a.r.e. offerings will be used to share the good news in this part of the world. One way this is being done is by publishing books and materials in the language of the people.

Show examples of materials printed in the Indonesian language.

Some day one of you may have the opportunity to go to Indonesia to share the good news with the people there, but most of us won’t be able to do that. What other ways are there for us to help these people hear the good news? (We can pray for the work being done there. We can give offerings to the kids c.a.r.e. project to provide funds for those who are doing the work there and for the printing of books and other materials about Jesus. We can write letters to those serving in Indonesia.)

Memory Verses:“This is a day of good news” (2 Kings 7:9).

“Go into all the world and preach the good news to all creation” (Mark 16:15).

This verse is our theme passage for this year’s project: “Sing to the Lord, praise his name; proclaim his salvation day after day. Declare his glory among the nations; his marvelous deeds among all peoples” (Psalm 96:2,3).

Closing Prayer:Dear Lord, thank you for bringing us into your family of believers. You have instructed us to go into all the world and share the good news with all people. Use us to help with that work in Indonesia through our prayers and offerings. Be with those who are in Indonesia sharing the good news. Use the books and materials that have been translated into the language of the people to reach many children and families with the saving message. Open our eyes to the opportunities we have in our own communities to share the life-changing message with others. Give us your words to say and work in the hearts of those who hear.  Amen.

Activities:Banners or bulletin board displayMaterials:  Newspaper, glue, colored paper, tagboard or cardstock, yarn or string

Use newspaper for the background. Have students cut out individual letters and glue them onto the newspaper, or have them design lettering on shapes of colored paper and glue the shapes onto the newspaper. Students could add other items to

their projects such as pictures or Bible verses.  If making banners, use strips of tagboard or cardstock to reinforce the top and use yarn or string for a hanger.

Good News Sharing HeartsMaterials needed: Colored paper, newspaper, markers and/or crayons, glue

Explain to the students that they will be making a project that they can give to others with whom they want to share the good news.   

Show the students the picture of the project. Have them suggest other messages that could be used on the hearts.

18

Cut out a 4-6 inch heart shape from newspaper. Use markers or crayons to write the message and decorate the newspaper heart. Cut around the newspaper heart leaving a colored border. Glue the newspaper heart onto

colored paper. Discuss how the students could use these hearts to share the good news with others.

Encourage them to make more hearts to have on hand to be used as opportunities arise.

From https://www.pinterest.com/pin/563724078343728282/

Music:“Please Use Me, My Lord” by James A. Aderman (Sheet Music included in Day 1)“Go into the World” from Let All the People Praise You, p. 91

Extending the Lesson:

WritingHave the students research what life is like for children and families in Indonesia. The students can use what they learn for various writing projects. A few ideas are listed below.

Write journal entries from the point of view of an Indonesian child.

Write letters from the point of view of an Indonesian child. The students could pretend they are Indonesian children writing to a penpal in the United States.

Make a Venn diagram comparing life in Indonesia to life in the United States.

Game

Play the Indonesian game of Congklak. Another name for this game is Mancala, which some of the children may have played. Students could use their creativity to construct their own Congklak boards.

From http://www.expat.or.id/info/congklakinstructions.html

19

“The Deliverance of St. Peter” by Raphael

20

Upper Level

Day 3The Apostles Persecuted

Acts 5:12-42        

Objectives:1. I can understand that I have important good news to share.2. I can realize that sharing the good news can lead to mistreatment or persecution.3. I can understand that Jesus wants us to share the good news even when there is a risk of

mistreatment or persecution.4. I can pray for those who share the good news in hostile environments.5. I can pray for courage for myself and others who share the good news.

Materials:For teaching the lesson

Bibles kids c.a.r.e. PowerPoint kids c.a.r.e. Slideshow for Upper Level Lessons   https://docs.google.com/presentation/d/

1NpLIC2pxioJ9_D3heArRU_ms_zvmxgIGyP5g0usq4Ck/edit#slide=id.g5014e4c666_0_0 (or access at Additional Resources at www.lwms.org)

Map of Indonesia (See Slideshow, bullet three above) World map with Indonesia highlighted (See Slideshow, bullet three above) Pictures (See Additional Resources)

For further reading The People’s Bible—Acts, by Richard D. Balge, pp. 58-66 Bible History Commentary New Testament. Vol.2 by Werner H. Franzmann, 1989 WELS

Board for Parish Education, pp. 1189-1204

Introduction:Display the word COURAGE. (See Slideshow) Give some examples of times you have needed courage or times when you have seen others act with courage. Use the questions below if your students are familiar with the references included. If not, briefly tell them about these events.

1. How did Jesus’ disciples react when he was arrested in the Garden of Gethsemane? (They all ran away and deserted Jesus. Mark 14:50)

2. When Peter was in the courtyard of the high priest, what did he say when asked if he was one of Jesus’ disciples? (“I am not.” John 18:17)

3. On the Sunday after Jesus died, where were the disciples gathered together? (They were gathered behind locked doors. John 20:19)

4. Why were they gathered behind locked doors? (They were afraid Jesus’ enemies would come after them.)

5. What do these facts show us about Jesus’ disciples? (They were not courageous.)

21

Bible Lesson:In our lesson today we will see that God worked an incredible change in these fear-filled men.(If it is more appropriate for the children in the class, the teacher may choose to tell the Bible lesson rather than using the student reading, question, and answer format.)

Our lesson takes place after Jesus ascended to heaven and after the events of Pentecost. The memory verse for our previous lesson are words Jesus spoke to his disciples after he had risen from the dead and before he ascended into heaven. Let’s read that Bible verse together: (See Slideshow) “Go into all the world and preach the good news to all creation” (Mark 16:15).

1. Who can tell what happened to the disciples on the feast of Pentecost? (The Holy Spirit came to them. He gave them the ability to speak in different languages and the courage to share the good news with many people.)

Explain that the word “apostles” is used in this account. It refers to the twelve disciples that Jesus sent out after they had spent three years being trained by him.

Have students open their Bibles to Acts 5 and read verses 12-16.

2. How were the disciples carrying out Jesus’ command to preach the good news? (They were meeting in the temple area and sharing the good news.

3. What else was God doing through them? (He was enabling them to perform many signs and wonders like healing the sick.)

4. In verse 13 it says that the people held them in high regard. What does that mean? (The people respected them and approved of what they were doing.)

Have the students read verses 17-21a.

5. What did the high priest and those who worked with him think about the disciples? (They were jealous of and angry with the disciples.)

6. The apostles were arrested and put in prison. What amazing thing happened during the night? (An angel of the Lord opened the doors of the prison and brought the apostles out.)

7. What instructions were the apostles given? (They were told to go back to the temple and keep telling the people the good news.)

8. If you were one of these men, how would you have felt about following those instructions? (Answers will vary, but likely some will say they’d be afraid of getting into trouble again.)

9. How did the disciples obey? (They went into the temple courts and began to teach.)

Have the students read verses 21b-25.

10. What two things surprised the Jewish leaders that morning? (1. The officers discovered that the apostles were not in their cell even though the prison was securely locked and the guards were still standing at the door of the cell.  2. A report came that the apostles were in the temple courts teaching the people again.)

Have the students read verses 26-34.

11. The disciples were brought before the leaders. What did Peter say when questioned about why they were disobeying the orders they were given to stop preaching? (Peter said, “We must obey God rather than men.” He also spoke about what the leaders had done to the Savior.)

12. How did the Jewish leaders respond to Peter’s words? (They were furious and started planning to put the apostles to death.)

22

13. We read that one of the leaders, Gamaliel, ordered that the disciples be put outside for a while. When the disciples were out of the room, this man brought up examples of others who had taught the people and caused problems. Gamaliel pointed out that their efforts fizzled out and came to nothing. He gave the leaders this advice. “Leave these men alone. If what they are doing is their own idea, it will come to nothing. If it is from God, you won’t be able to stop them.”

14. His speech was convincing. They had the apostles brought them. They apostles were beaten and told again to stop preaching. Then they were set free.

Have the students read verses 41-42.

15. Describe the attitude of the apostles when they left the Sanhedrin. (They rejoiced they were considered worthy to suffer for the Name. They continued teaching and proclaiming the good news.)

Review:Option 1: Discussion Questions and Answers

1. How were the apostles carrying out Jesus’ command to go into the world and preach the good news? (They were sharing the good news with others in the temple courts.)

2. What happened to the apostles as a result? (They were arrested and put in prison.)

3. Why were they treated in this way? (The Jewish leaders were jealous and angry with the apostles.)

4. How did God rescue the apostles? (An angel of the Lord opened the doors of the prison and brought out the apostles.)

5. What command did they obey? (They obeyed the command of the angel of the Lord to return to the temple courts and share the good news.)

6. What happened as a result of their obedience to God? (The apostles were again brought before the Jewish leaders.)

7. How did Peter and the other apostles show courage when they were being questioned by the Jewish leaders? (Peter spoke boldly saying “We must obey God rather than men.” He also spoke about what the leaders had done to the Savior.)

8. Peter’s words are one of our memory verses for this lesson. Let’s read that memory verse together. (See Slideshow)

9. How did God help the apostles this time? (He led the leaders to take Gamaliel’s advice. After being beaten and told to stop preaching, they were released.)

10. Why were they rejoicing as they left the Sanhedrin? (They were filled with joy because they were considered worthy to suffer for Jesus.)

11. How can we see that God continued to fill the apostles with courage? (They continued to share the good news despite the threats of the Jewish leaders.)

Option 2: Group Work

Divide the students into small groups. Assign each group a portion of the Scripture text for the lesson. Have them write several review questions about their assigned sections for their classmates to answer. Have the whole class gather and have the groups question their classmates using the questions they wrote.

Depending on the size of the group, the text could be divided as it was for the presentation of the lesson. For larger groups of students, sections of the text could be assigned to more than one group.

23

Section divisions for the lesson: Acts 5:12-16; Acts 5:17-21a; Acts 5:21b-25; Acts 5:26-34; Acts 5:41-42

Application:1. In what kinds of situations would it be easier to share the good news? (Answers will vary.

Examples might include sharing it with friends or family members who are eager to hear it.)

2. In what types of situations would this be a more difficult task? (Answers will vary. Examples might include things like when you don’t know the people well, when they are resistant to hearing it, when others might think the message is foolish, when you’re in a place where it is dangerous to share.)

3. Who changed the disciples from fearful men hiding behind closed doors to men of courage who openly shared the good news? (The Holy Spirit changed them.)

4. What tool does the Holy Spirit use to change the hearts of people? (The Holy Spirit uses God’s Word.)

5. When we are reluctant or afraid to share the good news with others, what are some things we can do to grow in courage? (We can study God’s Word and pray for courage, opportunities, and the words to say.)

kids c.a.r.e. Connection:The children should remember this connection: At times sharing the good news can lead to mistreatment and persecution. Jesus wants us to continue to share the good news even when this is the case.

In our previous lessons we learned that the people of Indonesia need to hear the good news. We saw examples of books and other materials that are being translated into the Indonesian language. Our kids c.a.r.e. offerings will be helping with this work. Our offerings will also be used to support early childhood education in that part of the world.

Who can describe early childhood education? (It is a school or class for teaching preschool aged children.)

Why might parents have their children attend an early childhood education school or class? (They may want help in teaching their children the skills needed for life, reading, and math. Some may want their children to learn about God.)

If your church or school has an early childhood program, talk about the reasons parent enroll their children. Also talk about the ways your program is used to reach families with the good news. You could invite the director of the early childhood program to come and tell your class about the ministry and to answer any questions your students might have.

If your school or congregation does not have an early childhood program to refer to, explain that some families have their children attend Lutheran early childhood classes because they want them to hear the good news. Others are just looking for a good education for their children. But when the parents see the Bible lessons the children bring home, they hear from their children what they are learning in school. Through these experiences, the parents also hear the good news and have opportunities to connect with other believers. The Holy Spirit can work through what they are hearing and bring them to faith.

Let’s look at some pictures of children in their early childhood education centers in Indonesia. (For pictures see Additional Resources at www.lwms.org) Indonesia is a place where it can be dangerous to share the good news. The early childhood centers provide a way for the good news to be shared with children and their families.

24

To help your students understand more about how an early childhood program serves as a ministry to reach out to those who don’t know Jesus, you could:

Take a field trip to your own early childhood center or one at a neighboring congregation. Invite an early childhood director to visit and talk about this type of ministry. The director

could also answer any questions the students might have. Set up a program in which your students volunteer to prepare and read stories to the early

childhood students.

Memory Verses:“We must obey God rather than men” (Acts 5:29).

“Go into all the world and preach the good news to all creation” (Mark 16:15).

The theme passage: “Sing to the Lord, praise his name; proclaim his salvation day after day. Declare his glory among the nations; his marvelous deeds among all peoples” (Psalm 96:2,3).

Closing Prayer:Dear Lord, thank you for bringing us into your family of believers. You have instructed us to go into all the world and share the good news with all people. Use us to help with that work in Indonesia through our prayers and offerings. Be with those who are in Indonesia sharing the good news. Keep them safe and give them courage. Bless the work being done in the early childhood education centers. Let many of the children and their families become part of your family of believers. Give us courage to share your message even when it is difficult.  Amen.

Activities:Acrostic PoemMaterials needed: activity sheet provided (below) or 12x18 sheets of colored paper, writing, drawing, coloring tools

Directions:Use the letters of the word “courage” to write an acrostic poem that reflects something about the courage needed to share the good news.

Ways this can be done include:1. Using a separate word or phrase for

each line (See “cats” example in Slideshow).2. Continue thoughts from one line to another (See “acrostic” example in

Slideshow).

If students need help finding ideas, they can look in a dictionary for words that start with the letters of the word courage. Another option is to look online, specifically for verbs, nouns, adjectives...that start with the letters. Use one or two ideas from the examples shown if the students are stuck, but encourage them to come up with their own ideas.

Music:“Please Use Me, My Lord” by James A. Aderman (See Additional Resources at www.lwms.org.)

“Go into the World” from Let All the People Praise You, p. 91

25

Extending the Lesson:Writing Have small groups of students write a script for acting out the Bible lesson or portions of it.

Have small groups of students think of situations in which it would be difficult to share the good news. Have them write short scripts for acting out how they might share the good news in such situations. Have them present their plays to the class.

Cooking and Baking:Try out some Indonesian recipes with your class.

Binka Telur (Egg and Coconut Milk Cake)Daily Cooking Quest

Balinese Pisang Rai (Coconut Banana)Cooking Tackle

Mango Salad Genius Kitchen

26