The Passion of Christ - Helwys · (Augsburger, 265). The picture is that of a mother hen seeing a...

The Passion of Christ

Lesson 1Practicing Our Faith ........................................................3Matthew 23:1-3, 29-39

Lesson 2Selling Out ......................................................................8Matthew 26:14-25; 27:3-10

Lesson 3Faith and Temptation ....................................................13Matthew 26:36-46

Lesson 4Failure and Forgiveness ..................................................18Matthew 26:57-58, 69-75

TABLE OF CONTENTS

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

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

WHAT’S IN YOUR TEACHING GUIDEThis Teaching Guide has three purposes:� to give the teacher tools for focusing on the content of the session in the Study Guide.� to give the teacher additional Bible background information.� to give the teacher variety and choice in preparation.

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

Teacher Helps

Teacher Options

Find Relevance helps you zero in on why eachsession is important for theadults you teach.Seek Understandingpresents helful Bible Backgroundinformations and insights that will helpyou better understand the Scripture.

Teaching Outlineprovides you with an outlineof the main themes in theStudy Guide. My Teaching Plan is aconvenient place for you tomake notes for teaching thesession.

Offer Illustrations presents material that will help you painta picture of the session. This section often presents items fromchurch history, current events, or interesting anecdotes thathelp introduce the session.Discussion provides teaching activitiees that will help learnersdiscuss the Scripture text.Questions presents multiple collections of questions forvarious kinds of adults.Involve Learners helps learners become actively involvedwith the Scripture text for a particular session.Closure gives you a means for wrapping up the session.

You Can Choose!There is more material in each session than you can use, so choose the options from each sectionto tailor the session to the needs of your group.

Find RelevanceWhy do/should adults careabout this session? A nationalsurvey was conducted recently

about the effects of culture andsociety on today’s youth. Among otherquestions, the poll asked, “Who do you, asparents, believe should be good rolemodels for your children?” The mostfrequent answers were government leaders,school teachers, and ministers. In this dayand time when community, national, andinternational news can be brought into ourhomes in a split second through televi-sions, radios, and computers, it is mucheasier to scrutinize the behavior and beliefsof ministers, teachers, and governmentofficials than in previous years.

Unfortunately, in recent months, wehave seen instances in which the actions ofthese hoped-for role models seem quitedifferent from their claims, proclamations,professions, and political promises. Con-sequently, the issues facing our society aregreat. How do we explain the inconsisten-cies in the lives of the leaders our childrenadmire and respect? How can we be moreintentional about being consistent in ourown lives? The example of the Pharisees intoday’s lesson demonstrates that this taskis not an easy one.

Seek UnderstandingWhat do these Scripturesmean? The content of today’spassage concludes Jesus’ public

ministry and his interchange withthe scribes and Pharisees. The passagebegins with a message to the crowd aboutthe scribes and Pharisees, warning them to avoid following the practices of suchleaders who fail to connect word and deed. After these words of warning, Jesusdeclares seven woes concerning thePharisaic teachers. Woes were used forexpressing divine displeasure. The formulais commonly found in the prophetic litera-ture, such as the Book of Isaiah.

This particular passage focuses on theseventh woe. “Woe to you...for you buildtombs of the prophets...” (23:29-30). Theirfathers killed the prophets, and the scribesand Pharisees build and adorn tombs ormonuments in honor of those sameprophets. In so doing, they piously claimthat if they had lived in those days, they would have acted differently fromtheir fathers. In reply, Jesus says that intheir own remarks, they admit showing thesame negative attitude toward God’smessengers. In rejecting Jesus and his disci-ples, the Pharisees are continuing thepractice of their ancestors. It must benoted, however, that Jesus did not deliverhis words in verse 37 in a spirit of vindic-tiveness. His lament over Jerusalem framesthe laments of woe in words of love

1Lesson Teaching Guide

PRACTICINGOUR FAITH

Matthew 23:1-3, 29-39

(Augsburger, 265). The picture is that of amother hen seeing a storm coming.Frantically, she tries to gather her broodunder her wings to save them from it. Butthey ignore her calls. Jesus saw the stormcoming. Rebellion was in the heart of theJewish nation. Repeatedly he had called toher, but she would not listen (Hobbs, 330).Jesus then declares that they will not seehim again until he returns in glory (23:39),and with these final words, Jesus leaves theTemple. Truly, their house was left tothem!

My Teaching Plan

Outline Introduction: Matthew 23 containssome of the harshest words ever spoken byone person to another. If these words werespoken by someone given to suddenoutbursts of anger, we could easily ignorethem. But these words were spoken by Jesus,the One who was ever gentle, kind, andmerciful. Therefore, these words requiremore careful consideration. Specifically, these words were Jesus’ condemnation of“the entire system of religion characterizedby Pharisaic self-righteousness that evolvedinto hypocrisy and outward form but whichwere devoid of any inner spiritual reality”(Hobbs, 314).

I. Jesus judges the religious leaders (23:1-3)A. Jesus addresses the crowds and hisdisciples (23:1).

B. As legal experts and interpreters of theLaw, the scribes and Pharisees succeedMoses (23:2).

C. Jesus affirms respect for the Pharisees’role in representing the Law, but sayspeople are to avoid following the prac-tice of the leaders who failed toconnect word and deed (23:3).

II. Jesus’ final words in the Temple (23:29-36)A. Jesus directs the seventh woe to thescribes and Pharisees (23:29).

B. Jesus claims that the Pharisees buildmonuments to past prophets in orderto distance themselves from themurders perpetuated by their ancestors(23:30).

C. Jesus says that their own statementsand actions prove they are the descen-dants of murderers (23:31).

D. Jesus implies that the scribes andPharisees are acting in a manner that“fills up” the pattern of their ancestors(23:32).

E. Those responsible for the murder of God’s prophets will suffer the consequences (23:33).

F. The Pharisees will persecute andmurder the prophetic figures of the newcovenant even as their ancestors perse-cuted and murdered the Old Testamentprophets (23:34-36).

III. Jesus’ lament over Jerusalem (23:37-39)A. Jesus weeps over Jerusalem, for thepeople were not willing to hear hiswords (23:37).

B. Jesus says that God has forsaken theTemple, abandoning it and thePharisees to judgment (23:38).

C. Jesus leaves the Temple, saying thatthey will not see him again until hereturns in his glory (23:39).

4 Lesson 1

Offer IllustrationsHow can I help learners think about the issues?

� The Seven Kinds of PhariseesThe Jewish Talmud includes a listing ofseven kinds of Pharisees. The “ShoulderPharisee” meticulously keeps the Law, butwears his good deeds on his shoulder sothat others will notice. The “Wait-a-LittlePharisee” accepts the Law, but always findsan excuse for delaying its practice. He says,but will not do. The “Bruised Pharisee,”believing that a rabbi should not speak to awoman in public, even his own wife, andfearing to look on a woman lest he beguilty of lust, shuts his eyes and isconstantly running into buildings or otherobstacles. Consequently, he is alwaysbruised. The “Hump-back Pharisee”displays his humility by walking humpedover. He drags his feet along the ground,and is constantly tumbling or falling. The“Ever-reckoning Pharisee” is constantlykeeping books on his good deeds, thinkingthat each one puts God a little further indebt to him. The “Fearing Pharisee” lives inconstant dread of divine punishment andfear of ceremonial pollution. He is alwayscleaning the outside of the cup and platteras an evidence of his goodness. Finally, the“God-fearing Pharisee” truly loves God andkeeps the Law as a delight rather than aduty (Hobbs, 315).

Since the Talmud depicts six bad typesof Pharisees, we can conclude that thesereligious leaders were struggling with spiri-tual vitality. In some instances, they hadundoubtedly divorced moral conduct fromspiritual truth. In this light, we can under-stand Jesus’ stern words of condemnation.

� Martin Luther: A Prophet ofReform

Hypocrisy did not end among religiousleaders with the Pharisees of Jesus’ day.Throughout the centuries, the organizedchurch in many instances has not practicedwhat she preached, and many propheticvoices have called the church’s actions intoquestion. One such prophetic voice wasMartin Luther. In Word of God across theAges, Bill Leonard tells the story of thisprophet of reform (Leonard, 38):

In October 1517, [Luther chal-lenged] the very foundation of thechurch of his day, a church whichsincerely believed that it was the onlyrightful interpreter of the Word ofGod. It alone had truth and toleratedno deviancy from it. To dispute prevail-ing dogmas was to be branded a hereticand face the consequences. The firesburned, the heretics were offered upwhile the Church preached its dogmaand talked the language of theScriptures.

The Church possessed orthodoxybut its values and behaviors hadbecome so bound to the culture of theage that few could separate the churchfrom the world. This audaciousGerman monk cried out to the piousprotectors of orthodoxy: You read thescriptures but you know little of theWord of God. You believe manydoctrines but your behavior andworship are worldly and shallow.

Martin Luther was a prophetic voice whochallenged the church of his day, and whochanged the course of church history.

Teaching Guide 5

DiscussionHow do I lead learners to dialogue about the session?

� Unchurched AmericanA significant Gallup study on “TheUnchurched American” found that theunchurched in America are, more oftenthan not, persons with religious convic-tions and a personal faith. They justhappen not to participate in the life of thechurch or synagogue (Stokes, 77). Theunchurched respondents to the study indi-cated that they believe in God, read theBible, pray and reflect on life’s meaning,but are not interested in organized reli-gion. The majority of the respondentsclaimed that the hypocrisy of churchgoerskept them from attending church. Theysaid that most of the church members andministers they have known reflect aninconsistency between their words andactions.

Questions� Reflect on your own church. Are thereways in which your church could bejudged as hypocritical?

� Do the members of your church practicewhat they preach?

� In what ways could your church be abetter model of integrity in its missionand ministry?

� In what ways does the church, in theuniversal sense, send mixed messages tothe secular world?

QuestionsQuestions about Scripture� What is the significance of referring toAbel and Zechariah in verse 35? (Refer to Genesis 4:1-12 and 2 Chronicles24:20-22.)

� In verse 37, Jesus compares his love andcare for the people of Israel to that of amother hen gathering her chicks. Whatdo you think of such imagery used to

refer to Christ? Can you think of otherimages that reflect the love of Christtoward us?

Questions for All Adults� Do you think there are prophets amongus today? If so, who are they? How doessociety respond to these prophets?

� How would you decide whether tobelieve or reject someone who claimedto be a prophet today?

� What criteria do you use to determinethe legitimacy of a prophet?

Questions for Mature Adults� James (2:17) says that faith withoutworks is dead. What do you think Jamesmeant?

� The religious leaders of Jesus’ day werehypocritical. Have you known religiousleaders or ministers who have failed topractice what they preach? If so, how didyou deal with the disappointment?

Questions for Younger Adults� What is integrity? Describe someone youknow who clearly models integrity.

� What are some examples of previousgenerations not practicing what theypreach? What can we learn from theirmistakes?

Questions for Adults with Children� With your children, does your “yes”mean yes and your “no” mean no?

� Have you ever said to your children “Doas I say , not as I do”? What lesson arethey learning from such words?

6 Lesson 1

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

� Practicing IntegrityJames (2:17) writes that faith withoutworks is dead. Clearly, faith and practiceare to be integrated in the life of aChristian. In other words, Christians musthave integrity. On a marker board or chalk-board, write “integrity.” Ask the group torespond by giving various synonyms forthe word. (Synonyms include character,honesty, honor, principle, virtue, purity,self-respect, and morality.) Write theirresponses on the board. Next, look at eachof the synonyms, one by one, and ask thegroup to respond with ways in which eachtrait can be put into practice.

Questions� How easy or difficult was it to think ofways in which to transfer these traitsinto practical ways of behaving?

� How easy or difficult is it to actually putour faith into practice every day?

� What keeps us from having integrity?

� LamentingIn the final verses of today’s text, Jesus isheartbroken and speaks movingly of hispain for those who persist in turning theirbacks on him despite all his efforts to lovethem. Jesus laments his rejection by thepeople of Jerusalem.

Laments are prayers and utterancesused to express deep anguish and sorrowabout painful situations or experiences. We might lament in any of a number ofdifferent situations. Most of us have expe-rienced some form of pain or anguishbrought about by the illness or death of aloved one, or the betrayal of a friend. Wemay also have committed some sin forwhich we feel deep regret and sorrow.Christ lamented the sin of the people ofJerusalem and their rejection of him.

Provide each class member a pencil anda copy of the Resource Kit page “Lament”

(p. 23). Ask them to write a five-line lamentabout something that troubles themdeeply. Allow 10 minutes for the activity.Provide an opportunity for those who wishto share their laments with the group.

Questions� How easy or difficult was it for you towrite about your experience?

� How easy or difficult was it for you toshare your lament with the group?

� How must Jesus have felt in attemptingto share his anguish with those aroundhim who would not listen?

ClosureHow do I lead learners to respond?

Lead the group in singing or praying thefollowing words of “Take My Life, and LetIt Be” (Frances R. Havergal, 1836-1879) as abenediction of commitment to followingChrist with our will as well as our behavior.

Take my life, and let it beConsecrated, Lord, to Thee;

Take my hands and let them moveAt the impulse of Thy love.

Take my feet, and let them beSwift and beautiful for Thee;

Take my voice and let me singAlways only, for my King.

Take my silver and my gold,Not a mite would I withhold;

Take my moments and my days,Let them flow in ceaseless praise.

Take my will, and make it Thine,It shall be no longer mine;

Take my heart, it is Thine own,It shall be Thy royal throne.

Teaching Guide 7

2Find Relevance

Why do/should adults careabout this session? Theancient Greek philosopher

Aristotle observed that humans aresocial animals. Seventeenth-centuryEnglish poet-minister John Donne notedthat no individual is an island. We areconnected in some way with family,friends, or coworkers. Our relationshipscan bring great joy and satisfactionthrough companionship, shared interests,and mutual support. Yet our relationshipsalso bring the potential for deep pain, painthat can come when a friend or familymember betrays our confidence, damagesour trust, or abandons the relationship. Ithas often been said that the people we lovethe greatest are the persons we hurt thedeepest. In today’s text, one of Jesus’closest companions, one of his disciples,betrays him. Jesus knew the joy and griefof relationships, and today’s betrayal endsin tragedy for all involved. Jesus and Judasboth died; one gave his life for others,while the other took his life in an utterlyhopeless act. Today’s text can help us learnhow to deal with betrayal and how to findand offer forgiveness when those whom welove hurt us.

Seek UnderstandingWhat do these Scripturesmean? In today’s text, we readof Judas’s betrayal of Christ.

The passage opens with Judas’snegotiations with the chief priests.According to the Gospel of John, Judas wasgreedy ( Jn 12:6) and went to the Jewishleaders with selfish interests. Judas couldhave acted in this way for a number ofreasons, but he probably anticipated themessianic kingdom in terms of Jewishnationalistic expectations. Disappointedwhen it became clear that Jesus was not anaggressive, forceful revolutionary, Judastook things into his own hands, wanting to goad Jesus into action. Judas probablynever intended or expected Jesus to die,and this prospect may account for his willingness to sell his Master for such apaltry sum (26:14). The thirty pieces ofsilver totaled approximately $21.60.(Augsburger, 289)

In Matthew 26:17-19, the disciplesmake the arrangements for the traditionalPassover meal. At the appropriate timelater in the evening, Jesus sits down at themeal with the Twelve (26:20). During themeal, Jesus makes a shattering announce-ment: one of his own disciples wouldbetray him (26:21). One after the other, thedisciples ask Jesus, “Surely not I, Lord?”(26:22). Then Matthew suggests that Judaswaited until last to speak, and thenadjusted his question: “Surely not I,Rabbi?” (26:25).

Lesson Teaching Guide

SELLINGOUT

Matthew 26:14-25; 27:3-10

Teaching Guide 9

The end of the passage describes thedeath of Judas. As previously suggested,Judas may never have thought that hisbetrayal of Jesus would end in the latter’sdeath. Perhaps he only meant to force Jesusto come forth as the King, the Messiah.When Judas realized that Jesus was to die,he felt immense remorse and took thethirty pieces of silver back to the chiefpriests (27:3). Judas admits that hebetrayed an innocent person, and the chiefpriests refuse to consider his guilt (27:4).Judas then goes away from the Temple andcommits suicide (27:5). The thirty pieces ofsilver were considered “blood money” andcould not be put back into the Templetreasury (27:6). So the chief priests tookthe money and bought land to be used as acemetery for strangers (27:7).

From the story of Judas, we learn thatone can act like a disciple and not be fullydedicated. We also know that the heart canbe deceptive, and behavior rationalized.(Augsburger, 306)

My Teaching Plan

Introduction: In the Gospel accounts, Judasplays a substantial role in the Passionnarratives. But it is the Gospel of Matthewalone that recounts his tragic death. All theGospels agree that Judas was one of Jesus’disciples and that his action was one ofbetrayal. None of them explains why heacted in this way. Regardless of his reasonsor motives, Judas helped prepare Christ’sway to the cross.

I. The Betrayal by Judas (26: 14-16)A. Judas goes to the chief priests (26:14).B. Judas negotiates with the chief priests(26:15).

C. Judas plots the betrayal (26:16).

II. Jesus Celebrates the Passover (26:17-25)A. The disciples prepare for the Passovermeal (26:17-19).

B. Jesus eats with his disciples and makesa startling announcement (26:20-21).

C. The disciples pose a question (26:22).D. Jesus identifies his betrayer (26:23-25).

III. The Death of Judas (27:3-10)A. Judas returns the thirty pieces of silver(27:3-4).

B. Judas hangs himself (27:5).C. The blood money is put to use (27:6-10).

Offer IllustrationsHow can I help learners think about the issues?

� Psalm 55: A Lament of a Friend’sBetrayal

It is not enemies who taunt me—I could bearthat; it is not adversaries who deal insolentlywith me—I could hide from them. But it is you,my equal, my companion, my familiar friend,with whom I kept pleasant company; we walkedin the house of God with the throng (Psalm55:12-14).

Questions� Why might such a psalm have beenwritten?

� Do these words give us any comfort fortoday?

� How have others betrayed you? Howhave you betrayed others?

� A Prayer against IndifferenceO Majesty, O Magnificence, O Mystery, come!Be hammer, and break our indifference.Be sun, and splinter our shadows.Be wind, and scatter our despair.Yea, in the dry country of our souls,Let thy grace rain;So that we take root in thee, and grow.Make of us trees strong in all seasons,Bearing good fruit,Giving shade to all wearinessAnd shelter to them that are lost.So we pray to the glory of Jesus ChristWho made the crosstreeGreen and flourishing forever.Amen.Arnold Kenseth (Tirabassi and Eddy, 156)

We may never betray Jesus as did Judas, butour behaviors and attitudes can causeChrist pain and suffering in other ways.One means of betrayal is indifference.Perhaps our betrayal comes from our indif-ference to the story of the Passion, thesuffering of Christ. We often skip the diffi-cult parts of the story and head directly forEaster. We may think we know the story sowell that it has lost its meaning.

Questions� How does this indifference or apathyseem like betrayal?

� How might we connect with characterslike Judas in order to experience thestory of Christ’s suffering again?

� How might connecting anew withChrist’s Passion give new meaning toEaster?

� How might your church’s observance ofHoly Week aid in your renewal?

10 Lesson 2

you think about this decision? In whatways do we offer tainted goods back toour church or even to God?

Questions for All Adults� What do you think might have beenJudas’s reasons for betraying Jesus? Howare we affected by his actions?

� How are we tempted by the same desiresthat may have consumed Judas?

� Why does Judas kiss Jesus to identifyhim? Why does the kiss Judas gives Jesusstrike us so deeply?

Questions for Mature Adults� How has the way you have heard thisstory interpreted changed over theyears?

� What is your best understanding ofJudas’s motives? What reasons do youthink Judas might have given for hisactions?

� How have you felt betrayed?� What advice would you offer othersabout the potential for pain in relation-ships?

Questions for Younger Adults� In what ways do you think your genera-tion has become distrustful? Why?

� Trust is necessary in any significant rela-tionship. How do you work to developand maintain trust in your relation-ships?

� Consider this statement: “We hurt theones we love the most.” Is it true? If so,how? If not, why not?

Questions for Adults with Children� How can you help your children whenthey feel betrayed by friends or family?In what ways does betrayal occur?

� What would you emphasize as you tellthe story of Judas and Jesus to yourchild?

� Teenagers sometimes feel betrayed bytheir parents, even though the parentshave their child’s best interest in mind.How do you help your teen deal withthese feelings?

Teaching Guide 11


Persons can feel betrayed in numerousways. Ask your group to name somereasons people might feel betrayed. Listtheir responses on the board. The follow-ing are some common reasons for feelingbetrayed that can be added to your list, ifnot already included.

Unfaithfulness in marriageTelling of secretsDisillusionment with a person, place, or opportu-nityMisrepresentation or liesNot following through with responsibilitiesFalse pretenses

When your list is complete, ask the groupto respond to the following questions.

Questions� What are some common responses tobetrayal?

� What are “appropriate ways” to dealwith feelings of betrayal?

� How can we offer support to personswho have been betrayed?

� When do feelings of betrayal serve onlyour self-centeredness?

QuestionsQuestions about Scripture� In verse 25, Judas questions Jesus aboutwho the betrayer will be, saying, “Surelynot I, Rabbi?” Jesus makes an odd reply:“You have said so.” What do you thinkthe other disciples did or thought?

� Do you think Jesus gave Judas a way outor an opportunity to change his mind?

� In chapter 27, the chief priests refuse toput the money in the Temple treasurybecause it is “blood money.” What do

12 Lesson 2


� A Betrayer’s MotivesPlay a selection from a recording of themusic from Jesus Christ Superstar such as“Everything’s All Right.” This song is aboutthe woman in Bethany who anoints Jesuswith costly perfume, and it includes Judas’sresponse to her actions. Lead the group todiscuss how Judas has been portrayed tomodern readers.

Questions� Is skepticism the same as betrayal?� Was Judas always on the outside, or didhe perceive himself in this way?

� Do you think Judas was free to choosehis course of action?

This same story of betrayal in John 12:1-11suggests that Judas was in charge offinances and was probably dipping into themoney bag all along. What do you thinkmight have motivated him toward suchgreed? Immediately after this story inMatthew, Judas met with the chief priests.Matthew 26:16 notes that “from thatmoment he began to look for an opportu-nity to betray him.” Do you think that theevents in Bethany might have sparkedJudas to behave in this way?

� What Does It Mean to You?Ask the class to organize several smallgroups and have them read throughtoday’s passage together. Ask them torespond to the following questions:

1. What is the most troubling part of thisstory for you?

2. What seemed new to you about thisstory as we studied it today?

3. Do you think Christ forgave Judas forthe latter’s betrayal? Why or why not?

4. Have you ever betrayed a friend? Haveyou ever betrayed Christ? After severalminutes, ask each group to share theirresponses.


End your class session by asking the groupto stand in a circle holding hands. Ask forpersons to pray together by naming a wordprayer (one word or a short phrase ofconcern). These prayers should be sponta-neous, not relying on a system of takingturns around the circle. Class membersmay offer prayers more than once if so led.You might consider sharing this prayerwith eyes open, as a way of being commit-ted to each other.

Complete your session by reading thefollowing meditation, while the class bowstheir heads prayerfully.

This is a day to remember.We remember the Passover Jesus

shared with his disciples.We remember the new covenant

of broken bread and cup.We remember the night alone in thegarden.We remember his arrest, his trial,

and his suffering.And today, we remember the betrayal

of his friend.Go, in the name of the Christ

who does not betray us.Go, and remember. Amen.

(Based on a litany from Duck andTirabassi, 59-60)

3Find Relevance

Why do/should adults careabout this session? Christianeducator Lewis Sherrill once

said, “At every stage throughoutlife, man is confronted in some manner bythe living God in the crises of life. In eachconfrontation, the human soul is chal-lenged to growth and further maturity. Atevery stage or crisis, he can go forward infaith or shrink back in fear” (Cox 200).

Each day we encounter situations thataffect our daily activities and alter ourschedules. Somehow we adapt and moveon. Sometimes, however, we encountersituations or crises that test our relation-ships, challenge our beliefs, and shake thevery ground of our existence. These situa-tions can range from our making a life-changing decision to our dealing with theunexpected death of a loved one. It isprecisely at these crisis times when ourfaith can come into question, and we arecatapulted into the dark night of the soul.How we respond at such times will makeall the difference in our search for a moremature faith. We, like Christ in the garden,can respond with the conviction that Godis ever present, or like the disciples whocould not persevere and stay awake, we canshrink away from the crisis.

Seek UnderstandingWhat do these Scripturesmean? Jesus led his disciples toa garden called Gethsemane,

where he wrestled in prayer overthe crisis before him, his impending arrestand death. Leaving eight disciples behindto wait (26:36), Jesus took Peter, James, andJohn—a small inner circle—to be close tohim during this period of anguish (26:37).Jesus shared his deep sorrow with them, ananguish so intense and exhausting that the disciples fell asleep (26:39-40). Thisaccount is a moving story of Jesus’ separa-tion from his disciples at the fiercest pointof his crisis (Augsburger, 298).

Another important point of this storyis the spirit of Christ’s prayers. His words“Abba Father” express the closest relation-ship with God as he submitted to thedivine will. Christ’s will and God’s willwere one in relation to the suffering, the“passion” of Christ. Christ accepted thenecessity of “drinking the cup” alone andfulfilling salvation history. (Augsburger,298)

Like most humans, Jesus stronglydesired to seek relief from the pain andsuffering. The first prayer includes anexplicit request (supplication): “Father, if itis possible, let this cup pass from me”; thesecond and third prayers repeat Jesus’submission to God, which may also beunderstood as a request for God to takecharge of the situation: “Your will be done”


FAITH ANDTEMPTATION

Matthew 26:36-46

14 Lesson 3

(26:39-44). The story concludes with Jesuscourageously receiving his betrayer (26:46),reminding us that the way of faith is notalways easy.

My Teaching PlanIntroduction: Douglas Hare, in hiscommentary on Matthew, offers the follow-ing introduction to the scene in the garden(Hare, 300):The Gethsemane narrative makes asignificant contribution to a soundChristology by reminding us that Jesuswas a genuine human being. ...Withequanimity [calmness of mind] Jesusannounces Judas’ betrayal, the disci-ples’ desertion, and Peter’s denial,because everything that happens willbe in accordance with God’s plan. TheGethsemane narrative offers stiff resist-ance to this picture by reminding usthat Jesus is free to rebel against God’swill. He does not go to the cross as arobot. If he submits to shame andtorture rather than running away, it isbecause he learns through prayer tosubmit his will to God’s.

I. Jesus Goes to the Garden of Gethsemane(26:36-37)A. Jesus and the disciples go toGethsemane (26:36)

B. Jesus takes Peter, James, and John withhim to be close to him in his anguish(26:37)

II. Jesus Prays in the Garden (26:39-44)A. Jesus’ first prayer of surrender (26:39)B. The disciples fall asleep and Jesusexpresses his disappointment (26:40-41)

C. Jesus’ second prayer of surrender(26:42)

D. Jesus finds the disciples asleep asecond time (26:43)

E. Jesus’ third prayer of surrender (26:44)F. Jesus finds the disciples asleep again,and indicates to them that the time ofhis betrayal is at hand (26:45)

G. Jesus asks his disciples to rise and joinhim in meeting his betrayer (26:46)

Offer IllustrationHow can I help learners think about the issues?

� Thought from Robert FulghumIn, It Was on Fire When I Lay Down on It,Robert Fulghum states (Fulghum, 8):

I believe that imagination is strongerthan knowledge—That myth is morepotent than history. I believe thatdreams are more powerful than facts—That hope always triumphs overexperience—That laughter is the onlycure for grief. And I believe that love isstronger than death.

Questions� What do you believe about grief anddeath?

� How did Jesus face the issues of griefand death?

� What part did prayer have for him in theprocess?

� How did he look to his disciples tosupport him in the process?

� What losses do you think Jesus wasmourning in the garden?

� God of Grace and God of GloryGod of Grace and God of Glory,On Thy people pour Thy power;Crown Thine ancient church’s story;Bring her bud to glorious flower.Grant us wisdom, grant us courage,For the facing of this hour,for the facing of this hour.

Harry Emerson Fosdick (1878-1969)

This hymn by Fosdick speaks well to ourneed for wisdom and courage when facingdifficult situations.

Questions� How do we remain faithful whentempted?

� What should we expect from God duringthese times?

� What “wisdom” or “courage” do we needduring times of crisis?

Teaching Guide 15


Today’s story has an element of deepsorrow for Christ. Why do we so oftenfocus on the actions of the disciples ratherthan on the sadness of Christ? We find itdifficult to talk about many events in lifebecause they connect us to despair.Consider the following crises, tragedies,and other circumstances:

The death of a loved oneThe loss of a pregnancyDivorceWarThe state of the world todayDomestic violenceSexual abuseDifficult decisions or changes

Questions� What other situations are often occa-sions of great sadness?

� How can we help persons experiencingdespair?

� What do we expect from God duringthese times?

� Does God mourn these situations with us?

� Does God intervene to change the situation?

QuestionsQuestions about Scripture� In verse 37, Jesus is described as “grievedand agitated.” We do not usually hearthese kinds of descriptions about Jesus.What does it tell us about Jesus? Why doyou think he felt this way?

� In this story, the disciples apparentlycannot stay awake. Why were they sotired? In what ways do you fall asleepwhen others are facing difficult situa-tions?

� How does Jesus express his grief ?Questions for All Adults� What is one of your sorrows or disap-pointments?

� To what community of disciples haveyou turned when you have been in yourown Gethsemane?

� How have you, like the disciples, beentempted by fatigue, boredom, or apathy?

Questions for Mature Adults� How have you lived through disappoint-ments or crises in your life?

� How would you describe your experienceof grief ? What people, events, or deci-sions have brought you the most grief ?

� What advice could you offer to someoneexperiencing temptation? Sorrow?

Questions for Younger Adults� What places offer you peace or comfort?� What words, if any, could you offer tosomeone in pain?

� When, if at any time, has the pain ofothers seemed unimportant to you? Inwhat ways have you been tempted to“fall asleep,” that is, to ignore others’suffering? What have you learned fromyour experience?

Questions for Adults with Children� How can you help your children dealwith grief ? Disappointment?

� How can you teach your children to careabout the thoughts and feelings ofothers in difficult situations?

� What kind of response is appropriate tochildren who feel “tempted”?

16 Lesson 3


� Defining TemptationDivide the class into small groups and havethem read through today’s Scripturepassages together. Ask them to respond tothe following questions:

1. In our politically correct world, languageis very important. What comes to ourminds when we think of temptation?How do we define “temptation”? Is therea better word to describe our feelings orthoughts about difficult choices?

2. How does our faith affect our choices?Do we really consider making “Christianchoices”? Do we pray when making diffi-cult choices? How do we expect God torespond when we pray during difficulttimes?

3. What are ways we can resist fatigue,boredom, and apathy in our lives? In ourchurch?

After several minutes, ask each group toshare their responses.

� Faithful OptionsOn a chalkboard, write the headings“Temptation” and “Faith.” Ask the groupto list common temptations in our society.List as many as possible under theTemptation heading. Then have the groupconsider each temptation as a faith chal-lenge or area for growth. Propose ways thatour faith can help us work through or evenavoid each temptation. There may beseveral “faithful” options for each tempta-tion. Close this activity by discussing theimportance of the group process insuggesting options. Ask if they think theywould have thought of all the possibleoptions on their own. Remind them thatChristians are united and connected in afaith community. We can best resist temp-tation together as community.


Give each person a copy of the ResourceKit page (p. 24) for this session and sharethe following litany together.

Leader: Who will come this day to standwith Jesus?

Group: Who is willing to face hostiledetractors and accusers?

Leader: We are not sure we want to standwith Jesus.

Group: We are not certain what or whomto believe.

Leader: The Christ comes once more to ourcities, our churches, and our lives.

Group: The reign of love among allpeople is needed.

Leader: We doubt that love is a practicalforce for today.

Group: We are skeptical of humilityamid life’s powerful ones.

Leader: Before our eyes, Jesus is betrayedand abandoned.

Group: Homeless and friendless, Christis abandoned even by us.

Leader: We have no confidence in ourability to intervene.

Group: We hesitate to risk our ownsafety for another.

Ask persons to pray silently for courageto stand for and beside someone who issuffering.

Teaching Guide 17

Find RelevanceWhy do/should adults careabout this session? If we arehonest, we would have to

admit that we are much like thedisciple Peter. Barbara Brown Taylor, apopular preacher and writer, provides anexcellent characterization of Peter (BrownTaylor, 34).

There is something so appealing about Peter: thebrash, passionate disciple who is always rushinginto things, saying what the others are onlythinking and doing what the others would notdare. Peter is Jesus’ first disciples, and clearlyone of his favorites.

It is Peter who asks Jesus to explain his parables,Peter who answers Jesus’ questions first, Peterwho understands Jesus’ true identity but fails tounderstand what it will cost him, and Peterwhom Jesus calls the foundation rock of thechurch, one moment before he also calls himSatan, who is not on the side of God but of men.It is Peter who swears he will never deny Jesusand Peter who does; it is Peter whom Jesus asksto pray with him in the garden of Gethsemaneand Peter who falls asleep. It is Peter whom Jesuscalls to walk with him upon the water and Peterwho sinks.

It is hard not to love Peter. He is full of faith oneminute and full of doubt the next. What you seeis what you get with him: an impetuous, outspo-ken man who both loves Jesus and lets him

down, who richly deserves Jesus’ judgment butwho also receives his grace.

It is hard not to like this man Peter, forwe can see parts of ourselves in all of hisgreat moments of faith and in all of hisweak moments of falling away. Like Peter,our failures need not be final. Today’s storyof Peter reminds us that we have hope.

Seek UnderstandingWhat do these Scripturesmean? Today’s text is Peter’sdenial of Christ. Jesus has been

brought before the Sanhedrin for atrial (26:57). Peter has followed at adistance, gained entrance into the highpriest’s courtyard, and now sits with theservants to observe the development ofevents (26:58).

Peter is first approached by a servantgirl who identifies him as having been seenwith Jesus of Galilee (26:69). Peter deniesthat her statement has any merit (26:70).Then Peter withdraws from the group tothe porch, where a second servant girlidentifies him as having been seen withJesus (26:71). Again he denies it, with anoath this time for emphasis, saying specifi-cally that he did not know Jesus (26:72).This denial was a step further in his nega-tive statements (Augsburger, 303). Later,some bystanders accuse him of being afollower of Christ on the grounds that hisGalilean accent gives him away (26:73).


FAILURE ANDFORGIVENESS

Matthew 26:57-58, 69-754

Teaching Guide 19

Galilean Aramaic differed from JudeanAramaic in some word formations and inpronunciation (Meier, 334). Peter nowincreases the cursing and swearing, sayingemphatically that he doesn’t know Jesus(26:74). At that moment, the cock crowsand Peter remembers Jesus’ words (26:75).Under a deep sense of conviction andremorse, Peter staggers out into the night,weeping bitterly about his failure(Augsburger, 303).

My Teaching Plan

Introduction: There is little doubt regardingthe historicity of Peter’s denial of Christ, forit is recorded in all four Gospels. No one inthe early church would have created suchan embarrassing story about Jesus’ mostprominent disciple. Perhaps the story waseven told by Peter himself as a shininginstance of Christ’s forgiveness of humansin (Hare, 310).

I. Setting the Stage (26:57-58)A. Jesus is taken before the Sanhedrin(26:57)

B. Peter observes the events from adistance (26:58)

II. Peter Denies Jesus Three Times (26:69-75)A. Peter’s first denial (26:69-70)B. Peter’s second denial (26:71-72)C. Peter’s third denial (26:73-74)D. Peter remembers and weeps (26:75)

Offer IllustrationHow can I help learners think about the issues?

� Peter and Judas: A Contrast inBetrayalIn last week’s lesson, we studied aboutJudas’ betrayal of Christ. This week, welearn about Peter’s denial. Both disciplesfailed Christ, just as we all do. But the twomen also offer a contrast. On Thursdaynight, Jesus’ trial before the Sanhedrinoccasions Peter’s denial and then his repen-tance. Then on Friday morning, the chiefpriests’ decision to condemn Jesus to deathprompts Judas’ regret and suicide. TheGreek word regularly translated “repent” inthe Gospel of Matthew is different fromthe Greek word translated “repent” in 27:3.Although Judas regrets his deed, is he reallyrepentant? Some have suggested that Judasonly “feels remorse” (metameletheis),whereas Peter truly “repents” (metanoeo).

Is feeling remorse simply not enough?Can true repentance be the only way toreceive true forgiveness?

Questions� What, if anything, is the differencebetween feeling remorseful and repent-ing?

� How does our society use the two words“remorse” and “repentance”?

� In criminal cases, “remorseful” defen-dants are viewed much more positivelythan those “having no remorse.” Is itenough in our culture to expressremorse?

� The Shape of God’s ForgivenessIn Practicing Our Faith, L. Gregory Jonesoffers a discerning description of God’sforgiveness ( Jones, 140-141):

In becoming human, Jesus becomes vulnerable tothe world of human beings. He becomes vulnera-ble not only to the human capacity to touch andcelebrate, but also to the many ways in whichpeople diminish, betray, oppress, and abandonone another. Even though he is vulnerable tothese, he does not allow himself to be defined bythem. Instead, he breaks apart the cycles ofdestruction, not just for himself but also for us,thereby offering us new ways of living together.

As Jesus’ ministry progresses, however, he faceseven more persistent and threatening attacks,and ultimately he is led to the cross. He is cruci-fied by human beings, yet in spite of our unjustjudgment, Jesus absorbs our sin and evil withoutpassing them on. And in the resurrection, Godvindicates the ministry of Jesus, showing thatGod’s forgiving and reconciling love, God’s desirefor communion, overcomes human sin and evileven at its worst. The risen Christ returns with ajudgment that does not condemn but that offersforgiveness and new life.

Questions� How does this illustration describeGod’s forgiveness?

� What does it say to us as followers ofthis Christ about our obligation toforgive others?

20 Lesson 4


When Peter denied Jesus, Peter lied. Lyingis usually considered a sin. Yet is there evera time in which lying is not completelywrong? Consider the following story.

Karl heard the footsteps coming up thewalkway to his house. The rhythmicpattern of many feet assured him of whowould be across the threshold when heopened the door. The sharp knock cameand Karl put on his best poker face andopened the door. “Do you know the Konsarski family? Theman’s name is Aaron.”“No sir,” replied Karl. “I’ve never heard ofthat man or his family.”“Now sir, we have it on good authority thatthis man was your employee for a time.”“Sir, your sources are mistaken.”“Do you realize what would happen to youif we find out that you have been lying?”“Sir, I do assure you that I have no knowl-edge of these people.”“Then good-bye, sir.”“Good-bye.”

In the attic a family sighs in relief asthey hear the rhythmic footsteps ofHitler’s soldiers leave. Aaron looks to hiswife Sarah and says, “Let’s hope theybelieved him.”

Is lying always wrong? Certainly, thecircumstances were much different for Karlthan they were for Peter. Suppose thatPeter thought that by lying he could domore good for Jesus. What if Peter thoughtthat by getting close to the location whereJesus was being held, he might be able tofree Jesus? What do you think were Peter’sintentions? Was Peter justified in his lying?

QuestionsQuestions about Scripture� Peter followed Jesus into the courtyardof the high priest “in order to see how

this would end” (26:58). How do youunderstand this verse? Did Peter expectthe worst or was he simply curious to seehow the trial before the high priestwould end?

� Though Scripture provides a descriptionof circumstances, it doesn’t explicitlystate why Peter denied Christ. Why doyou think he denied Christ?

� What do you think you would have doneif you had been in Peter’s shoes?

Questions for All Adults� Is honesty always the best policy regard-less of the consequences?

� In many biblical commentaries, scholarsdescribe Peter’s denial as “apostasy.”Apostasy—renunciation of one’s faith—has often been called the “unpardonablesin.” Do you agree or disagree? Why?

� What sins, if any, are unforgivable?Questions for Mature Adults� Have you ever betrayed another? Howdid you seek and find forgiveness?

� When were you not completely honestin your relationship with God? How didyou seek and find forgiveness?

� Have you ever benefited from someoneelse’s lie? Is it our responsibility toexpose the truth?

Questions for Younger Adults� Some people regard all lying as wrong.But others categorize lying into whitelies, bold-faced lies, and so on. Are suchcategories appropriate? Why or why not?

� Many members of the medical profes-sion claim that forgiveness is one formof healing. Do you agree? Why or whynot?

� When have you been forgiven afterconfessing a lie? When has confessing alie brought an abrupt end to an other-wise amiable relationship?

� When have you regretted telling thetruth? Why?

Questions for Adults with Children� In what ways do you teach your child tobe honest?

Teaching Guide 21

22 Lesson 4

� In what ways are you teaching your childdishonesty?

� The best way for children to understandGod’s unconditional love is throughunconditional love shown to them byparents. In what ways do you showunconditional love when your child failsor disappoints you?


� Writing for ForgivenessRead the following to the class:

Psalm 51 is a prayer for forgiveness. Askeach learner to reflect on some situation orsin for which they need forgiveness. Passaround pencils and the Resource Kit pages“Psalm 51” (p. 25-26) for this session.

Allow time for each learner to paraphraseverses 1-9 of the psalm. Give learners anopportunity to read aloud their para-phrases, and then ask them to share theirexperience of engaging the psalm in thisway. Do the words adequately express yourneed for forgiveness?

� Offering ForgivenessDistribute pencils and paper to the classmembers. Ask each of them to write a letterto someone he or she is struggling toforgive. (Let them know that no one elsewill see the letters.) Name the wrongs thathave been done: describe the nature of theinjury as clearly as possible, the reason itstill hurts, and why it is difficult to forgive.Imagine lifting up this difficulty and givingit to God. After a time of reflection, burnthe letters and dispose of the ashes.


In Practicing Our Faith, L. Gregory Jones(137) writes these words about forgiveness:

The prospect of forgiveness requires that we takethe risk of offering words, gestures, and actionsthat break the pattern of lovelessness for the sakeof reconciliation.

What kinds of words, gestures, and actions?Perhaps words of gratitude such as “Thanks foryour kindness in doing this,” or words of explicitforgiveness such as “I forgive you, let’s work thisout” and “I’m sorry, please forgive me.” Perhapsa gesture such as a handshake—originally a signthat one is not carrying a weapon in the righthand. Or perhaps the offering and receiving offood as a sign of hospitality; it is not easy to eatyour enemy’s food, because so much is at stake.In these acts, the participants on each side offersomething of themselves to the other, and thepossibility of a new relationship begins toemerge.

Ask the members of the class to closetheir eyes as you read the above wordsaloud. Then ask each member to commit tooffering one word, gesture, or act of recon-ciliation in the next week. Close withprayer.

Resource Kit •

Lament

“Jerusalem, Jerusalem, the city that kills the prophets and stones thosewho are sent to it! How often have I desired to gather your childrentogether as a hen gathers her brood under her wings, and you were notwilling! See, your house is left to you, desolate. For I tell you, you will notsee me again until you say, ‘Blessed is the one who comes in the name ofthe Lord’” Matthew 23:37-39.

Resource Kit •

Leader: Who will come this day to stand with Jesus?

Group: Who is willing to face hostile detractors and accusers?

Leader: We are not sure we want to stand with Jesus.

Group: We are not certain what or whom to believe.

Leader: The Christ comes once more to our cities, our churches, and our lives.

Group: The reign of love among all people is needed.

Leader: We doubt that love is a practical force for today.

Group: We are skeptical of humility amid life’s powerful ones.

Leader: Before our eyes, Jesus is betrayed and abandoned.

Group: Homeless and friendless, Christ is abandoned even by us.

Leader: We have no confidence in our ability to intervene.

Group: We hesitate to risk our own safety for another.

Who will come this day

Psalm 51 Paraphrase

Resource Kit •

1. Have mercy on me, O God, accord-ing to your steadfast love;according to your abundant mercy-blot out my transgressions.

2. Wash me thoroughly from myiniquity, and cleanse me from mysin.

3. For I know my transgressions, andmy sin is ever before me.

4. Against you, you alone, have Isinned, and done what is evil inyour sight, so that you are justifiedin your sentenceand blamelesswhen you pass judgment.

5. Indeed, I was born guilty, a sinnerwhen my mother conceived me.

6. You desire truth in the inwardbeing; therefore teach me wisdomin my secret heart.

7. Purge me with hyssop, and I shallbe clean; wash me, and I shall bewhiter than snow.

8. Let me hear joy and gladness; letthe bones that you have crushedrejoice.

9. Hide your face from my sins, andblot out all my iniquities.

10. Create in me a clean heart, OGod, and put a new and rightspirit within me.

Psalm 51 Paraphrase

Resource Kit •

11. Do not cast me away from yourpresence, and do not take yourholy spirit from me.

12. Restore to me the joy of yoursalvation, and sustain in me awilling spirit.

13. Then I will teach transgressorsyour ways, and sinners willreturn to you.

14. Deliver me from bloodshed,O God, O God of my salvation,and my tongue will sing aloudof your deliverance.

15. O Lord, open my lips, and mymouth will declare your praise.

16. For you have no delight in sacri-fice; if I were to give a burntoffering, you would not bepleased.

17. The sacrifice acceptable to Godis a broken spirit; a broken andcontrite heart, O God, you willnot despise.

18. Do good to Zion in your goodpleasure; rebuild the walls ofJerusalem,

19. then you will delight in rightsacrifices, in burnt offerings andwhole burnt offerings; thenbulls will be offered on youraltar.

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