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RCCG SUNDAY SCHOOL TEACHER’S MANUAL
SUNDAY 28TH OF MAY, 2023
LESSON 0THIRTY NINE (39)
TOPIC: 3RD INTERACTIVE SESSION AND QUARTERLY REVIEW
SUMMARY OF LESSONS 27-38
*LESSON TWENTY SEVEN (27)*
*TOPIC: BREAK THE YOKE OF POVERTY*
BIBLE PASSAGE: Proverbs 6:9-11
MEMORY VERSE: “All the brethren of the poor do hate him: how much more do his friends go far from him? he pursueth them with words, yet they are wanting to him.” Proverbs 19:7.
INTRODUCTION: Generally, poverty can be described as a state of being extremely poor. Poverty can take different forms: mental, spiritual, material or financial. In the context of material/financial possessions, poverty is said to exist when people lack the means to satisfy their basic needs. Scriptures clearly state that even the brethren of the poor hate him (Prov.19:7) and that poverty can destroy the poor (Prov.10:15). What then causes poverty and how can a believer break free from it?
1. CAUSES OF POVERTY
2. BREAKING FREE FROM POVERTY
1. CAUSES OF POVERTY
i. The teacher should ask the students to mention the forms of poverty they are aware of.
ii. The teacher should classify and raise discussions on poverty as outlined below and allow the students to make contributions accordingly.
A. PERSONAL ATTITUDE:
i. Laziness and idleness. (Prov.10:4; 19:15).
ii. Poor attitude to work/work ethics. (Prov.14:23; 2Thess.3:10).
iii. Lack of self-discipline. (Prov.12:27).
iv. Stubbornness. (Prov.13:18).
v. Worldliness and frivolous pursuits. (Prov.21:17; 28:19).
vi. Limitation mentality. (Prov.23:7a).
vii. Drunkenness and gluttony. (Prov.23:21).
B. NATURAL DISASTERS:
i. Famine, flood, droughts. (Gen.12:10).
ii. Health-related challenges/epidemic. (Mark 5:25-26).
iii. Fire outbreaks. (Job 1:16).
iv. Death of benefactor. (2Sam.4:4).
i. Poor wages/Delay wages/Refusal to pay wages. (Lev.19:13; 1Tim.5:18).
ii. Exorbitant interest rates on loans. (Ex.22:25-27).
D. SPIRITUAL CAUSES:
i. Consequences of sin. (Deut.28:15-21).
ii. Wrong belief that poverty is equal to holiness or godliness.
CLASS ACTIVITY 1: The class should discuss other causes of poverty not included in the above classifications.
2. BREAKING FREE FROM POVERTY
The following information could lead a person out of poverty:
i. Discover and pursue your purpose for living. (Prov.22:29).
ii. Improve yourself in your chosen career, vocation and trade. (Prov.18:15; 24:4).
iii. Create multiple streams of income. (Eccl.11:2).
iv. Solve people’s problems
v. Acquire additional knowledge through re-skill and upskill. (Prov.9:9; Eccl.10:10).
vi. Believe in your ability to perform. (Phil.4:13).
vii. Be a generous giver. (Prov.11:24).
viii. Pay your tithes, first fruit and offerings regularly. (Mal.3:10-12; Prov.3:9-10).
ix. Pray and study the word of God for direction. (Ps.37:23).
x. Don’t live on debt, borrow only to invest. (Prov.22:7).
CLASS ACTIVITY 2: Students should discuss other godly ways to be free from poverty?
SUMMARY: Poverty is not pre-destined, therefore, change your mindset towards material wealth knowing that God gives the ‘power’ to get wealth (Deut.8:18).
*LESSON TWENTY EIGHT (28)*
*TOPIC: CHRISTIANITY AND WEALTH*
BIBLE PASSAGE: Luke 12:15-21.
MEMORY VERSE: “Both riches and honour come of thee, and thou reignest over all; and in thine hand is power and might; and in thine hand it is to make great, and to give strength unto all.” 1 Chronicles 29:12.
INTRODUCTION: Wealth is the abundance of valuable possessions or money. When we have wealth, we have more than we need to sustain a normal life. The Bible contains several examples of people blessed by God with great wealth; Abram (Gen.13:2), Jacob (Gen.30:43), Solomon (1Kgs.10:23), Joanna (Lk.8:3) and Joseph of Arimathea (Matt.27:57) among others. We shall consider what the Bible says about wealth and what should be believers’ disposition towards it.
1. BIBLICAL PERSPECTIVES
2. BELIEVERS’ DISPOSITION
1. BIBLICAL PERSPECTIVES
A. Students should mention some examples of wealthy people in the Bible in addition to those indicated in the lesson introduction.
B. The teacher should direct the attention of the students to the positions of the Bible on wealth as indicated below:
i. 1Chron. 29:12: God owns wealth and honour.
ii. Deut.28:1-5: God blesses his children with wealth and honour
iii. Psalm 112:1-3: The houses of men and women that fear the Lord shall be filled with riches and wealth.
iv. Money is not evil after all, because:
a. Eccl.10:19 says money answers all things.
b. Eccl.7:12 says money is a defence.
c. Prov.19:4 says money makes many friends.
v. Eccl.5:19: To enjoy one’s wealth is a gift from God.
C. Arising from the above points, the teacher should ask the students to state whether wealth and riches are good for believers or not.
D. The teacher should allow students to mention those things that are not good about wealth. For instance:
i. Love of money is not good because it is the root of all evil. (1Tim.6:10).
ii. Trusting riches is not good. Rather the God of all riches should be trusted. (Prov.23:5; Luke 12:15).
iii. Getting wealth through the wrong means is not good because such wealth will diminish. (Prov.13:11).
iv. Holding wealth so dearly as if it is God, is not good because one would still die some day and leave the wealth behind. (Psalm 49:10).
v. Pursuing wealth to the extreme at the expense of other core values of life is not good because wealth is also vanity and those who pursue it can never be satisfied. (Eccl. 5:10a).
CLASS ACTIVITY 1: How should believers see or handle wealth?
2. BELIEVERS’ DISPOSITION
A. i. Believers should not see all wealthy people as sinners or all poor people as righteous. (Luke 16:20-23; Psalm 73:3-12).
ii. Poor people could be saints or sinners.
iii. Wealthy people too could be saints or sinners.
B. The following guidelines could help believers to develop the right attitude to wealth.
i. It is not a sin for a believer to be wealthy and enjoy riches. (Eccl.5:19; 3John 2).
ii. Wealth should be seen as God’s benevolence investment entrusted to believers. (1 Chron.29:12).
iii. Wealth should be seen as a veritable tool to advance kingdom projects on earth. For instance:
a. Wealthy believers could promote charities and scholarship programmes, care for orphans, widows etc.
b. Wealthy believers could use their resources to minister to the needs of God’s servants. (Luke 8:3; Rom.16:3).
c. Wealthy believers should be faithful to God with their riches by supporting God’s work. (Matt.6:19-20).
CLASS ACTIVITY 2: What are the wrong ways or attitudes in handling wealth?
SUMMARY:God does not prohibit His children from getting wealth through righteous means.
CONCLUSION In a bid to be wealthy, believers should always note that their first care should be for God’s kingdom and His righteousness (Matt.6:33).
*LESSON TWENTY NINE (29)*
*TOPIC: FINANCIAL INTELLIGENCE*
BIBLE PASSAGE: Luke 19:12-26.
MEMORY VERSE: “The wisdom of the prudent is to understand his way: but the folly of fools is deceit.” Proverbs 14:8.
LESSON INTRODUCTION: Simply put, financial intelligence is to be financially wise. It is the knowledge and skills gained from understanding finance and accounting principles in the business world and how money is being used (Prov. 18:15). To be highly successful, extra efforts, skills, intelligence and God’s leading will be needed. It is not only organizations and business owners that need
financial intelligence. It is also needed for
2. LESSON OUTLINES
LESSON OUTLINE 1: WHAT IS PERSONAL
The teacher should test the students’
knowledge of what personal finance is.
The teacher should explain personal f-
nance under two major headings: financial
intelligence and net worth.
A. FINANCE INTELLIGENCE:
i. Personal finance is the term that covers
planning (Prov.21:5; 30:25).
ii. It involves managing personal financial activities such as revenue generation, expenditures, budgeting, savings, investments and other financial related actions (Matt.25:20).
iii. It is the ability to make smart decisions,
plan properly, especially in the aspect of fi-
nance and live a good life (Prov.10:4).
B. NET WORTH:
i. Your net worth and what you are able to
do with your money is considered a success
ii. lt is not necessarily so much cash at you
iii. A personal financial statement (Assets
minus Liabilities) shows the net worth of an
iv. For example:
a. If all assets in possession are sold and all
debts paid, and the liabilities are greater than
the assets, the financial statement indicates
a negative net worth.
b. lf the individual has more assets than liabilities, it is positive net worth.
CLASS ACTIVITY 1: Can you say so many
people in your locality are financially intelligent? If No/Yes: How and Why?
NOTE: You may NOT refer to specific names.
LESSON OUTLINE 2: HOW TO BE
A.The tips below can assist to make a per-
son financially intelligent if properly mixed
i. Develop a personal success-drive and be
intentional about the well-being of your fi-
nance. (1 Kgs.11:28).
ii.Seek knowledge and be informed (Prov.1:5): invest in yourself (Prov.19:20), read (2Tim.4:13), make research (Acts 17:11), ask questions and open your ear and eyes to the happenings around you.
iii. Practice what you learned about financial
intelligence and use the knowledge gained to
execute the purpose for which it was acquired. (Prov.6:6; 10:4).
iv. Keep track of your spending: identify
where you need to make amends and where
you need to intensify efforts. (Prov.16:21a).
v. Have proper and detailed records of your
income and expenditure. (2Chron.34:16-18).
vi. Surround yourself with the right people
who share the same opinion. (Prov.13:20; 27:17).
vii.Pray for divine wisdom and direction on
what and when to invest your resources.
CLASS ACTIVITY 2: The teacher should ask students to comment on why they think each of the seven items identified above is necessary to make a person financially
SUMMARY: Some of the ways to fight
poverty to stand-still are through
good/successful personal finance and finan-
CONCLUSION: Financial intelligence is
needed in order to stay on top of your finacial game because hardly would you find a
financially intelligent person who is not
*LESSON THIRTY (30)*
*TOPIC: RENDERING HELP*
BIBLE PASSAGE: Acts 9:36-41.
MEMORY VERSE: “As we have therefore opportunity, let us do good unto all men, especially unto them who are of the household of faith” Galatians 6:10.
LESSON INTRODUCTION: Rendering help is the act of giving aid or assistance (whether materials or services) to people in need. It can be in the form of Corporate Social Responsibility or personal assistance to the less privileged. More importantly, the Bible encourages us to help members of the household of faith (Gal.6:10).
2. LESSON OUTLINES:
LESSON OUTLINE 1: WHO NEEDS OUR HELP?
A.The teacher should find out from the stu-
dents how many people they helped last
B.The teacher should mention and explain those who need our help as indicated in the
i. Our family members: immediate and extended. (1Tim. 5:8).
ii.Committed brethren who are in need. (Gal.
iii. The aged/old people. (Lev.19:32).
iv. The widows/widowers. (Jam.1:27)
v. The orphan, deserted/helpless. (Ps.82:3).
vi. The poor. (Prov.19:17).
vii.The physical/specially challenged (emotional, mental, etc.). (2 Sam.9:3; 13).
viii. Body of believers. (Gal.6:10).
ix. Our community members.
x.The society at large
C.The teacher should explain that helping
others could include the offering provision/materials directly or linking the needy to the source(s) of help to access good jobs, pay hospital bills, get scholarships for children’s school fees, etc.
D.The teacher should stress the following:
i. Rendering help should not be an excuse for some people to be lazy, indulge in begging or feel entitled.
ii.Believers should note that all our possessions come from God, which means He (God) owns everything. (Ps.68:19; 1Cor.4:7).
iii. Believers should therefore be encouraged
to give to people in need or render helpful
services because these result in blessings.
İv. Rendering help and expecting nothing back from the recipient, is a great way to be Christ-like. (Lk.6:34-35).
CLASS ACTIVITY 1: Discuss what we can do or give to help people in need.
LESSON OUTLINE 2: HOW SHOULD WE HELP?
A. Important things to note about helping:
i. We should help in love. (1 Cor. 13:13;
ii.We should render help as service to God.
iii. Giving, for instance, should be an outward sign of our love for others. (1Jn,3:17).
iv.We should render help as service to God.
iv. We should give expecting God to bless us in return. (Luke 6:38).
v. We should give to show the depth of our faith. (Mal.3:10).
vi. The state of the heart of the giver matters more than the size of the gift. (Luke 21:1-4).
B. CASE STUDY: Paul’s injunction to the believers in Corinth. He encouraged them to:
i. Give generously i.e. willingly. (2 Cor.8:12).
ii.Give cheerfully with strong conviction.
C. No one should give under duress. But giving, even when you are reluctant can be a learning process especially when you do not have a surplus. (Ps.126:5-6).
CLASS ACTIVITY 2: The class should discuss why believers should give according to the guides stipulated above?
SUMMARY: Believers are admonished to render help to the needy and this must be in
line with Scriptural guidelines so as to be
CONCLUSION: God loves it when we give
(2 Cor.9:70) and He will always pay back in
ways we least imagine.
*LESSON THIRTY-ONE (31)*
*TOPIC: CHRISTIAN SOCIAL RESPONSIBILITY*
BIBLE PASSAGE: Leviticus 19:9-10
LESSON INTRODUCTION: The God-man relationship is characterized by His holiness, justice, love and mercy among others. Our relationships with one another and society have to be patterned according to the character of God (Matt.22:36-39).
Therefore, it is our responsibility as God’s people to care for those around us (1John 3:10). The attempt of the church to show love and alleviate the sufferings of the people in her immediate environment/community is termed Christian Social Responsibility.
LESSON OUTLINE 1: MEANING AND BIBLICAL PERSPECTIVE
A. MEANING OF CHRISTIAN SOCIAL RESPONSIBILITY (CSR)
i. CSR is a faith-based obligation to meet societal needs through the demonstration of love that positively impacts individuals and communities.
ii. CSR is rooted in Christianity. Therefore, the church should be an example for the world to follow. (Matt.5:16).
iii. It is an initiative to foster community relations and partner with the Government to achieve Global Sustainable Development Goals (SDGs).
iv. CSR involves (among others) the provision of basic social amenities, health care delivery/facilities, education, media, business support, art and entertainment, governance, sport, etc.
v. CSR also involves strategically assessing societal challenges and developing appropriate structured programmes to cater for them.
B. BIBLICAL PERSPECTIVES OF CSR
CSR is a core part of the ministry of the church. It is not a 21st-century concept; it has its origin in the Bible. For instance:
i. God instructed the harvesters at farms and those who glean to leave some harvest for the poor. (Lev.19:9-10).
ii. God orders reapers and gleaners to remember the poor and the strangers in their harvest. (Lev.23:22).
iii. The Lord Jesus Christ demonstrated Christian Social Responsibility by providing surplus food for about five thousand (5,000) men without women and children .(Matt.14:15-21).
iv. The Apostles (Early Church) used their wealth to take care of those in need. (Acts 2:44-45).
v. The Church can follow the pattern of the Apostles, the Lord Jesus and the farmers/harvesters to provide for the needs of the poor and the strangers.
CLASS ACTIVITY 1: What are the differences between Corporate Social Responsibility and Christian Social Responsibility?
LESSON OUTLINE 2: BENEFITS OF CHRISTIAN SOCIAL RESPONSIBILITY
i. It enables people to actually see and know the meaning of the love of God. (1Jn. 3:16-18)
ii. It meets the needs of the less privileged in society. (Ps.28:7).
iii. It promotes evangelism and entrenches the church of God in the hearts and minds of the people we come across. (Matt.5:16).
iv. It embraces responsibility for suitable actions and encourages a positive impact on the environment. (Mark 12:33).
v. It complements the government’s efforts in providing and sustaining the standard of living for people in their immediate community.
vi. It enables the church to build a good relationship with the community. (Gal.6:10).
vii. It helps believers to represent Jesus physically in their communities. (Prov.13:17; 2 Cor.5:20).
CLASS ACTIVITY 2: What are the disadvantages of not engaging in Christian Social Responsibility on regular basis?
SUMMARY: CSR is rooted in the word of God and has great benefits to the world at large.
CONCLUSION: Christian Social Responsibility is not to seek commendations from men but to show the love of Christ and be a blessing to our communities.
*LESSON THIRTY-TWO (32)*
*TOPIC: MENTAL HEALTH*
BIBLE PASSAGE: 1 Kings 19:1-4
MEMORY VERSE: “From the sole of the foot even unto the head there is no soundness in it; but wounds, and bruises, and putrifying sores: they have not been closed, neither bound up, neither mollified with ointment.’ Isaiah 1:6
LESSON INTRODUCTION: The Bible
does not explicitly speak on the topic of
mental health. However, it does have a lot to
say about the heart, mind and the condition
of the soul. Health is defined by the World
Health Organization (WHO) as a complete
state of physical, mental and social well-being: it is not just the absence of disease or infirmity. Mental health is important, as it affects the whole being (Prov 4:23) This lesson addresses mental issues and possible solutions
LESSON OUTLINE 1: MENTAL HEALTH DEFINED
i. The teacher should find out what the students understand by “being healthy” “being unhealthy” and “mental illness”
ii. The teacher should define mental health according to the World Health Organization (WHO) as follows:
“A state of well-being in which every individual can carry out four roles:
a. Realize his/her potentials
b. Cope with the normal stress of life
c. Work productively
d. Participate meaningfully in the community
iii. The teacher should define mental ill-health as follows: *“A psychological disorder affecting one’s mood, thinking and behaviour”*
iv. The teacher should state that mental health includes: our emotional, psychological and social well-being.
A. CAUSES OF MENTAL ILLNESS
-The teacher should identify the under listed items as some of the factors that can lead to mental ill-health and comment briefly on them.
i. Child abuse. (Prov.17:22b).
ii. Trauma/Neglect. (2 Sam.13:19).
iii. Loneliness. (1 Kgs.19:10).
iv. Discrimination/Oppression. (James 2:6).
v. Poverty. (Prov.10:5).
vi. Death/Loss of loved one(s) (2 Sam.18:33).
vii. Debt. (Prov.22:7).
viii. Loss of courage/low self-esteem. (Num.13:33).
ix. Stress/Heavy workload. (1 Sam. 30:4, 6).
x. Difficulties/Challenges. (Gen. 34:30).
xi. Spiritual forces. (1Sam.16:14, Mark 5:1-5).
B. SOLUTIONS TO MENTAL ILLNESS
i. People should understand that failure and
challenges are part of human life and should
therefore prepare for them. (Prov. 24:16, Rom. 8:28, Jam.1:2-4).
ii. Investing in a good social network and
godly relationships are important. 2sam. 9:1
iii. Loneliness and isolation which are risk
factors for depression and suicidal behav-
iour should be avoided. (Prov.17:22).
iv. Good sleep helps the brain restores itself.
v. Regular exercises expunge toxic chemicals from the body.
vi. Drug abuse (self-medication) is not an option for good health
vii. Healthy thoughts are necessary always.
CLASS ACTIVITY 2:
The teacher should ask students to mention briefly how believers can live a peaceful, fulfilled and healthy life. (Gen.25:8; Jer.29:11).
SUMMARY: God’s desire for all His children is to be healthy; body, soul, and spirit.
CONCLUSION: Good mental health is necessary for good daily living. Therefore, take care of your health (body, soul and spirit).
*LESSON THIRTY-THREE (33)*
*TOPIC: MANAGING DIFFICULT PEOPLE*
BIBLE PASSAGE: Genesis 13:7-11
MEMORY VERSE: “It is an honour for a man to cease from strife: but every fool will be meddling.’’ Proverbs 20:3
LESSON INTRODUCTION: A difficult person may be one who is snobbish, argumentative, quarrelsome, selfish, insensitive or rude. Difficult people seem to know just how to “push one’s buttons” and stir up trouble. By difficult persons, we mean people with certain personality traits or emotional characteristics that make it difficult for you to relate with them. Difficult people can take many forms, however, it is expedient to learn how to manage them.
LESSON OUTLINE 1: IDENTIFY DIFFICULT PEOPLE
i. The ‘Downers’: Those who always have something bad to say, they complain, criticize and judge. (2 Sam.6:20-21).
ii. The ‘Better Tanks’: Also known as know it all.” They are arrogant and usually think their opinion is superior on every issue. When they are wrong, they get defensive. (1Sam.2:3).
iii. The ‘Passives’: Also are known as “Push-Overs.” They do not contribute much to conversations or people around them and let others do the hard work. Luke 10:40
iv. The ‘Snipers’: These are quick attackers; they use rude comments, biting mockery or insults during interactions that cut people down.
v. The ‘Blame gamers’: Those who shift blame or give excuses for their wrongdoings rather than try to resolve problems. Gen.3:9-12
vi. The ‘Yes people’: They agree to every commitment, yet rarely deliver. You cannot trust them to follow through. Matt.21:28-30
vii. The ‘No People’: They are quick to point out why something will not work. They are flexible.
viii. The Dictators: They bully and intimidate, they are constantly demanding and brutally critical. 2 Chron.32:9-15
ix. The ‘Grenade Person’: This person, after a brief period of calm, explodes into unfocused ranting and raving about things that have nothing to do with the present circumstances. Matt.2:16
x. The ‘Perfectionist’: Someone who is not willing to settle for anything that is not perfect or does not meet extremely high standards.
LESSON OUTLINE 2: HOW TO MANAGE DIFFICULT PEOPLE
A.The teacher should point out that believers’ response to difficult people should model the examples provided by Jesus.
B.The teacher should expindicatedlain how to manage difficult people as below:
i. Be calm: Avoid losing your temper or flaring up at difficult people. Prov.14:29
ii. Understand the person’s intentions: Try to identify the person’s trigger. Find out what is making them act difficult. 1Thess.5:21
iii. Do a background check. Find out how others have been relating with the person. Eccl.1:13
iv. Let the person know your intentions: Sometimes, people are resistant because they think you are being difficult with them. Col.4:6
v. Build a rapport: Try to establish a closer relationship with the person and learn about their families, hobbies, important dates, etc. Prov.18:24a
vi. Escalate to a higher authority for resolution: Sometimes, the way to get along with the person may be through the top-down approach.
vii.Apply godly wisdom: Sometimes, wisdom demands that you learn how to avoid conflict with a difficult person or know when to walk away.
C. The teacher should caution students against becoming the ‘difficult person’ themselves. Prov.22:3
CLASS ACTIVITY 2: How do you ensure that you do not become a difficult person while attempting to manage difficult persons?
SUMMARY: A wise man foresee evil and avoid being involved in it. To have adequate knowledge about a thing is not sufficient but to apply the knowledge appropriately. Prov.22:3
CONCLUSION: Dealing with difficult people is an exercise in patience, love, and grace.
*LESSON THIRTY-FOUR (34)*
*TOPIC: RELATIONAL TRUST*
BIBLE PASSAGE: Acts 6:2-7
MEMORY VERSE: “The heart of her husband doth safely trust in her, so that he shall have no need of spoil.” Proverbs 31:11
LESSON INTRODUCTION: The five-letter word “trust” occurs in 139 verses in the Bible (KJV). While there are various root words translated ‘‘trust,’’ in this context, it means reliance on the integrity, strength or ability of a person or thing. Trust can be dependent or relational. Dependent trust is between man and God in which an individual completely trusts God while relational trust deals with human relationships and signifies the trust one reposes in another person. We shall focus on the attributes of a trustworthy person and how to be one.
LESSON OUTLINE 1: ATTRIBUTES OF A TRUSTWORTHY PERSON
The teacher should explain the 10 attributes of a trustworthy person as stated below:
i. Tenacious: Trustworthy people are stubbornly unyielding to untruthfulness. Dan.1:8
ii. Resolute: This means they are unwavering. Ruth 1:16
iii. Unbendable: They are always determined to do the right thing. Est.3:2
iv. Steady: They are straightforward. 2 Chron.24:11-12
v.Tested: They have proved their trustworthiness through thick and thin. 1 Sam.12:3
vi. Accountable: They are always answerable for whatever task they engage in. Neh.13:13
vii. Wholistic: They can be wholly trusted with time, money, the opposite sex, work, etc.
viii. Reliable: They have your back and do not betray a trust or leak a secret for any reason.
ix. Weighty: Trust is weighty but not burdensome as a result; the carrier is conscious of carrying something important and does not misbehave. Gen.39:9
x. Solid: They are always firm. Job 17:9
CLASS ACTIVITY 1:
Students should rate themselves based on the scale below. They should allow the Holy Spirit to guide them as this exercise would serve as self-appraisal and should lead to prayers.
ATTRIBUTES 5 4 3 2 1
3 . Unbendable
4 . Steady
5 . Tested
6 . Accountable
9 . Weight
* The total score is 50 Marks i.e. 5 Marks X 10. Students who score less than 25 should ask God to help them to be trustworthy
LESSON OUTLINE 2: BEING TRUSTWORTHY
-The teacher should explain the following elements of being trustworthy.
i. Being trustworthy is an intentional, deliberate, planned and purposeful resolve that an individual makes. Dan.5:17
ii. It is not entrusted to an individual. Trust is consciously earned. Prov.31:12
iii. There is a price tag of sacrifices to be paid by anyone who chooses to be trustworthy. Gen.39:10
iv. We need to ask God for help to be trustworthy. Rom.7:22-25
v. Trust is a bed rock of a lasting relationship
vi. Some of the rewards of being trustworthy are: Peace of mind, Boldness, Crown of honour, etc.
vii.Some of the consequences of distrust are: Shame, Dishonour, Loss of opportunities, etc.
CLASS ACTIVITY 2: Give examples or illustrations on how to earn a trust.
SUMMARY: A Christian must be trustworthy.
CONCLUSION: Trust is significant and essential to any relationship we may build because it is this trust in one another that forms the foundation of a strong relationship.
*LESSON THIRTY-FIVE (35)*
*TOPIC: RAVISH YOUR SPOUSE*
BIBLE PASSAGE: Proverbs 5:15-20.
MEMORY VERSE: “Let her be as the loving hind and pleasant roe; let her breasts satisfy thee at all times; and be thou ravished always with her love.” Proverbs 5:19.
INTRODUCTION: To be ravished is to have a feeling of delight; being filled with wonder and enchantment. So, to ravish your spouse is to give him or her an atmosphere full of passion and fascination. The husband, as well as his wife, has crucial roles to play to enjoy a romantic and successful marriage.
1. ROLES OF THE HUSBAND AND HIS WIFE
2. BENEFITS OF RAVISHING YOUR SPOUSE
1. ROLES OF THE HUSBAND AND HIS WIFE
A. The teacher should explain the role of a good husband in marriage as indicated below:
i. A husband who loves his wife should celebrate her always (Prov.31:28b); be her best friend, appreciate her and share in her feelings. (Gen.26:8).
ii. A good husband should protect and shield his wife from being disrespected by others. (Eph.5:29).
iii. He also respects her opinions, wishes, beliefs and communicates without using abusive words. (Col.3:19; 4:6).
iv. He does not force her to give up on her dreams to follow his, rather, they talk things through to see what works for both of them. (Rom.12:10).
v. The husband should focus on the strength of his wife and talk less about her weaknesses (discuss the gray issues and pray together for a change). 1Pet. 3:7; 4:8
vi. Do not lose the romance. (SOS.1:2; Prov.5:19). To be romantic, a husband should keep in mind important dates (wedding anniversary, birthdays, etc.). (Rom. 12:15).
vii. As a good husband, be humorous and know how to cheer your wife especially when she is feeling low. (Prov.15:13; 17:22; 21:29a).
B. The teacher should explain the role of a good wife in marriage as indicated below:
i. To ravish your husband is a divine assignment given to you by God – to be your husband’s helper. (Gen.2:18; Prov.12:4).
ii. They should be women of virtue (Prov.14:1).
iii. To ravish your husband you must be submissive to him. (Eph.5:22; 1Pet.3:1-2).
iv. As a wife you should be spiritually, emotionally, intellectually and recreationally, knitted together with your husband. (Prov.12:25).
v. They must be caring and manage the home well. (Prov.31:15).
vi. Meeting your husband’s sexual needs is vital: do not use sex as a weapon of denial. (SOS.1:13; 1 Cor.7:4-5).
vii. The husband must be celebrated and honoured as a king: in fact, he is your king.
CLASS ACTIVITY 1: (This is a discussion). At what point do spouses deviate from their responsibilities? Why?
2. BENEFITS OF RAVISHING YOUR SPOUSE
-The teacher should explain that when a husband and his wife are knitted, the relationship would produce the following benefits:
i. Intimacy and mutual trust. (Mark 10:8).
ii. Their love will be unquenchable. (SOS 8:7).
iii. Their home will be filled with joy, peace and progress.
iv. They will enjoy good health. (Prov.14:30).
v. God will be present in such home and prayers will be answered quickly. (Matt.18:19; 1 Pet.3:7).
CLASS ACTIVITY 2: (Discussion) considering the definition of “ravish” indicated in the “Lesson Introduction,”what are the negative effects of not ravishing one’s spouse as indicated in the five benefits stated above.
SUMMARY: Love your spouse intimately.
CONCLUSION: Sweeten your relationship with your spouse and the bliss will be long lasting.
*LESSON THIRTY-SIX (36)*
*TOPIC: MARRIAGE INFLUENCERS*
BIBLE PASSAGE: Proverbs 5:3-4
MEMORY VERSE: “Through wisdom is an house builded; and by understanding it is established:” Proverbs 24:3.
INTRODUCTION: God invented marriage for companionship, sexual intimacy, procreation and invariably fulfilment (Gen.2:18, 21-24). However, what becomes of marriage depends primarily on the understanding of the couple on what marriage should be and the factors that positively or negatively influence such understanding (Prov.24:3-4). How a couple manages such influence(s) determines whether or not there will be happiness, peace, progress, etc. We shall, therefore, address some of these marriage influencers in this lesson.
LESSON OUTLINE 1: NEGATIVE INFLUENCERS
-The teacher should ask students on how items 1-7 could have adverse influence on a marriage?
a. Friends in toxic relationships: Couples must protect their marriage from failure by avoiding destructive relationship patterns sponsored by third parties whose marriages seem not to be working. (1 Cor.15:33; Ps.1:1).
b. Inordinate pursuit of money/career: Money is needed to run the affairs of the home but when it is being pursued at the expense of the marriage, it may affect the togetherness of the couple. (1 Tim.6:10).
c. Undue attention to social media: Communication becomes hampered when spouses pay more attention to social media activities than on each other. (Matt.6:21). This has disrupted family intimacy.
d. Character defects: One of the factors that make marriage beautiful is change. However, when spouses refuse to admit the need for a change in a defective lifestyle, such marriage suffers needless tensions. (Matt.7:3).
e. Close relationship with Ex-lover/opposite sex: Failure to redefine and detach fully from previous or present intimate relationship with the opposite sex can trigger unforeseen sexual immorality. (Prov.5:3, 15, 20).
f. Excessive jealousy: This happens when a partner is over-possessive. This is dangerous and can lead to destructive behaviours. (Prov.6:34).
g. Addiction: Habits like gambling, alcohol consumption, drug abuse, etc. are some moral vices that can draw the heart of either of the partners away from the marriage.
NOTE: The discussion has taken care of the Class Activity 1.
2. POSITIVE INFLUENCERS
The teacher should note and make necessary contributions on influencers of marriage as stated below:
i. Trust and understanding. (1Jn.4:18; 1Pet. 3:7).
ii. Selflessness and mutual support. (Gal.6:2; Eccl.4:9-10).
iii. Praying together and keeping Christ at the centre of the relationship. (Matt.18:19; Ps.127:1).
iv. Building a new home and family culture together. (Gen.2:24).
v. Spending quality time together. (Prov.31:28).
vi. Guarding and managing your thoughts. (Prov.4:23; 23:7).
vii. Finding work-family balance. (Rom.12:11; Ps.127:2).
viii. Never go to bed angry. (Eph.4:26).
ix. Speaking kind and uplifting words to each other. (Prov.15:1; Col.4:6).
x. Do not nag. (Prov.21:19).
xi. Being reasonable with family finance and budgets. (Prov.16:21).
NOTE: The discussion has taken care of the Second Class Activity
SUMMARY: Negative influencers to marriage should be avoided while positive influences should be embraced.
CONCLUSION: Every marriage is a work in progress. Therefore, we must be intentional to make it work.
*LESSON THIRTY-SEVEN (37)*
*TOPIC: DIVORCE IS COSTLY*
BIBLE PASSAGE: *Malachi 2:13-16
MEMORY VERSE: “And did not he make one? Yet had he the residue of the spirit. And wherefore one? That he might seek a godly seed. Therefore take heed to your spirit, and let none deal treacherously against the wife of his youth.” Malachi 2:15.
INTRODUCTION: Anyone considering divorce must have experienced months or years of struggle with their spouse. They are familiar with emotional distance, insecurity, fear, depression, anger, and perhaps betrayal. Life has become so difficult that divorce seems like the only path toward peace and happiness. Our High Priest empathises with believers in such state (Heb.4:15). However, God clearly explains His reasons for esteeming marriage so highly. He says it was He who “made them one” (Mal.2:15). Marriage was God’s idea and any deviation from His design is detestable to Him. Marriage is not just a contract; it is a covenant. This is why God hates divorce and the consequences can be grievous.
LESSON OUTLINE 1: GOD HATES DIVORCE
-The teacher should explain the points stated below to buttress why God hates divorce
i. Marriage symbolizes the covenant which God has with His people. 1Cor.6:17
ii.God wants His children to understand that the marriage covenant is a very serious covenant.
iii. Any attempt by a spouse to break the marriage covenant is a deliberate attempt to mar and make mockery of God’s concept of covenant relationship. Rev.19:7-9; 2 Cor.11:2
iv. God did not intend divorce to be part of the marriage experience and it grieves Him when we harden our hearts and break a covenant that He created. Matt.19:4-8
v. One major purpose why God established marriage is to produce “godly offspring” i.e God-fearing children and God’s people. Mal.2:15
vi. God’s design for the family was that one man and one woman commit themselves to each other for life and rear children that will understand the concept of covenant as well.
vii.There is a far greater likelihood of having a successful marriage for Children reared in a healthy, two-parent home.
CLASS ACTIVITY 1: The class should discuss the impacts of divorce on marriages, homes, children and society at large.
LESSON OUTLINE 2: DIVORCE HAS GRAVE CONSEQUENCES
A.The teacher should point out to the students that:
i. There is a direct correlation between the way a man treats his wife and the effectiveness of his prayers.
B.The teacher should explain the seven consequences of divorce as indicated below:
i. Divorce is a death of a union, and therefore the death of a dream, a promise and a family unit. Everyone involved – even a perpetrator – will feel grief and loss during a divorce. If there are children involved, they will experience severe grief over the loss of being with both parents together and living under the same roof.
ii. Divorce marks a pivotal moment in a person’s life, especially for children; life as they know it changes forever and they become different versions of themselves, adapting to new routines and new versions of their parents (who have also changed).
iii. Children of divorced parents are more likely to experience poverty, educational failure, early and risky sexual activities, non-marital childbirth, early marriage, cohabitation, marital discord and divorce.
iv. Following a divorce, parents and children often experience emotional and psychological problems that can last for years, even for the rest of their lives. Anxiety, depression, low self-esteem, fear of abandonment, distrust, insecurity, lack of intimacy, confusion over sexual and/or gender, guilt, faithlessness, loneliness, bitterness, and rebellion manifest themselves in children who have lived through the divorce of their parents.
v. Divorce matters can lead to a poor sense of judgment especially on marital issues, increase in crime, drug/alcohol addiction and even suicide attempt.
vi. The productivity of divorcees/divorced men may reduce at work and in their service to God.
vii.There is a chance of another divorce. Research shows that about 60% of divorcees/divorced men who marry will divorce again. Realistically, most people carry the unresolved issues from their last failed marriage into their next marriage. Malachi 2:13-14
CLASS ACTIVITY 2: According to Malachi 2:13-14, what happens to the offerings made to God by men who deal treacherously with their wife?
SUMMARY: God hates divorce because it carries grave consequences.
CONCLUSION: If God hates divorce, believers should do everything possible, including consulting with the Author of marriage – God, to make the marriage work.
*LESSON THIRTY-EIGHT (38)*
*TOPIC: CHILD ABUSE*
BIBLE PASSAGE: Mark 10:13-16
MEMORY VERSE: “But whoso shall offend one of these little ones which believe in me, it were better for him that a millstone were hanged about his neck, and that he were drowned in the depth of the sea.” Matthew 18:6.
INTRODUCTION: According to Merriam Webster’s dictionary, a child is “a young person especially between infancy and youth.” Child abuse is any maltreatment of a child which causes him/her harm. Such action can also take the form of child neglect or failure to protect a child from danger especially by a parent or other caregivers. The Bible tells us that whosoever harms a child is asking for God’s anger (Mark 9:42).
LESSON OUTLINE 1: FORMS OF CHILD ABUSE
-The teacher should group child abuse into three broad categories as follows:
i. Physical abuse
iii. Emotional abuse
-The teacher should allot each element of the child abuse under each category to students to discuss. The forms and elements of child abuse are stated below:
I. Physical Abuse:
i. Excessive beating of a child.
ii.Throwing of object at child, poisoning, child labour e.g. trafficking, hawking.
iii. Neglecting to give the child basic necessities of life like food, clothing, shelter, education, health care etc.
iv. Use of drugs, alcohol or any substance that will cause the child distress.
The teacher should use 1 Kings 3:19; 25-
26; and Mark 9:24 to buttress the points.
II. Sexual Abuse:
-The teacher should identify the following elements of sexual abuse and call students to discuss their impacts on the affected child.
i. Fondling of a child’s sexual organs.
iv. Defilement of a child.
The teacher should use 2 Samuel 13:10-15 to buttress the points.
III. Emotional/Psychological Abuse:
a.Teasing and bullying.
c. Verbal abuse/cursing.
e. Blaming/Finding fault.
The teacher should use 1Samuel 17:26-28 to buttress the points.
LESSON OUTLINE 2: SIGNS AND PREVENTION OF CHILD ABUSE
A.The teacher should explain the following signs of child abuse to the students.
i. Aggressive behaviour.
ii. Low self-esteem.
iii. Sleeping difficulties.
iv. Unexplainable bruises, burns or swelling.
v. Lack of concentration.
vi. Inclination to crime.
vii.Deformation or death.
B. The teacher should allow students to discuss how the following items stated below can prevent child abuse:
a. Early education, identification and intervention.
b. Break the silence i.e. reporting abuse appropriately.
c. Train the child in a godly way. Prov.22:6
d. Correction to wrong doing should be directed towards healing and reforming and not destroying. (Teacher to explain).
SUMMARY: No child abuse of any form is allowed.
CONCLUSION: Child abuse is a menace that must be dealt with holistically in the fear of God.
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