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CHRISTIAN RELIGIOUS
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Alternative Syllabus 204611

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CHRISTIAN RELIGIOUS
EDUCATION

GRADE IO-I,2
TEACHERS' HANDBOOK
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a Syllabus 2046ll
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Published bY

CURRICULUM DEVELOPMENT CENTR"E

P.O. Box 50092, RidgewaY
LUSAKA
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First Edition, 2008 - 3,000

GRADE 10 CONTENTS
Unit Page

Introduction ...,.4

l. Birth and Infancy of John the Baptist and Jesus: ..... 5

2. Ministry and Death of John the Baptist: 20

@ Copyright Reserved
3. Baptism: 31

4. Temptation: 43

5. Jesus' Power Over Disease and Nature: 54

6. Jesus' Power Over Evil Spirits: 67

7.T\e Kingdom of God: 78

* GRADE 11 CONTENTS: 97

GRADE 12 CONTENTS: I 87

Printed by Christian Literature Press, Chingola, Zambia

 UNIT 1: BIRTH AI\D INtr.ANCY OF
JOHN TIIE BAPTIST AI\ID JESUS
INTRODUCTION TOPIC 1.1 _ ZAMBIAN BIRTII TRADITIONS
This Teachers' Handbook for Religious Education is for use by teachers
SUGGESTED DT RATION: 80 Minutes
who are preparing pupils for the Zambian Sohool Certificate in Christian
Religious Education gaper (20461 l). PRE-REQUISITE: Ask pupils to explain what happens in their family after a
This syllabus aims at helping pupils to overcome rcligious prejudice, bigotry baby is born?
and intolerance and to:
SPECIFIC OBIECTMS: By the end Pupils Should Be Able To: (PSBAT)
1. Describe what happens after a baby is born in their families.
2. Explain how names are chosen and givan to the infants.

BACKGROUND INF'ORMATION
- Develop the ability to make reasoned and informed judgernents about Traditions And Customs About Births
morals with reference to christianity and other religious present in
There are many traditions and customs aboutbirths in Zanrbia. Thesevary
Zambia.
from one tribe to another. For example, there are traditions and customs about
- Develop a positive attitude and respect towards people holding naming and protection of the baby.
different beliefs and religious affrliation.
The table below shows some of these:
The units include the following four learning stages:

- Recall the content of the bible passagos and identiff particular verses OCCASION TRADITION AI\D CUSTOMS
selected from these Passages.
: state spiritual and moral values which oan be derived from these Bible
Choosing and Choice of the name can either be done before o,r after the
passages. naming of a baby is born.
child Baby is named after the umbilical cord falls off
- show how the spiritual and moral values based on these passages can be
The baby can be named after relative ot an ancestor
values based on these Bible passage with The baby can also be named in connection with a
tadition, Islam and Hinduism. situation at birth for example, delivery problems, death,
rnarriage, twins and other family situations.
The
each les
oldnew Protection of a Both wife and husband are not allowed to have sexual
baby relations for a period of time
)
Both mother and baby are secluded for a period of time
Roots, charms, and other traditional medicines are used
to protect the baby
Pupils should be encouraged to writc their own notes which can be used for Sacrifices ofbeer or food and prayers are offered to the
revision purposes. ancestral spirits.
Bible quotations in this handbook are from the New International Vsrsion
(NIV) though any other versions may be used.

4
Birth In A Zambian Home TOPIC I.2 _NiNtrr oF.JoHN TIIE BAPTIST
The birth of ababy in any Zambianfamily is avery important occasion. It SUGGESTED DIIRATION: 80 Minutes
is a unifying factorbetween the two families and itbrings joy and celebration.
Gifts are given either to the mother or the baby or both.
PRSREQUISITE: Ask pupils to mention what they know about John the
Baptist.
Values Of Birth Traditions And Customs
SPE CIFIC OBJECTMS : By the end of the le aming experience, PSBAT :
These traditions and customs show:
. Appreciation of new life
1. Relate from Luke's Gospel the announcement, birth and naming of John

. Identity of the child

the Baptist.
. Continuity of life 2. Explain what these stories teach Christians about the purpose of John
. Usefulness of the child to the community.
the Baptist's life and ministry. t

3. Show how the life and ministry of John the Baptist were a fulfilment of
HINTS TO TIIE TEACIIER the Old Testament Prophecy.
There are varying traditions and customs in Zambia. Emphasize the BACKGROUND INFORMATION
traditions and customs practised in your local area.
Prelude To John's Birth
SUGGESTED TEACIIING AND LEARNING MATERIALS God revealed to John's parents that their child would be brought up as a
L Relevant History books Nazirite. 'Nazirite' is a Hebrew term meaning to 'separate' or 'consecrate'. A
2.Tribal and linguistic map of Zambia. Nazirite was someone who separated himself from others (usually for only a
short time) to be consecrated (devoted) to God.
SUGGESTED TEACHING AND LEARNING ACTIVITIES A Nazirite was to obey thib-following rules (Numbers 6):
1. Let pupils dramatise some of the Zambian Traditions and customs on . Not to drinkgrape jujce, wine, or any strong drink (like alcohol)
the birth of a child. . Not to,eat grapes or raisins (dried grapes)
2. Ask pupils to discuss various Zambian Traditions and customs on the . Not to shave his head
birth and naming of a child. . Not to touch anything dead
3. Let pupils debate the advantages and disadvantages of Zambian The following are examples from the Bible:
Traditions and customs on the birth of a child.
. Samson - Judges 13.2-5 (He was not a very obedientNazirite!)
4. Invite a guest speaker to give a talk on Zambian Traditions and customs . Samuel - I Samuel l:l I ' i:'r
on the birth cnd naming of a child. . John the Baptist - Mark l:6 '

EVALUATION The Birth Of John The Baptlst

l, Assess pupils' ability to dramatise traditions and customs about birth of Annogncement - Luke lzll-22
a child in Zambia. As Zechariah was burning inoense in the Temple, the angel of the Lord
2. Assess pupils' ability to discuss ,various Zambian Traditions and appeared to Him. The angel announced that Zechariah's wife would be
customs on the birth and naming of a child. pregnant and bear a son. His name would be John. Zechariah doubted the
3. Assess the pupils' ability to debate the advantages of Zambian angel's message. Zechariah was punished for his unbelief.
Traditions on the bifth of a child. Blrth and Namlng of John - Luke l:5-24,57-66
4. Assess the pupils' ability to summarise the guest speaker's paper on When the time came, Elizabeth gave birth to a baby boy. After eight days,
Zambian Traditions and customs on the birth and naming of a child. he was circumcised, and named John, just as the angel had said. All Jewish

6 7
male children were circumcised and named, eight days after birth. TOPIC 1.3 inutes
Circumcision was a physical sign of the covenant between God and Abraham
-
SUGGESTED the birth of John the Baptist.
and all his desc€ndants that they were a special people chosen by God to be His
special people - Genesis 17:9'14; Leviticus l2:3. PRE-REQUIS d ofthe learning experience, PSBAT:

The Purpose Of John's Life And Minlstry

SPECIFIC OB stories of the annormcement of the birth
?s
visit to Elizabeth.
John the Baptist was filled with the Holy spirit from birth to enable him L Relate fr
perform the purposes for which he was born. ofJesus to M stories of the b r of Jesus, and the
2. Relate fr
herds'
The angel gave Z-e*hatiah four special reasons for his birth, that:
. He would be the forerunner of the Messiah announcement the visit of the Wis: Men, and the flight
. He would go before him in the spirit and power of Elijah 3. Relate Y Jesus'
. He would be the healer of discord and bring sinners to repentance to Egypt of Jos
. He would prepare the nation for the coming of the Messiah' BACKGROU [e 1:2G38
Fullilment of old Testament Prophmy - Isalah 40:3; Malachi 3:1-12 The Announc uncetoMarythatshewillbearasonand
John the Baptist's coming fulfilled the prophecies of Isaiah and in that: of the Most High". His birth would be
. He was the forenrrner of the Messiah
Godsentthe gin,andtheHolY S
. - she will call
He was the healer of discord givenfavowto
';i;";;i;il
' He prepared the nation of Israel for the Messiah to conceive. M thsafterhehad
EINTS TO THE TEACIIER The angel Gabri amongst the Jews. It took a year before
I
. Emphasize the purpose of John the Baptist's life. Betrothal w mony was as binding as marriage itself.
. the actual marri 4s husband and wife.
Show how the prophecies of the O.T. were fulfilled by John'
The couple-to-b Jesus show the purpose of His coming:
' Distinguish between a Nazarene and a Nazirite.
The followi
SUGIGESTED TEACHING AND LEARNING MATERIALS . 'Jesus' e 'anointed one"
l. Bible
2. Pamphlets
. ,Messi asbornfromDavid'sline. SonofDavid

3. Chnistian Magazine
. ,Son of for the Messiah.

4. Bible Dictionary is also 'SonofGod'andrepresentsHisDeity.

. 'Sonof atthew 1:18-25
SUGGESTED TEACHING AND LEARNING ACTIYITIES
l. The Anfounce of Jesus to JosePh:
2. On the ann d guide him. When Joseph discovered
3. ls . God use theirbefiothal,hedecidedtodivorceher
discuss the purpose of John the Baptist's birth. thatM
quietly law where she could be tried' If found
EVALUATION _ Summon ed andpunished. The Jewishpanalty for
I . Assess the pupils' ability to discuss and reason about the announcement i'g to death'
guilty, ,
of the birth of John the BaPtist
2. Assess the pupils' aUitity to role play the announcement and birth.
fornitati e her privately and give her a certificate

3. Assess the pupils' smali group discussion on the purpose of John the - Alternati
of divorce.
Baptist's coming.

8
 . He was about to do the latter when in a dream, he was informed by the Fulfilment Of Old Testament Prophecies Of The Birth Of Jesus
Holy Spirit, that Mary's pregnancy was supematural. The son to be The Old Testament prophecies and announcements about the birth of Jesus
bom would be the Messiah, who would save his people from their sins. were fulfilled in the New Testament at Jesus' birth. The following table shows
the prophecies and how they were fulfilled.
Purpose Of The Messiah
The purpose of the Messiah was:
. Old Testament Prophecy Fulfilment in the New Testament
Not conquest, but salvation
.Not an earthly monarch, but a spiritual one He was to be of David's family He was born from David's descent
.Not deliverance from the Romans, but from sin. Isaiah 9:6-7 ; 11 :1-3; Psalms 89:3-4 Matthew 22:44
Joseph accepted his divine call to marry Mary to and protect her. He did
He would be born of a virgin He was born of the virgin Mary
not have marital relations with her until after the birth of Jesus.
Isaiah 7:14 Matthew 1:23
Mary's Visit To Elizabeth - Luke l:39-45
He would be born in Bethlehem He was bom in Bethlehem
Micah 5:2 Luke2:7-7

He would live in Egypt. Hosea 11:1 He lived in Egypt. Matthew 2:15

a He would live in Nazareth He lived in Nazareth after He came
The Birth Of Jesus At Bethlehem - Luke 2zl'7; Matthew 1:18-25
Isaiah I 1:l from Egypt. Matthew 2:23
Palestine was under Roman rule. Caesar Augustus was the first of all the
Roman emperors (31BC-1 of Jesus. The
His coming would cause the killing Herod had Bethlehem's children
Ernpei'or sent out adecree as a basis for
of Bethlehem's children massacred. Matthew 2: 1 8
taxation. This was first
the a. Syria was a
Genesis 25:79-20; Jeremiah 3l:15.
Roman province with some authority over Herod's kingdom @alestine).
At this chosen time in history, God gave mankind the greatest gift, which
was His Son, Jesus Christ, who was to became the Saviour of the world. The Visit Of The Wise Men And The Flight To Egypt - Matthew 2 : 1 -1 8
God revealed to the Wise Men, through the appearance of a special star,
that a new King had been born. They may also have known that this was a
lulfilment of prophecy - Numbers 24:l and Daniel 9:25,
The joumey would take many months and Jesus would be up to two years
That night, Jesus was born. old by the time they arrived in Jerusalem, He wouldbe no longer in a stable but

Bethlehem (meaning, 'House of Bread') is ten kilometres south of

in a house. )

Their arrival at Herod the Great's palace disturbed the king. He did not
Jerusalem. This was the-home of Ruth and Boaz, the great grandparents of
want rivals and consequently ordered a massacre of all male children aged two
King David, Bethlehem was also the birth place of King David. years and under.
The Announcement To The Shepherds - Luke 2:8-20 The Wise Men were led to Bethlehem by a Star. They were the first
( ientiles to offer their worship, and brought gifts of:
. Gold, denoting His Kingship
. Frankincense, representing His Deity
. Mynh, representing His suffering and death, and thus of His humility.
as the Saviour of mankind, Mynh was used as a healing ointment and to anoint the dead.

l0 11
 On their return joumey, the Wise Men were instructed not sec King Herod, BACKGROUND INFORMATION
but to use another ioute. Joseph was instructed in a dream to flee to safety in
Egypt, with His family.
Jesus in the Temple as a Baby - Luke 2z2l-39
There were three ceremonies which Jewish parents carried out after the
Herod ordered the massacre of male children in and around Bethlehe"rn,
birth of a first born son: circumcision, dedication and purification.
aged two years and under.
After Herod's death in 4 B.C., Joseph and his family retumed to Nazareth Circumcision
in Galilee, not to Bethlehem of Judea. Nazareth means 'a branch'. So Jesus The first was 'circumcision'. It took place when he was eight days old. By
was a Nazarene - a' Branch' as foretold by the prophet Isaiah (chapter I I : I and law, on that day a Jewish boy was circumcised and named.
Matthew 2:19-23). Circumcision was the outward sign of the solemn covenant that God had
HINTS TO TIIE TEACIIER made with the Jews. Any male Jew who wasn't circumcised could not share in
the hopes of the nation of Israel. Neither could he join the worship of
Emphasize the value of prophecies and their fulfilment.
YAHWEH CYI{WH) which is God's personal name, nor could he even be
SUGGESTED TEACIIING AND LEARNING MATERIALS counted as an Israelite - Genesis 17,9-14 and Leviticus l2:3.
1. Bible Dedication
2. Newspaper cuttings
3. Christian magazines
The second ceremony was 'dedication', and performed at the age of one
4. Bible Atlas. month. This was the time when every first born male Jewish child was
presented to God for dedication. He was then brought back or redeemed by the
SUGGESTED TEACHING AND LEARNING ACTTVITIES payment of five shekels - Exodus l3 l2:'Numbers 18:15-16 andLt*e2:22.
1, Let the pupils list ceremonies which took place after the birlh of a first
Purilication
bom male child among the Jews.
2. Ask the pupils to dramatise the birth of Jesus Christ. The third ceremony was the 'purification' of the mother. Forty days after
3. Let the i"fitr tell the accounts of the birth of Jesus in the Gospels of giving birth to a male child, she had to be purified in the Temple, by offering a
Matthew and Luke. lamb for a burnt offering, and a bird for sin offering - Leviticus 12: l-8. If the
parents were too pu)r, a lamb could be substituted by a second bird. The
EVALUATION offering of two birds demonstrates the poverty of Joseph and Mary.
L Assess the ability of the pupils to list correctly the ceremonies which
The second and third oeremonies were sometimes combined as in Luke
took place after the b
chapter two.
2. Assess pupils'
3. Assess pupitt' sus in the Jesus At l\rvelve Years - Luke 2z4l-32
Gospels of Matthew and Luke. No other incident in the childhood of Jesus is mentioned in the Bible after
he was taken to the Tgmple as a baby until he was twelve years old. Between
these times, he was giowing up along with other Jewish boys.
TOPIC I.4 _INCIDENTS FROM JESUS' CHILDIIOOD
According to the Jewish tradition:
SUGGESTED DURATION: 40 Minutes . At the age ofthree, he would begin to wear fringed garments and would
PRE-REQUISITE: Ask pupils to explain types of ceremonies that take place be taught or educated by his mother.
after the birth of a baby in their families'
. At the age of five, he would begin to leam the Law. He would be taught
by his father and b'egin to attend school at the synagogue -
SPECIFIC OBJECTIyE: By the end of the leaming experience, PSBAT: Deuteronomy 6:4-9.
Relate from Luke's Gospel, the stories about Jesus in the Ternple - as a . During the year before his thirteenth birthday (at twelve years old), he
baby and at twelve years. would begin instructions in the various religious observanoes - for

l2 l3
 example, the worship, feasts and festivals at the Temple, and the
synagogue services. So at the age of twelve, Jesus paid his first visit to
the Temple in Jerusalem.
. At the age of thirteen, he would be brought to the synagogue on the
Sabbath of Phylaoteries and presented with phylacteries to be worn
when he recited his daily prayer. Now he would have personal
responsibility to obey the Law and wouldbe called a "Son ofthe Law".
In this incident, Jesus would not be missed immediately because the
travellers j ourneyed in groups - the women in one, and the men in another. He
would not be missed until they stopped to camp for the night. So Mary and
Joseph had to go back a day's journey to Jerusalem, then another day
searching in the city, and on the third day they found him in the Temple.
The Jewish form of religious teaching was by questions and answers
concerning the Law. Jesus'knowledge of the Law amazedthe teachers. Jesus
was not concemed with pleasing himself, but with doing the will of His Father
in Heaven.
ITINTS TO THE TEACHER
Emphasize the teaching ofthis story. Explain why Jesus followed the laws
governing boys at twelve years of age.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. Bible
2. Christian magazines
3. Pamphlets
SUGGESTED TEACHING AND LEARNING ACTIVITIES
1. Arrange a video show on the incidents from Jesus' childhood.
2. Oral questioning on the incidents from Jesus' childhood.
3. Ask pupils to dramatise incidents from Jesus' childhood.
EVALUATION
1. Assesspupils' ability to dramatise incidents from Jesus' childhood.
2. Assess pupils' ability to answer oral questions correctly on Jesus
childhood.
' 3. Assess pupils' ability to dramafise incidents from Jesus' childhood.
t4
TOPIC 1.5 HOW GOD DIRECTS HTIMAN LIVES AI\D IIOW
- CHRISTIANS CAN IDENTIFY AND RESPOND TO
GOD'S DIRECTION
SUGGESTED DURATION: 80 Minutes
PRE-REQIIISITE: Find out what pupils think about God directing human
lives.
SPECIFIC OBJECTIYE S: By the end of the leaming experience, PSBAT :
1 . Explain what the infancy narratives in the Gospels of Luke and Matthew
teach about God's direction of human lives.
2. Discuss how Christians today can identifu and respond. to God's
of direction of their lives.
BACKGROUI\D INF'ORMATION
IIow God Directs Human Lives
God has a specific plan and purpose for each person, but He does not force
I{is will and purpose on people; they have the freedom of choice.
Sometimes the choice is clear between right and wrong. The Bible speaks
clearly on such issues. God never guides us against what His Word says.
Often people fail to recognise God's direction in their lives. In the light of
the births of John and Jesus, and what happened to theirparents (Zechariah and
Elizabeth in the case ofJohn, and Joseph and Mary in the case ofJesus), we are
uble to see how God directs human lives.
In these we see that:
. God has an appointed time to fulfil His purposes for the world, and for
the Jews in particular.
. God uses human beings to fulfil those purposes.
. God chooses specific people for special tasks. For example, Joseph and
Mury; Zechaiah and Elizabeth.
. In some cases, God used ordinary people with specific training or
instructions. For example, Paul, a tent maker (Acts 18:3), Bezalel,
Oholiab (Exodys 3l:1-6; 35:25-26) and David, a shepherd.
lllblical examples of people directed by God
Zechariah and Elizabeth, and Joseph and Mary were people:
. Whose way of life pleased God- Luke 1:6-30, Matthew 1:19.
. Who were expecting the Messiah.
. Who were instructed in a supernatural way to use their nafural desires.
This produced natural reactions in them of doubt and amazement
15
 . Who were willing and available to fulfil God's purposes (especially 2. Ask pupils to prepare a project on Christians <lutside the school on how
Mary and Elizabeth). God has directed their lives.
- God's direction in the lives of Christians today
3. Conduct a class quiz on either, How Christians can identiff God's
direction, or, How Christians respond to God's direction.
God makes His wishes known to us through various means. As Christians 4. Invite a guest speaker to give a talk to the pupils on "How God chooses
we are able to identiff God's direction in our lives. Here are some of the ways people, and how He fulfils His will through them."
in which Christians can identiff both God's direction and His wishes in their
lives: EVALUATION
. Through His Word, the Bible. 1. Assess pupils' ability to prepare questionnaires to enable them to
. Through the inner inspiration of the Holy Spirit' interview their Christian school mates on how God changed their lives.
. Through circumstances in their lives. 2. Assess the pupils' ability to carryr out a project on Christians outside the
. Through the advice of their friends. school on how God has directed their lives.
. Through peace of mind in decision making. 3. Assess the pupils' answers to the class quiz on either, How Christians
. Through to Him' can identifo God's direction, or, How Christians respond to God's direction.
. Through lanasitis statedintheBible. 4. Assess the pupils' response to the guest speaker's talk on "How God
. Through dobest-yourGod-giventalent chooses people, and how He fulfils His will through them."

- to be used under God's direction.

How Christians Should Respond To God's Direction TOPIC I.6 CHRISTIAN, MUSLIM AND IIINDU TEACHINGS
Christians can respond to God's direction by:
- ON HOW GOD DIRECTS HUMAN LIVES
. Making themselves available to Him. SUGGESTED DURATION: 40 Minutes
. Asking God daily to guide them in their decisions and circumstances.
. Accepting [Iis guidance. PRE-REQUISITE: Ask pupils to list the different religions they know.
. Complete obedience to God. SPECIFIC OBJECTIVE: By the end of the learning experience, PSBAT:
HINTS TO THE TEACIMR Compare Christian, Muslim and Hindu teachings on how God directs
. Please note that two sub-topics 1.5 and 1.6 are cornbined as one Iruman lives.
sub-topic - "HOW GOD DIRECTS HUMAN LIVES, etc." l:5 deals I}ACKGROUND INF'ORMATION
with tlie Christian viewpoint, l:6 includes the viewpoint of Christians,
Islam and Hinduism. Please check the syllabus as well. ( lhristian Teaching
. Emphasize to the pupils how G lp th9 ( iod directs Christians in the following u ays:
topic
puprls to realise tha-t the " and
. lle gives guidance through thc Bible, and through the Holy Spirit
;'H-o* Christians can identify have
. 'l'hrough circumstances in their lives
similar answers.
. 'l'hrough advice of friends
SUGGESTED TEACHING AND LEARNING MATERIALS . Ily giving peace of mrnd rn decision rrraking
1. Bible . llc has appointed time to fulfil His purposes
2. Newspaper cuttings . llc uses human beings to fulfil His purposes
3. Christian magazines . llc chooses people for a specific pur?ose
SUGGESTED TEACHING AND LEARNING ACTIVITIES r llt' uscs people with special training
l. Let pupils prepare a questionnaire to interview their Christian school r llt' uscs people whose way of life pleases Him
mates on how God changed their lives. t llt' rrscs people who are willing to make themselves available to Him

t6 T7
Muslim Teaching \I I( J( JII)S'IED TEACIilNG AND LEARNING ACTIVITIES
. Muslims believe that Allah (God) ordains every phase and activity of their
I l)rvrde the class in grbups and let them compare Christianity, Muslim
lives. A Muslim believes that whatever happens to him or her is Allah's will
,rrrrl llrntlLrism on how God directs their lives.
and must be accepted.
. They believe that Allah, through the angel Gabriel, gave his messages to the
.) Ask pupils to write bnef notes on how God directs human lives in
prophet Muhammad. These messages are recorded in the Qur' an (Koran).
r lrr r:rtrrrrity, Muslim and Hindu religions.
. The Qur'an, therefore, is the Muslim's basis for guidance in every part of I \ AI,IIATION
his life. For example, in politics, government, family life and others.
Whatever the Qur'an says, a Muslim must obey.
I Assess the pupils' ability to compare how God directs the lives of
t lrrrslurr.rs, Muslims and Hindus.
Ilindu Teaching .) Assess pupils' ability to wnte notes on how God directs human lives in
There are principle Hindu rdligious practices:
r lrrrstianity, Muslim and Hindu religions.
. A Hindu knows God's will by studying the Veda under the guidance of a
Gunr.
. They believe God directs them through the daily and seasonal rituals which
vary from caste to caste. These practices and rifuals are more elaborate for
devoui Brahmins.
. God directs them through life cycle (Samskaras) rites such as Birth.
Marriage, worship in the'home or temple puja, and death, which mark the
main transition of a Hindu's life.
. A }iindu must make a pilgrimage to a local, regional or national site such as
Varanasi. This is meritorious for those who make the pilgrimage.
. Through the annual festivals and celebrations such as Diwali and Narawtri,
a Hindu is reminded of their religious values. These festivals and
celebrations may be local, regional or national to bring gaiety of life to
Hindus.
. God demands that Hindus observe stict conduct, though they are free in
their belief.
HINTS TO TIIE TEACIMR
. Emphasize the attitudes ofthe different religions and their teachings on
how God directs their lives.
. Help the pupils to compare Christianity with the other religions on how
God directs human lives.
SUGGESTED TEACIilNG AND LEARNING MATERIALS
Use appropriate sections of the:
l. Bible
2. Qur'an
3. Veda

l8 19
 . Evangelical Fellowship of Zambia
UNIT 2: MINISTRY AND DEATH OF . Zambia Episcopal Conference.
JOHN THE BAPTIST HINTS TO THE TEACHER
TOPIC 2.1 SPEAKING AGAINST SIN AND EVIL . Ask pupils to list as many examples as possible, of those organisations
- fighting evil, and state what they denounce.
StIG(;ESTED DURATION: 40 Minutes
. Emphasise posiiive personal values.
PRE-REQUISITE: Ask pupils to give examples of world leaders who have . Establish that respect for human rights is important for harmonious
promoted Human Rights. living.
SPECIFIC OBJECTMS: By the end ofthe learning experience, PSBAT: SI.IGGESTED TEACHING AND LEARNING MATERIALS
L Define 'sin' anci 'evil'. l. A copy of the Zambian Constitution
2. Give a t'ew examples of common evils. 2. Civics Book, Grade 9
3. Identify organisations and people inZambiawho denounce sin and evil 3. Newspapers and Magazines
in the nation.
4. Bible
BACKGROUND INF'ORMATION
STIGGESTED TEACHING AND LEAR}UNG ACTIVITIES
What is Sin? L Ask pupils to discuss the vanous roles played by NGOs that condemn
'Sin' is expressed as "failing to reach God's required standard," or stn and evil.
"rebellion against God." It breaks the relationship between God and man. 2. Ask pupils to identify organisations and leaders who condemn sm and
What is Evil? cvilin Zambia.
'Evil' is something bad or wrong that can be done to a person, or 3. Invite a Resource person from any organisation that denounces sin and
something not acceptable by both God and man. The result ofboth sin and evil cvil, to give a lecture to the class on the role of their organisation.
is 'conflict,' which disrupts the love and peace between God and man.
Il:VALUATION
Common Evils
l. Assess pupils' ability to discuss the various roles played by NGOs that
The following are examples of common evils:
uottdemn sin and evil.
' Bribery 2. Assess pupils' ability to identifo organisations and individuals who
. Exploitation
. Corruption oondemn sin and evil.
. Prostitution 3. Assess pupils' participation during tlTe talk by the resource person.
. Discrimination; for example on the basis of sex, race and religion
Organisations Which Fight Sin And Evil TOPIC 2.2 THE MESSAGE OT'JOHN TIM BAPTIST
Throughout the world, people are trying hard to fight sin and its evils. This
-
is done for the purpose of bringing about peace and justice among people or
ll l( ;GESTED DURATION: 40 Minutes
nations. In Zambia, certain organisations try to fight social evils, such as PIIII:-REQUISITE: Find out from pupils, if they know of any person in the
bribery and corruption, discrimination and exploitation. The following are Elblc who denounced sin and evil.
exanrples of organisations fighting social evils:
. The United Nations Human Rights Commisslon (I.INHRC) Jll:<'lntC OBJECTM: By the end of the learning experience, PSBAT:

. Zambia Civic Association ( )rrtline the message of John the Baptist.

20
2t
BACKGROUND INF'ORMATION I}ACKGROUND INFORMATION
The Message Of John The Baptist Matthew 3:l-12; Mark 1:l-8; John the Baptist's instructions about right behaviour can also apply to
Luke 3:1-20 - lrcople from different sectors inZambia today. For example:
One of the people who denounced sin and evil in the Bible was John the People in Authority
Baptist. The following was his message and work: People in authority such as Govemment Officials, Politicians, Police
. To prepare the way for the coming of the Messiah, Jesus Christ. Officers or anyone else in authority should porhay 'right behaviour' in their
. He fearlessly commanded all men to repent, no matter who they were. work by:
. He told the people to be baptised as a sign of their repentance. . Not taking advantage of their positions.
. He baptised people whose lives showed fue repentarrce. . Not expecting extra benefits or special treatment.
. He told the crowds to be unselfish and be willing to share with others. . Not accepting bribes.
. He told the tax collectors to be honest in their work. . Working honestly to benefit others.
. He told soldiers to be content with their pay, and not to rob anyone by
0rdinary People in Secular Work
violence or through false accusation.
. Civil Servants or others, for instance, teachers and nurses can portray
He denounced Herod Antipas (the Tetrarch) forhis immoral living with 'right behaviour' in their work by:
his brother's wife.
. Working hard.
HINTS TO TIIE TEACIMR . Not wasting employer's time.
Statb that John the Baptist's teaching emphasised repentance, change
. Being honest and tmthful.
of .
behaviour, and the baptism ofrepentance. Being punctual.
. Not accepting bribes.
SUGGESTED TEACItrNG AND LEARNING MATERIALS
1. Bible Iteligious and Church Leaders
Religious and church leaders can portray 'right behaviour' by:
SUGGESTED TEACIilNG AND LEARNING ACTIVITIES . Living by example.
1. Ask pupils to read the Bible passages on the topic. . Having a good reputation.
2. Ask pupils to discuss the Bible passages. i
. Being honest.
3. Ask pupils to write a brief outline of John's message. I
. Being truthful.
EVALUATION . Being upright.
. l. Assess pupils' ability to discuss given Bible passages. IIINTS TO THE TEACHER
2. Assess pupils' ability to relate given Bible passages. Establish that the value of 'right behaviour' in society is necessary for the
3. Assess pupils' ability to outline John's message. ntaintenance of good morals, and harmonious living.

STIGGESTED TEACHING AND LEARNING MATERIALS

TOPIC 2.3 l. Christian magazines
- RIGHT BEHAVIOUR IN ZAMBIA TODAY 2. Newspapers
SUGGESTED DURATION: 40 Minutes
SIIGGESTED TEACIIING AND LEARNING ACTIVITIES
PRE-REQUISITE: Find out from pupils what they understand by the term
"behaviour".
l. Let pupils role-play a situation where something is done wrongly and
rrccds to be corrected - bringing out 'right behaviour'.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT: 2. Let pupils discuss what is 'wrong behaviour' in their communities.
Explain how John the Baptist's instructions about right behaviour could be II)VALUATION
applied tn Zambia today. Assess pupils' ability to analyse the 'rightbehaviour' in a given situation.

22 23
TOPIC 2.4 THE WORK OF'JOHN AND THAT OF JESUS HTIGGESTED TEACIilNG AND LEARNING ACTIVITIES
- l. Ask the pupils to compare the work of John with that of Jesus.
SLIGGESTED DURATION: 80 Minutes
2. Guide pupils in discussing given Bible passages about the work of John
PRE-REQUISITE: Find out from the pupils, what they know about the
rtttd Jesus.
teaching of John the Baptist.
SPECIFIC OBJBCTM: By the end of the learning experience, PSBAT: Il:VALUATION
L Assess pupils' ability to discuss given Bible passages about the work of
Compare the work of John with that of Jesus.
Jcsus and John.

BACKGROUND INF'ORMATION 2. Assess pupils' ability to compare the work of John with that of Jesus.

The Work Of John Matthew 3zl-12

-
John thc Baptist prepared the people for the coming of Jesus by: 'I'OPIC 2.5 RESPONSES TO RELIGIOUS AI\[D MORAL
Challenging people to repent; although he could not forgive sins. Baptising
- MESSAGES IN ZAMBIA TODAY
pcople in the Jordan River; as an outward sign of their repentance. Hl IGGESTED DIIRATION: 40 Minutes
E: couragirig people to bear the fruit of true repentance. These fruit includes
kindness, love, humility, honesty, justice and faithfulness. Waming people PRE-REQUISITE: Ask pupils how they would respond to criticism.
against God's judgement. iPXICIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Explain how people inZambiarespond to those who publicly proclaim a
Thc Work Of Jesus Matthew 4:17, 23; 8:30-32; 12:38-41; Mark 1:8;
225-ll - roligious and moral message.

When Jesus was thirty years old, He began His ministry. His work NA(]KGROUND INF'ORMATION
involved the following: People in Zambia respond differently to moral and religious messages.
. Challenging people to repent. 'l'hc following are examples of these responses:
. Forgiving people's sins. . Repenting and change of behaviour.
. Healing the sick. . Tuming a deaf ear and continuing with their way of life.
. Casting out demons . Mocking those who teach moral or religious values.
. Warning people of the coming judgement. . Criticising the messages.
. Baptising believers with the Holy Spirit (at Pentecost).
}IINTS TO THE TEACHER
HINTS TO TITE TEACIMR limphasise the importance of moral and religious teaching, and how the
. Emphasise the Biblical teaching that people should prepare for the pupils should respond to such teachings.
coming of Jesus by repenting of their sins, and showing the true fruit of (; GE STED TEACHING A}[D LEARNING M)TTERIALS
T T'
repentance. L Story books
Emphasise that John's ministry was preparatory to the coming ofJesus. 2. Newspapers
Emphasise that Jesus' work was the climax of John's work.
There is a chart in the pupils' book showing the similarities and TI, I ( STED TEACHING AI\D LEARNING ACTTYITIE S
; GE
differences between the work of John and that of Jesus. L Let pupils discuss a newspaper article related to a moral or religious
m!ilsuge, bringing out the moral values in the article.
ST]GGESTED TEACHING AND LEARNING MATERIALS | 2. Role-play the response of various people to the Gospel message in a
l. Bible ghurch situation.

24 25
 3 . Let pupils explain how they responded to messages which warned them T{:VALUATION
about their morals.
l. Assess pupils' abrlity to dramatise the imprisonment and death of John
EVALUATION tho Baptist.
l. Assess pupils' ability to discuss the newspaper article. 2. Assess pupils' ability to state the value of John's ministry.
2. Assess pupils' ability to dramatise responses of people to the Gospel
message in a church situation. ,I'OPIC
2.7 OTHER PEOPLE WHO SUFF'ERED ['OR
3. Assess pupils' ability to explain how their friends responded to - TIMIR BELIEFS
messages which warned them about their morals.
STIGGESTED DURATION: 40 Minutes

TOPIC 2.6 IMPRISONMENT AND DEATH OF' I'IIE-REQUISITE: Ask pupils to mention what happens when people differ
- JOHN THE BAPTIST in opinions.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
SUGGESTED DURATION: 40 Minutes
List some people who suffered or died because of their beliefs.
PRE-REQUISITE: Let pupils natrate stories about people who have been
victimised for doing right.
IIACKGROUND INF'ORMATION
SPECIF'IC OBJECTM: By the end of the learning experience, pSBAT:
In most cases, people with divergent views are victimised, criticised and
Explain why John the Baptist was imprisoned, and later, killed. sometimes killed. The following are examples of people, who like John the
llaptist, were prepared to suffer and die for their beliefs:
BACKGROUND INFORMATION Martin Luther King: He was an African-American who was shot during a
The Imprisonment And Death Of John The Baptist rrrarch for equal rights for African-Americans in America.
Mark 6:17.29
-
John the Baptist challenged Herod Antipas for immoral living, and forthis Mahatma Gandhi:He was a Hindu whose life was devoted to winning
John was put in prison. independence for India, and raising his country's status through non-violent
Herodias hated John for his interference and was quick to act when she saw rcsistance. He was shot by a Hindu extremist, who thought that Gandhi had
an oppoftunity to have John executed. compromised Hindu teachings and principles.
Nclson Mandela: He was imprisoned on Robben Island because he fought for
HINTS TO THE TEACIIER political freedom and equality of all races in South Africa.
Have the pupils read the above passage so that they are able to relate it. Simon Mwansa Kapwepwe, Harry Mwaanga Nkumbula, and Kenneth
t)avid Kaunda: These suffered imprisonment and torture for political
SUGGESTED TEACHING AND LEARNING MATERIALS ljcedom inZambia \
1. Bible Ugandan Martyrs: These were among the thousands who were killed
bcoause of their faith in Christ. Some of these martyrs were: Kizito, Charles
SUGGESTED TEACHING AND LEARNING ACTIVITIES Lwanga, and Mukasa.

1. Let pupils dramatise the imprisonment and death of John the Baptist.
2. Ask pupils to relate the story of John the Baptist's imprisonment and IIINTS TO THE TE,A,CHER
death. Emphasise that suffering may come as a result of a right cause.

26 27
SUGGESTED TEACHING AND LEARNING MATERIAI,S
1. History Books
2. Civics Books
3. Magazines
4. Video on Mandela or Gandhi
SUGGESTED TEACHING AND LEARNING ACTIVITIES
I . Ask the pupils to list examples of people who have suffered for their
behefs in their area. For example - Scripture Union Members.
2. Let pupils role-play anyone of the people they know who suffered for
their beliefs. For example, Nelson Mandela.
EVALUATION
Assess pupils' ability to write down reasons why other people suffered for
their beliefs, and to give examples of those who suffered.
TOPIC 2.8 JOHN'S MESSAGE COMPARED WITH THOSE
- OF OTIIER RELIGIONS IN ZAMBIA
SUGGESTED DURATION: 80 Minutes
PRE-REQUISITE: Ask pupils to state the main messages in John's
teachings.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Compare John the Baptist's message with those of other religions.
BACKGROUI\D INf,'ORMATION
Each religion has its main message as follows.
Zambian Tradition
One must keep in touch with ancesfal spirits. If one does this, the
ancestors will help in time of need. For example, during famine and drought.
Otherwise the spirits of the ancestors may cause worse disasters because they
have been offended.
Offering of sacrifices is very important and this is done either under a
chosen tree, by a river, at a family or clan shrine.
The 'shrine' is an important meeting place for the people and their
ancestral spirits. Prayers are made through the ancestral spirits, who are
mediators between the person and the Supreme Being (God). The Supreme
Being is sometimes spoken to in prayer at times of death, drought, and
epidemics.
,
28
lslam
There are "Five Pillars"bflslam which are taught and followed. These are:
Kalima: There is no god but God (Allah) and Muhammad is the prophet of
God. To be effective in helping the Muslim to attain salvation, this must be
repeated aloud, correctly and with understanding.
Prayer: This is done five times a day; either at the mosque, or where it is
convenient (even in the home), but facing Mecca. There is special washing of
the hands, feet and face before prayer.
Almsgiving: This is a ritual of giving of money to the poor. Voluntary
offerin$s can be added in some Muslim countries. Others collect it with their
taxes and distribute to those in need.
tr'asting: For the ninth month of the Muslim year, the fastbegins each day
at dawn and ends at sunset. During the day, the Muslim is forbidden to eat,
drink or smoke. Those who can afford it must feed one extra person daily
during that month, so that God will forgive their sins. All Muslims are obliged
to observe this Fast (with some exceptions because of illness or duty.)
Pilgrimage: Every Muslim is directed to make a pilgrimage to Mecca at
least once in his lifetime. During a pilgrimage, a strict prograrnme of events
and visits is observed. It is a great prestige if a member of a family or
community makes a trip to Mecca. It is also of special importance if it is done at
the prescribed time of the year.
llinduism..
The Hindu Dharma (religion) has five main principles:
God: He created and controls the universe. He is everywhere. He knows
cverything and is most merciful.
Prayer: The simplest way of knowing and finding God is by praying to
him. The Hindu is instructed to pray to God in the morning and the evening. He
is taught that prayer is a way to attain unity with the divine power and a path to
spiritual life. Mantras (verse prayers) are taught and memorized. The Mantra
is the most important prayer of the Hindus. The Hindu finds peace of rnind
through prayer.
Reincarnation: Hinduism teaches that the soul is immortal. It never dies
when thebody dies, the soul leaves it and enters anotherbody. This is rebirth,
or reincamation. The Hindu believes that by this process of rebirth, he
continues to make progress spiritually.
Law of Action: This is called Karma. Hinduism teaches that the
performance of deeds is essential. A person gets the fruits of his deeds
ruocording to his good or bad actions. After death, the soul lives on and enters
29
I
another body, according to his good or bad deeds in the
previous life' one's UNIT 3: BAPTISM
or
own deeds are the making of oni's fate, which is the sum of one's success TOPIC 3.1 ZAMBIAN INITIATION PRACTICES
failures. - AND THEIR SIGNIFICANCE
SUGGESTED DURATION: 80 Minutes
PRE-REQUISITE: Let pupils state different requirements for becoming a
member of a school club.
ChristianitY SPECIFIC OBJECTMS : By the end of the learning experience, PSBAT :

John's the
The message of christianity is similar to, and is continued from 1. State Zambian initiation practices
Baptist's message. The following is the main message: 2. Explain the significance of traditionalZambian initiation praitices.
. it i. founded on the worship of Jesus Christ as Son of God - God's
revelation of Himself to man. I}ACKGROUND INFORMATION
First, repent - admit one's sinful nature, turn away from it and confess
sins
l)efinition Of Initiation
to God. Accept God's forgiveness through Jesus Christ'
Baptism follows, a sign io others thal repentance and forgiveness
have To 'initiate' means to introduce orto begin. New studentsjoining a college
place. It"is also a sign of one's commitment to a new life in or club will normally be given orientation and sometimes badges of identity.
ufiluay taken
Christ. Similarly, inZambiantradition in the past, people joining a secret society, such
. and to His us the Nyau of Eastem Province, or a guild of Craftsmen were required to go
This new life is expressed in obedience and commitment to God
of life rises to a new, through an elaborate ceremony. Sometimes a special mark was made on the
will for us. The ihri.tiu, dies to his old way and
hody before they became members. The traditional ceremonies of initiafion
God-centred life.
. rrre called "rites of passage". Some of them are those related to puberty and
The message of the resurrection is the basis of the christian hope'
rnarTlage.
IIINTS TO TIIE TEACIIER
. of lDrrberty Rites For Boys And Girls
Emphasise the comparison of John the Baptist's message with
those
other religions. When boys and girls come of age, special ceremonies are done to mark
. Note that 'sacrifice' and 'prayer' in Zambian Tradition are closely llrcir transition from childhood to adulthood.
linked to the 'shrine'; but each of them is distinct' Girls go through the initiation individually, or two at the most. The
tluration of the seclusion varies from one ethnic group to another. However, it
SUGGESTED TEACIilNG AND LEARNING MATERIALS lu irnportant to note that increased urbanisation is quickly having an effect on
1. Bible
lhc practice.
2. Qur'an
Puberty rites fcir boys take the form of circumcision in some tribes, but
3. Relevant Hindu Books
rlil'l'crent in others. In circumcision rites of the past, a group ofboys wouldbe
4. Ask a resource person to talk on Zambian Traditional Religion.
oumped a distance away from the village for a period of up to two years. In
SUGGESTED TEACHING AND LEARNING ACTIVITIES nrodern Zambia, the duration is lessened due to the changing socio-economic
l.Letpupilsdiscussingroupsthemainmessagesinthefourreligions oonditions.
2. Show i frm or video on various religions'
Mnrriage Rites i'or Boys And Girls
EVALUATION ln Zambian tradition, marriage almost always follows initiation at
message from the video or film.
1' Assess pupils, ability to relate the main ptrhcrty. Therefore, marriage is an expected outcome of the preparation of the
2. Assess'pupils' abiiity to compare the main messages in the four
hoy ,rr girl at puberty. During this time much training and counselling by
religions.

30
3l
elderly women and men focuses on family life. Girls are counselled by elderly TOPIC 3.2 MEANING AND PROCEDURE OF
women; boys by elderly men. Marriage is important not only because it
- CHRISTIAN BAPTISM
ensures continuity of life through reproduction, but it is also a means of SUGGESTED DURATION: 40 Minutes
preserving the family.
PRE-REQUISITES: Ask pupils to explain the significance of traditional
Significance of Puberty and Marriage Rites initiation practices.
Initiation rites for both boys and girls are important for the following SPECIFIC OBJECTMS: By the end ofthe learning experience, PSBAT:
reasons: 1. Define Baptism.
. They are a mark of becoming an adult.
2. Explain the procedure of Christian Baptism.
. They prepare them for their adulthood roles.
. Girls are prepared to become responsible wives and mothers. BACKGROUND INFORMATION
. Boys are trained to be responsible husbands and fathers. Definition of Baptism
. They are trained in skills and right attitudes to help them fulfil these To baptise means to 'dip' or'immerse' someone into water so that they are
roles. completely covered with the liquid. 'Baptism' comes from the Greek word
. They are trained in discipline. "baptizo".
. They are trained to become responsible members of the communiry.
Procedure of Baptism
HINTS TO TIIE TEACIMR The New Testament practice ofwater baptism sets the pattem for christian
practice today. Three important questions should be asked:
Emphasise the importance of initiation ceremonies. State that initiation . Who may be baptised?
ceremonies vary from one ethnic group to another. . When should a person be baptised?
. How should one be baptised?
SUGGESTED TEACHING AND LEARNING MATERIALS
To answer these questions, the teaching and practices of Jesus and the
l. Tribal and Linguistic map of Zambia upostles will be a necessary guide.
2. History Books
Who may be baptised?
Only people who have repented and confessed their sins, and are willing to
SUGGESTED TEACHING AND LEARNING ACTIVITIES
live a life of obedience to Christ may be baptised. Examples are:
1. Let pupils debate one of the following motions: . The 3,000 Jews on the Day of Pentecost. In answer to their question,
- Circumcision is not relevant in modern Zambia- "What shall we do?" Peter commanded them to repent, believe the
- Seclusion for girls is old fashioned. gospel, and be baptised for the forgiveness of sin (Acts 2:37-38).
. The Samaritans and Saul of Tarsus. The Samaritans were baptised
2. Divide the class into small groups. Let them discuss the importance
initiation ceremonies. after they believed the message of Philip (Acts 8:12). Ananias, a
disciple, baptise_d Saul in Damascus (Acts 9:18).
EVALUATION When should a person be baptised?
1. Assess pupils' ability to debate "Circumcision" or "Seclusion". New Testament practice shows that people were baptised almost
2. Assess pupils' ability to discuss the importance ofinitiation ceremonies. Itnrrrediately they professed their faith in Jesus. Although there is no specific
llnrc lapse commanded, the Gospel accounts and the Acts of the Apostles
Itttlicate that baptism occurred at the earliest time possible in a person's
('hristian life.

aa
32 JJ
 Examples include.
I0I'I('3.3 CHRISTIAN TEACHINGS ON BAPTISM
" The Ethiopian eunuch, Acts g:35_3g - IN DIFFERENT CHURCIIES TODAY
. The Roman army officer, Acts l0:44-4g
. The Roman Jailer, Acts l6:2g_34 \l r( l(;l,lSTED DURATION: 40 Minutes

How should a person be baptised? l)ll l,l-ItIIQUISITES: Ask pupils what is taught about baptism in their various
, lrrrrr'lrcs.
It is clear from New
in line with the defin \l'l,l('ll.lC OBJECTIVE: By the end of the leaming experience, PSBAT:
completely covered by l)cscribe various teachings on baptism found in Christian churches in
which demonstrate this /rrrrlrur today.
' fh" Baptism o ist.Immediately after His
baptism by John ut"r" ltvtuttf** 3: I 6). This II \('I(( ;ROUND INF'ORMATION
means He was c er.
\ ru'iorrs Teachings on Baptism
'lcachings and practice of baptism
vary among different churches. They
ril(' ()ulIined below.
Who may be baptised? Some churches believe that baptism should
l,ll.w repentance from sin and profession of faith in Jesus. For this reason,
orrly lhose who are old enough to understand its full meaning may be baptised.
llrrplrsrn is only an outward sign of the inward change.
()lhcr churches consider baptism as a means of receiving forgiveness and
lrr.r 0nrihg members of a congregation.
lnlhnt baptism is carried out by some churches for several reasons:
Jesus taught that those w^ho genuinely repent should
be baptised in the lt is a mark of initiating the child in the parents' church.,
name of the Father, and ofthe son, and of the uily spirit, 'f o wash away original sin to enable the child to enter God' s Kingdom.
(Matth"i,zs, r e;.
HINTS TO TIIE TEACIMR So that the child grows up to fear God
Encourage pupils to bring out the desirable attitudes To impart etemal life to the child
toward baptism and
explain its spiritual values. Baptism saves

SUGGESTED TEACHING AND LEARNING MATERIALS l\lelhods of Baptising

l. Bible . [mmersion: This is where people are dipped in water. This is the
2. An Atlas of the New Testament
original meaning of baptism and accepted method in the New
3. Christian books relevant to baptism
Testament.
SUGGESTED TEACHING AND LEARNING ACTIVITIES . Pouring: Water is poured from a vessel onto the head of the person
being baptised. The practice is possibly an interpretation of Old
1' Guide pupils to read Bible passages in groups
and discuss them. Testament anointing in which a priest or king was anointed with oil
2.Letpupils relate personal experiences of baptism. (1 Samuel 10:1).
EVALUATION . Sprinkling: This may also be a carry over from Old Testament
Assess pupils' ability to discuss passages on baptism. practices of sprinkling with blood, those suffering from leprosy or
rituals related to circumcision.
34
35
Duration
The duration between the time of profession of faith and baptism varies
from church to church. Very few churches baptise immediately. Others givc
catechism lessons for period of up to twelve months. Those who pass the tests
a wcrc cousins, and had been together for three months just before the births of
qualify for baptism. The reason for the long training is to ensure that peoplc
comply with the teaching of the church before they can be accepted as
members.
HINTS TO TIIE TEACIIER
Emphasise the meaning, practices and values attached to water baptism,
SUGGESTED TEACHING AND LEARNING MATERIALS
L Bible
2. Christian books on baptism
3. Pictures showing different ways of baptism.
SUGGESTED TEACIilNG AND LEARNING ACTIVITIES
1. Ask pupils to write a few paragraphs on various church practices of
baptism.
2. Ask pupils to read given Bible passages.
3. Divide the pupils into groups and guide them in discussing baptism.
EVALUATION
1. Assess pupils' ability to describe various teachings on baptism by
different churches.
2. Assess pupils' ability to show reasons for the practices.
TOPIC 3.4 JESUS' BAPTISM AND ITS SIGNIFICANCE
- Why John the Baptist at first refused to baptise Jesus. The purpose of Jesus'
SUGGESTED DURATION: 80 Minutes
PRE-REQUISITES: Find out what the pupils already know about baptism;
SPECIFIC OBJECTMS: By the end ofthe learning experience, PSBAT:
l. Relate the story of Jesus'baptism.
2. State the significance of Jesus' Baptism.
BACKGROUND INFORMATION
The Story Of Jesus' Baptism Matthew 3:13-17; Mark l:9-11;
Luke3z2l-22 - that later He would represent man at the cross of Calvary. The phrase,
Before Jesus was officiallyrevealed tothenation oflsrael, John the
prepared the people to receive Him. Eventually, the baptism of Jesus in
36
tlivcr Jordan the ministry of John the Baptist, and was the
"onrr--uted
hcginning of Jesus' ministry.
As boys, John and Jesus would have known each other. Their mothers
lltc two sons, Luke l:36,39-40,56.
'Ihe boys would have been told oftheir respective missions. But John may
not have seen Jesus from the time he went to live in the wilderness, unti! the
duy of Jesus' baptism. He may not have recognised Jesus until God pointed
lltm out, John l:31, 33-34.
Bethabara, eight kilometres north of the Dead Sea, was one place where
ftlhn baptised, John l:28. The river had worn away the bank, making easy
locess. Aenon, near Salim, was another ford further north.
On being approached by Jesus, John did not want to baptise Him. Jesus had
llo nins of which to repent. John's reluctance was overcome by a word of
Ittthority from Jesus, Matthew 3:15.
'l'hree things happened as Jesus came up out of the water:
. The heavens were opened to Him.
. The Spirit of God descended on Him in the form of a dove.
. The voice of God was heard, proclaiming Jesus as Messiah (Psalm 2:7;
Isaiah 42:l), and God's Servant who would suffer for His people.
ll'John had any doubts, he was now be fully assured of who Jesus was,
lohn l:29-34.
llgnlllcance of Jesus' Baptism
'l'he significance of Jesus' baptism is totally different from 'believer's
hn;ttism' both in the New Testament, and in modern Zambia. This explains
Elptism is as follows:
. Introduction of Jesus as Messiah: The occasion of His baptism
served as God's platform to formally introduce to the people of Israel,
that Jesus was the awaited Messiah. This was the significance of the
divine voice from heaven. The testimony was sealed by the visible
presence of the Holy Spirit who descended upon Jesus. The voice also
confirmed John's own testimohy aboutthe Messiah: "Behold, the Lamb
of God..." John l:29.
. Jesus'Identity with Sinners: Jesus identified Himself with the people
I-le came to save. He wanted to show His oneness with man, knowing
"Lamb of God" indicates His substitutionary sacrifice for sinners.
Isaiah also prophesied that He would be "numbered with the
37
 transgressors" (Isaiah 53:12). This way, Jesus would "...
righteousness" (Matthew 3 : I 5).
. Obedience to God's will:The Holy Spirit came upon Jesus
remained onHimnotonlyto give Himpower for service, but it was
a sign of God's approval that He was the one set aside to do God's
of saving mankind. Jesus' acceptance ofbaptism showed His
obedience to the Father. He pleased God in all He did. His
therefore, became a symbol of His future death and resurection.
HINTS TO THB TEACHER
Emphasise the uniqueness of Jesus' baptism as compared to Believers
Baptism.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. Bible
SUGGESTED Tf,ACHING AND LEARNING ACTIVITIES
1. Ask pupils' to read passages on the baptism of Jesus.
2. Ask pupils to write notes on the importance of Jesus' baptism.
EVALUATION
Assess pupils' ability to write their own notes on the importanc
baptism.
TOPIC 3.5 NEW TESTAMENT BAPTISM AND ITS
- CONTINUED IMPORTANCE TODAY
SUGGESTED DURATION: 40 Minutes
PRE-REQUISITE: Let pupils discuss their experiences of the practice
teaching of baptism inZambian churches.
SPECIFIC OBJECTI\fE: By the end of the leaming experience, PSBA
Explain the meaning of baptism for Christians in the New Testament ti
and its continued importance today.
BACKGROUND INFORMATION
New Testament Baptism and Its Continued Importance
The meaning of New Testamentbaptism answers the "why?" of
In the New Testament, baptism means:
. Baptism is an outward, physical symbol of an inward spiritual change
conversl0n.
38
. 'l'hrough baptism a person is initiated into fellowship with other Christians
who make up the Body of Christ, the Church.
. llaptism means identification with Christ in His death, burial and
rosurrection, Romans 6:4-13. That is, a Christian who is immersed in water
is a sign to the world that he has died to sin, and has risen to a new life in
,lcsus Christ, Colossians 2:12.
o tlaptism alone does not bring forgiveness of sin, or conversion. Repentance
rund conversion to Christ must take place first, Mark 16:16; Acts 2:38.
r llaptism is a command of Christ, Matthew 28: I 8-20. Jesus Himself was
baptised. Therefore, baptism is a necessary symbolic requirement for those
placing their faith in Him.
I llaptism means identification with Christ.
r lior a Jew, being baptised in Jesus' name meant giving up Judaiqm with all
its politrcal rights and privileges. The result was great conflict between
Ofthodox Jews, who followed the Law of Moses to the letter, and Christian
,lcws.
lixamples include, Saul of Tarsus (Acts 9:l-79;2 Corinthians.ll:22-29),
Stephen (Acts 6:8- l4; 7 :57 -60).
rrrrd
According to the New Testament, Christians are baptised not because
hnptism brings forgiveness and etemal life, but because:
. It is Christ's command.
. They want to publicly express their repentance and faith which has
already taken place in their hearts.
. This public confession expresses commitment to obedience to God's
Word.
IIINTS TO THE TEACHER
ljmphasise the relevance of New Testament teachings to churches in
Zuntbia today.
III(;GESTED TEACHING AND LEARNING MATERIALS
l. Bible
iI I(;GESTED TEACHING AND LEARNING ACTIVITMS
L Divide the class into groups and ask them to discuss the importance of
New Testament baptism.
2. Ask pupils to write a few paragraphs on N.T. baptism.
IOVAI,UATION
l. Assess pupils' ability to explain the meaning and value of New
'l'estament baptism.
2. Assess pupils' ability to show how its values are applied in Christian
rrlurrches inZambia.
39
 TOPIC 3.6 CIRCUMCISION IN TIIE OLD TESTAMENT ttINTS TO THETEACHER
- Emphasise the differences between O.T. circumcision and N.T. baptism.
SUGGESTED DURATION: 40 Minutes
PRE-REQUISTTE: Let pupils discuss initiation rites in their local areas. TII IGGESTED TEACHING AND LEARNING MATERIALS
l. Bible
SPECIF'IC OBJECTM: By the end of the learning experience, pSBAT:
IIIIGGESTED TEACIilNG AND LEARNING ACTIVITIES
Illustrate with appropriate Bible passages, the meaning of circumcision in
l. Ask pupils to read the appropriate passages from the Bible.
the Old Testament.
2. Ask the pupils to compare Old Testament circumcision with New
'l'cstament baptism.
BACKGROUND INF'ORMATION
ICVALUATION
old restament Circumcision Genesis 17:10-14; Joshua 5:l-12; Assess the pupils' ability to distinguish between Old Testament
Romans 2:4; Galatians 2:l-21- 0trcumcision and New Testament baptism.
unding nations
to adult status in
rite, it took
se the TOPIC 3.7 CIIRISTIAN BAPTISM COMPARED WITH
- ADMISSION PRACTICES IN OTIIER RELIGIONS
Significance of Circumcision IIIGGESTED DURATION: 80 Minutes
Old Testament circumcision had the following significance: PRE-REQUISITES: Let pupils discuss Christian Baptism.
' sign of the covenant: It became the sign of the covenant between God on IiI'IICIFIC OBJECTM: By the end of the leaming experience, PSBAT:
the one hand, and Abraham with his descendants on the other. Compare Christian baptism with admission practices in other religions.
' Mark of ownership: God was to be their God. They would be His people. IIACKGROUND INF'ORMATION
circumcision would be a perpetual reminder ofthis relationship throughout
their generations. lllptism In Christianity Compared With Other Religions
Each religion has its own ways of admitting people into its way of life.
. Guarantee uaranteed the people of Israel to ('hrlstianity
share in the and the hope of silvation which 'l'he following are Christian teachings about believers' baptism:
would com . Any male Jew who was not . Baptism does not bring forgiveness of sin, or conversion.
circumcised, forfeited his participation in the hopes and promises of the . Repentance and conversion to Christ must take place first, Mark I 5: 16;
nation. He could not worship Yahweh (YHWH). Even sraves from foreign
Acts 2:38.
nations were to be circumcised. . Baptism is an outward symbol of an inward reality - that of genuine
' A shadow of the New Birth: circumcision was a physical rite which was a converston.
. It is a command of Jesus, Matthew 2d:18-20. Jesus Himself was
type or foreshadow of the new birth - a spiritual change of heart. The,people
eventually respected the rite more than obedience of heart. Later in the N-ew baptised.
Testament, Paul warned the Jews that a mere physical act was ofno value. . Baptism means identification with Christ in His death, burial and
resurrection, Romans 6:4-13.Immersion signifies death and burial to
At the time of the Exodus, Joshua was commanded by God to circumcise. sin. Coming out of the water signifies resurrection to a new life in Jesus
the new nation entering canaan. These were the descendants of the old Christ, Colossians 2: 12.
generation whom Moses brought from Egypt. The people who had left Egypt . Baptism means association with the 'Body of Christ', a name referring
had all died, except two - Caleb and Joshua. to Christians everywhere, 1 Corinthians 12:13.

40 4l
Hindu Admission Practices
Between the ages of8 and 12 years, a boy receives "the sacred thread of
initiation", which is a symbol of an upper class Hindu's initiation into his
caste.
It is a triple-stranded string worn throughout his life, draped across the left
shoulder and under the left arm. It means that he is novr "twice born."
Islamic Admission Practices
In Islam, there is no initiation from childhood into adult religious life. A
child in a Muslim home gradually leams Islamic beliefs. He learns to read the
Qur'an (Koran) in Arabic. When he is mature, he takes full religious
responsibility, but there is no special ceremony to mark this.
In Islam, there are no priests. Each mosque has a leader, called an Imam,
who conducts prayers, and aMtazzim, who gives the call to prayer.
A convert to Islam would approach an Imam and express his desire to
become aMuslim. 'Ihe Imam will then explain the Kalima (belief) to him, and
all that is involved in Islam. He will ask him to recite the Kalima, and express
belief in it.
Zrmbian Traditional Initiation rites
Puberty and marriage rites for boys and girls mark the beginning of adult
life. These rites prepare them for their roles in adulthood.
For details, refer to Topic 3.1.
IIINTS TO THE TEACIIER
. Be aware that other religions and their ideas may be new to some pupils,
and may be hard to understand.
. Make sure you have researched the admission practices in the other
religions.
SUGGESTED TEACHING AND LEARNING MATERIALS
l. Bible
2. Books on Hinduism, Islam andZambian Tradition
SUGGESTED TEACHING AND LEARNING ACTIVITIES
1. Ask pupils to read the Bible passage on baptism, Romans 6:4-11.
2.Invite a resource person from the three other religions to give a talk on
admission practices.
EVALUATION
Assess pupils' ability to determine similarities and differences between
Christianity and other religions.
42
UNIT 4: TEMPTATION
TOPIC 4.I- WHAT IS TEMPTATION, TESTING, AND SIN?
SUGGESTED DURATION: 80 Minutes
PRE-R"EQUISITE: Ask pupils about their experiences of failing a test, or
disobeying people in authority.
SPECIFIC OBJECTIVE: By the end of the learning experience, PSBAT:
Illustrate with appropriate Bible passages, the meaning of Temptation,
Testing, and Sin.
BACKGROUND INF'ORMATION
The words temptation, testing and sin are related but not the same.
Definitions:
Temptation
Temptation is the attempt to make someone disobey God. Everyone is
tempted. Temptation is not sin. It only becomes sin when one gives in to it.
. To be tempted is to be faced with the seeming attractiveness of sin, and
to be in danger ofbeing drawn into it. This experience is common to all
of us, 1 Corinthians 10:12.
. Temptation forces us to decide for or against God. Satan uses
temptation to try to separate us from God, as in the case of Adam and
Eve, Genesis 3:1-19.
. God never tempts anyone. He cannot be charged with the responsibility
of our sin, James 1 : 13 .
, Satan, the present ruler of this dark world, is the tempter who tries to
take advantage of our desires (1 Corinthians 7:5; 1 Thessalonians 3:5;
James 1:14). Temptations can come either from Satan's voice, or from
natural desires within the heart. These desires may be normal desires
such as for food or sex. but when we yield to them in an inappropriate
manner, then they turn into sin.
Testing
Testing is a situation in which God tries our faith and obedience to Him.
Testing also helps to build Christian character (James l:2-3)'
There is a difference between temptation and testing' When God is
involved, this is a time of testing, rather than temptation. The following are
examples of people who were tested in the Bible:
43
 Abraham: He was tested by God to prov TOPIC 4.2 _METHODS OF TEMPTATION AND EXAMPLES OF
told Abraham to offer his only son, Isaac. PEOPLE WHO WERE TEMPTED IN TIIE BIBLE
God stopping Abraham from sacrificing
SUGGESTED DURATION: 80 Minutes
PRE-REQUISITE: Let pupils define the terms temptation, testing, and sin.
SPECIFIC OBJECTIVES: By the end ofthe lebrning experience, PSBAT:
I . Illustrate with appropriate Bible passages, the methods oftemptation'
2. Give examples of people who were tempted in the Bible.
Sin BACKGROI,IND INFORMATION
. The word 'sin'mean d God. Methods Of Temptation
2
This often leads to . It is a There are many ways in which temptations come to people. Here are some
failure to reach an it the
of the ways:
"transgression of the law".
. Our desires: Sexual and other physical or emotional desires can be
channels of temptations (l Corinthians 7:5; James l:13). For instance,
Satan tempted Eve and Jesus in the area of appetite for food, (Genesis 3:6;
Matthew 4:3-4).
. Our weaknesses: Satan exploits situations of physical or emotional
weakness. People are most vulnerable when they are weakest. For instance,
IIINTS TO TIM TEACIMR Jesus, in the night of His betrayal. (Mark l4:38).
Note that sometimes it is difficult to distinguish temptation from testing.
. Our pride of position: King Nebuchadnezzar of Babylon was punished
because of pride. He praised himself instead of honouring God (Daniel
SUGGESTED TEACHING AND LEARNING MATERIALS 4:30-37). God struckhim with madness. Another example was King Herod
1. Bible Antipas. He was killed by an angel from God because he accepted the
2. Christian books worship of the people as if he were God (Acts 12:21-23).
3. Newspapers and magazines illustrating tempiations, testing, and sin. . Poverty and prosperity: Poverly may lead to steallng. Prosperity may lead
to pride and forgetting God (Proverbs 30:8-9).
SUGGESTED TEACHING AND LEARNING ACTIVITIES . Friends: Friends may mislead us as to God's will, and thus cause us to miss
l. Ask the pupils to discuss from their own experience, the differences
.between God's direction. Peter was rebuked for try.ing to turn Jesus away from the
temptation, testing, and sin. cross (Matthew 16:22-23). We must not be channels of temptation to other
2.Tell the pupils to read Bible passages on temptation, testing, and sin. people (Luke 17 l-2). Bad company ruins good morals.
. Trying to help others: We should take care when trying to help other
EVALUATION people so that we do not fall into the same temptations (Galatians 6:1).
. .Assess pupils' ability to distinguish between temptation, testing and
giving examples of each from the Bible and in modern Zamiia.
sin, )
. Circumstances: Christians should avoid situations or places which would
make it easy for them to be tempted. Jesus taught that Christians should pray
so that they may not enter into temptation (Psalm 1: I ; Matthew 6:13).

44 45
Examples Of People Who Were Tempted 2.ExplainJesus' use of O.T. Scriptures in resisting these temptations.
The failure or success ofpeople in the Bible who were tempted, serves as a 3. Show how Jesus met and resisted temptations on other occasions in His
waming or an encouragement to us. The temptations they went through are life.
common to us all. We can leam what made them fail, and how they overcame.
The following are examples in the Bible of people who were tempted:
BACKGROUND INFORMATION
During His life, Jesus faced many temptations.
. David: David looked at a woman bathing. He failed to control himself, gave
into temptation, and committed adultery (2 Samuel 11:1-5). Temptations After His Baptism Luke 4:l-13
-
The Holy Spirit led Jesus into the desert and allowed Him to be tempted by
. Daniel's three friends: Daniel's friends refused to worship the king's idol, Satan. This was to prove that Jesus the Son of God would not sin. The devil's
resisting the temptation to take the easy way out. They depended upon God purpose was to cause Jesus to act acgording to His own will, independently of
to save them from the king's anger. God honoured them (Daniel 3:4-18). God. This was not successful because of the unity of the Father and the Son,
. The Apostle Peter: Through fear, Peter denied Jesus three times. He relied and the Son's unquestioning obedience to the Father. The Lord Jesus was
upon his own strength (Luke 22:45-62). tempted in three ways - the same three ways we are tempted. See 1 John 2: 16,
"... the lustofthe flesh (1), andthe lust ofthe eyes (2), andthepride oflife (3)."
IIINTS TO THE TEACHER
Emphasise good and bad attitudes to temptation. l. Turn Stones into Bread: Satan tried to make Jesus prove His Sonship by
using God's power to perform a miracle to gratify His hunger.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. Bible Jesus responded by quoting the O.T. Scripture: "It is written, 'Man shall
2. Relevant Christian books not live by bread alone, but by every word of God"'(Deuteronomy 8:3). It
was essential for man's spiritual life to be fed, as well as the physical body.
SUGGESTED TEACHING AND LEARNING ACTIVITIES Jesus knew He must never demand a miracle for His owh comfort. Nor
l. Ask the pupils to discuss the ways of temptation, and how to overcome could He prove He was the Messiah by being able to give them bread
them. without working for it. Spiritual values come first, physical needs last.
2. Divide the pupils into groups and ask them to dramatise common
situations of temptation. 2. Worship Satan: The desire for power to control the world through
EVALUATION violence was at the centre of this temptation. Jesus rejected the offer of
l. Assess pupils' ability identify tempting situations, and how to worldly glory and Satan's methods. He would not build a kingdom of
righteousness by a sinful act. God's plan was for Jesus to lay down His life
overcome them.
pupils' ability in sacrifice. God wants people to come into His Kingdom because of a
2. Assess discuss ways of temptation and how to
desire to serve Him out of love. God does not force people into His
cvercome them.
Kingdom. Therefore, Jesus said l'fear the Lord your God, worship only
Him, and make your promises in His Name alone." (Deuteronomy 6:13)
TOPIC 4:3- TEMPTATIONS OF JESUS
3. Jump from the top of the Temple: Satan wanted Jesus to throw himself
SUGGESTED DURATION: 80 Minutes from the Temple. This would make Him popular with the people. To
PRE-REQUISITf,: Letpupils give examples of when they were tempted and support his lies, the devil quoted Psalm 9l:ll-22, but twisted its meaning
how they reacted. and application. Jesus rejected the idea and replied, "Do not put the Lord
your God to the test."
SPECIFIC OBJECTMS: By the end ofthe leaming experience, PSBAT: )
It is wrong to test God to see if He will keep His promises. For Jesus to call
l. Relate the story in Luke chapter 4, of the three temptations of Jesus on God to see if He will save Him from an act of suicide would have been
immediately after=Hi s baptism. sin. This was not God's way to win men. Faith inspired by fear or

46 47

I
 astonishment is worthless. The only firm and lasting faith is that based on a
deep conviction that the Lord Jesus christ is the answer to man,s
Each of tt"r" t"rtirrgs was met with a clear vision of His Father's will,
namely:
problems. .His mission was not to compel obedience, but to change the hearts of
Jesus' Use Of O.T. Scriptures To Overcome Temptation men. Evil must be overcome in men's lives.
. His Kingdom must be built on love, not force.
Jesus knew the o.T. Scriptures to be God's word. Therefore, each time
Satan tempted Him, He defeated Satan by quoting the Scriptures. Thus, He set
. Sin could only be dealt with through His sufferings and death.
an example for us to follow. By overcoming these temptations, the Lord Jesus Christ proved that He
was God the Son - perfect in every way. He proved that He was absolutely
Other Temptations Of Jesus Isaiah 42:l-2 God, Hebrews 4:15.
-
IIINTS TO THE TEACIMR
. Emphasise Jesus' use of God's Word (O.T.), and prayer, to ovelcome
ternptation.
. Note other occasions of Jesus' temptations andhow they were related to
his mission on earth.
to-" of the other occasions of temptation were as follows:
. SUGGESTED TEACHING AI\D LEAR}IING MATERIALS
m to become king 1. Bible
ment (John 6:15). 2. Relevant Christian books
their needs. Jesus
SUGGESTED TEACHING AI\D LEAR}IING ACTIVITIES
1. Let pupils read the Bible passages, and from them list occasions when
{,i:TS. XJTJ: J::'#,: :',"i?, J; Jesus was tempted.
that He would only prove His 2. Discuss the temptations faced by Jesus and how He resisted them.
om death. 3. Discuss the relevance of the temptations to his mission on earth.

' Peter tried to prevent Jesus' death:Jesus rebuked peter for trying to EVALUATION
prevent His death (Matthew 16:21-23). He recognized that Satan was Assess pupils' ability to interpret Jesus' responses to temptation indicating
working through His close friend, peter, to make Him fail in His mission. a clear vision on his part to do God's will.
Therefore, He sharply rebuked peter.
' During His Triumphant Entry into Jerusarem: Jesus was not deceived
_
welcome. He was not the "political" Messiah the TOPIC 4.4 TEMPTATIONS MET BY CHRISTIANS IN ZAMBIA
work was spiritual. Jesus kept a low profile and stuck AND HOW TIIEY CAI\ OVERCOME TIIT',M
(Luke 19:28-49). SUGGESTED DURATION: 40 Minutes
' rn the Garden of Gethsemane: This was the temptation to avoid the
terrible suffering of separation from God, because He took man,s sin on PRE-REQUISITE: Ask pupils what they know of common temptations in
Himself. His pain of mind was so great that He perspired abnormally. Jesus Zambia, from personal experience, and how these temptations can be
overcame by eamestly praying to His Father and submitting to His will overcome.
(Luke 22:39-16). SPECIFIC OBJECTI\rES: By the end ofthe learning experience, PSBAT:
' on the cross: various groups tempted Him to save Himself in I l. Identifu temptations faced by Christians in Zambia.
spectacular way. He rejected their mockery and depended upon God to help
2. Illustrate with appropriate Bible passages, how Christians can
Him. He submitted to suffering until Ue finally died (Luke 23:35_56).
overcome temptation.

48 49
BACKGROUND INFORMATION SUGGESTED TEACIIING AND LEARNING MATERIALS
Temptations faced by Christians in Zambia l. Bible
2, Relevant Christian books and magazines
Christians inZambia face similar temptations to those in the Bible. Some
3. Newspaper articles
of them are those which lead to:
. Comrption SUGGESTED TEACHING AND LEARNING ACTiVITIES
. Abuse of power l. Tell the pupils to read the Bible passages on temptations.
. Pride I
. [dolatry and divination
2. Ask pupils to identify situatrons of temptation from magazines and
. Nepotism
newspaper articles.
. Stealing 3. Get the pupils to dramatise incidents of temptatibns. ,

. Immorality (Adultery). EVALUATION

How Christians can overcome them 1. Assess pupils' ability to identify situations of temptation from
The fact that Jesus Himself was tempted, and resisted, enables Him to help newspaper and magazine articles.
us adequately when we are tempted in the same ways, although He Himself did 2. Assess pupils' ability to dramatise situations of temptation.
not sin, Hebrews 2:16-18. Therefore, when we are tempted we should follow
3. Assess pupils' ability to explain how to overcome temptation.
the example of Jesus and the teaching of the Bible:
Ways of Overcoming Temptation:
1. Prayer:We must pray with confidence in the Name of Jesus. He will
always help us, Hebrews 4:15-16. TOPIC 4.5- THE TEACIIING ON TEMPTATIONS
2. Use the Word of God: Like Jesus, we must quote or speak the Word of IN CHRISTIANITY AND OTHER RELIGIONS i

God directly to the evil thought or suggestion. SUGGESTED DURATION: 40 Minutes

3. Resist temptation:Make a firm decision to reject the evil suggestions,
James 4:7.
4. Submit to God: Submit to God and obey Him rather than your evil desires
or otherpeople's evil suggestions, James 4:7. Wemustnottrust in ourown
strength as Peter did, John 13:37-38.
5. Move away from place of temptation: When the temptation is too
strong, run away from the place of temptation even if it means being
embarrassed. Joseph ran away from wife, without compromise, Genesis
39:7-12.
6. When we are overcome: When temptation defeats us, we must quickly
repent of our deed and ask for God's forgiveness, Colossians l:12-13;
I John 1:9.
IIINTS TO THE TEACHER
. Note that temptations in Zambiatoday are similar to those found in lhe
Bible.
. Help pupils to bring out the similarities between temptations in the
Bible and in modem Zambia.
PRE-REQTIISITE: Let pupils list the most common temptations and show
how they are overcome in Christianity.
SPECIFIC OBJECTM: By the end of the leaming experience, pSBAT:
Compare Christian teachings on temptation with other religions.
BACKGROUND INF'ORMATION
There are similarities as well as differences between the teaching of
Christianity on temptation and those of other religions.
Summary Of Christian Teaching
Nature of Temptation:
. Temptation is not sin. It only becomes sin when a person obeys its
suggestions.
. God does not tempt anyone. Temptations come from Satan or from a
person's own natural desires which Satan exploits.
. Temptation is not limited to a few sins or situations, but includes every
area of our lives.

50 51
 HINTS TO THE TEACHER
How to Overcome Temptation
. By Prayer Help pupils to identiff the similarities and differences between Christian,
. By the Word of God Muslim and Hindu teachings about temptation.
. Firmly resisting temptation
. Submitting to and obeying God SUGGESTED TEACIilNG AI\D LEARNING MATERIALS
. Running away from place of temptation 1.Bible
. Repentance and confession of sin after we have fallen 2. Books on World Religions
' Jesus was tempted in every way but did not sin. He herps us when in
need. SUGGESTED TEACIilNG AI\D LEARNING ACTIVITIES
'I'he indrvelling
' of the Holy Spirit gives us strength to overcome.
l. Divide pupils into groups and tell them to discuss the teachings on
Hindu Teaching on Temptation temptation in the three main religions.
1. Temptations: The two main temptations 2. Invite a Hindu or Muslim Resource person for a lecture or interview.
tem for a Hindu would be lust and
greed. Lust ref-ers
refers to uncontrolled sexual affections for the opposite
oooosite sex,
sex.
Greed refers to selfishness or a desire expense of
sire for material wealth at the exnense of EVALUATION
other people's well-being. 1. Assess pupils' ability to compare Christian teachings on temptation
with Hindu and Muslim teachings.
2. How they are overcome: To resist the temptation of lust, the Hindu
2. Assess pupils' ability to reason or analyse the Resource lecture or
scriptures emphasize that a man should always think of other women as
interview.
o commanded to thinkofthe impurities which
i.e. physical attraction does not last, because
ld and sick.

of greed, the Hindu is encouraged to always

and possessions can only bring peace and
ed in a moral and honest way.

Muslim Teaching on Temptation

Another serious temptation would be to think of committing adultery, or

having any immoral relations with another person.

2. How they are overcome: The Muslim would be instructed, when

tem1.t. d. 1r. tl^ ink of the Day of Judgeme ve
ii;i r.. .'.,. itr trr Allah for all his deeds or
thoughts will .iveigh against him. Fear o he
Muslim to overcome.
53
52
 UNIT 5: JESUS, POWER OVER . Because of his sympathy and compassion for people.
DISEASE AND NATURE . To show His Messiahship that they might believe in Him, Luke 5 :1 2- 1 5.
. Fulfilling O.T. prophecy, Isaiah 29:18-19;35:5-6; Matthew 8:16-17'
TOPIC 5.I MIRACLES
- HINTS TO THE TEACHER
SUGGESTED DURATION: 40 Minutes . Let pupils tell of events which they believe to be miracles'
PRE-REQUISITE: Ask pupils about supernatural events that could have . List events which some people would regard as miracles'
happened in their areas. SUGGESTED TEACHING AND LEARNING MATERIALS
SPECIFIC OBJECTIVES: Bythe end ofthe leaming experience, psBAT: 1. Bible
l. Define the word 'miracle'. 2. Relevant Christian magazines.
2. Give examples of events in Zambia which some people regard as SUGGESTBD TEACHING AI\D LEARNING ACTIVITIES
miracles.
Get the pupils to debate events which have taken place in zambia that
3. Illustrate with appropriate Bible passages, why Jesus performed some people would regard as miracles.
miracles.
EVALUATION
BACKGROUND INFORMATION
Assess pupils' abrlity to debate events which have taken place in zambia
What is a miracle? that some people would regard as miracles.
A miracle is a happening which cannotbe fully explained bynatural events
_
or human reasoning. The occurrence of a miracle dois not foliow the normal
"laws of nature." A miracle is therefore a supematural event.
TOPIC 522-JESUS IIEALS SICKPEOPLE
SUGGESTED DURATION: 80 Minutes
Miracles in the Bible
A miracle in Scripture is where man PRE-REQUISITE: Ask pupils to mention some of the miracles Jesus
sees God at work. Miracles are called
"signs," "works" or "mighty deeds." performed.

Examples of events regarded as miracles SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
There are some events which Relate from Luke's Gospel, the stories about Jesus healing sick people'
t some people regard as
miracles. For example, being heal or surviving anear fatal BACKGROUND INF'ORMATION
accident. It should be noted that when sick-people who There are many miracles that Jesus performed. sometimes He healed the
medically have no hope, do make a remarkable recovery. chrisiians would
sickboth physi"rtly anJ spiritually. At c;fiain times he controlled nature. In all
altrtibute fh6f
affrihrrfp that f^ This :^
to prayer. 'I'L:^ is L^^^.-^^
because +L^-,
they r-^li--
believe- 1ithaiGod is everlasting.
- - _-_- -___E these miracies which JeJus performed, He demonstrated His extraordinary
ough His
Through H.is Son Teqrrc rxrhn
Son, Jesus, who ic
is "fho oama rracra*A^..
"the same yesterday, +^A^.. and c^-^--^-,,
today ^^a forevei
(Hebrews l3:8), He stills performs miracles. authority and power over the situation.
The purpose of healing was to draw people into the Kingdom. In the four
Why Jesus performed miracles stories below, Jesus' attitude was that a person is more important than the
Jesus performed miracles for the following reasons: Sabbath, and has the right to receive help as needed. He was helping to save life
' To show that the Kingdom of God had arrived and people could enter it, and to do good.
Matthew 4:23-25. Jesus heals the following sick people:
' If people put their faith in Him, they could be healed. contrastMark . The paralytic, Luke 5:17-26
6:5-6 with Markg:23. . The man with a withered hand, Luke 6:6-10
54 55

I
 . The man with dropsy, Luke 14:l-6 unclean. Jesus recoinised that people with leprosy must live separately. If they
. The blind man at Jericho, Luke l8:35-45 were healed they were to report to the High Priest'
HINTS TO TIIE TEACIMR Jesus Heals Lepers And His Attitude To Them
lncourage pupils to relate the stories about Jesus healing sick people, Jesus Heals One Leper Luke 5z12-16
emphasising the important points. -
In this story, Jesus healed ten lepers, nine were Jews and one was a
SUGGESTED TEACIilNG AND LEARNING MATERIALS Samaritan. eli of them had faith tri believe that Jesus could heal, but only the
1. Bible Samaritan expressed his gratitude. The Samaritan not only received new
2. Relevant Christian books. physical health but also found spiritual life. This meant that not only Jews but
also Gentiles could enter the Kingdom of God'
SUGGESTED TEACHING AND LEARNING ACTIYITIES
Jesus Attitude To Lepers
I . Let pupils dramatise some of the stories about Jesus healing sick people.
When He healed lepers, Jesus showed that he had:
2. Divide the class into groups. Let each group discuss:
(a) What the stories teach about Jesus.
,') '.Compassion and love
Pity and sympathy
(b) What they teach about how people should respond to Jesus. ^J
TITE TEACIIER
,r, HINTS TO
EVALUATION Emphasise that lepers need love and compassion.
l_. Assess pupils' ability to dramatise the stories about Jesus healing sick -
people.
b SUGGESTED TEACHING AND LEARNING MATERIALS
1. Bible
2. Assess pupils' ability to discuss the teachings of the stories. t/,
2. Relevant books on leprosy
I
p SUGGESTED TEACIIING AND LEARNING ACTIVITIES
TOPIC 5.3 HEALS LEPERS AND
-JESUS
HIS ATTITUDE TO TIIEM I
q
1. Let pupils dramatise the two stories.
2. Ask the pupils to research and write a report on Christian's attitude
SUGGESTED DURATION: 80 Minutes ts
L towards lepers today.
PRE-REQUISITE: Ask pupils if they have ever seen someone suffering
from leprosy.
EVALUATION
1. Assess pupils' ability to dramatise the stories.
sPECrFrc OBJECTIVES: By the end of the learning experience, pSBAT:
2. Assess pupils' ability to research and write a report.
l. Relate the stories from Luke's Gospel of Jesus healing lepers.
2. State Jesus'attitude to lepers.
TOPIC 524 JEWISH ATTITUDE TO LEPERS
BAC KGROUND INF'ORMATION - AND RULES ABOUT LEPROSY
Leprosy In The Days Of Jesus SUGGESTED DURATION: 40 Minutes
Leprosy was considered to be a very unclean disease, which required not
PRE-REQUISITE: Let pupils tell the stories of Jesus healing lepers.
only healing but also cleansing. There was no known cure for leprosy in the
days of Jesus and the lepers usually died of the disease. SPECIFIC OBJECTMS: By the end ofthe learning experience, PSBAT:
Sometimes the term "leprosy" was used for a contagious skin disease, and 1. Describe the Jewish attitude to lepers at the time of Jesus.
not leprosy as it is known today. Any one who touched a leper became ritually
2. State Jewish rules about leprosy at the time of Jesus.

56) 57
 BACKGROUND INF'ORMATION
SUGGESTBD TEACHING AND LEARNING ACTIYITTES
Jewish Explanation About Leprosy Compare the attitudes of Jesus and the Jews to lepers.
!'yt to about
.by God lePro iene were given EVALUATION
the Jews w to Canaan-from
Egypt. This was nece Assess pupils' ability to compare the attitudes of Jesus and the Jews to
iticus 13:45_46,
and l4:l-20. lepers.

Jewish Attitude To Leprosy

Any one who touched a reper must go through speciar ceremonies of
cleansing. Thrs was part of the Law on hygiene uid i*lution for
infectious
TOPIC 5.5 ATTITUDE TO SICKNESS, DISABILITY
diseases. - AND IIIV/AIDS IN ZAMBIA
Lepers i luded from the community. They were SUGGESTED DURATION: 40 Minutes
to avoid all and were even expected to have the
appearance own death.
PRE-REQUISITE: Ask pupils to list common diseases in their local areas.

_ Lepers were also seen as unkempt figures with rough, untidy hair and the SPECIAL OBJECTM: By the end of the learning experience, PSBAT:
lower part of their faces and upper lips covered. Describe different attitudes to sickness, disability, and people with
Jewish Rules About Leprosy HIV/AIDS.
The Jews were given rures about Leprosy. Here are some of them:
. When a ewas to ring a bell and
BACKGROUND INT'ORMATION
call out, ded that a leper must Attitudes To Sickness, Disability And HIV/AIDS
be
at least The general attitude inZambia today towards sick and disabled people, is
. crean by giving them a pity for them. However, there are some who laugh at the sick and disabled, and
had gone through an people with HIV/AIDS. Some people do not even want to take care of their
us 14:1-10. This ritual sick and disabled relatives, especially those suffering from HIV/AIDS.

- The sacrifice of a bird, and the release of another. Attitudes To Sickness

Sickness is ill health. Sickness
causes worry and concern when it strikes a
household. There are different kinds of sicknesses. For example malaria, 'flu
(influenza), and cholera. People's attitudes differ according to the type of
.sickness.It is easier to show care and compassion to those suffering from
HINTS TO TIIE TEACIMR diseases which are not transmittable. For example: malaria, or backache.
Diseases like cholera and HIV/AIDS are considered to be dangerous, therefore
1. Jesus was a Jew but he treated the lepers with love and
compassion. people keep away from those with such diseases.
2- State to the pupils that leprosy is like
any other disease and it can now be
cured. Attitudes To Disability
SUGGESTED TEACIilNG AND LEARNING MATERIALS A disability is something that makes us unable to do certain things. Some
1. Bible disabilities are visible and severe. For example: the physically handicapped
and the blind. Some people will mock and laugh at them, whilst others will feel
2. Poster showing a leper.
compassionate and help them.

58) 59
 IIIV/AIDS
HIV stands forHuman Immuno-deficiency virus. This is the virus which HIV/AIDS is to use condoms. However, Christian teaching emphasises
causes AIDS. There are many ways in which this virus can be transmitted, but abstinence.
most commonly, virus in
theirbodies for a withthe Effects Of HIV/AIDS On The Family And Country
HIV viruses are s as AIDS HIV/AIDS has a lot of effects on both the family and the county.
yet. A person who is HIV positive can look and feel very healthy. sometimes
, people with HIV can stay healthy for a long time if they look after themselves Family
carefully. The only way a person can know if they have the virus is by having . Loss of loved ones who are also at times the breadwinners.
an HIV test. . Children are orphaned becoming street kids in many cases.
AIDS . Stress on families that adop the orphans.
The letters, A. L D. s. stand for Acquired Immune Deficiency syndrome. Country
It is a fatal disease that is caused by the HIV virus. At the moment there is no . Loss of economically productive workers causing downturns in
preventative medicine or cure for A]DS. The following are some of the AIDS
production and services.
symptoms:
. . The government has to find an answer to the problem of street kids.
Sores all over the body
. Prolonged cough
. IIINTS TO TIIE TEACHER
Prolonged diarrhoea
. 1. Emphasise to the pupils'how HIV/AIDS can be contracted.
Loss of weight and appetite
. Itching skin rashes 2. Explain how people can protect themselves from HIV/AIDS.
. Mouth sores
SUGGESTED TEACHING AI\D LEARI\ING MATERIALS
Though AIDS cannot be cured, the AIDS related diseases can be cured or
suppressed in their early stages. when AIDS beoome full blown, the 1. Magazines and NewsPaPers
symptoms cannot be cured and the person eventually dies. 2. Charts and posters
cause they lorow there is no cure 3. Booklets on HIV/AIDS
mforted and taken care of others
patients. They should give them SUGGESTED TEACHING AI\D LEARNING ACTTVTTIES
1. Discuss how HIV/AIDS can be contracted or prevented.
christians should treat AIDS patiurts like they would treat a person 2. Divide the class into groups. Ask each group to discuss the following:
suffering any other disease with love, sympathy, help and care, and praying
for them. - ' (a) Sickness
(b) Disability
How to Avoid Contracting HIV/AIDS
(c) HIV/AIDS
from sex ifthey are
sexual immorality. EVALUATION
ythatwillruintheir
1. Assess pupils' ability to discuss how HIV/AIDS can be contracted or
prevented.
Married couples can avoid contracting HIV/AIDS bybeing faithful to one
another. The secular world says, one way to protect from contracting 2. Assess pupils' ability to discuss sickness, disability and HIV/AIDS

60
6l
 TOPIC 5.6 JESUS CALMS THE STORM IIINTS TO THE TEACIIER
- AND F'EEDS F'IVE THOUSAND PEOPLE
Emphasise what was miraculous in the two events.
SUGGESTED DURATION: 80 Minutes
SUGGESTED TEACHING AND LEARNING MATERIALS
PRE-RBQUISITE: Let pupils explain why Jesus performed miracles. 1. Bible
sPECrFrc OBJECTIVE: By the end of the learning experience, pSBAT: 2. Poster of Jesus in a boat with His disciples on the lake
Relate the stories of Jesus calming the storm, and feeding five thousand SUGGESTED TEACHING AND LEARNING ACTIVITIES
people.
1. Ask the pupils to act out the parable of Jesus feeding the five thousand.

BACKGROUND INF'ORMATION 2. Divide the class into groups. Let each group research and report on
Christian teachings about miracles.
Jesus Calms The Storm And Feeds tr'ive Thousand people 3. Divide the class into groups. Let each group discuss one of the following
when Jesus performed miracles of calming the storm and feeding the questions:
^ thousand people, it was the
five neither the faith of an irdirridual nor of otherJthat (a) What method did Jesus use to perform the two miracles?
were involved. Jesus performed these two miracles because He had sympathy
(b) \ fhy did He perform the miracles?
and concem for the needs ofothers.
(c).What was the reaction of those who saw the miracles performed?
These stories teach that Jesus the Son of God has power to control nature
and can satisf,i both physical and spiritual needs. EVALUATION
1. Assess pupils' ability to role play the story of the feeding of the five
Jesus Calms The Storm Luke 8:22-25 thousand people.
The sea of Galilee
-
where this miracle 2. Assess pupils' ability to research and report on christian teaching about
took place was surrounded by hills.
It lay in the northern end of the Great Rift valley. The hills funnelled strong miracles.
winds down the deep valley. Sometim :s withoutwarning, the winds whippei
up the water in a furious storm. This was the case when the miracle tookplace.
The disciples had faith to believe that if Jesus were awake, He could save TOPIC 5.7 IN MODERN CHRISTIAN TIMES
-TVTTNACI,BS
them. Yet they did not recognise that Jesus was both God and man. This SUGGESTED DIIRAiION: 40 MinutCS
m1iracle shows_ both aspects of Jesus' personality
- His Humanity by His
tiredness and sleep, and His Deity by His power over the wind and waves. PRE-REQIIISITE: Ask pupils if they believe in miracles'
SPECIF,IC OBJECTM: By the end of the learning experience, PSBAT:
Jesus tr'eeds Five Thousand people Luke 9:12-17 '
- Explain why people have different views about miracles.
Jesus' miracle in Luke 9:12-17 is the onry miracle recorded in all four
Gospels. This shows how important it was considered by the earty ct urct . BACKGROUND INFORMATION
In this miracle the disciples had just returned from their ,,missions,'to the Miracles In Modern Christian Times
courhy areas. They were tired andneeded to have a time ofrest anfl quietlalone Christians believe that God can perform miracles. Sometimes they see
withtheir master. Jesus knew theirneed and tookthem away to a quietplace. definite results through theirprayers, or the prayers of otherpeople. However,
no one can dictate to God. He performs miracles according to His will.
It should be remembered too, that Satan sometimes performs supernatural
wonders. For example, the witchdoctor's power is from Satan and should be
left completely alone, because this kind ofdarkness ultimately leads to death.

62 63
There Are Different Views About Miracles
Some people believe in miracles while others do not.
Believers
christians believe in miracles because they believe in Jesus. He was bom
of a virgin without a human father. This miracle has Biblical evidence.
The resurrection of Jesus is another miracle believed by chrisfians. He was
restored to life after being crucified by the Romans.
Non Believers
Non believers frnd it difficult to believe in miracles because of,
. Unbelief in a miracle working God
. Unbelief in a miracle itself
. Seeming lack of proof or evidence
BACKGROUI\D INF'ORMATION
Miracles In Christianity And Other Religions
Believers from different religions believe that miracles ocqur. The basis
for believing in miracles differs from one religion to another. There are a few
similarities and differences among the Christians, Hindus and Muslims in their
belief about miracles.
Christianity
The following is a summary of Christianbeliefs aboutmiracles:
. The virgin birth and resurrection of Jesus are proof that miracles occur.
. The test of the genuine is not the ability to do miracles, but conformity
and obedience to God's will, Matthew 7:27-23.
. Belief in a miracle working God.
. God can use anybody provided they are committed in their faith to Him.

HINTS TO TIIE TEACIMR Islam

l. Emphasise that not all miracles are from God. Muslims believe that through God's command, prophets performed
extraordinary and unusual ordinarypeople
2. Explain that the test of the genuine is not the ability to perform miracles, proveto by Allah (God).
to do. This was to
but conformity and obedience to God's will, Matthew 7:21-23. Muslims also beliive that namely: Noah,
SUGGESTED TEACHING AND LEARNING MATERIALS Moses, Jesus and Muhammad.
1. Bible These prophets performed many miracles' For example:
2. Poster of birth or resurrection of Jesus . Moses' stick changing into a snake.
SUGGESTED TEACHING AND LEARNING ACTIVITIES
. Moses crossing the Red Sea when the water divided making a path for
the Israelites.
L Let pupils discuss the place of miracles in modern Christian times. . Jesus healing the sick and raising the dead'
2.Letpupils discuss genuine cases of healing'through prayer. . The Qur'an (Koran) is accepted as a miracle of Muhammad'
EVALUATION
. He also blessed food prepared for one or two people, and it became
enough to feed hundreds of men.
l. Assess pupils' ability to discuss the place of miracles in modern
Christian times. Muhammad was onoe asked to do a miracle. He pointed his firrger at the
2. Assess pupils' ability to discuss genuine cases of healing through moon and it split into two pieces. The pieces then moved together andjoined to
prayer. become one.
The Muslims also believe that sometimes Allah (God) gets unusual things
done through very holy men. This is to increase their influence and reputation.
TOPIC 5.8 IN CHRISTIANITY
-MIRACLES
AND OTIIER RELIGIONS Hinduism
The Hindus believe that:
SUGGESTED DURATION: 80 Minutes . Miracles performed by a person are not proof of his divinity.
PRE-REQUISITE: Ask pupils to give examples of religions they know. . when people see miracles performed by God, their faith in His power
deepens.
SPECIFIC OBJECTM: By the end of the learning experience, pSBAT: . Miracles can be performed through Satanic powers.
Compare Christian beliefs in miracles with those of other religions. . Even ordinary people can perform miracles.

64 65
 HINTS TO TIM TEACIIER
UNIT 6: JESUS, POWER OVER EVIL SPIRITS
compare beliefs about miracles in christianity with other religions.
TOPIC 6.I _ SPIRIT POSSESSION IN ZAMBIAN TRADITION
SUGGESTED TEACItrNG AI\D LEARNING MATERIALS SUGGESTED DURATION: 80 Minutes
l. Bible PRE-REQIIISITE: Ask pupils to list various kinds of spirits found in
2. Newspapers
Zambian Tradition.
3. Christian Magazines
4. The Qur'an SPECIFIC OBJECTMS: By the end ofthe leaming experience, PSBAT:
5. The Veda l. List various kinds of spirits found in Zambian Tradition.
2. State ways in which spirits can be kept away inZambian Tradition.
SUGGESTED TEACIilNG AI\D LEARNING ACTIVITIES
L Let the pupils discuss the similarities and differences in the three BACKGROUND INT'ORMATION
religions about their beliefs in miracles. Spirit possession is common in Zambia. It is believed that there are helpful
2. Project: Find out more about beliefs in the three religions. spirits and harmful ones.
3. Invite Resource persons from each of the religions to speak about
miracles. Types of Spirits and beliefs in Zambian Tradition
The table below shows different types of spirit and common beliefs.
EVALUATION
l. Assess pupils' ability to discuss the similarities and differences in the Types of Spirit Beliefs
three religions about their beliefs in miracles.
1. Ancestral Spirits These are spirits of the ancestors which do not
2. Assess pupils' ability to carry out research on the three religions.
possess people. They act as overseers and
3. Assess pupils' ability to write down meaningfur notes from a Resource protectors of the living relatives. They are also
person's speech.
called spirits of the living dead.

2. Good Spirits These are also called guardian possession spirits,

which advise people. They are consulted to heal
and to protect people.

3. Dissatisfied Spirits These are spirits of people who once lived in

society, but were disgruntled and troublesome
spirits. They are believed to be responsible for
certain diseases and conditions, Such as epilepsy,
b],9::.: .h:9:: sne ss, and-_deaL ____
4. Bad Spirits These are nature spirits which are evil. They
control certain areas, such as mountains, rivers and I

forests. These spirits are not good, and must be

driven out.

66 67
 Methods of keeping spirits away in Zambian Tradition
There are several methods inzambianTradifion to keep bad spirits away.
These are shown in the table below:
Spirits Methods
l. Bad Spirits Charms - the charms are worn on the body of a
person, or put in the roof of a house, or in the
door-way to scare spirits.
2. Dissatisfied Spirits jLotions - Special lotions are prepared by the
imedicine man to keep spirits away. Spirits don,t
like the strong smells of these lotions, and so they
keep away.
Tatoos - Some people make tatoos on their
bodies and rub in medicines to keep spirits away.
Taboos - Strict rules must be followed, such as
not eating certain foods; for example: barbel fish,
pork, etc. This keeps the bad spirits away.
TOPIC6.2_ATTITUDESTOAI\DTREATMENTOFSPIRITS
IN ZAMBIAN TRADITION
SUGGESTED DURATION: 80 Minutes
PRE-BEQInSITE: Let pupils list the spirits found in Zambian Tradition.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Describe various attitudes to and treatment of different kinds of spirits in
Zambian Tradition.
BACKGROUND INF'ORMATION
Attitudes To SPirits
lnzambiatTradition, people have different attitudes towards spirits. The
following are the common attitudes:
. Tt" good spirits are guardian spirits and protect people. Therefore, they
do not keep them awaY.
. Bad spiriti are believed to be responsible for certain diseases and
conditions such as dumbness, epilepsy, childlessness, and death. They
cause fear ut.
. Ancestral s people. They act as overseers and
protectors They are respected and revered by the
people.

IIINTS TO TIIE TEACIIER Treatment Of SPirit Possession

When peopl"^ur. diugrosed with sicknesses caused by bad spirits, they are
Emphasise that in Zambian Tradition, people berieve in the presence of
heated either ty the use-of charms, or by driving them out (exorcism) with
different spirits with different roles.
drumming, dancing and special ceremonres.
SUGGESTED TEACHING AND LEARNING MATERIALS HINTS TO THE TEACIIER
1. English Dictionary . Good spirits are useful for protection, and are not driven away.
2. Bible Dictionary . Bad spirits are harmful, so they are driven out to treat the sick person'
3. Charts
4. Relevant history books SUGGESTED TEACIilNG AND LEARNING MATERIALS
SUGGESTED TEACIilNG AND LEARNING ACTIYITIES
. 1. History books

l. Ask pupils to discuss the types of spirits and what they do.
2.Invite a Resource person to give a talk on the types of spirits.
3. Guide pupils' discussion on methods of keeping spirits away.
EVALUATION
SUGGESTED TEACIilNG AND LEARNING ACTIVITIES
1. Divide the class into small $oups and let the pupils discuss attitudes to
spirits n Zambian Tradition.
2. Ask the pupils to write down notes on the attitudes to possessing spirits
and their treatment.

l. Assess pupils' ability to write down meaningful notes from a Resource EVALUATION
person's talk. 1. Assess pupils' ability to discuss the given topic'
2. Assess the pupils' ability to discuss rnethods of keeping spirits away. 2. Assess puiils' ability to write notes on attitudes to the spiritpossessed.

69
68
 TOPIC 6.3 _ JESUS HEALS DEMON POSSESSED PEOPLE
SUGGESTED DURATION: 80 Minutes
PRE-REQUISITE: Let discuss the behaviour of demon possessed
people.
SPECIFIC OBJECTT\rE: By the end of the learning experience, pSBAT:
Relate the stones of Jesus casting out demons.
BACKGROUND INf,'ORMATION
Nature Of Evil Spirits
In the Gospels, demons or evil spirits are represented as:
. Belonging to the Kingdom of Satan, Luke I l:14-26.
' Recognizing that Jesus was the Son of God, showing His authority over
the spirit world, Luke 4:34; 8:28.
. Dwelling in the people, even preferring to dwell pigs than to go to
their appointed place in the abyss, Luke 8:31.
' Having distinct personalities and separate consciousness from the
person in whom they dwell, Luke 8:29; ll:24-26.
' Being responsible for certain diseases and conditions such as madness,
dumbness, blindness, epilepsy, childlessness, and death.
The following are examples of stories in which Jesus cast out demons from
people:
The Gerasene Demoniac Luke 8226-39
- l.
The owners of the pigs were more concerned about the loss of their
livelihood, than about the man who was healed. They asked Jesus to leave.
Jesus told the man to stay there and spread the good news to his own people.
The Man In The Synagogue Luke 4:31-38
-
This incident took place at capernaum, on the Sabbath. Jesus taught with
authority and power and He expelled the demon from a man in this synagogue
which left the people amazed at His authority'
The Demon Possessed Boy Luke 9:37-43
-
This incident took place at the foot of the mountain. Jesus had just come
down from the mountain, then a man came from the multitudes to request Jesus
to heal his son of an evil spirit, which He did, and the people were amazed.
HINTS TO THB TEACHER
Narrate the stories chronologically.
SUGGESTED TEACIIING AND LEARNING MATERIALS
1 . Let pupils read the story in turns, then talk about the events in the story.
2. Ask pupils to narrate the stories in turns.
3. Let the pupils dramatize the stories.
4.Letthe pupils write the stories in their own words.
5. Ask the pupils to compare Jesus casting out demons, with present day
exorcism in many Christian churches.
EVALUATION
Assess the pupils' ability to narrate the stories chronologically.
2. Assess the pupils' ability to dramatize with understanding.
3. Assess the pupils' grasp of the absolute authority of Jesus over demons.

TOPIC 6.4 TIIE TWO KINGDOMS OF'

- THE SPIRITUAL REALM
SUGGESTED DURATION: 80 Minutes
PRE-REQUISITE: Ask pupils to list some of the kingdoms that exist in
Zambia.
Under the influence yer the cliff into the SPECIFIC OBJECTIYE: By the end of the leaming experience, PSBAT:
water and were drowne no physical bodies Show the connection between Jesus casting outevil spirits, and the coming
anyway. Note that it wa t the demons. of the Kingdom of God.

70) 7l

I
BACKGROUND INFORMATION TOPIC 6.5 _ TYPES OF SPIRITS IN CHRISTIAN TEACHING
It is evident from the Scriptures that there are two Kingdoms in the
spiritual realm. These is the Kingdom of God, represented by light, truth and SUGGESTED DURATION: 40 Minutes
goodness, and the kingdom of the air, the ruler of whtch is Satan (Ephesians PRE-REQUISITE: Let pupils explain how Jesus healed demon possessed
2:2; Luke I 1: 18), represented by the powers of darkness and evil. people.
These two kingdoms are at war with each other. They are not physical
places, but represent two kinds of authority. Every human being is either in one SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Kingdom or the other. It is God's purpose to rescue us from the powers of Distinguish between the Holy Spirit and other kinds of spirit in Christian
Satan and to place us in His own Kingdom, Luke 17:20-27. teaching.
Therefore, God sent Jesus for this very purpose. When He came to live on
earth as a man, His manner of life, teaching and miracles revealed the power BACKGROUND INF'ORMATION
and presence of God. God is not remote or "outside" the world, but in Jesus He The following are kinds of sPirit:
dwelt amongst men, and was able to show His authority in a new way. Jesus'
death on the cross finally broke the power of Satan and defeated him.
The Holy Spirit
Whenever Jesus cast out demons, the Satanic powers of darkness and evil The Holy Spirit is the Spirit of God, the third perfon of the Trinity, whom
were overcome. When men and women witnessed His power, and many were God sent tolndwell believirs after the ascension of Jesus into heaven, Acts
drawn to Jesus, He rescued them from the bondage of sin and Satan, and l:4-8;2:7. He indwells all those who repent of their sins and seek forgiveness
transferred them to the kingdom of God - under the authority of God. through Jesus Christ, Acts 2:38-39.
ln Luk e 1l:2l, "the strong man" is a picture of Satan controlling a person.
The Human SPirit
But Satan can be overcome by a "stronger man" - Jesus, who can completely
disarm him and re scue the person from his control. He is victorious over Satan.

HINTS TO TIIE TEACHER

Emphasise the difference of the 'Kingdom of God' as opposed to the
'kingdom of the air' over which Satan is king (until Christ returns).
Remember, the phrase 'kingdom of Satan,' does not actually occur in the New
Testament, though it is implied.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. Bible The Angels
2. Bible commentary

SUGGESTED TEACHING AND LEARNING ACTIVITIES

1. Ask the pupils to list different characteristics evident in the two
kingdoms - the kingdom of God, and the kingdom under Satan's control.
2. Divide the class into groups and tell the pupils to discuss obvious cases
ofpeople who were once controlled by Satan, but now are completely changed Christian's prayers.
through the power of God. Evil Spirits
EVALUATION Evil spirits are'fallen angels'- Satanbeingthe chieffallenangel. They are
1. Assess the pupils' ability to compare the two spiritual kingdoms. also called demons ot unilean spirits. The following are the Christian
2. Assess the pupils' discussion about people who were once under the teachings about evil sPirits:
control of Satan, but have been changed through the power ofJesus. . Satan's kingdom is an organised empire of evil spirits, Ephesians 6:12.
72 73
 sent every where (omnipresent), nor of BACKGROUXO iXTORMATION
g (omniscient), nor is he all powerful
Christian Attitude To Evil Spirits
' He delegates his activities to evil spirits, having authority over a Evil spirits are bad! They can influence human beings to do evil activities
multitude of demons, Revelation l2:7 (Satan is here referredto as the and can sometimes causes sickness. Evil spirits have no bodies but want to
dragon). enter human bodies to effect their evil influence and activities. Jesus always
. Their activity is to oppose God and to def'eat all His purposes. overcame evil spirits and cast them out of human beings who put their faith and
. They oppress people and seek to hinder their welfare. frust in Him.
' They distress mankind, causing both physical and mental illnesses.
The Holy Spirit
Note, however, not all physical and mental diseases are caused by
demons.
' Their time on earth, like that of Satan, is limited. Their doom was sealed
when Jesus Christ died on the cross and rose ?gain,Matthew 25:41.
HINTS TO TIIE TEACIIER indwells believers.
Emphasise the distinctions between the Holy Spirit, the human spirit, the Treatment Of Demon Possession In Christianity
angels, and evil spirits.
Christians believe that freedom from the power of evil spirits comes
Enc s were not through repentance and as Saviour
created t God. As and iord.'This require sus Christ,
created
otherwise the condition
SUGGESTED TEACIilNG AND LEARNING ACTIVITTES
1. Divide the class into groups and let pupils discuss how the four kinds
of
spirit differ.
2. Encourage them to discuss why God (the Holy Spirit) is much more
powerful than Satan and his evil spirits. to the cleansing power of the shed blood of Jesus Christ, and His triumph over
the powers of evil, Romans 5:9; Ephesians l:7;2:13.
EVALUATION
HINTS TO THE TEACHER
pupils' ability to discuss differences in the four kinds of spirits.
I . Assess
Emphasise that human beings cannot cast out demons in their own
2. Assess pupils' ability to grasp the fact that Satan and evil spirits are in the name of Jesus Christ.
created beings and can never be as powerful as their Creator.
strength, but only by the power of God -
SUGGESTED TEACIilNG AND LEARI\ING MATERIALS
1. Bible
TOPIC 6.6 _ CHRISTIAN ATTITUDES TO SPIRIT POSSESSION
AND ITS TREATMENT SUGGESTED TEACHING AND LEARNING ACTIVITIES
SUGGESTED DURATION: 40 Minutes Ask the pupils to discuss the attitudes people have to demon possession
and its treatment, in their local area.
PRE-REQUTSITE: Let pupils explain the kinds of spirit they know about.
EVALUATION
sPECrFrc OBJECTTVE: By the end of the learning experience, psBAT:
1. Assess pupils' ability to discuss constructively.
State christian attitudes to spirit possession, and its treafinent.

74) 75
 TOPIC 6.7 _ DEMON PRACTICES F'ORBIDDEN
Astrology
SUGGESTED DURATION: 80 Minutes This iefers to foretelling the future using star charts (horoscope).
PRE-REQUISITE: Ask pupils if they have ever wifiressed a show of demon Palmistry
magic. Let them narrate what went on. Palm reading is performed to foretell the future.
sPECrFrc OBJECTTVE: By the end of the learning experience, pSBAT: Familiar Spirits
Use appropriate Bible passages which forbid demon practices. A practice of speaking to the dead through a "medium"'
BACKGROUND INF'ORMATION It should be understood that many people become involved in these
practices in ignorance under the influence of Satan's power'
The Bible forbids demonic practices. Th nd very
harmful to people. They open up a person,s I spirits HINTS TO THE TEACHER
and demon possession, Deuteronomy 18:9- Emphasise that demon practices are dangerous, and are forbidden by God
X'orbidden Demon Practices for our own good..

Divination SUGGESTED TEACHING AND LEARNING MATERIALS

Divination is the attempt to predict cannot be 1. Bible
perceived by normal means. This practice cus 19:26, 2. Bible dictionary
and Deuteronomy l8:9ff. Several forms o ned in the 3. English dictionary
Plbl", for example,EzekieT2l:21, Leviticus l9:31; Isaiah 47:13; Jeremiah
29:8-9; Acts l6:16. SUGGESTED TEACHING AND LEARNING ACTIVITIES
Witchcraft 1. Ask pupils to define the terms using the dictionaries
or deliberate contact with 2.Letthe pupils explain the meaning of the terms in their own words'
es from Satan, and causes 3. Let the pupils discuss different forms of divination from Leviticus
death. It is condemned as 19:31;Isaiah 47:13.
4.Let the pupils debate on the motion, "magic shows should not be
Magic allowed in school."
EVALUATION
l.Assess the pupils'abrlity to discuss the evils found in the forms of
demon practices.
2. Assess the pupils' ability to define the terms.
3. Assess the pupils' ability to discuss forms of divination'
4. Assess the pupils' ability to debate on the motion'
Spells or Omens
These are incantations or words used as an altemative to charms. They are
also used in connection with curses, Isaiah 8:19.
Sorcery
This is a general term covering the evil arts of astrology, palmistry, and the
use of familiar spirits, Isaiah 4:7, 9 -13 ; 2 Kings 9 :22.

76) 77
 UNIT 7: THE KINGDOM oF GoD TOPIC 7.2 _DICTATORIAL STATES
TOPIC 7.I _ T'ORMS OF'CONTEMPORARY GOVERNMENT SUGGESTED DURATION: 80 Minutes
SUGGESTED DURATION: 40 Minutes PRE-REQUISITE: Ask pupils to list different types of dictatorships they
know about.
PRE-REQtrrSrrE: Find out the types of govemment the pupils are familiar
with. SPE CIFIC OBJB CTM S : By the end of the learning experience, PSBAT :

1 . Give examples of dictatorship types of govemment.

sPECrFrc OBJECTTVE: By the end of the learning experience, psBAT:
2. Illustrate the characteristics ofa dictatorial state'
Identify different forms of government.
BACKGROUND INFORMATION
BACKGROUND INF'ORMATION
Types Of Dictatorship
f,'orms Of Government
The chart below shows different types of dictatorship and how the rulers
come to power.

Type How Rulers Come To Power

L Military lT"nis is rule by the army. The soldiers take over

power
Democracy dictatorship lfrom the government by overthrowing it. This is known
l as a'coup d'6tat' or military
junta.
The word democracy was derived from the Greeks, and it means, ,rule by
the people'.
2. Autocracy This is rule by one man. He is initially elected to power
Dictatorship by the people, but later refuses to allow elections. He
This is the type of government which is imposed on the citizens, usually by starts as a democratic leader and ends up a dictator by
^
force, and does not allow their general consensus. declaring himself a life president. For example, the late
Hastings Banda of Malawi.
IIINTS TO TIIE TEACIMR
The forms of government may not be the same in the next decade for they 3. Monarchy itt ls ls rule by a king or queen who rules through family
are subjdct to change. inheritance. There are two types of monarchy, namely,
Absolute and Limited Monarchy. An Absolute Monarchy
SUGGESTED TEACHING AND LEARNING MATERIALS
is where the ruler has full control of the state, for
l. Grade 8 Civics pupils book and Teacher,s handbook. example; Morocco and Swaziland.
2. Political world map. A limited monarchy is where a ruler has limited power or
SUGGESTED TEACIIING AND LEARNING ACTIVITIES ceremonial duties only, for example, Holland and Great
Britain.
Let pupils debate on the advantages and disadvantages of democracy
versus dictatorship. 4. Oligarchy This is rule by a small group of people over the majority,
EVALUATION for example Rwanda and Burundi. It can be a racial group
such as whites in south Africa during the Apartheid era.
- Assess the pupils' ability to debate the advantages and disadvantages of
democracy versus dictatorship
Other examples are church and ethnic groups.

78 79
Characteristics Of A Totalitarian Dictatorial State BACKGROUI\D INFORMATION :
. No respect for Human Rights The term 'democracy' means 'rule by the people'. There are two types of
. No freedom of the press
. No elections
. Power is in the hands of one person or a small group of people
. No independent courts
. No rule of law
IIINTS TO TIIE TEACIIER replace them.

Emphasise the disadvantages of dictatorship. State that Christians do not Direct Democracy
advocate dictatorship but encourage harmonious living. This is the type of democracy which involves everyone in the decision
SUGGESTED TEACIilNG AND LEARNING MATERIALS making process. It is practised in small communities such as, in the villages, or
the PTA Annual General Meeting in schools.
1. Grade 8 and 9 Civics pupils and teachers books
2. Newspapers and Magazines Representative DemocracY
3. World Map. This is when decision making involves only the elected representatives'
SUGGESTED TEACHING AND LEARNING ACTIYITIES uncillors will meetings,
public in the onceming
1. Let pupils dramatize a situation where the army takes over power from
elected repre will go to
the ruling government.
National Assembly to make decisions on behalf of the electorate'
2. Encourage pupils to firrd out more about countries that are under
dictatonal rule. Characteristics of a Democratic State
3. Let pupils write down the advantages and disadvantages of dictatorial The following are characteristics of a democratic state:
rule. . There are free and fair elections, which are held after an agreed period
of time.
EVALUATION . Government accepts criticism as a path to improvement and
I . Assess pupils' ability to dramatize a situation where the army takes over development.
power from the ruling govemment. . Citizens have freedom of speech and press freedom'
2. Assess pupils' ability to identifli countries that are under dictatorial rule. . The rule of law is upheld.
3. Assess pupils' ability to distinguish advantages and disadvantages of a
. There are several political parties competing to rule the country,
dictatorial government. through elections.
Pillars of Democracy
TOPIC 7.3 A DEMOCRATIC STATE In order for democracy to be successful people must share certain goals:
- . The citizens must be willing to take part in national affairs such as an
SUGGESTED DURATION: 80 Minutes election.
PRE-REQUISITE: Ask pupils what they know about a democratic state.
. Party leaders and members must not use comrption and bribery to gain
political power.
'SPECIFIC OBJECTI\fES: By the end ofthe leaming experience, PSBAT: . Every citizen is free to stand for elections, regardless of his/her race,
1. Give examples of democracy in acfion. tribe, colour or religion.
2. Illustrate the characteristics of a democratic state. . Political parties must respect human rights, promote accountability and
3. Discuss the significance of separation ofpowers in a democratig state. transparency in government.

80 81
 Political parties should not resort to violence as a means of resolving 2. Divide the class into two groups and debate a motion, "This house
conflicts. This may lead to civil war. maintains thatfree speech and a freepress are essential to good governance."
Conflicts should be resolved by using peaceful means through
dialogue. EVALUATION
. When the previous government loses power through elections, it should 1. Assess the pupils' ability to discuss why the pillars of democracy and
not cling to govemment posts, but hand over power to the new the freedom of the judiciary are most likely to maintain peace and harmony.
government. 2. Assess the pupils' ability to debate the motion.
. When aparty forms the government, it must promote and respect the
soparation of powers.
TOPIC 7.4 GOD'S KINGDOM
Separation of Powerb -
This is dividing the govemment into three different branches called SUGGESTED DURATION: 80 Minutes
Legislafure, Executive, and Judiciary. Each of these branches has its own role PRE-REQTIISITE: Ask pupils to explain what they understand by the words
to perform in the govemment. 'kingdom' and'state'.
Legislature. The term "legislature" means "maker of laws." lrrZambia, SPECIFIC OBJECTMS: By the end ofthe leaming experience, PSBAT:
the legislator is the Parliament, and it is made up of the President of the
l. Explain the meaning of the phrase "the Kingdom of God."
Republic and the National Assembly.
2. Illustrate from the Gospels, the teaching that the Kingdom of God has
Executive. The role of this branch of govemment, is to carry out or execute
been brought into the world by Jesus.
the laws made by the Legislature. It is made up of the President, the Vice
President, the Ministers and Civil Servants. BACKGROUI\D INFORMATION
Judiciary. The role of the Judiciary is to ensure that the laws are corectly 17220'25; Mark 1:14-15
What Is The Kingdom Of God?
interpreted to the citizens and obeyed. The Judiciary is made up of the -Luke
following: When the word "kingdom" is used, it usually refers to a country under the
. Supreme Court rule of a monarch (king, queen, or paramount chief). In the Bible, "the
. High Court Kingdom of God" is not a place, but a spiritual authority exercised by God in
the hearts and lives of believers. He rules in their lives.
. Magistrate's Court
. Local Court The Jews had a completely different idea of the Kingdom of God. They
looked for the coming of the prophet ElSah (Malachi 4:5) who would prepare
The head of the Judiciary is the Chief Justice. the way for the Messiah. When the Messiah came, He would gain great
political victories and defeat His enemies until they submitted to Him. Then
HINTS TO TIM TEACHER
the Kingdom of God wouldbegin.
Emphasise the pillars of democracy and the freedom of the judiciary which It
Jesus restored the true meaning of this phrase, intendedby the prophets.
will ensure peaceful and harmonious living. means "the victory of the Spirit of God over the hearts and wills of men."
SUGGESTED TEACHING AI\D LEARNING MATERIALS Jesus Brought The Kingdom Into The World Mark \3224-27;
1. Newspaper articles Lake17z20-21. -
2.Magazine articles
The Present Kingdom
SUGGESTED TEACIilNG AND LEARNING ACTIVITIES Je ofth
l. Let the pupils discuss why the pillars of democracy and the freedom of notin inth
the judiciary are most likely to maintain peace and harmony. ) Mark dom

82 83

because Jesus made it possible for men and women to be indwelt by God, the
presence of the Kingdom of God began to be seen on earth. These beginnings
were going to spread throughout the world. Jews believed that the world was in
the grip of evil. Jesus break the hold of evil, reclaiming the world for God, its
rightful King.
The tr'uture Kingdom
Jesus'teaching indicated thatafter the second coming of the Son of Man
(Messiah), He will gather His elect, and judgement will follow. This would
mark the end of all things, when the kingdom would be finally complete and
perfect. In heaven, there would be those who had responded to His call
including the despised and outcasts. However, the religious rulers who
rejected Him, would not be part of it - Mark 13:24-27.
HINTS TO THE TEACHER
The teacher should emphasize the differences between an earthlykingdom
or state, and the Kingdom of God.
SUGGESTED TEACIilNG AI\D LEARNING MATERIALS
1. Bible
2. World Map
SUGGESTED TEACIilNG AI\D LEARNING ACTIVITIES
l. Ask pupils to relate the Bible passage on the future Kingdom of God.
2. Ask pupils to dramatise a situation where a person is installed as ruler of
an earthly kingdom.
EVALUATION
1. Assess pupils' ability to relate the Bible passage.
2. Assess pupils' ability to dramatise an installation of an earthly ruler.
TOPIC 7.5 SIGNS OF THE KINGDOM OF GOD
- AI\D WITY JESUS CAME
SUGGESTED DURATION: 80 Minutes
PRE-REQUISITE: Ask pupils to mention the reasons why Jesus came.
SPECIFIC OBJECTMS: By the end ofthe learning experience, PSBAT:
1 . Illustrate from the Gospels, the signs that the Kingdom of God is near.
2. State why Jesus came.
84
I
t
BACKGROUND INFORMATION
The following signs show that the Kingdom of God is at hand'
. The fact that ii came with power, Miracles were a tremendous token of
this, Mark 9:1
Believer's lives are completely changed, Luke 19:I-9
God's presence brings power to physical heal, Luke 6:6-11
Deliveiance from evil spirits summarises the presence of the Kingdom
of God, Luke 1l:14'23
Luke 4:16-21
Why Jesus Came
- GoodNews:
1. He was the fulfilmentoftheprophecy oflsaiah, topreachthe
' to the poor, the despised and outcasts
. to the poor in spirit, the meek and humble
. to those who were truly sorry for their sins'
2. To bring deliverance to captives of:
. sin, sickness and death, Luke 6:9-11; Luke 1l:17-23'
3. He was appointed to heal:
. the broken in heart, mind, body and soul
. the blind, in bodY, soul and sPirit
. their spiritual darkness of sin and spiritual ignorance
. the bruised, those completely crushed and shattered in life
' the oppressed and enslaved, John 8:31-36'
The second temptation which Satan used on Jesus (Luke 4:5_-8), shows that
Jesus was tempted to gain a worldwide earthly kingdom by power and
violence. But this *u, .I"rtuirly not the kind of kingdom God had planned'
Jesus had the authority and power to bring deliverance to those who
were
captives of Satan's power. He showed His power over Satan when He resisted
his temptations.
HINTS TO TIIE TEACHER
Emphasise also, that Jesus used his miraculous power to heal, in order to
demonstrate His deity, and for people to believe in him'
SUGGESTED TEACIilNG AI\D LEARNING MATERIALS
1. Bible
SUGGESTED TEACIilNG AND LEARNING ACTIVITIES
1. Ask the pupils to discuss Jesus' mission on earth I
2. Ask tt e iuplts to discuss the differences between the Kingdom of God
and an earthly state.
85 I
I
I
I
EVALUATION SUGGESTED TEACHING AND LEAR}IING ACTIVITMS
l. Assess pupils' ability to discuss Jesus' mission on earth. 1. Let pupils write notes on the requirements of enfy into the Kingdom of
2. Assess pupils' ability to discuss the differences between the Kingdom God.
of God and an earthly state. 2.Let groups of pupils discuss the required conditions to enter into the
Kingdom of God.
TOPIC 7.6 _ HOW DOES ONE ENTER TIIE KINGDOM Of,' GOD? EVALUATION
SUGGESTED DURATION: 40 Minutes l. Assess pupils' notes on the entry requirements into God's Kingdom'
PRE-REQ[rrsITE: Ask pupils to give requirements for entry into university. 2. Assess pupils' ability to discuss the required entry conditions.

SPECIFIC OBJECTIVE: By the end of the learning experience, PSBAT:

Illustrate from the Gospels, the entry requirements to God's Kingdom. TOPIC 7.7 EFFECTS O[' TIM KINGDOM OF GOD
-
BACKGROUI\D INF'ORMATION SUGGESTED DURATION: 80 Minutes
People must seek God's Kingdom and enter it by repentance for sin,
forgiveness from God, inner cleansing and a complete change of heart through
PRE-RBQIIISITE: Askpupils to explain what is the most important value in
the power of God's Holy Spirit. their lives.

Entry Into God's Kingdom sPECIf,'IC OBJECTM: By the end of the learning experience, PSBAT:
Entrance into the Kingdom requires unquestioning obedience, trust, Illustrate from the Gospels the effects of God's Kingdom on a person's
openness and humility like that of a little child, Luke 18:17. life.
The only means of entrance into the Kingdom for the Jews was the
recognition of Jesus as their Messiah, and that His Kingdom was spiritual, not BACKGROUND INFORMATION
political. This demanded repentance from sin, a faith and trust in Jesus christ Although the Kingdom of God is not a physical place, its effects can be
and submission to His will and rule, Luke I l:29-32; the one described as seen in thelives of Christians through the way they live and relate to other
greater than Solomon or Jonah. people.
Gentiles have the same opportunity today, John 10:16. The same demands
The Hidden Treasure And The Pearl Matthew 13244-46
are made of us, John 3:l-21. Jesus was not concerned with physical birth or an -
earthly kingdom. He came down from heaven to show men what God is like These two parables teach that it is worthwhile to give up everything to
and how to enter His Kingdom. All those who have been under the enter the Kingdom of God.
condemnation of sin (all mankind) and who turn to Him, will have eternal life It cost the Lord Jesus Christ's life to make it possible for us to enter God's
in God's Kingdom. Kingdom. He is the one who bought the "field" (the world) and the "pearl" (the
Having entered the Kingdom, Jesus demands absolute loyalty and church) with His blood.
obedience. Only those who listen to His voice and obey it, can stand up to the
Therefore, the person who is convinced of the costly and lasting value of
storms and troubles of life. Jesus by His Spirit, will control, guide and direct us
the Kingdom of God, will be prepared to make any sacrifice to enter that
through every circumstance, Llke 6:46-49.
Kingdom.
HINTS TO TIIE TEACHER
Right Priorities Luke 12222'34
Emphasise the requirements to enter the Kingdom of God. -
Jesus thought that if a person's priority in life was to be concemed first
SUGGESTED TEACHING AND LEARNING MATERIALS
with the Kingdom of God, there will be no need to worry about the necessities
l. The Bible of life.
86
87
I

I
 God will provide for us, as He does for the birds and flowers. We are more TOPIC 7.8 _ F'OR WHOM IS TIIE KINGDOM PREPARED?
important to Him, than the birds of the air and the flowers of the field.
The Chrisfian must view material things from God's point of view. If he
SUGGESTED DURATION: 80 Minutes
holds on to money andpossessions as the most important things in life, he will PRE,REQUISITE: Ask pupils to list what kinds of people are despised in
be spiritually poor. The Kingdom of God must come first. society.
The Parable Of The Pounds Luke l9:ll-27 SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
-
Jesus used this parable to point out that His own people, the Jews, would Illustrate from the Gospels, the teaching that the Kingdom of God is for the
not accept Him as their Messianic King. He must leave this world before His humble, hungry, poo., urrd persecuted ihose who recognise their need'
Kingdom can be established on earth. -
God had entrusted much to the Jewish nation, and had given them BACKGROUIID INF'ORMATION
temendous opportunities but they had made little use of them. Throughout His life and work, Jesus taught and demonstrated that the
They were in danger of losing what they had been given, like the third Kingdom orcoa is not for a selected few. It is meant for everyone.
servant in the parable. Luke 1:51-53
Ilumble Beginning
While the King is away, His followers are responsible to preserve His -chose a poor and humble young woman to be the mother
The fact that God
message and to pass it on to others. Then the Kingdom will increase, as sinners to Him.
of His son, shows how highly He regards such people who are devoted
repent and believe the Gospel. This is the important task given to His
M.rf in her Song, (LukI t:St-SS,) brings out that God often enlightens the
followers.
minas of the pooiand the humble, and showers His blessings on them.
The Widow's Offering Luke 2l:l-4 In the parable of the wedding Feast, (Luke l4:7 -12) Jesus pointed out that
-
This is an example of one who gave all she had to God. a humble i"rron does not push himsetf forward to obtain
the best seat. He was
pioU"UfV tnr6lg of the Jlwish religious leaders, who assumed that, because
A heart of true devotion, and not the amount ofmoney given, was to be the the best positions in
ff th"i, .tut rs andlposition, they would automatically have
valuable and important thing in His Kingdom.
the Kingdom.
IIINTS TO TIM TEACIIER
God,s Kingdom welcomes The Poor, The Hungry, The llumble, And
Emphasise to the pupils not to mix up the Parable ofthe Pounds with that of The Persecuted
the Parable of the Talents as is often done.
In Luke 6:20-26,Jesus stresses that the Kingdom of God is for:
SUGGESTED TEACIilNG AND LEARNING MATERIALS
The Poor in spirit. For example those who are conscious of their lack of
1. The Bible ,pi.i6ut q"aitiffierse 20), tirose who believe they can do nothing of
themselves the opposite of the proud.
SUGGESTED TEACIilNG AND LEARNING ACTIYITIES -
Those who hunser for righteousness (right living), yt'" .l"".g to do what
1. Ask the pupils to dramatise the Parable of the Pounds
coa."quir""Eoaiitt fullylatisff those who are completely dependent on
2. Ask the pupils to relate the rest of the parables. Him, (verse 21).
EVALUATION Those who are persecuted for their faith in Jesus Christ. Personal loyalty to
Hi* *ill b" spe"iully rewarded, (verse 22).To them persecution was a cause
L Assess pupils' ability to dramatise the Parable of the Pounds. ^God's
prophets in tire past had suffered in a similar way, (verse
ioii"ioi.i"g.
2. Assess pupils' abilrty to relate accurately the rest of the parables. 23).
for
Jesus concluded this teaching by denouncing those who lived selfrshly
their own ends, and had no tt orgirt for those who were less fortunate than

88 89
 themselves. They had already received their reward, (verses 24-26). Tlne
future will bring them only disappointment, sorrow and loss.
IIINTS TO TIM TEACIMR
Clearly show for whom the Kingdom of God is prepared.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible
The parable ,.r""rr. that, out of the most insignificant beginnings, God is
creating His mighty Kingdom. This Kingdom embraces all believing peoples
of the world.
A Hidden tr'orce In The World - Luke 13:20-21
A second parable with a similar meaning, i s that of the yeast. In those days,
when bread was baked at home, the yeast, or leaven, was a little piece of

SUGGESTED TEACIilNG AND LEARNING ACTIVITIES

1. Ask pupils to relate the parable of the Wedding Feast.

EVALUATION
1. Assess pupils ability to relate the Parable of the Wedding Feast. through society, freeing people from the forces of evil'
HINTS TO THE TEACIIER
TOPIC 7.9 _ WIMRE IS TIIE KINGDOM NOW? Emphasise how the Kingdom of God is present today.

SUGGESTED DITRATION: 80 Minutes SUGGESTED TEACHING AND LEARNING MATERIALS

1. The Bible
PRE-REQIIISITE: Ask pupils to explain what they understand by the
Kingdom of God. SUGGESTED TEACIilNG AND LEARNING ACTIVITIES
SPECIFIC OBJECTM:By the end of the learning experience, pSBAT: 1 . Ask the pupils to debate whether Mission Schools and Hospitals are part
ofbuilding the Kingdom of God.
Illustrate from the Gospels, the teaching that the Kingdom of God is
present in the world, and is growing. EVALUATION
BACKGROT'ID INf,'ORMATION 1. Assess pupils' ability to debate whether Mission schools and Hospitals
are part of building the Kingdom of God.
Universal Kingdom Luke 4:43; John 10:16
-
Jesus made it clear in His teaching,
that the Kingdom God was not only for
believing Jews. It was to be a universal Kingdom, which would inciude TOPIC 7.IO GOD'S KINGDOM AND CHRISTIAI\S TODAY
believing Gentiles too.
-
SUGGESTED DURATION: 40 Minutes
\
A Growing Kingdom Luke 13:18-19 PRE-REQUISITE: Ask pupils to explain what they understand by values.
-
Jesus illustrated the rapid growth of the Kingdom from small beginnings, SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
by telling the Parable of the Mustard Seed.
Show how God's Kingdom is the most impoilant thing in their lives.
The Mustard Seed is the smallest of the seeds in Palestine, but in a very
short time it can grow into a shrub, or tree, as high as two metres. It is a BACKGROUI\D INFORMATION
common sight to see birds in this tree, as they like the little black fruits. The way Christians live should show that God's Kingdom comes first in
To the Jews, a big tree was a common symbol for a mighty empire, in their lives. Other things are secondary in importance. They demonstate this as
which the nations of the world would find shelter and protiction, Ezekiel follows:
17 :23; 3 1 :6; Daniel 4:12; 4:20-21. . They are prepared to sacrifice everything to enter the Kingdom ofGod-

90 9l

E
 They should not allow worries about material things to distract their
All are able tobecome members of God'sKingdom-the poorandhumble
attention away from God.
They are responsible to pass on the Christian message to others for the in spirit, those who hunger after righteousness, those who are persecuted for
increase of the Kingdom. their faith.
Their behaviour must display devotion, and be a good example to Characteristics of a Democratic State
others. A modern state has a leader, who is supported by a cabinet and Ministers,
SUGGESTED TEACHING AND LEARNING MATERIALS
l. Bible
SUGGESTED TEACIilNG AND LEARNING ACTIVITIES
1. Ask the pupils to relate the parable of the Hidden Treasure. (Matthew
13:44) govem that state.

EVALUATION HINTS TO TIM TEACIMR

1. Assess pupils' ability to relate the parable of the Hidden Treasure. 1. Emphasise to pupils that the Kingdom of God is not an actual place.

SUGGESTED TEACIilNG AND LEARNING MATERIALS

1 . A political chart of Ministers and the Head of State
TOPIC 7.II GOD'S KINGDOM CONTRASTED WITH
- MODERN STATES
2.Copy of the constitution
3. The Bible
SUGGESTED DURATION: 80 Minutes
SUGGESTED TEACHING AND LEARIYING ACTIVITMS
PRE-REQUISITE: Askpupils to identify characteristics of a modern state. 1. Ask pupils to make notes on the national leaders according to the
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT: hierarchy.
2. Ask pupils to list the characteristics of:
Contrast characteristics of God's Kingdom with those of a modem state. i) Kingdom of God
BACKGROT]ND INF'ORMATION ii) Democratic state
Like any kingdom, God's Kingdom has characteristics that distinguish it EVALUATION
from other kingdoms. Assess pupils' ability to identiff the different characteristics of God's
Characteristics Of The Kingdom Of God Kingdom and a democratic state.
The Kingdom of God is not an actual place, but refers to where that God
rules. He is the absolute ruler of His Kingdom.
The Kingdom of God is where God rules over the hearts and wills of TOPIC 7.I2 CHRISTIAN BELIEF'S ABOUT GOD'S KINGDOM
people. It is a world-wide Kingdom and includes all races and nations.
- COMPARED WITH THOSE OF
The Kingdom was brought to us by Jesus Christ. The signs of its coming OTIIT'R RELIGIONS
was demonstrated by a complete change of life style in believers through SUGGESTED DURATION: 80 Minutes
repentance for sin, faith, trust and obedience to Him. Christ's power and
authority to forgive sin was demonstrated by His works of physiial healing PRE-RE QUISITE : Ask pupils to list the common Christian beliefs about the
and deliverance from evil spirits. Kingdom of God.
Repentance for sin,and faith in Jesus Christ, followed by obedience to Him SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
are essential for entry into the Kingdom of God. Doing the work of God has
first priority in a Christian's life. compare the central beliefs about the Kingdom of God in christianity with
those of other religions.
92
93
 BACKGROT]I\D INFORMATION
Christianity
Jesus taught that if a person's priority in life was to be concerned with the
Kingdom ofGod, there wouldbenoneedto worry aboutthe necessities oflife.
God will provide for us, as He does for the birds and flowers. we are more
important to Him than the birds-and flowers. Luke L2:22-34.
d to sacrifice everything for the sake of the
e responsible to pass the message on to others
christianity centres around God the creator and His Kingdom. christians
must show tue devofion to God, and be a good example to others in their
behaviour.
IsIam
l. The central ideas of the Islamic faith are:
' Beliefin Allah (their name for God) complete surrender to his will.
. Belief in the Day of Judgement and-life after death.
. From this outlook comes the principle ofnon-violence, of love for each
Belief that good and bad are both ordained by Allah.
2.There are "Five Pillars" of Islam which are taught and followed:
. The Kalima: "There is no god but Allah, and Muhammad is his
prophet." The Muslim must repeat this aloud, correctly and with
understanding, in order to attain salvation.
. er at the Mosque, or where
is special washing of the
. F'asting: They fast for one month, called, ,.Ramadan". Fasting begins
each day at sunrise and ends at sunset.
. Giving Alms: Ritual giving of money to the poor. In some Muslim
countries, it is a govemment tax and is then distributed by the
government to public needs.
' Pilgrimage: Every Muslim is directed to make a pilgrimage to Mecca
at least once in a life time. It is of more account if done at the specified
time of the year.
Hinduism
The Hindu Dharma (religion) has five main principles:
. God: He created and confrols the universe. He is everywhere, He
knows everything, He is most merciful.
94
. Prayer: The simplest way ofl:rowing and finding God is by praying to
him. We find peace of mind through prayer. Hindus are instructed to
pray to God in the morning and evening; taught that prayer is a way to
attain unity with the Divine power and the path to spiritual life. The
Gayatri Mantra is the most important prayer of the Hindus.
. Reincarnation: The teaching that the soul is immortal (never dies).
When the body dies, the soul leaves it to join another body. This is
Rebirth or Reincarnation. By the process of rebirth, the Hindu
continues to make spiritual progress.
. Law of Action: This is called Karma - Hinduism teaches that the
performance of deeds is essential. Aperson gets the fruits ofhis deeds
according to his good or bad actions. After death, the soul leaves and
enters anottrer Uoay, according to his good or bad deeds in the previous
life. One's own deeds are the making of one's fate, which is the sum of
one's successes and failures.
. Non-Violence: In the Hindu religion, reverence for life is very
important. Reverence for the cow is an illustration of the Hindu belief
that the soul does not only live in a human form, but in all creatures:
other without hate or envy, but being tolerant.
Zambia,n Tradition
The most important belieflmessage inZambia Traditional Religion is:
. Keep in touch with ancestral spirits.
. Offer presents or sacrifices to appease the spirits.
. The spirits will help in time of need - famine, sickness, droughts.
. Ifnotrespected, the same spirits will cause worse disasters and trouble.
. Usually an object is chosen where people go to present or offer their
sacrifices. For instance, a rock, a big tree, or a river.
IIINTS TO THE TEACHER
Show the differences and similarities of each religion's beliefs.
SUGGESTED TEACHING AND LEARI\ING MATERIALS
1. Invite a resource person of ZambianTradition, Hindu and Islam.
SUGGESTED TEACHING ATID LEARNING ACTIVITTES
1. Ask the pupils to discuss and note down the differences and similarities
between Christianity and Islam.
EVALUATION
Assess pupils' ability to discuss and note down the differences and
similarities between Christianity and Islam.
95
 GRADE 11 CONTENTS
Unit P age

1. Judgement: .98

2.Prayer: 107

3. Jesus' Attitude to Other PeoPIe: 116

4. Suffering: 129

5. Opposition to Jesus: 147

6. The Last Supper and the Crucifixion: 160

7. Jesus' Triumph over Death: r72

GRADE 12 CONTENTS: 187

96
97
 UNIT 1: JIIDGEMENT TOPIC I.2 BIBLICAL EXAMPLES Of,'JUDGEMENT
-
TOPIC 1.1 MEANING AND EXAMPLES OX' JUDGEMENT SUGGESTED DURATION: 80 MINUTES
-
SUGGESTED DURATION: 40 MINUTES PRE-REQUISITE: Find out from pupils if they know any stories in the
PRE-REQIIISITE: Ask pupils to define 'Judgement". Bibleof people who were judged in the Bible.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT: SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
1. Define'Judgement" correctly Illustrate from the Gospels the basis on which God will judge people.
2. Give examples of 'Judgement" in every day life. BACKGROUND INF'ORMATION
BACKGROT]ND INX'ORMATION
A. People's Response To Christ
Judgement can be defined as an assessment for a reward or punishment of a
person's work or actions. It can also be criticism of actions for punishment. 1. The parable of the Weeds (Matthew 13:24-30)
Examples of Judgement in everyday life: In this parable Jesus explained the symbols used in the story:
. Acourtoflaw a) Sometimes it is difficult for people to tell the difference between believ-
. Solving a case inaZambian Village situation ers and unbelievers.
. b) At the Final Judgement the separation will be certain.
School examinations
. c) The Son of Man knows who belongs to Him. Those who do not belong
Schooladministration
to Him will be separated and destroyed.
rtrNTS TO TIIE TEACHER 2. The Parable of the Ten Virgins (Matthew 25:1-13)
1. Emphasise that through 'Judgement"a person may receive either a According to the Jewish custom, after sunset, the bridegroom and his
reward or punishment.
friends went to the bride' s home. They escorted the bride, who was c arried in a
2. Show that various kinds of judgement are passed by many people in special chair, to the bridegroom' s house. All their friends made a procession to
different professions. The type of judgement will differ depending on the escort them, carryring lamps to honour the couple. At the bridegrooms house
situation. they ate the wedding supper. Uninvited guests sometimes joined the
SUGGESTED TEACHING AND LEARNING MATERIALS procession. Howeverthey were welcome atthe supperifthey carried lamps.
1. Pupils' own situations In the parable of the Ten Virgins they were going to join the procession to
2. Newspapers and Magazines the bridegroom's house. Admission to the celebrations depended on beirig
3. Bible/pictures/posters awake and ready at the right moment. The bridegroom arrived later than
expected to escort the bride. Five of the virgins were not ready because they
SUGGESTED TEACHING AND LEARNING ACTIVITIBS had been careless about their oil.. They were locked outside because they
1. Ask pupils to discuss a situation of their own, when they were judged, arrived late - there was no second chance to go into the feast.
who judged them and what kind of punishment or reward they received. Many people will not be eligible to enter the Kingdom, and will be shut
2. Visit a nearby court. out, beeause they are unprepared.
3. Role-play a court proceeding where one pupil will act as a Judge, others
B. People's Behaviour To Others
the accused, and complainant.
1. The Final Judgement (Matthew 25231-46)
EVALUATION
People of all nations will gather before the Son of Man. He will divide
1. Assess pupils' abilrty to pass correct judgement in any situation where,
them into two groups, the righteous (who belong to God) and the unrighteous
for example, a prefect finds pupils fighting. (who do not belong to God). God's people show practical love to others and

98 99
 TOPIC 1.3 CTiNTST WILL COME SI'DDEI\LY
this kind ofbehaviour will be proof that they belong to Him. They did not think -
of themselves (verses 37-38). They did it for Christ's sake. SUGGESTED DURATION: 40 Minutes
The unrighteous have no interest in the misery and suffering of others and PRE-REQIIISITE: Find out from the pupils what they know about Christ's
this is proof that they do not belong to God (verses 4l-45). They are a second coming.
condemned for failure to do good. It's not that good works earn us a place in SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
heaven, no, but doing good to others is proofthat we already belong to Christ.
Illustrate from the Gospel that Christ will come suddenly, and that signs
Verse 41 - "etemal fire" - this punishment was not prepared for people,
will precede His coming.
but for the devil and his demons. People have the opportunity to be saved from
it, but ifpeople follow the devil, they will end up in the place prepared for him. BACKGROUI\D INFORMATION
3. John's Warning About Coming Judgement (Luke 3:1-17) No one knows the time when Christ will come (Mark 13:32-37), so
everyone must be ready and watch.
John preached that everyone must repent. Those who do, and follow Jesus,
would receive the Holy Spirit, whose power would change their lives, and thus A. The Parable Of The Waiting Servants. Luke 12:35-40
be evidence of their repentance. Those who do not repent would be judged - Jesus' followers are like servants waiting for their Master, rcady at all
fire bums up unwanted rubbish (verse 16b). times, because His return may be sudden (v.36). Those who are ready will be
rewarded (v.37).
Another symbol of coming judgement is in verse 17. In the same way that
Jesus will not announce His coming, in the same way that a thief does not
the farmer threshes his grain and separates wheat from chaff, so will Jesus
indicate when he will come to your house. Jesus will come suddenly when we
separate believers from unbelievers at the final Judgement.
do not expect Him, therefore we must be ready. Good servants do their work
Christians should make themselves ready for Christ's coming by faithfully and have everything ready for their Master. They do not live just to
confessing their sins, helping others in need, and obeying Christ's instructions I please themselves.
for Christian living.
B. Signs Of Coming Judgement. Luke 2lz7-11
IIINTS TO THE TEACHER Jesus told of signs that would precede His coming to judge.
The teacher should emphasise the verses that illustrate how people will be . He again speaks of false prophets.
judged, according to their response to Christ, and behaviour to other people. . Many troubles will destroy the natural and social order of life for
example; earthquakes, wars, famines, diseases such as HIV/AIDS,
SUGGESTED TEACHING AND LEARNING MATERIALS Tuberculosis and cholera.
1. The Bible . will come. Luke 12:1-12 andLtke2l:12-19.
Persecution
2. Picfures or posters of ceremonies Such calamities are already known in the world, but they will be much
3. Newspaper cuttings worse just before the Lord retums.
While some people will be prepared, others be unprepared for the
SUGGESTED ACTIVITIBS Judgement. Lil<e 17 :20-37 .
1. Ask the pupils to role-play the parables and the Judgement teaching.
IIINTS TO TIIE TEACHER
2. Ask pupils to relate the lessons learnt to their real life situations. Emphasise the signs that will precede Christ's coming, and illustrate how
EVALUATION some of them are in evidence today.

1. Assess pupils' ability to understand the parables and the .Iudgement. SUGGESTED TEACHING AND LEARNING MATERIALS
1. Christian videos
2. Bible
3. Newspaper arlicles about disasters in the world

101
SUGGESTED TEACIilNG AI\D LEARIYING ACTfYITIES HINTS TO THE IN^q.CMN
1. Discuss how Christians suffer persecution inZambia today. 1. Emphasise what will happen to those who reject christ's message.
2. Emphasise the two main teachings in the story of the rich
2. Discuss the ways in which Jesus said people would be unprepared, and man and
compare how people today show they are unprepared for judgement. Lazarus.
EVALUATION SUGGESTED TEACHING AI\D LEARNING MATERIALS
Assess pupils' ability to analyse how people can be unprepared. 1. Bible

SUGGESTED TEACHING AI\ID LEARNING ACTTVITIES

1. Role play the story of the rich man and Lazarus'
2. List some positive aspects leamt from the story'
TOPIC I.4 JI]DGEMENT f,'OR I]NBELIEF
- EVALUATION
SUGGESTED DURATION: 40 Minutes Assesspupils,understandingofthestoryoftherichmanandLazarus.
PRE-REQIIISITE: Ask pupils to give examples of situations where they
have personally been judged.
SPECIHC OBJECTIVE: By the end of the leaming experiarce, PSBAT:
Explain that personal judgemant will come on those who reject God. ToPIC 1.5 CHRISTIA}I RESPoNSE To CHRIST'S RETI]RI\
-
BACKGROT]ND INF'ORMATION SUGGESTED DIIRATION: 40 Minutes
must
A. The Story Of The Rich Man And Lazarus. Luke 16:9-31 PRE-REQUISITE: Ask pupils how belief about the coming Judgement
affect the lives of Christians in Zambia today'
This shows the result ofnotresponding to the Gospel. The richman didnot
use his wealth for God, because he had no time for God. Jesus tells us our duty SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
and
in this life is to be unselfish and concerned for others. If we reject the message Discuss how christ's teaching about His return, leads them to witness
given in the Bible, we shall never respond to God's call. Even miracles will not serve others.
make any difference, if one fails to believe in God's Word. If we do not
respond now to the Gospel, we have no hope for salvation after death. BACKGROUI\D INFORMATION
B. Rejecting The Message. Luke 10:8-16 Witnessing. Acts 1:6-8
The the Good News so that
God will judge those who reject the message given by His servants.
people c Jesus Promised them the
Preaching of the Gospel will meet with failure. Do not waste time over those
who refuse to listen (v.10-11). Three cities of Galilee were denounced for Holy Sp
people
failure to listen to God's call to repentance. They will be judged more severely Today, christians must also work as christ's wibresses; to wam
(Acts :6-8)
about thetoming judgement, and the way into God's Kingdom'
1
than others who had never heard the message.
"Each man"
There are places inZambiawhere the Gospel has been preached, yet there As Christians we must build to last (1 corinthians 3:10-15).
- i.e. what he does in Christian
is still cruelty, dishonesty, immorality, and no faith in God. To reject Christ's t".r-:iir p-.onally responsible for his workthat he is building in 'permanent
message from His servants, is to reject Christ Himself, and God who sent Him. conduct and serviie. Each must be careful
It is important to make sure of one's own place in the Kingdorn, Luke in this life is to be unselfish and
-ut .i"lr" for eternity. Jesus tells us our duty
13:22-30. concsrned for others.

t02 103
HINTS TO THE TEACIIER
Explain that the story of the rich man andLazants can be used to illustrate
the consequences of rejecting Christ's message and living for self.
SUGGESTED TEACIilNG AND LEARNING MATERIAL
1. The Bible
SUGGESTED TEACMNG AND LEARNING ACTIYITIES
Discuss how the futh of God's judgement affects Christians today.
EVALUATION
Assess pupils' ability to discuss meaningfully the affect of God's
judgement on the way Chrisfians live their lives.
TOPIC 1.6 MUSLIM AND IIINDU BELIEF'S ABOUT PERSONAL
- JUDGEMENT
SUGGESTED DURATION: 80 Minutes
PRE-REQTIISITE: Ask pupils to explain how Jesus will judge people.
SPECIFIC OBJECTM:By the end of the leaming experience, PSBAT:
Discuss what Muslims and Hindus believe about personal judgement.
BACKGROUND INF'ORMATION
A.Islam
l. Islam implies "surrender to God" - a Muslim claims to be completely
submitted to the will of Allah.
2. Muslims believe that whatever Allah wills, good or bad, must come to
pass: They believe in destiny and a Day of Resurrection.
J. They say Jesus is coming back to reign and He will rule for 40 years. He
will establish Islam in the whole world. But the Bible says Jgsus will rule
for 1,000 years.
4. Theyrecognize theneed for God's forgiveness, but doubt ifHe will give it.
5. They are deeply concemed about the Day of Judgement. The Koran
(Qur'an) speakJ of a time ofjudgement, orihe "last Eays".
6. Judgement for the Muslim is a fearsome thing. The good and bad in a
person's life will be weighed on a scale, by a God of vengeance.
7. If good deeds weigh heavier, a Muslim is promised a heaven full of the
delights of life: watered gardens, good harvests, pure wives who please
t04
him. If evil deeds weigh heavier than his good deeds, he will go to hell, but
he cannot know until the Judgement day.
8. A soldier who dies in a Holy War, to protect or spread the Islamic faith,
does not need to worry about keeping the law of Islam, nor about having
his good and bad deeds weighed, since the reason for his death (the Holy
War) blots out any sin in his life.
B. Hinduism
1. The idea of persbnal judgement is very relevant to Hindus.
2. In "Karma," the Hindu believes that rewards and punishments always
depend on deeds. Judgement must follow anact.
3. The goodJiving Hindu does not worryr about judgement. He acts selflessly
and does his duty, with no fear ofjudgement. He leaves the judgement to
God.
4. If his actions are devout or pious, in his lifetime or the next one, he will be
re.varded now and in the next life. If his deeds are bad, punishment must
follow. The Hindu believes in rebirth, i.e. when he dies his soul enters
another body and goes on living in this world (reincamation). The kind of
life he will have at rebirth depends on his deeds, whether good or bad, in
his previous existence.
5. One cannot escape the result (reward or punishment) of one's actions.
C. Christianity
1. Christians believe that people will be judged according to their response to
Christ's call to repent and believe in Him. John 3:18.
2. True belief in Christ will result in obedience to God's will. Belief in word
only andnot obedience, will resultinrejectionby God. Matthew 7:21-23.
J. Unbelievers will be judged and thrown into the lake of fire because their
names are not found in the book of life (list of believers). Revelation
20:11-15.
4. A Christian's deeds will be tested in the fire ofjudgement at the Judgement
Seat of Christ (Romans 14:10, l2).If it survives (gold, silver, precious
stones), it will be rewarded. If it is all burnt up (wood, hay and stubble), the
Christian will suffer loss of reward. 2 Corinthians 5:10; I Corinthians
3:11-15.
IIINTS TO THE TEACHER
Use the teachings of Islam and Hinduism to illustrate the uncertainty of the
outcome of Judgement Day according to their beliefs.
105
SUGGESTED TEACHING AND LEARI\ING MATERIALS UNIT 2: PRAYER
Bible passag0s such as John 5:24; Romans 8:1; I Corinthians 3:11-15 TOPIC 2.I _ PERSONAL PRAYER

SUGGESTED TEACHING AND LEARNING ACTIYITIES SUGGESTED DIIRATION: 80 Minutes

1 Hindu and Islamic ideas about personal judgement'

. Ask the pupils to list PRE-RBQIIISITE: Pupils to define the word Prayer.
2. Compare and conftast Hindu and Islamic ideas on personal judgement SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
with what the Bible and Christians teach. 1. Know what prayer is.
2. Explain the different kinds of prayer.
EVALUATION 3. What prayer to God should contain.
1. Assesspupils' ability to compare and contrast Hindu and Islamic ideas
BACKGROUI\D INFORMATION
about personal judgement.
A. What is Prayer?
Prayer is talking to God and listening. God wants us to communicate with
Him in this way.
B. When should we pray?
1. You canpray any time, anywhere.
2. A good time to prayprivately is when youread your Bible each day. It is
good to have a special time to do this, and make it a habit.
3. Christians should also come together forprayer, Matthew 18:19-20.
4. There's no need to speak in a loud voice, you may pray to God quietly in
you heart.
C. Why should we pray?
We should pray in order to:
1. Praise God
2. Seek Guidance
3. Ask for protection

). How should we pray?

There are various kinds of prayer, some of which are:
1. Private prayer: This is when an individual communicates with God.
2. Community prayer: This is when a group of people meet together to
pray. (Acts 2:42).
3. Prayer of Action: This involves praying for those in need, followed bj'
practical outreach to them, for example, the poor and needy.
E. The Content of Prayer
Prayer is very important. Some prayers are of a general nature; others are
more specific. Here is a list of the possible contents of prayer:

106 107
 Worship and thanksgiving: This involves praising and thanking God that
He is great and holy, and that He sent Jesus to die for our sins.
2. Confession: This is telling the Lord about wrong things one has done, and
if one has failed Him in any way. Do not hide anything from Him because
He knows all about us, so it is useless to try to hide our sins from Him. He
has promised to forgive us if we confess, I John 1:9.
3. Intercession: This is praying for others: for example, the sick, poor,
widows, orphans, our families and friends, the nation and church leaders.
4. X'or yourselt This is when an individual prays to God about anyproblems
or needs they might have. For example, help to work well, courage to serve
God, strength to fight temptation and sin, and many other things.
5. Thanksgiving: Thanking God for hearing and answering our prayers.
HINTS TO TIIE TBACIIER
Emphasize that God takes a personal interest in us and wants us to
communicate with Him in prayer.
SUGGDSTED TEACHING AND LEARNING MATERIALS
1. The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIES
Discuss the following questions:
1. Does God need our prayers?
2. Does God want our prayers?
3. Do we need to pray, and if so, why?
EVALUATION
Assess pupils' ability to understand the importance of personal prayer'
TOPIC 2.2 CHRIST'S PATTERII OF PRAYER
-
SUGGESTED DURATION: 40 Minutes )
PRE-REQUISITE: Ask pupils to explain the different kinds of prayer that
they know.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Explain the prayer Jesus taught His disciples.
BACKGROUND INT'ORMATION
A. Jesus'Example of Private Prayer
Jesus often went away alone to pray to His Father. Some of the occasions
when Jesus prayed alone are:
108
1. After He was baptized,Luke 3:21
2. After He had healed many people,Lttke 4:42
3. When He became very busy teaching and heaiing, Luke 5:16
4. Before He chose the twelve Apostles, Lttke 6:12
5. When He gave thanks for food provided, Luke 9:16
6. Before He spoke of His coming suffering, Luke 9:18
7. Before the Transfiguration, Luke 9:28
8. Before going to the cross, Luke 22:40-45.
At each important stage or occasion, in His Ministry, Jesus wanted to
communicate with God the Father. He did this through praying often. This is
shown especially in Gethsem drew much strength
from comrnunicating with the ire to do the Father's
will. That mattered more to H separation from God
which He had to experience when He bore the sins of the world.
Luke emphasises that prayer is the way to communicate with God. He
stresses this lesson by showing Chnst as the believer's example in prayer.
Those who want to follow Jesus, must follow His example of reaching out to
God in prayer.
B. The Lord's Pattern Prayer, Luke 11:1-4
The disciples saw Jesus prayingand one of them asked Him to teach them
howtopray er-a
new way to were
not like the more
intimate.
Jesus then gave them a pattem on which to build prayer, not just a form of
words. It shows us how to come to God simply, as to a Father, sharing His
concems and telling Him orn needs.
1 . "Father" was the very familiar Aramaic title used by a child - "Abba"'
A
true Christian can approach God in this way'
2. "May your Holy Name be honoured" (Hallowed be they Name) - We
come with freedom as to a Father but with reverence because God is
Holy.
3 . "May your Kingdom come" - That God's rule may control the hearts of
people.
icive
+. us each day our daily bread" - God can be trusted to provide for
our needs, and we may confidently ask Him for them.
5. "Forgive us our sins as we forgive everyone ..." - God can be trusted to
forgive us if we forgive those who wrong us.
6. "I-eid us not into temptation" - We ask our Father to protect us from any
test that would be to much for us.
109
 Jesus pattem prayer encourages us to bring our personal needs to God,
believing that He hears and answers. Jesus made a wonderful promise, "Ifyou
ask in my Name I will do it," Joln 14:12-13. Christian prayer is usually made
to God our Father, in the Name of Jesus. We must be careful to follow Christ's
teaching in Matthew 6:7, not to repeat a set of words which we do not
understand, or which do not come from the heart.
HINTS TO TIIE TEACHT',R
The teacher should emphasize the meaning of each phrase in the Lord's
prayer.
SUGGESTED TEACHING AND LEARI\ING MATERIALS
1. The Bible
SUGGESTED ACTTVITIES
1. Analyse one of the occasions when Jesus prayed.
2. Ask the pupils to write how they would apply the Lord's prayer to a
prayer for their own daily needs.
EVALUATION
Assess pupils' ability to analyse Jesus' times of prayer.
TOPIC 223 CHRISTIAI\ ATTITUDES TO PRAYER
- '\n'retched" tax-collector. The tax-collector, on the other hand, is distressed by
SUGGESTED DURATION: 80 Minutes
PRE-REQUISITE: The pupils must understand that the effectiveness
prayer depends upon the attitude to prayer.
SPECIX'IC OBJECTM: By the end of the learning experience, PSB$T:
1. Relate the parables of The Friend at Midnight, the Widow and the
Judge, and the Pharisee and the Tax-collector.
2. Explain the teaching of Jesus about perseverance and faith in prayer.
BACKGROUND INF'ORMATION
A. Perseverance In Prayer
1. The X'riend at Midnight, Luke 11:5-13
A man has no food for an unexpected visitor and it is too late to buy bread.
He goes to wake up a friend to beg him for bread, but the friend is not pleased at
being disturbed. To get rid of the man, he gets up and gives it to him.
A tired neighbour is persuaded by his friend' s persistence to give him what
he needs. How much more will God, a loving Father, supply all His children's
I
I
needs. God is never reluctant to answer.
Jesus did not promise that we shall always receive what we ask for, but that
we never ask God in vain, He will always answer. An earthly Father provides
good thingp for his children's needs, and so God will give His children what is
good for them. This parable teaches the importance of perseverance or
persistence in prayer.
2. The Widow and the Judge, Luke 18:1-8
This is a story of an ungodly, selfishjudge who was not moved by a widow
The widow had no money, no one to help her. But she got what she needed by
persistence.
In contast, God is not like the judge, God helps the needy and oppressed.
We can rely on Him to help us if we trust Him in persistent prayer.
B. Humility and Faith in PraYer
1. The Pharisee and the Tax-Collector, Luke 18:9'14
A Pharisee atprayer is contrasted with one of the despised tax-collectors.
The Pharisee thanks God that he does all that the Law demands, not like this
his own faults and begs God for mercy.
The Pharisee was only interested in himself and did not have faith in God.
of
He tusted in his own religious works, but was condemned for his pride. The
tax-collector had faith in God, and knowing he was a sinner, he confessed his
sins to God, asking for forgiveness. His sins were forgiven andhis relationship
was put right with God.
This parable teaches that God answers the prayer which comes from faith
in Him, Jnd from real humility and sorrow for sins. He does not listen to those
who try to tell Him how good theY are.
HINTS TO TIIE TEACIIER
The teacher should emphasise the importance ofpersistence, humility and
faith in prayer.
SUGGESTED TEACHING A}[D LEARNING MATERIALS
1. The Bible
111
SUGGESTED TEACHING AND LEARNING ACTIYITIES . Having forgiven those who'have hurt us, we can then ask God to forgive
1. Ask the pupils to relate the three parables, drawing out the lessons from us for-hurting Him - "Forgive us our debts (sins), as we also have
each. forgiven our debtors."
2. Ask the pupils to list the things for which the Pharisee praised himself. . And finally we can pray for sfength to be obedient to God's will and
His Word, and to resist Satan's temptations - "And lead us not into
EVALUATION ternptation, but deliver us from the evil one." '
Assess the pupils' ability to grasp the essential meaning ofthese parables. so that we can
Having prayed in this fashion, God will supply all ourneeds
glori8/ His Name in all we do and say'
The following are some of the things we need to remember in order to see
TOPIC 2.4 _ HOW GOD ANSWERS PRAYER God answering our prayers.
may not answer at opce, or rn
SUGGESTED DURATION: 40 Minutes
- Always believe that He will answer.HeHewill.
the way you want, but believe that
PRE-REQUISITE: The pupils should understand that prayer is not a way to because we pray in the name of
- Pray in Christ's Name. God answers us to come to God'
get vour own will or desires from God, but rather, it is a way of finding out His ion. His name is our authority enabling
we answer our prayers in the
God's will and what His desires are. - Pray according to Godrs will. ask God to
way He wants to.
SPECIX'IC OBJECTM: By the end of the leaming experience, PSBAT:
Sometimes He will say 'No", because what we ask is not in His will.
Understand that prayer is not a spirifual "shopping list", but a means to Sometimes He will saY "Yes".
understanding the wiil of God and asking Him to supply the needs to fulfil His
uwait",because the right time has not yet
And sometimes He will say
will. come.
BACKGROUND INF'ORMATION If God does not answer the way we want Him to, it does not mean that He
list of wants from God- has not answered. God always answers, but the answer may be "Yes", "No" or
,.'wait,,. Luke 11:9-13 tells us that above all, God wants to give us His Holy
me in what I am doing!
od might want me to be Spirit who is the One who will enable us to do His will.
HINTS TO TIIE TEACIIER
Show how God answered:
The tax-collector - Luke 1 8: 13- 14 - He answered "Yes"'
Paul's prayer - 2 Corinthians 12:7-10 - He answered "No"'
The disciple's request - Acts l:6-7 - He answered "Not yet - Wait"'
SUGGESTED TEACHING AND LEARNING MATERIALS
praying in a wrong way. l. The Bible
As Jesus taught His disciples in Matthew 6:9-13:
. First we honour the name of God the Father - "our Father in heaven, SUGGESTED TEACHING AND LEARNI-ING ACTIVITTES
hallowed be your name'" Ask the pupils to discuss how one could pray just before school
. Then we pray that God's will, will be done - '!our kingdom come, your examinations, or for someone who is sick'
will be done on earth as it is in heaven." EVALUATION
. Then we can pray for our essential needs - "Give us today our daily
Assess pupils' ability to grasp what prayer is all about and how it relates to
bread."
our daily living.
l12
113
 Atnoon on Friday, which is the Muslim holy day, special congregational
IoPICL.s_PRAYERINTImF.oTIRRELIGIoUSTRADITIoNS prayers are said at Mosque. There is also a sermon given on moral, social or
IUGGESTED DURATION: 80 Minutes political issues. This could be compared with the Sunday service in the
Christian church.
PRE-REQTIISITE:Tellthepupilstoihinkaboutthetypesofprayerin
raditional Zambia. C. Hinduism
OBJECTM: By the end of the learning experience, PSBAT: Prayer has a very important position in the Hindu tradition. It has a central
SPECIF,IC
role, not only in Hindu daily life, but also as an influence in thought processes,
l.DescribedifferentkindsofpfayerinindigenousZambian,Muslim, and as a guide to actions to a very large extent.
t{indu and Christian religious traditions'
-- The nature of Hindu prayer is very diverse. The Hindu prays basically to
2. Explain the naturE and significance of prayer in each of these four the Ultimate God, Brahman, the Great Soul, but is encouraged to see him in the
religious traditions. form ofvarious gods and goddesses, or even nafure.
"3.
Co-pare and contrast prayer in the four religions' During prayer, the Hindu may chant his own special verse - a mantra frorr
the sacredbooks. Hemayjust sitin a quiet spot, meditating andtryingtobe one
with nature. This exercise is meant to drive out from his mind all passions,
thoughts and worries, and to help him experience peace and happiness for a
few moments, to become "one'l with Brahman.
Congregational prayer is not common among the Hindus'
religions on the process and significance ofprayer' D. Christianity
Jesus Christ taught sincerity and simplicity in prayer. He warned against
meaningless, formal prayers for show.
alter is made at every house for contact with the
it a stone for Persistence and perseverance in ptayer demonsfates sincerity.
,a post stuck in the ground, and beside
By His sacrifice on the cross, He changed the whole system of worship,
Christiansmay now cometo God directlyinprayer, because "He tookHis own
blood and obtained eternal salvation for us," Hebrews 9:12, Christians no
longer need to come with animal sacrifices, as Jewish and other religious
traditions practised. Christians pray to God directly in the Name of Jesus
Christ our Mediator, I TimothY 2:5.
HINTS TO THE TEACHER
with the class, note the similarities and differences on prayer in the four
religions.
SUGGESTED TEACHING AND LEARIIING MATERIALS
1. The Bible
2.The Koran and other religious literature
SUGGESTED TEACIIING AND LEARNING ACTIVITIES
compare and contrast christianprayers with those ofHinduism, Islam and
Zambian Tradition Religion.
EVALUATION
Assess pupils' ability to compare and contrast the four traditions.

115
tl4
 write aparagraph on any group ofdespisedpeople, e.g. theblind, bringing
out various attitudes of people towards them'

UNIT 3: JESUS, ATTITUDE TO PEOPLE EVALUATION

1. Assess pupils' ability to dramatise a given situation'
IoPIC 3:1 UNPOPULAR AND DESPISED GRoUPS IN ZAMBIA
- 2. Assess pupils' ability to appreciate the plight of some despised people
SUGGESTED DURATION: 40 Minutes as they write a piragraph on the various attitudes towards them.

PRE-REQUISITE: Ask pupils to give examples of despised people in

Zambia.
SPECIF',IC OBJECTM: By the end of the leaming experience, PSBAT: TOPIC 3..2 ATTITUDBS TO DESPISED AND
1. Give examples of desPised
-JESUS'
UNPOPULAR PEOPLE
2. Describe different attitudes sed people'
3. Mention the various ways i d be helped' SUGGESTED DIIRATION: 80 Minutes
PRE-REQTIISITE: Askpupils to list different attitudes towards the {isabled,
BACKGROUND INF'ORMATION
diseased and street kids.
A. Despised PeoPle in Zambia SPECIFIC OBJECTM: By the end of the learning experience, PSB-\T:
Relate the attitudes of Jesus to various despised people'

BACKGROUI\D INF'ORMATION
: the poor'
Examples of groups ofpeople A. Lepers
people of
uneducated, utinZ, trandl"appld, At the time of Jesus, the Jews believed that sickness was caused either by
other races, HIV/AIDS Patients, the sinofthe sickperson, orbythe sinofhisrelatives. The sicknesswas sentas
B. How These Groups of People can be Helped punishment for that sin. It wis looked upon as a mark of God's displeasure'
unpopular groups of people can be helped in many Leprosy was considered to be a very unclean disease, which required, not
pr^orriamg ihemwith practical- skills, material and only hialing, but also cleansing. There was no known cure in Jesus' day, and
importanito mix with people of other races, and the this disease usually ended in death.
HIV/AIDS patients. Sometimes the term "leprosy" was used for a contagious skin disease,
) which is not known as lepiosy today. Nowadays modern drugs can cure
IIINTS TO TIIE TEACIIER leprosy, if it is diagnosed in its early stages.
because of
Point out to the pupils that some people get into this condition when leprosy was diagnosed in the time of Jesus, the sufferer was
that any form
sinfulness, others by misforlune or ciriumstances. It is important pronounced unclean and wai excluded from the community. He/she was
to
of prejudice is avoided. expected to have the appearance
avoid all contact with the living, and was even
of a moumer going to his/her own death.
SUGGESTED TEACHING AND LEARNING MATERIALS
According to the laws about leprosy in Leviticus 13:45-46 and l4:l-20,
a
NewsPaPer and magazine cuttings pan of hisiher face, and to call out, "unclean,
leperhad to Jover the lower
keep
SUGGESTED TEACHING AND LEARNING ACTIVITIES unclean" whenever Someone came along The Law demanded that a-leper
away from other people. This was necessary
and give at least one hundred (100) metres
Ask pupils to give examples of despised and unpopular people
reasons wn-y such people are unpopular or despised'
tt7
AskpupilstodramatiserightandwTongattitudestoHIV/AIDSvictims'
to stop the spread of the disease amongst the Israelites as they travelled in the Zacchaeus wa$ a tax-collector whose life was changed by Jesus. He was
sin
wildemess from Egypt to Canaan. curious to see Jesus. When he talked face to face with Jesus, he realised his
and confessed it.
only the priest could legallypronounce a leper clean, by giving him/trer a
certificate ofcleansing after he/she had gone through an elaborate process. In order for him to make things right with God and to restore friendship
(Leviticus 14:l-10). This ritual included the: with his fellow-men, he gave backall he had stolen (with interest) and gave to
. Sacrifice ofabird andrelease ofanother. those in need.
. Washing of clothes, shaving of the hair and bathing of the body. The Jews despised him as a "sinner". But Jesus said it was sinners whom
. After seven days, the same process was repeated. He came to save. So He went to Zacchaeus's house even though He was
. criticised by the religious leaders for dorng so.
Finally on the Sth day, sacrifices were offered and the person was
ceremonially cleansed with the blood and oil of the sacrifice' The religious leaders saw Zacchaeus as a despised andhated person. But
Jesus, on thJ other hand, saw beyond the selfishness and cheating. He
saw a
Jesus' Attitude To Lepers man who was "lost", and needed to be put right with God'
As a Jew, Jesus was supposed to keep away from despised and unpopular 2. The Call of Levi, Luke 5221-32
groups of people in society. one such group was the lepers. Instead, Jesus
mixed with them. He showed them love, compassion, sympathy and He Matthew (Levi) was another tax-collector whose life was changed w-hen
he came in contact with Jesus. He was among the people from all
walks of life
touched and healed them.'
whom Jesus welcomed into the Kingdom of God. For example, the fishermen,
Examples of Jesus mixing with and healing lepers: a leper, and the paralYsed man.
1. Healing the Leper (Luke 5zl2'14) told the Pharisees that if the tax-collectors were bad, they were the
Jesus
h this miracle, Jesus showed compassion for an outcast.from society by ones who needed His helP.
re 'request. He bserved
th (Leviticusl4: himself C. Sinners, Luke 7:37-50
to certificate of healed'
Another group of despised people whom Jesus mixed with, were reagrded
,sinners'. fn"i. were peoplL who didnotkeep the Law of Moses in every
2.Ilealing the Ten Lepers (Luke 17:ll'19) as
detail. and so made themselves "unclean"' Strict
Under normal circumstances, Jews and Samaritans would never be found Law strictly' Those who didnot
together as they were enemies and despised each other. However, their disease
Jesusb keepingthe

wis a leveller, and the Jewish and Samaritan lepers lived together. were c clein, ind 1o seemingly holy man would
)
associate with them.
All of them had faith to believe that Jesus could heal, but only the Jesus', attitude and behaviour towards sinners was very different
from the
Samaritan expressed his gratitude.
behaviour of the Jewish religious leaders'
The Samaritan not only received physical healing, but also spiritual life. in social
Jesus showed compassion to sinners. He was not so interested
evils, but more concemed about the person who was a victim of such evils.
B. Tax-Collectors
Tax-collectors were another group of people who were despised at the For example, in Luke 7:36-50,Jesus accepts an invitation to a meal from
time of Jesus. These were treated as outcasts in society because they were Simon, a Pharisee. A prostitute comes in and shows her gratitude to Jesus.
taxes for the Roman i".". rrua previously forgiven her sins, and encouragedher to_ follow Him. She
them
to be cheats because wets His feet with her teiars, wipes them with her long hair, then anoints
people in need. Here with expensive Perfume.
are two examples of Jesus helping tax-collectors: Simon is surprised that Jesus would accept this expression of emotion
1. Zacchaeus the Tax-Collector (Luke 19:1-10) from such a sinful woman.

118 119
 In answer to his criticism, Jesus tells him a parable of two men who owed
money to a moneylender. Jesus shows Simon three things:
a) Simon was wrong in condemning Christ's attitude to this woman, who
had already repented.
proud person who is
b) A repentant sinner is already a better person than a
not aware of his/her sin.
c) Jesus reinstates the woman in ast, and
publicly announces that her s ove she
has shown proves that her m
Simon had to leam that pride is a great sin before God. Pride does not admit
any need for forgiveness. Simon's pride stopped him from seeing the spiritual
need in his own life. It made him as great a sinner as the woman.
D. Gentiles
Gentiles were non-Jews. Since they did not follow the religion of the Jews,
they were regarded as 'sinners', 'disobedient' to God- According to Jewish
hadition, Jesus was not supposed to mix with them.
Jesus' atbitude to the Gentiles showed that He was following the Law by
treating them ing of the
centurion's se hadmore
faith than the of God's
Kingdom, but many Gentiles would be included because of their faith. Jesus
showed that the Good News was for Gentiles as well as the Jews. The highest
praise spoken to anyone by Jesus was to a Gentile, Luke 7:9.
The Pharisees followed their taditions, which kept them away from ali
ra,
contact with Gentiles, and actually made them break the Law. The Law about
not marrying non-Jews in Deuteronomy 7:3-4 concemed their religion, not
their race. This wu. because marriage with other nationals might lead them to
worship other gods, Exodus 20:3-5.
The centurion knew the Pharisees' traditions conceming Gentiles and did
not want to embarrass Jesus by asking Him to come to his house. For him, the
authority of Jesus' word was enough. This is an example to us. We cannot see
Jesus today, but we must accept the authority of His words, as we find them in
the Bible.
HINTS TO TIIE TEACIIER
Contrast Jesus' perception of sinners with that of the Jews.
If Jesus had not been willing to associate with sinners and Gentiles, how
could they be reached with the love of God? Discuss.
SUGGESTED TEACIIING AND LEARNING MATERIALS
Magazines and newsPaPer cuttings
SUGGESTED TE,dCIilNG AND LEARNING ACTIVITIES
Let the pupils identify people with similar characteristics to tax-collectors,
Gentiles, sinners and lepers in our society. How can we help them?
EVALUATION
Assess pupils' ability to identify areas ofprejudice in our own situations in
Zambia.
TOPIC 3.3 KINDNESS AND SELF'ISHIYESS
-
SUGGESTED DURATION: 40 Minutes
PRE-REQIIISITB: Ask the pupils to narrate the parable of the Good
Samaritan.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
1. Explain Jesus teachings about kindness and selfishness as presented in
the parable of the Good Samaritan.
2. Apply how the parable can work in our lives today.
BACKGROUND INFORMATION
A. The Samaritans
The origin of the Samaritans is explained in 2 Kings 17:l-6;24-41-
I
The dislike and enmity between Jews and Samaritans had'a long history.
When King Solomon died, the northern tribes oflsrael refused to acknowledge
his son, Rehoboam, as king, 1 Kings 12:20. They chose their own king and
became a separate Kingdom and called it, Israel, or the Northern Kingdom'
The two southem tribes of Judah and Benjamin became known as "Judah".
Jerusalem and the Temple belonged to the Southern Kingdom' The
northemkingmade two centres forworship inhis ownkingdom. He appointed
new priests and made a new calendar of feasts. The Jews of the south never
forgave him for this.
When the As syrians invaded Isra el in 7 22 B C, they de feated the Northem
Kingdom. Many people were taken away as prisoners. Foreigners were
brought in to replace them and the kingdom was renamed, Samaria.
The remaining Jews intermarried with the foreigners. So the Samaritans
became a people of mixed race - partly Jewish and and partly Gentile.
The Babylonians invaded the Southern Kingdom in 586 BC, and took the
Jews from that kingdom into exile in Babylon.

120 t2t
 After Cynrs, King of Persia, conquered Babylon, he allowed these exiled SUGGESTED TEACHING AND LEARNING ACTIYITIES
Jews to retum to their own land. Only about 55,000 of them did' Ask the pupils to dramatize the parable of the Good Samaritan.
Theybe TemPl the
Samaritans emiah the EVALUATION
Samaritans Gentil the Assess the pupils' ability to dramatize the parable, and to depict the
Samaritans. essential lesson Jesus was trying to teach.
The Samaritans then built their own temple on Mount Gerizim, which
angered the Jews.
From then on the samaritans and Jews became open enemies. Jews
TOPIC 324 JESUS' TEACHING ABOUT FORGMNESS
-
SUGGESTED DIIRATION: 40 Minutes
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
There is still a small community of Samaritans at Nablus to this day Explain Jesus' teaching about forgiveness.

B. Parable Of The Good Samaritan (Luke 10:25-37) BACKGROUND INF'ORMATION:

A Jewish lawyer asked a question about etemal life. Jesus replied that it God's forgiveness is displayed in the following parables:
was not obtained by some special act.
A. The Unforgiving Servant (Matthew 18:21-35)
Spiritual blessing does not come from knowledge of the Scripture in itself,
but frbm how we understand it and apply it to ourselves. The lawyer failed to Only God's unlimited forgiveness makes it possible for the sinner to enter
do this. His Kingdom.
In verse 29, the lawyer should have asked, "To whom can I be a The best evidence that we belong to that Kingdom is the depth of our
neighbour?" Jesus replied with a parable taken from a real life situation' forgiveness and love to those who wrong us.
The road from Jerusalem to Jericho was dangerous. It was plagued with The parable of the unforgiving servant illustrates that God has forgiven us
for a debt completely beyond our means to repay. Yet we often do not show
forgiveness to those whose wrong-doing to us is very small by comparison to
what we owe God.
The Bible emphasizes that we cannot expect forgiveness if we are
Every Christian must show the kindness, compassion and love of christ to unforgiving (Mark 11 :25).
anyone who needs help, whether he be a Muslim, a Hindu, or an unbeliever. In Matthew 18:15-17 Jesus outlines the steps we must make towards
restoring fellowship with Christians who have wronged us. Every effort must
IIINTS TO TIIE TEACIIER be made to set the wrong-doer right by -
1. Explain the reasons for the enmity between Jews and Samaritans' . Visiting the offender to talk about the issue with a view to repentance.
2. Ask the pupils to draw a map of the divided Kingdom - the ten tribes in . If he/she refuses to repent; visit them again with two or three Godly people.
the north and the two in the south' Do notbe judgmental, but try to bring about repentance and reconciliation.

SUGGESTED TEACIilNG AND LEARNING MATERIALS

. If he/she still refuses to repent, take the matter to the church.
1. The Bible . If he/she stubbomly refuses to accept, treat such aperson as an outsider and

2. Maps of the Holy Land showing the divided kingdom no longer a member of the fellowship.

122 123
 Prayer for the offender must be maintained, that they will come to their
.*."., ,"p"nt for their wrong-doing, and be restored. Jesus will always guide
and give wisdom when you praY. SUGGESTED TEACHING A}[D LARDING ACTIVITIES
B. Parables of The Lost Sheep, The Lost Coin and The Lost Son l. Ask the pupils to dramatize the parable of the Lost Son'
1. Parables of The Lost Sheep and The Lost Coin (Luke 15:1-10) 2. Analyse the three parables and write the main lessons taught.
These parables of Jesus were a response to the criticism of the Scribes and
EVALUATION
Pharisees, who believed that tax-collectors and sinners were beyond hope of
God's forgiveness. 1. Assess pupils' ability to dramatise the parable'

ToPIC 3:5 JESUS, TEACHING ABoUT LoVE AND ToLERANCE

-
nation, and not individuals. SUGGESTED DURATION: 80 Minutes
Of all the world's r eS
PRE-R"EQUISITE : Ask the pupils to write down their understanding of Love
that God is Love, and In
and Tolerance.
other religion s for to find Him, because their
OBJECTM: By the end of the learning experience, PSBAT:
guides do not Jesu n of God, knows the way to SPECIFIC
God, because he w n 14:6). 1. Relate Jesus' teaching about love for enemies'
Jesus showed that God, in His love, searchers for the sinners and outcasts, 2. Outline the occasions when Jesus rebuked his disciples for intolerance'
and rejoices when they he repent. This ought to be our attitude towards 3. Show how the parables help christians to express love and tolerance.
outcasls in society. We should show them God's love and compassion, and the
BACKGROUND INFORMATION
way to God.

conditions.
Jews did not keep pigs, so having to feed them represents complete Jesus teaches that we must love our
In Luke 6:27-36 and Luke 9:49-50,
degradation. When Jesus told this parable, He was speakingof His mission to that hatred, insults and injury can be overcome by love.
enemies. He teaches
bring tax-collectors and sinners into the Kingdom, who were like the lost son. partiality, therefore Christians should imitate and emulate Him'
God shows no
In Matthew 5:43-48 Jesus shows that we should show 10ve to all. Acts of
kindness, from proper motives will receive Gods reward'
A.Intolerance and Lack of Love (Luke 9:49-55)
him and restores him to His great family.
HINTS TO TIM TEACIIER
Emphasize the main teachings of the three parables.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible with pictures showing a shepherd carrying a sheep'

124 humility and love in our life and service.

125
 Furthermore in this passage, Jesus disapproved the kind of exclusive,
intolerant behaviour shown by John and James to other disciples. Although
this man was not one of the twelve disciples this did not necessarily mean he
was not following God. Jesus' disciples were to love others with "agape" love.
The man they saw casting out demons, loved God even though he did not
belong to their group oftwelve disciples. God used him to deliver people from
the powers of evil. He was not an enemy of Christ and so was not to be despised
or hindered.
B. How The Parables Can Help Christians Show Love And Tolerance To
Other People
Jesus showed love and tolerance to his enemies. Our attitudes towards our
enemies should also be of love and tolerance, even to those who mistreat us. He
forbids acts of revenge under any circumstances (Matthew 5:38-42). Jesus
reminds Christians not to demand their rights each time they are wronged. The
Christian should show love and forgiveness to the offender. They are
responsible to show Christ's love, and to forgive those who are unjust, and
even to help those who wrong them.
HINTS TO TIIE TEACIIER
Emphasise Christian teaching about love and tolerance of others.
SUGGESTED TEACHING AND LEARI\ING MATERIALS
1. The Bible
2. Suitable newspaper cuttings of what is happening in the Middle East.
SUGGESTED TEACHING AND LEARNING ACTIVITMS
T.Dramatize the healing of Malchus' ear (Luke 22:47-51; John 18:10)
2. Dramatize an argument between two people and ty to reconcile them.
EYALUATION
1. Assess pupils' understanding of Love and Tolerance.
TOPIC 3:6 CIIRISTIAN TEACIilNG ON LOVE, FORGIYEI\ESS
AI\D- TOLERANCE WITH THOSE OF OTHRR RELIGIONS
SUGGESTED DURATION: 80 Minutes
PRE-REQIIISITE: Askpupils to name the four main religions in Zambia.
SPECIF'IC OBJECTM: By the end of the leaming experiqnce, PSBAT:
Compare and contrast Christian teaching on love, forgiveness and
tolerance with those of other religions.
t26
BACKGROT]ND INFORMATION
The following are some ofthe teachings on love, forgiveness and tolerance
rn ZambianTraditional religion, Islam, Hinduism and Christianity'
A. Zambian Tradition
1. In the traditional Zambiar. community there was to be order in personal
relationships, govemance, and in sharing work.
2. There was respect for each other, including the vulnerable ones. Revenge
was not encouraged.
3. Strangers and visitors were welcomed.
4. A deep sense of kinship controlled how people behaved towards each
other. Each member of the community had a place in the system and
contibuted according to status in the clan. If one offended another, or the
community, he/she was expected to ask for forgiveness.
B.Islam
1. Islam declares that all men are brothers and equal in their status as human
beings. A man's merit does not depend on his family connections or his
wealth, but on whether he is better than others in moral conduct and
holiness.
2. In any matters to do with their religious laws, the Muslim is unyielding.
3. Revenge is condoned by the Qur'an, especially against those who do not
believe in Islam.
4. The Muslim is highly hospitable. He is proud of the fact that even his
enemies are welcome in his home, and enjoys his protection whilst under
his roof. A host will even go hungry in order to feed a guest'
C. Hinduism
1. Hinduism is not an aggressive religion. It practises love, forgiveness and
tolerance. .l
2. Hinduism has never tried to expand itself by religious persecution, or by
imposing its principles on others. Rather, the principle of winning over all
opponentsby love and forgiveness ispractised andpreached at all times.
3. Hinduism believes in external love -not the kind that expects any return -
not motivated by selfrsh interest - but for the unity of soul and mind. It is a
spiritual love and is above all material give and take.
4. Forgiveness is a main principle in Hinduism. Wrong-doers are expected to
be forgiven. Forgiveness is not a weakness, but comes from a strong
feeling of liberalism and broadness of mind.
127
)
 UNIT 4: SUF.FERING
5. Tolerance is an important teaching in Hinduism. It has its own reward in
TOPIC 4.I _ DIFFERENT TYPES OF SUFFERING IN ZAMBIA
the long run. Tolerance shows strong character and spiritual strength of
mind. Hinduism itself has survived through tolerance. SUGGESTED DURATION: 40 Minutes
D. Christianity PRE-REQTIISITE: Ask pupils to give examples of suffering they have
experie,nced.
Jesus taught that all men are sinners:
1. They must come to God through Jesus Christ, for forgiveness. SPECIFIC OBIECTM: Bythe end of the leaming experience, PSBAT:
2. When this happens, they have a new ability within themselves to live and 1. IdentiS different tlpes of sufferingpeople experiorce in Zanrbia.
act as Christ did by the power of the Holy Spirit' 2. Analyse different ways in which people respond to suffering.
3. They are able to showHis love, forgiveness andtolerance intheirlivingby
the power of the indwelling Holy Spirit. BACKGROUI\D INFORMATION
All creatures experience suffering. As human beings, we experience
IIINTS TO THE TEACIIER suffering throughout or:r lives. For example, we may get sick, lose a beloved
Emphasise the similarities and differences between Christian teachiirg on one or feel hungry. Even though we try hard to make life better for ourselves,
love, forgiveness and tolerance, with those of the other religions' we still have to suffer in one way or the other. These sufferings may affect us,
spiritually, mentally, physically, and emotionally. There are different reasons
SUGGESTED TEACHING AND LEARNING MATERIALS why people suffer. For example, not following accepted rules.
1. The Bible
2. Qur'an A. Types Of Suffering In Zambia
3. Vedas There are different types of suffering in Zambia today. For example:
4. Stories and proverbs from the respective religions. - Loss of a job - Being attacked by robbers
SUGGESTED TEACHING AND LEARNING ACTIVITIES - Death - A friend not honouring a promise
- Sickness - Barenness / impotence
Compare Jesus' teaching on love, forgiveness and tolerance with Zambian
Traditional religion, Islam and Hinduism.
- Poverly
B. Reactions To Suffering
EVALUATION People react to suffering in different ways. For example, they may:
Assess pupils' ability to discuss the similarities and differences in the four - Get angry - Complain
main religions. - Try harder - Blame God
- Blame others - Blame themselves
- Pray ,\ - Acceptthesifuation
However, when a person experiences suffering, other people may give
help and comfort by:
- Encouraging the person not to give up but to try again
- Giving material or spiritual support
' Gathering to mourn and give comfort if it is at a funeral
Some people will not give help to those who are suffering. They will
instead reject, or mock the person who is experieircing suffering. Such peoplc
forget that one day they will also suffer.

129
t28
C. Explanations For Suffering TOPIC 4.2 _CAUSES Or'flIIIERING
Modem science says people experience suffering because of the laws of
nature. They base their argument on past experiences, experiments and tests. SUC,GESIDD DURATION: 40 Minutes
Christians however, have a different view on why people experience suffering. PRE-REQ[IISTTD: Ask the pupils to think about and write down the different
Suffering is basically the result of a sin cursed world. Before Adam sinned causes of suffering.
there was no suffering. Today God allows people to suffer for a purpose and
for various reasons, such as:
sPECrFrc OBIECTTVE: By the end of the learning experie,nce, psBAT:
. To test and puriff a person's faith (1 Peter 1:6-7). Identiff various causes of suffering.
. To punish people for their sins and for disobeying God
(Deuteronomy 28:15-24). BACKGROT'hID INFORMATION:
. To teach people to completely depend on God for everything Many people believe caurcs.
(2 Corinthians 12:7-10). Each type of suffering has that we
. Because suffering is part ofthe cost of following Christ (discipleship) identi$ and avoid these c
(Mark 8:34-35). A. A Fallen \ilorld Containing Evil
. To discipline people and teach them (Hebrews 12:5-11).
In Traditional Zambian religion, suffering is experienced by people
because they have displeased the spirits, or because they are hated by a witch.
They believe that if the spirits ofthe ancestors are not respected, they can bring
bad luck, sickness or even death to the people who do not respect thern.
B. Ourselves
HINTS TO THE TEACMR i

Emphasise the good reactions to suffering

causeoftheirown
g, th€y must have
SUGGESTED TEACHING AI\D LEARI\ING MATERHLS
1. The Bible
C. Other People
2. Magazrnes, posters, videos
3. Newspaper cuttings of suffering people In certain situations, people have caupd suffering forothers.This couldbe
due tojealousy or hated
SUGGESTED ITACHING AIYD LEARNING ACTIVITIES
D. NotNecessarily God
1. Ask pupils to dramatize the reaction to failing an examination.
2. Divide the class into groups. Let each group discuss their reactions to
that God is in confrol of everything, He
tragedies into our lives. The tagic evir in
the following situations.
a) A friend who contracts a Sexually Transmitted Infection (STI), or TB
(Job I and 2).
b) A parent or guardian made redrxrdant or dismissed from their job. HINTS TO TEE IEACMR
EVALUATION Emphasise the various evil causes which pupils should avoid.
1 pupils' ability to dramatize a reaction to failing an examination.
. Assess SUGGESTED TEACEING AI\D LEARI\ING MAIERIALS
2. Assess pupils' ability to enter into (empathise) the feelings of someone l. The Bible
affected by redundancy or loss ofajob.
_l.Mryazne articles orNewspaper stories depicting some of the causes of
suffering.

130
l3l
 Many people who have HIV/AIDS may suffer from different corlmon
SUGGESTED TEACHING AI\D LEARNING ACTIVITIES diseases such as: malaia, coughing and headache. These are diseases which
L Invite a resource person to discuss a specific issue such as drug abuse. would not harm a body with a healthy immune system. The diseases that
group discussion on sources of suffering in their community.
destoy the health of a person with HIV/AIDS, are called "opporhtnistic
2. Organise a
infections." The word "opportunistic" means the disease takes advantage of
EVALUATION the low immunity that the HIV/AIDS virus causes in the body. That is why
I . Assesspupils' ability to take meaningful notes from a resource person. even a simple coldcan leadto a life-threatening illness in an infectedperson'

2. Assess pupils' ability to discuss various causes of suffering.

B. Acquired Immune Deficiency Syndrome (AIDS)
This is the condition caused by the HIV virus. Though anyone can be
SUT'FERING infected with AIDS, often its victims are people who live high-risk life-styles,
TOPIC 423
-AVOIDABLE such as not practising abstinence before marriage, or promiscuity.before or
SUGGESTED DURATION: 80 Minutes after mariage. Sharing razors orneedles (especially drug addicts) which cut or
PRE-REQUISITE: Ask pupils to list different types of sufferinginZambia. puncture the skin is another way the disease spreads.
It is difficult for a person to know whether they are HIV positive or not.
SPECIFIC OBJECTIyE: By the end of the learning experience, PSBAT:
They can only know if they go for an HIV test. A positive outcome means a
l. Give examples of avoidable suffering. person has been infected withthe virus, but that does notnecessarily mean that
2. Explain what HIV/AIDS is, and how it is fransmitted. one is an AIDS patient. Some people who testpositive become carriers. They
show no symptoms ofthe disease though they are capable ofpassing the AIDS
BACKGROTII\D INFORMATION virus to others. Carriers may live for a longer time without showing any
symptoms of AIDS.

AIDS is a deadly, but completely preventable disease. It is caused by a tiny

germ called a virus. This virus makes the immune system helpless and opens . Skin rashes
the body to many different diseases' . Sweating at night
A. Human Immunodeliciency Virus (IilV) . Swollen lymph nodes
This is the virus that causes AIDS. There are two main high-risk ways
. Lack of appetite arfd lost of weight
through which a person can contact HIV/AIDS, and these are: . Prolonged fever .
1. Having sexual intercourse with an infected person. . Prolonged diarrhoea -
2. Using contaminated razors and needles. . Ptolongedcough-
There are other waYs too, namelY: r Prolonged tiredness -
1. Through tansfusion of infected blood. . Loss of hair -
2. From an infected mother to her baby'
A person may have the virus in the body for a long time before becoming ill
with tlie AIDS disease. This is because when a virus enters the human body, it
attaches itself to a cell. The I

instead of multiplying itself disease, such as malaria or TB.

body cells, which will make
133
132
C. Eow EMAIDS Is Transmitted Or Not Transmitted TOPIC 424-EFFECTS OF SUFF'ERING
Since HIV/AIDS is easy to catch for people who do not know the facts, it is
SUGGESTED DIJRATION: 80 Minutes
importanttoknowhowthe disease can orcannotbe transmitted ifpeople are to
avoid confracting it. PRE-REQIIISITE: Ask pupils how people react to suffering.
AIDS is transmitted through:
. Sexual contact with an infected person SPECIFIC OBJECTIYE: By the end of the leaming experience, PSBAT:
. Sharing sharp contaminated objects such as razors and needles 1. Knowledgeably discuss the effects of HIV/AIDS.
. Through an infected pregnant woman to her baby at birth
. Having a transfusion of HIV infected blood
BACKGROUI\D INf,'ORMATION
. Throughbreastfeeding.
AIDS has a lot of effects on individuals, the family, the community, the
Contracting HMAIDS can be avoided by taking precautionary measures
nation and its economy.
such as practicing:
. Abstinence
A. Effects On Individuals
. No sex outside marriage
. No sharing of other people's razor blades
HMAIDS cannot be contacted through:
. Holding or shaking hands
. Sharing knives and forks
. Playing with or hugging an HIV/AIDS person an individual with this disease, is that they will die'
. Insect bites
People with AIDS are treated at home or in hospitals or health centres B. Effects On The tr'amilY
depending on the way the disease affects thern. Though researchers are AIDS also has an effect on the whole family, not just the individual. For
working hard to ty and find a vaccine to immunize against AIDS, none has example: i
been formd yet, and there is no cure. . The loss of the breadwinner
HINTS TO THT'TEACIMR . Stress on the extended family which has the fraditional responsibility to
Emphasise to the pupils how they can avoid contracting HMAIDS. . the children have to be 'shared' among
SUGGESII'ED TEACEING AND LEARNING MATERIALS s. Grandparents may be left to care for
l. Relevant books or magazine articles on HIV/AIDS the young children.
2. Videos, pictures or posters
. Expenditure increases on health care costs for the patient
. other members of the family may abandon their duties to care for the
SUGGESIED TEACIilNG AND LEARNING ACTIVITIES sick person.
1. Divide the class into groups to discuss what they know about HIV and Funeral and mouming costs leave the family ill-equipped for the future.
AIDS, especially the effeots it has on the body and in society. Many orphans will n&erreceive adequate health care and education
2. Dramatise ways of preventing HMAIDS. ttre surviving spouse may notbe able to support themselves materially.
. Some orphaned girls may exchange sex for money or gifts to sustain
EVALUATION. themselves.
1. Assess pupils' knowledge about HIV/AIDS. . Some orphans may end up on the sfreets and eventually become
2. Assess pupils' ability to dramatise prevention of HIV/AIDS. prostitutes or criminals.

134 135
C. Effects On The Nadon HINTS TO THE TEACHER
Some of the effects of AIDS on a nation are: Emphasise the effects of HIV/AIDS on the individual, family, community
. Treatment of opportunistic infections is expensive and will place a and the nation as a whole.
considerable stain on the county's health services.
. SUGGESTED TEACHING AI\D LEAR}IING MATERIALS
Increase in the number of orphans makes it difficult for the government
to provide adequate social services for them. l. Relevant books on HIV/AIDS
. Due to an increase in the number of street kids, child labour will become 2.Magazrne articles on HIV/AIDS
more common as orphans look for ways to survive. . 3. Videos, pictures and posters
D. Effects On The Economy SUGGESTED TEACHING AI\D LEARI\ING ACTIYITIES
AIDS affects all sectors of society, such as health, education, the labour 1. Let pupils dramatise the effects of HIV/AIDS on the family.
force, agricultue and transport.
. The productive work force is drastically reduced
2. Divide the class into groups. Let each group discuss the 'problems
. caused by HfV/AIDS to the individual, family, community and the nation as a
The quantity and quality of the labour force is affected, so production
whole.
reduces.
. Loss of skilled and experienced workers means higher replacement and 3. Invite an expert on HlV, or drugs (e.g. representative from the DEA), or
taining costs. human rights, to come a give a short talk on their area of expertise.
. Low productivity due to protracted illnesses resulting in high EVALUATION
absenteeism.
. 1. Assess pupils' ability to dramatise the effects of HIV/AIDS.
Increasedburial and ftrneral expenses.
2. Assess pupils' ability to discuss and bring out the main problems caused
E. Avoiding Suffering Where Possible by HIV/AIDS.
There are many ways in which some forms of suffering may be avoided: 3. Assess pupils' ability to write down the important points of the expert
I. Maintain good moral standards, Proverbs 5:7 -12. The passage wams person's talk.
us against unchastity. Maintaining good morals will avoid sexually I

transmitted diseases (STI's), and HIV/AIDS.

2. Do not take drugs. Harmful, habit-forming drugs such as marijuana,
mandrax, cocaine and heroin, dull the brain and damage it, and can have
long-term negative effects such as depression, memory loss, violent
behaviour, and often, an early death. They are also illegal and will lead to
prosecution and imprisonment.
3. Caring for the environment. To avoid diseases like cholera, dysentery
and malaria, keep the surroundings clean and free from garbage, rotting refuse,
human waste and stagnant puddles of water.
4. Respect human rights. Respecting other people and their rights will
allow peacl to prevail. Lack of respect for human rights will lead to a lot of
suffering such as civil war and tribalism.
5. Birth Control. Some people are opposed to birth conhol, but the
alternative - very large families - will cause many of the children to suffer
from poverty, lack of medical and educational facilities.
TOPIC 4:5 GOD'S INVOLVEMENT IN OUR SUF'FERING
-
SUGGESTED DIIRATION: 40 fuinutes
PRE-REQTIISITE: Pupils to list the sources of suffering (Topic 4:2).
SPECIFIC OBJECTIVE: By the end of the leaming experience, PSBAT:
Understand that God is not the author of suffering, but allows it happen to
strengthen us in our faith and trust in Him.
BACKGROUI\D INT'ORMATION
Though God may allow us to suffer, it does not mean that He does not care
about us. He has a lot of concem for us during our suffering and that is the
reason why He will not let us suffer beyond what we can endure'
(1 Corinthians 10:13). "suffering" is sometimes described as temptation.

136 137
a
A. God Knows When We Suffer
In Luke 12247; 22-31, God clearly shows that He knows about our
situations and suffering. He tells us not to fear about the essentials of life. He
looks after the lilies of the field, and the birds of the air and provides their food.
If He does that for flowers and birds, how much more will He do that for human
beings who are the pinnacle of His creation. God wants us to know that He
cares for us. He wants us to seek His Kingdom first, thor everything else will
be given to us. Notice He is describing the provision of our needs, not
necessarily our wants. What we want may not be what God wants. He will
know that what we want may not be good for us, but if we trust Him for our
needs, He will supply those needs. And when we trust Him, that is "seeking
His Kingdom first," We should therefore not fear man, but trust in God.
B. God also Shares our Suffering
God shares our suffering in Jesus, who is God manifest (displayed) in the
flesh (inhuman form).InLuke 9:57-58, Jesus tellsus thatHe has experienced
homelessness, so He knows what this experience feels like.
In Hebrews 2:18, we are told, "Because Jesus himself suffered when he
was tempted, he is able to help those who are being tempted." He was ternpted
by Satan (Matthew 4), so He understands the feeling and is able to help those
who are being tempted or tested. I Corinthians I 0 : 1 3 tells us that we will not be
testedmore than we are able to cope with, butwill alwaysbe given strengthand
an escape route away from the temptation.
HINTS TO TIIE TTACIMR
Emphasise that when we suffer, God also feels suffering.
SUGGESIDD TEACHING AIYD LEARNING MATERIALS
1. The Bible
SUGGESTED TEACHING AI{D LEARNING ACTIVITIES
1. Ask if there are any pupils who can recount a time when God helped
them through a time of suffering or testing or temptation.
2. Discuss why sometimes we do not always get what we want, even
though we have prayed to God for it.
EVALUATION
l. Assess pupils' ability to understand the difference between needs and
wants.
2. Assess pupils' ability to state the similarities and differences between
suffering, testing and temptation.
138
TOPIC 426 WILINGI\IESS TO SUX'X'ER X'OR US
-JESUS'
SUGGESTED DURATION: 80 Minutes
PRE-RBQTIISITE: Ask the pupils to consider this question: Why did some of
Jesus' followers find it difficult to believe He was the suffering Messiatr
prophesied in the Old Testament?
SPECII'IC OBJECTM: By the end of the leaming experience, PSBAT:
l. Describe occasions when Jesus spoke of His coming suffering.
BACKGROUI\D INT'ORMATION
Suffering was the cost Christ paid to make Salvation possible. His
suffering provided Salvation and was for the glory of God. To carry"out God's
will for mankind involved the Father sacrificing His Son, Jesus Christ.
A. Jesus Predicts IIis Suffering, Luke 9z2l-22;43-45;18:31-34
The disciples had discovered an important tuth about Jesus - He was the
Messiah. Now they discovered another truth - He must suffer - "The Son of
Manmust suffer..." Jesus oftenusedtheptrase "Imust". This showed thatHe
saw His mission as the Father's will. He and the Father were one, John 10:30,
and as such, God's will was His will. This is the first declaration that Jesus
always knew He would suffer and die at the hands of the Jewish leaders. He
calls Himself, "Son of Man" and speaks of His resurrection.
Soon after the Transfiguration, Jesus again told His disciples that He
would suffer and die. They did not understand and were Jfraid to ask Him to
explain. Perhaps this was bec ause they were afr aid that they would understand
and they did not want to know because of the implications for them.
The third prediction of Jesus' death is in Luke 18:31-34. God, ttrough
Jesus Christ, was prepared for shame'dnd humiliation, so that believing men
and women might enter His Kingdom.
The disciples knew the Old Testament, but failed to recognize the kind of
Messiah shown there. Their hope for a national deliverer, prevented them from
seeing the Old Testament emphasis on a suffering Messiah. The one who
would overcome sin and open the gate to etemal life through His death and
resurection. Jesus had to die and rise again from the dead, before they
understood the Scriptures,
B. The Transllguration, Luke 9:2&36; Isaiah 52213 - 53212
The "high mountain" would most probably have been Mount Hermon,
north of Caesarea Philippi. (Matthew 17:1; Mark 9:2). When Jesus went to
pray, He knew what would happen in Jerusalem, and He was completely
139
committed to God's will in spite of any temptations Satan might put before The thought ofbeing forsaken by God filled Him with horror, so He prays
Him. to the Father that if there was any other way possible, let Him be spared this
Jesus' whole appearance was changed, and His glory was revealed. Peter, other way. This s a Biblical
James and John, whb went with Jesus, were asleep. When they woke up, they representedthe fGoduPon
saw Jesus. glory, and Moses and Elijah with Him. Moses, representing the old through this su the Fathers
Testament Law, and Elijah, the Old Testament prophets, appeared in order to will even to the very end.
show that in Christ, the bld Testament Law and prophecy, are fulfilled. They
spoke with Jesus about His death. IIINTS TO THE TEACMR
The word used for "death" or "deparhye" in verse 3 1 , is the Greek word for Emphasise the points which show that Jesus was willing to suffer for us.
,,Exodus,,. Moses who led the Israelites to deliverance from slavery in Egypt in
SUGGESTED TEACHING AI\D LEARNING MATERIALS
the first exodus, now speaks withthe One whose own exodus (meaning death)
will bring deliverance from sin. Jesus, through His suffering and death was l. The Bible
** ,'E*od.rs". He would lead people_from the slavay of sin
going to Lirrg a SUGGESTED TEACIilNG AND LEARNING ACTIVITIES
Ind U'ring thein into the Kingdom of God, which the Old Testament prophets
1. Ask the pupils to dramatise the Transfiguration'
had foretold.
2. Ask the class to discuss the contrast ofJohn 8:29, "The one who sent me
Peter wanted things to remain as hey were, implying that Jesus, Moses
is with me; he has not left me alone, for I always do what pleases him," with
andElijahwere equal (verse 33). "He didnotreally}nowwhathe was saying,"
Matthew 27246, "My God, my God, whv have vou forsaken me?" This will
as things could not remain as they were, because salvation and glory must
underscore the depthofJesus' sacrifice and suffering forus.
come tf,rough Christ's death on the Cross. In verse 34, "a cloud" is a symbol o_f
God's pr..Jrr.". (Exodusl3:2I-22;34:5; 40:34;1 Kings 8:10-1 l)' "A voice" EVALUATION
in versi 35, confirmed all that Jesus was doing, especially His plan to go on to 1. Assesspupils' ability to dramatise the Transfiguration.
Jerusalem ior His death and resurrection. The words were meant to strengthen
2. Assess pupils' ability to understand the immense suffTing of Jesus,
the faith of the three disciPles.
who had nevei been separated from His Father before, but now experiencing
The disciples were afraid as they entered the cloud. Only after the God,s forsaking because of the awfulness of sin which He bore for us.
resurrection would the disciples be able to understand the meaning of the
Transfiguration andbe able tb explain it, (2 Peter 1:16-18; John 1:14).
on two other occasions, the same three disciples were chosen to be with
Jesus at special times. This was because later they would be- leaders and TOPIC 427 _JESUS'FOLLOWENS JTTOUID BE WILLING
preachers in the early church. So they would be able to tell what they had seen TO SUT'T'ER
and heard on these occasions. (Luke 8:5 1 ; Mark 14:33 ')
SUGGESTED DURATION: 80 Minutes
C. Gethsemane, Luke 22239-46 PRE-REQIIISITE: Ask pupils if they could ever accept being punished for
"Jesus went out as usual to the Mount of Olives." their friends mistakes.
Jesus was about to go through the greatest trial of His life. He lorew that His SPECIFIC OBJECTWE: By the end of the learning experience, PSBAT:
own nation would rej ec1 Him. Even His friends would run away, and He would
l. Describe ways in which Jesus' followers should be willing to'suffer.
suffer and die alone. The worst trial of all was to bear the sins of the whole of
mankind. He was holy and perfect. He did not sin, yet He was prepared to take BACKGROUND INFORMATION
o* riru.rpon Himseli and pay the price of those sins. Jesus was actually "made
to be sin ior us", (2 Corint[ianJ S:2f 1. Jesus was "The Lamb of God who
takes away the sinsof the world, " (John 1 : 29). He had come for this purpose.

140
l4t

values. Poverty (of spirit), hunger (for spiritual food), sorrow (for srn),
persecution (for righteousness sake), will be rewarded with spiritual wealth,
satisfaction, joy and honour in heaven. The joys of the Kingdom are the result
of humbly tuming to God in faith and trust, and obeying Christ's teaching.
Jesus requires an emptiness of self, which He can fill with the wealth and
happiness of the Kingdom.
A. Suffering and Death of John the Baptist, Mark6zlT -29;Luke 7:18-28
John had shown great courage in speaking out against hlpocrisy. He
applied the same standard to everyone, even the King. He told King Herod
Antipas many times that he was living in adultery by marrying his brother's
wife. Herod put him in prison, but whilst there in his loneliness, John began to
wonder, how the rejection and persecution of himself and Jesus, fitted into
God's plan about the Messiah. Perhaps he wondered why Jesus did not declare
himself openly as Messiah, andrelease him fromprison to continue his work.
John sent disciples to ask if Jesus was indeed the One who was promised.
Jesus identified Himself as the Messiah for the poor and persecuted, and the
One who would bring salvation to all troubled people, Isaiah 35:4-6; 61:1.
Jesus reassured John by telling him that he was right to have faith in Him. Jesus
then paid tribute to John for his sfrong character, courage, and simple way of
life, and his greatress as a prophet.
John's obedie,nce to God's will in preaching God's message, the testing of
his faith, led him to glory and acceptance in the Kingdom. Yet the humblest
believer now is "greater" than John because he has been included in the
Church, the Body and Bride of Christ. John is in heaven, but not as part of the
Bride of Christ. Greater blessings are available to us through faith in Jesus
Christ, who is Head of the Church (Ephesians 5:23). If John and Jesus suffered
for the Kingdom, we also must be willing to suffer.
B. Taking Up The Cross, Lu&e9z23-27
"The cross" is symbol of suffering. Itwas especially so to the Jews during
a
the Roman occupation. Christ's followers must be prepared to suffer also.
Christian discipleship is unselfish and self-giving, on a daily basis.
The one who wants to follow Christ must be ready to make sacrifices and
to give up comfort and security. Jesus demands total commitnent, which may
include suffering, Luke 9:57-58, In Acts l4:22,Paul and Barnabas taught the
new Christians to remain true even through "many toubles."
C. Christian Faith and Hope in Suffering, I Peter tz6-7i2220'24
Christians can be glad, even in suffering. It is the way our faith is tested and
proved to be real. We can experienoe joy when we realise that soon we shall
t42
enter our promised inheritance. If we suffer rmjustly, we have Christ's
example before us. Blessing and reward from God will be the result of
suffering for Christ, and remaining faithful to Him. We deny our faith ifwe fail
to identi$ ourselves as His disciples. If we suffer for Christ's sake, we do not
need toplanwhatto say. The Holy spiritwill teachus whatto say to those who
persecute us, Matthew 10:19-20.
If the fear of God controls our lives, we need not be afraid to speak for
Christ. He will give us the right words, help us to take the right attitude, and
give us stength to bear consequences of our witness. Fear of God is not like
being afraid of something dangerous or harmful. It means that we respect and
honour Him, and want to please Him.
Peterhad suffered and leamedto depend on Christ's sfrength, nothis own.
His message is of comfort, hope and encouragement to stand firm in the faith,
Luke22:31-34.
Paul wrote to the Christians at Corinth that God would not allow them to be
tested beyond their power to remain firm. He would give them shength to
e,ndure, I Corinthians 10:12-13. Christians have a God who cares.
HINTS TO THE TEACMR
Emphasise the ways in which Christians mustbe faithfirl to Christ during
suffering.
r
SUGGESTED TEACHING AI\D LEAR}IING MATERIALS
l. The Bible
2. Videos of those who suffered, e.g.Martin Lpther.
SUGGESTED TEACEING LEAR}IING ACTIYITIES
1. Divide the class into groups. Ask each group to discuss the Christian
reactions to suffering.
2. Ask the pupils to dramatise the suffering and death ofJohn the Baptist.
EVALUATION
l. Assess pupils' ability to grasp the appropriate Christian reactions to
suffering.
2. Assess pupils' ability to dramatise the suffering and death of John the
Baptist.
143
 ToPrc 4:8 orrmR REl-rcrous TEACHINGS oN suFf,,ERrNG
- 1. as being decreedby God. A Muslim will
pain, "It is the will of God."
SUGGESTED DIIRATION: 80 Minutes
2. fficult time. He was born into a wealthy
PRE-REQUISTTE: Ask pupils to recall the christian teachings on suffering. family, but became an orphan while still very youllg, and grew up in
SPECTF'rC OBJECTTVE: By the end of the leaming experience, pSBAT: poverlY.
3. ihose who suffer for their religion or in defence of Islam, are especially
L compare christian teaching on suffering with those ofother religions.

BACKGROUI\D INFORMATION
4. d'strue religion, willnot sufferinvain'
deeds, and will will lead them into
other religious beliefs on the causes of suffering, and their attitudes to it, paradise.
vary from one religion
C. Hinduism
differences between these
1. Hindus believe that suffering is part of our life, and we cannot'avoid it.
summary ofthe beliefs of
The taditional belief is that everything comes from God.
about suffering.
2. Suffering is a gift of God and we have to bear it. At times, God gives us
A. Christianity pleasures, butilso brings suffering. This must be accepted as an ordeal
1 . Jesus, as the Messi ah, came to suffer and die
for us. The only way God
could provide deliverance from sin, was through the sacrifice of the one 3. ne's strength of mind and soul.
and only perfect Man. 4. more holy a person is, the greater his
2. Jesus' followers- must be
-willing to suffer. His Kingdom grows
gradually, often through suffering 5.
- and persecution, Luke-9: n_n.
3. christ's followers must be rea , to sacrifice their comfort and security, 6.
and expect to suffer, Luke 9:57-58
4. God gives strength to endure suffering. He will not test us beyond our different creature, higher or lower in status, according to the works done
powerto endure, I Corinthians 10:12-13. in this life.
5. The christian can have faith and hope, even in suffering D. Zambian Tradition
,lpeter l:6-T;
2:20-24. Suffering tests the christian faith to prove thal it is roal. 1. Life is full of sufferingbecause ofsiclness, death, famine andhunger.
!. During suffering, a christian should not fear man, but trust in God. 2. Such things are said to be caused by magic, witchcraft, curses and
7. christians should not be afraid to speak out for christ. They must spirits.
depend on the Holy spirit to help them during times of suffering. 3. Death ends physical suffering, but there is no escape because the next
8. christians should not+e full of self-confidence during sufferin-g, but world also has its suffering.
rely on christ. This is what being poor (in spirit)
-"*i. The christian 4. God is not the cause of suffering, so it is not His concern to remove it.
recognises that lielshe is poor in spirit, and needs to rely on christ. 5. Suffering is physical, not spiritual.
9. Tragedies do occur in the lives ofbelievers, but nothing happens outside
of God's control. HINTS TO THE TEACMR
10. suffering may bring you to physical death, but not spiritual death. The Clearly bring out the similarities and differences in the four religions on
spirit lives on after death. their beliefs about suffering.
B.Islam SUGGESTED TEACHING AI\[D LEAR}ING MATERIALS
i The Muslims believe in destiny. l. The Bible
whatever AIah decrees, good or evil,
must come to pass. It is useless to struggle against what Allah his decreed. 2.T\e Qur'an
3. The Vedas
144
r45
SUGGESTED TEACHING AND LEARI\ING ACTIVITIES UNIT 5: OPPOSITION TO JESUS
1. Invite resource persons from each of the four religions to
talk about
TOPIC 5.1 _ REACTIONS TO CRITICISM IN ZAMBIA
suffering according to their respective religions'
SUGGESTED DIIRATION: 40 Minutes
2. Ask the pupils to discuss the similarities and differences in the
four
religions on their beliefs about suffering' PRE-REQTIISITE: Askpupils to state the reactions they have seen, by their
friends or family, when they are have been praised or criticised.
EVALUATION
SPECIFIGOBJECTM: By the end of the leaming experience, PSBAT:
1. Assess pupils' ability to note down important facts from the
resource
person's talk. l. Identiff different reactions to criticism or opposition.
2. Assess pupils'
^tne
abrlity to compale and contrast the similarities and 2. Discuss the effects of aggressive reaction to criticism or opposition.
differences in rour religions on their beliefs about suffering'
BACKGROUITID INF'ORMATION :

What is opposition? Opposition is not necessarily a bad thing. It can help

us evaluate our own position and opinions, whether they are right or not. It will
also help us to be tolerant of different views or opinions, or become more
resolved to resist evil opposition.
A. Reactions
People react differently to criticism. Criticism may come from members of
the family, church, or your peer group at school. Your reactions may mnge
from: I
. Stong resentment and Anger ..
. Blaming others or blaming God
. To: accepting the criticism and making a change for the better.
B. Effects
The effects of aggressive reactions to criticism and opposition can bring
about:
. Violence
. Spoilt relationships with others
t o A misrepresentation of a ChristJike attitude
HINTS TO TIIE TEACIIER
l. Encourage pupils to look at themselves and identifr an area of their life,
or attitude which ought to be constructively criticised.
2. Ask them how they would react to such criticism?
3. Find out how they would react to criticism from:
A member of their family
- A member of their chr.rch
- $6ms61e from their peer group at school
-
t46 147
 (spiritual healing). The Pharisees opposed Jesus because they said "only God
SUGGESTED TTACHING AI\D LEARNING MATERHLS can forgive sins", which of course was true, but they failed to realise that Jesus
1. Newspaper articles illustrating people's reaction to criticism' was indeed God manifest in human form. Jesus' reaction to their criticism was
I
2. A video clip illustrating the same. I to ask them a simple question: "Which is easier: to say, 'Your sins are
forgiven,' or to say, 'Get up and walk'?" (verse 23).T\e answer, of course,
SUGGESTED TEACHING AI\D LEARNING ACTIVTTIES was that both are impossible with man, but not impossible with God.
1. Ask pupils to dramatise a bad reaction to criticism.
SUGGESTED TEACHING AND LEAR}IING MATERIALS
2. Then ask pupils to dramatise a good reaction to criticism'
1. The Bible
EVALUATION SUGGESTED TEACHING AND LEARI\ING ACTIVITIES
1. Assess pupils' ability to dramatise reactions to criticism. Tell the pupils to fill in the "Criticism" and "Reaction" columns in the table
2. Assess pupils' ability to analyse anareaof their own lives which could in their Pupil's Book. The completed answers are as below.
benefit from constuctive criticism.
OCCASION CRITICISM of Jesus Jesus'REACTION
a. Rejection at Who was he to say He walked away and
TOPIC 5.2 _OCCASIONS WHEN JESUS WAS CRITICISED Nazareth. that a Gentile woman left them with their
Luke 4:14-30 and a leper was better arrogant thoughts.
SUGGESTED DURATION: 80 Minutes than they, the Jews!
PRE-REQTIISITE: Ask the pupils to consider why was Jesus so heavily b. Healing the Blasphemy! Only H. *B*.rad, "Wh"f,
criticised. paralysed man. God can forgive sins. is easier? To forgive
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT: Lnke 5:17-26 sins, or to heal?"
1. Show how Jesus reacted when criticised. c. Call of Levi. Eating and drinking He answered, "I have
Luke 5:27-31 with tax-collectors come to call sinners to
BACKGROT'IID INT'ORMA'TION
and sinners. repentance."
The Gospels record a number of occasions when Jesus was criticisedi
d. Picking corn on Working on the He reminded them of
A. Rejection at Nazareth, Luke 4zl4'30 the Sabbath. Sabbath day. what their great hero,
Jeius came to Galilee from Judea. In Galilee, He went to his home town, Luke 6:l-15 King David did.
Nazareth, and on the Sabbath day He went to the synagogue and read from
Isaialr 6l:l-2. e. Healing a man with Healing (working) on He asked them, "is it
The people lnew Jesus well, since He had been brought up there. They a withered hand. the Sabbath day. lawful to do good or
found it difficult to accept him as more than the young carpenter they knew. Luke 6:6-l I evil on the Sabbath?"
Jesus spoke of the works of Elijah and Elisha being appreciated by foreigners
f. Healing the woman Healing (working) on "Hypocrisy," he said,
and nofby Israel. This annoyed the people because the implication was that the
with the infirmity. the Sabbath day. "do you not water your
Gentiles iccepted God's message more easily than the people of Israel.
fire people of Nazareth were so angry that they tied to kill Jesus, but He Luke l3:10-17 animals on a Sabbath?"
walked away from them and left his home town' h, Healing a man with Healing (working) on He asked, "Would you
B.Ilealing The Paralysed Man, Luke 5:17-26 dropsy. the Sabbath day, allowyour son to drown
Jesus came to heal both spiritual andphysical ills. On this occasion, Jesus Luke 14:l-6 on the Sabbath?"
was not criticised for physical healing but for saying '!our sins are forgiven"

148
t49
 - The bad tenants represents the religious leaders, who beat and killed
EVALUATION
God's messengers (prophets) from the old Testament era up to John the
1. Assess the pupils' ability to discem the criticisms and how Jesus . Baptist's time.
answered them in the table above. They were about to do the same to Jesus.
-
- This would bring punishment to Israel, and God would withdraw

to true believers - soon to be called "the

TOPIC 5.3 _PRIESTS AND SCRIBES CHALLENGE entile Christians, (Ephesians 3:6, 9-11).
JESUS'AUTHORITY
C. Paying Tax to Caesar, Lruke20z20-26
SUGGESTED DURATION: 80 Minutes
The religious leaders press on with their goal to trap Him. They send
PRE-REQUISITE: Narrate an occasion when someone's authority was deceivers to ask Him a seemingly genuine question, "Is it right for us Jews to
challenged, and how this person reacted to the challenge. pay taxes to the Gentile Romans?" Another tricky question!
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT: - IfJesus said, "Yes, we shouldpay taxes", He wouldbe declared a traitof
to the Jews.
1. Relate occasions when religious leaders questioned Jesus' authority.
- If He had said, 'No!", they would have taken Him to Pilate, the Roman
BACKGROUND INFORMATION : governor, on the charge of treason against Rome.
But Jesus, once again, answers cleverly. our duties to both God and civil
A. A Question About Jesus'Authority, Luke 20:1-8
authority, are not opposed to each other.
The priests were upset with Jesus because He had:
D. The Question About Resurrection, Luke 20227-40 . l
- Entered Jerusalem triumphantly riding on a donkey - a Messianic sign The Sadducee ooks of the Bible, the books
- Been teaching crowds in the Temple, daily of Moses (the Tor d in the Torah was not to be
- Driven traders out of the TemPle embraced. Since in the Torah, they did not
Then the religious leaders came up with a tricky question, "By what believe in it, nor in a lifeafter death. Hence this tricky question to Jesus.
authority are you doing these things?" This question was fricky because
however He answered it, He would be in difficulties: Jesus showed the Sadducees that the Mosaic Law about marriage, only
applied to the physical world (here and now) and not in the spiritual world (the
- If He answered that He had the right because He was the Messiah, they
and rebellion against the life which follows physical deatQ.
would accuse Him of blasphemy against God,
Roman Caesar.
- If He denied HisjustMessiahship, or claimed His own authority, the
(Messiah), would
people, who had hailed Him as the Son of David
not accept this, and the result would have been disillusionment and a
riot.
"I was ...". God is the God of the living and not the dead (v. 38). The
With great cleverness, Jesus did not answer the question, but replied with a Sadduccees believed in annihilation (ceasing to exist), but Jesus clearly taught
question of His own (v. 4) that presented the religious leaders with an equally
the Resurrection - life after death.
tricky answer (v. 5-6).
IIINTS TO THE TEACHER
B. The Wicked Tenants, Luke 20:9-19
Emphasise thereasons why thepriests and scribes were opposed to Jesus.
As the confrontation with the religious leaders approached a peak, Jesus
told this parable, the meaning of which becomes obvious:: Emphasise how the parable of the Wicked Tenants teaches us that if we
oppose the Lord Jesus Christ, we will lose out on His blessings.
- God's vineyard represents Israel.

150 151
 B. The Arrest, Ltke22z47'53
SUGGESTED TEACHING AI\ID LEARNING MATERIALS group of peoPle (Chief Priests,
l. The Bible Jlesus. He arranged with them
to arrest. When he kissed Jesus,
SUGGESTED TEACHING AI\ID LEARNING ACTTVITIES
they came and arrested Him.
---'.,6re
l.AsksomeofthepupilstoactouttheparableoftheWickedTenants. an affectionate kiss?" Jesus said to
youbetraying the ion ofivtanwith
2. Ask other pupils to dramatise the tiumphant
entry into Jerusalem' Judas.
"Am I leading a rebellion, that You have come with swords and clubs?"
EVALUATION Jesus said to the Chief Priests.
be betrayed by a-
Assesspupils,abilitytoaccuratelydramatisetheparableoftheWicked
j"t rt' triumphal entry into Jerusalem' oh what wickedness, that the Saviour of the world should
Tenants, *d of
ed
of

TOPIC 5.4 _ BETRAYAL AI\D ARREST OF' JESUS

HINTS TO THE TEACIIER
SUGGESTED DURATION: 40 Minutes st of Jesus led to the fulfilment of
PRE.REQIIISITE:Askpupilsiftheyhaveeverbeanbetayedbyfrierrds, about His
and how theY reacted.
learning experience, PSBAT:
H:, H:H,'-fl;l*.0""g
SPECIT.IC oBJECTIVE: By the end of the
SUGGESTEDTEACHINGANDLEAR}IINGMATERIALS
l. Give an account of the betayal of Jesus' and His arrest' 1. The Bible
BACKGROTIITTD INFORMATION : i. Via"o clips from the "Jesus" film (Campus Crusade)

A. The Plot, Luke 22zl'6 SUGGESTEDTEACHINGANDLEARI\INGACTIVITIES

1. Ask the pupils to dramatise the arrest of Jesus'
As the oPPosition to Jesus was happen, Judas
2. Debate the moti,on, "Since God foreknew what would
Pharisees about Jesus raising Lazaru matter- True or False?"
andtaiaphas had no choice in the
19). Then CaiaPhas, the HighPriest,
beiter that one man dies than the who EVALUATION
on here'
The Sanhedrin (h'ke a Parliament) Assess pupils' ability to grasp what was really going
and privileges granted to it bY the
b,roke out. If Jesus' fame wasn't
Him, and the more PoPular He becam
rebellion. TOPIC 5.5 AND TRIALS OF JESUS
-ACCUSATIONS
So a charge ofteason againg! SUGGESTED DIIRATION: 40 Minutes
to His death. Little did theY reali
PRE-REQUISITE: Ask pupils to brainstorm a court proceeding.
OBJECTM: By the end of the learning experience, PSBAT:
SPECIFIC
, the Chief Priests Planned
to
Desoribe the tials of Jesus before re Sanhedrin, Pilate, the Roman govemor'
i' offer ofbetaYal, made their
KidH;;;aentip"r, una giu* reasons why Jesus was condemned to death'
plans easier.
153
52
BACKGROT]I\D INT'ORMATION
Jesus had to endure three trials before:
. The Jewish Sanhedrin
. The Roman Govemor, Pilate
. King Herod Antipas of Galilee
A. The Trial by the Sanhedrin, Luke 22263-71
Jesus was first taken to Annas (see John l812-L4,19-24),the former High
Priest and father-in-law to Caiaphas. High Priests normally held the office for
life, but Annas had angered the Romans so they forced him out ofthe position
and agreed that his son-in-law could hold the position. As a result, although
Caiaphas was the official High Priest, Annas still had great influence.
Annas then sent Jesus to Caiaphas who gathered the Sanhedrin, ready to
condemn Jesus without delay, even though a meeting of the council at night
was illegal.
They wanted Jesus to implicate Himself by making a statemant they could
use to condemn Him for blasphemy, since the punishment for this was death.
one witness said that Jesus had said that He would deshoy the Temple and
rebuild it in three days (Matthew 26:61). Under oath, Jesus agreed that He was
the son of God about to be glorified by Almighty God (Matthew 26:59-68).
This was good enough for the Jews! And they found Him guilty ofblasphemy
(mockery and irreverence to God).
In the morning, to make their meeting legal, the sanhedrin brought Jesus
before them again- They repeated the investigation of the night. They now had
to make a formal charge against Him to the Roman authorities.
Since the Sanhedrin had no power to carry out the death sentence, they had
to convince the Governor that Jesus should be executed.
B. The Trial by Pilate and Herod, Luke 23:1-25
A charge of blasphemy would be useless before a secular Roman court.
Such a rehglous charge would not have Pilate's sympathy, so it was changed to
a political charge.
The accusation had three parts:
.
Jesus had stirred up the people to rebel
.
He had forbidden them to pay ta:( to Caesar
.
He had set Himself up as King of the Jews (Treason against caesar),
John 19:12.
All these accusations were lies.
Pilate could see that Jesus was not the kind of person to stir up touble and
found no reason to condernn Him. However, the Jews insisted that He was
causing trouble even in Galilee.
154
Herod entipas, ruler of Galilee, was visiting Jerusalem at the time. Since
Jesus came from Galilee, Pilate sent Him to be questioned by Herod. Perhaps,
this was to save Pilate the responsibility of making a decision on Jesus.
Herod asked many questions, but Jesus did not answer. All he wanted was
for Jesus to perform some miracles. He was an immoral, foolish and cowardly
man - the one who had executed John the Baptist against his better judgement,
all for the sake of pleasing his brother Philip's wife, Herodias, whom he had
married. Jesus saw how hypocritical this man was, so He said nothing.
After mocking Jesus, Herod sent Him back to Pilate. Pilate tried to release
Jesus, but the crowd, influenced by the Priests, insisted that Jesus be crucified.
Pilate then gave them a choice between Jesus and Barabbas, a convicted
murdering bandit. He thought they would choose Jesus because He was
popular.
But finally, the crowd succeeded in having Barabbas, the criminal,
released, and Jesus, the innocent Son of God, condemned to be crucified.
The Jewish crowd acceptedresponsibility forthe decision and calleddown
God's punishment upon them and their children, ifthey were wrong, Matthew
27225. ( (
Pilate had wanted Jesus to be whipped and set free, but the people insisted
on His crucifixion. Pilate gave way to their wishes because he was afraid that
they would report him to the Caesar (Emperor). To release a man who called
himself a king might well be viewed as a treasonable offence by Caesar (John
19:.12-16), and that would bring about a disgraced end to Pilate's career.
HINTS TO TIIE TEACHT'R
Highlight the motives behind the actions of the Priests. Jesus' trial at night
was totally illegal. That's why they had to meet again in the moming to make it
"legal". After having found Him "guilty" ofblasphemy, they had to change the
charge to a political one in order to get Pilate to find Him "guilty". Emphasize
- by fair means or foul, they were determined to kill Him, guilty
the motive or not.
SUGGESTED TEACHING AI\D LEARI\ING MATERIALS
l. The Bible
2. Video clips from the "Jesus" film (Campus Crusade, Lusaka)
SUGGESTED TEACHING AI\D LEAR}IING ACTIYITIES
I . Arrange with the local court for the class to be allowed to sit in on a court
case. The pupils should take notes on the proceedings.
2. Ask the pupils to dramatise a court case.
EVALUATION
Assess pupils' ability to summarise proceedings from a court session.
155
TOPIC 5.6 JESUS' IEACHING ABOUT OPPOSITION Jesus answers their opposition by using undeniable arguments. What they
- were saying was impossible because:
SUGGESTED DURATION: 80 Minutes ."If I drive out demons by Beelzebub, by whom do your followers drive
them out?" (v. 19). Obviously, Satan as well! Jesus is arguing that
PRE-REQTIISITE: Ask the pupils to indicate how people with opposing excorcism is either by the power of Satan or God, not both.
views often treat each other. .How can the power of Satan be used to cast out one of his own demons?
SPECIFIC OEIECTI-: By the end of the learning experience, PSBAT: Ifthatwere so, then Satan'skingdomis divided, ruined andpowerless.
State what Jesus taught his followers to do when they met opposition and
.Only God's power can break the hold of Satan. "If I drive out demons
persecution. by the finger of God (the Holy Spirit, Matthew 12:28), then the
kingdom of God has come to you." (v. 20).
BACKGROTII\ID INT'ORMAIION : 3. Do not strike back, but rejoice when persecuted for Christ's sake. In
Jesus taught his followers several good ways to react when you meet L*e 6:27-29, Jesus told IIis disciples not to retalidte or answer back
opposition: defensively. "Love your enemies, do good to those who hate you, bless those
. who curse you, pray for those who misteat ygu. If someone strikes you on one
Simply leave where Possible.
cheeh turn to him.the other also."
. Answer with well-informed argument or explanation where necessary.
In Matthew Szll-12, Jesus taught His disciples to rejoice and be glad
. Do not strike back, but rejoice wheir persecuted for Christ's sake. when they were persecuted for His sake, because they Would receive a grcat
reward in heaven. t

SUGGESTED ITACHING AIYD LEAR}IING MATERIALS

l. The Bible
SUGGESTED TEACHING AI\ID LEARTIING ACTIYITIES
Judgement forrejection i : 13-16 goes on to Ask the class to discuss under what circumstances of opposition is it best to:
say. 1'hiy will be heidmore omorrahbecause . Simply leave.
ttriy wouta be rejecting the His messengers, . Answer with well-informed argument or explanation.
who had lived amongst them. . Not to retaliate, but "offer the other cheek".
EVALUA.TION
Assess pupils' ability'to discern the best response to different situatidns.

what God had done for him.

in an urolean and TOPIC 5.7 REACTIONS TO PERSECUTION AIYD OPPOSITION
- IN CHRISTIANtrTY AI\[D OTHER RELIGIONS
, they should have
SUGGESTED DURATION: 80 Minutes
PRE-REQTIISITE: Ask pupils how they react to different religions.
SPECIHC OBJECTM: By the end of the leaming experience, PSBAT:
Comparo Christ's teaching on opposition with those of other religions.

156 157
 A tue Hindu never accepts a moral defeat, and therefore physical defeat
BACKGROTII\D INFORMATION
by persecution or oppression is not really a defeat in their eyes.
Different religions react differen
C. Christians
Christians react to persecution or opposition by walking away, standing
to persecution. firm or using well-informed arguments, as the circumstances dictate. Christ's
followers will prove they are worthy citizens of God's Kingdom, when they
A. Muslims stand firm for God's truth, even if they suffer as a result. They will rejoice
when persecuted for Christ's sake, and forgive their persecutors, Matthew
When Muhammad moved from Mecca, because of opposition there from 5:10-12, 44-45; 6:12-15.
tribal leaders, he went to Medina in622 A.D' The Jews in Medina refused to
Persecuted Christians identiff themselves with Christ, because He
u...pt him as a prophet. They mockedthe Qur'an and opposed the Muslims.
suffered also, I Peter 4:14. But there is no credit fof suffering resulting from
Muhammad then expelled rro Jewish clans from the city, and had the men of a
doing wrong, I Peter 2:12,20.
third clan executed.
(Koran) encourages revenge after persecution. '?"ermission is Christians live in a secular world, and can expect their way oflife to arouse
The Qur'an
hostility, and should be prepared for malice (ilI-will). Christ promises us grace
the-injury done r:rtesy and endurance. Persecution can build stong
assisthim '.'" 12:19-20; James l:3-4.

when an,,Imam" announces a'Jihad" (holy war), zealous Muslims will go

for the religious *ursl of the past, which have
dishonoured Christ. And we can do something to restore His honour, by
into the streets to bring vengeance on those who seem to be a threat to them'
showing understanding to those who differ from us.
The Muslim believes that his life, property and everything else belong to
Allah, and Allah decrees everything that happens' even persecution. Therefore HINTS TO TIIE TEACMR
he is ready to sacrifice everything to please Allah'
Bring out the similarities and differences with the reactions to persecution
among Christians, Hindus and Muslims.
B. Hindus
Hinduism is not just a religion - it is a culture - a way of life. In ancient SUGGESTED TEACHING AI\D LEARTIING MATERIALS
times Hindus faced opposition, but these came more as reforms' 1. The Bible
one such greatreformer, was Buddha. He established anewreligiorr, and 2. The Qur'an
his follorryeus freached his ideas in other counties of Asia. But in India, the
3. The Vedas
birth place of Hinduism, Buddhism did not progress, though Hindus regard
Buddha as a great religious leader. SUGGESTED TEACHING AIID LEAR}IING ACTIVITIES
So, Hinduism is based more on tolerance and non-violence. Some who Ask the pupils to compare and contuast Christian reaction to persecution
oppor.d Hinduism, changed their attitude, and embraced the Hindu faith. and opposition, with those of Islam and Hinduism.
In the 15th and 16th centgries, Islamic invasions from Afghanistan and
Persia brought a set-baok to Hinduism. There were forced conversions to EVALUATION
Islam, ,omt-tim"t ,nder torture. But Hinduism survived all these persecutions. Assess the pupils' ability to grasp the essential differences between the
The majority ofpeople in India are still Hindus. religions.
There are some extremists as well - fanatics who will not tolerate critoism,
but will retaliate against those who oppose them. But generally, Hinduism is
based on the principles of love, tolerance and forgiveness.

158 1s9
 TOPIC 6.2 LAST SUPPER, Ltke 22:7-23
UIIIT 6: TIIE LAST SUPPER ANI) -TIIE
TIIE CRUCIFIXION SUGGESTED DIJRATION: 40 Minutes

TOPIC: 6.1 EOW PEOPLE REACT TO BEREAVEMENT PRE-REQUISITE: Askpupils to describe one ofthe most important feasts or
- celebrations they have ever attended.
SUGGESTED DITRATION: 40 Minutes
to bereavement' SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
PRE-REQIIISITE: Askthe pupils to list differentreactions
Tell the story ofwhathappened at Jesus' Last Supper withHis discipies.
By the end of the learning experie',nce' PSBAT:
-- -pi..riu" OBIECTTVE:
SPECIFIC
different ways in which people react to death. BACKGROUI\D INFORMATION :

A. Preparation for the Passover, Luke 22:7-13; Exodus 12:1-30

Every year at the Feast of Unleavened Bread, and the Passover, Jews
celebrated their delivery from slavery in Egypt. They praised God for all that
He had done for them (Exodus 12). They recognised that their life depended
. Blame it on others upon the lamb's btood painted onto the door posts and the linfgl above, which
. Blame it on God protected their homes as the Angel of Death "passed over". Evbry unprotected
. Accept it as the will of God home lost the first-born son.
Manydeathsandbrrrialceremoniesdisplaythebeliefthat-d_".?ftisnotthe Jesus had made careful arrangements for a place to hold the Passover. He
*a oi poron, but rathir a depart're. There are several rituals which express knew the Jews were looking for Him to kill Him. No one knew where He
this "
*'- belief. For examPle: would celebrate the Feast, except perhaps the owner of the home.
I-g*yi"g the diad with certain objecjs like cups, platgs,31rd g*!. Jesus gave His disciples an unusual sign - they would find a man c arrying a
. Words like 'departed" or "sleeping" are used instead
of "dying"'
water pot (normally women's wor$. He would lead them to a house with an
upper room where they would have their Last Supper (v. 10).
Preparations would include buying, sacrificing and roasting a lamb. They
also bought unleavened bread (bread without yeast), bitter herbs and wine.
This would be the last time the Lord Jesus would eat this meal and it was
. The washing of hands after bruial very important to Him, because it would be here that He would infioduce a
EINTS TO THE TEACMR Feast of Remembrance to the disciples before He suffered and died.
--Discuss different bereavement practices observed by various tribes'
B. The Lord's Supper, Ltke22:14-23
SUGGESTED TEACHING AND LEARNING MATERIALS It was at this particular Passover that Jesus announced His death. They had
l. PhotograPhs just sacrificed a lamb, like the animal sacrifices of old, whose blood sealed the
2. NewsPaPer outtings
Old Covenant, Exodus 24:3-8. But He would become the sacrifice to/end all
sacrifices.
The death of Jesus would replace the sacrifices ofthe Old Coyenant as they
wouldhave their fulfilmentinHis death, whichwould seal aNew Covenantof
God with man. The New Covenant would bring forgiveness of sin and set
people free from its slavery, as prophesied in Jeremiah 3t:31-34, and grant
EVALUATION
- A,.,; th" pupils, ability to analyse the meaning of deathrituals. etemal life to all who receive Jesus as Saviour and Lord.

160 t6l
 Several cups of wine were blessed during the Passover meal, and there
would be several loaves of bread on the table too. The cup mentioned in verse
17, was one of the earlier cuPs.
took
He mYb
me wrne
Covenant in my blood which is poured out for you'"
The broken bread was a symbol of His body, bruised, battered, and given
for us on the cross. The cup of wine signified His blood poured out for us
(v. 19-20).
Jesus wanted all those who have eternal life through His death, to
join
together to remember Him, by eating the bread and drinking the wine, with
thanksgiving and worshiP of Him.
This became one of only two ordinances (ceremonial commands) given by
Jesus in the New Testament, the other being water baptism'
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible
2. Pictures of a Jewish Passover
3. Video clips from the "Jesus" film (Campus Crusade, Lusaka)
SUGGESTED TEACHING AI\D LEARNING ACTIVITIES
l. Ask the pupils to dramatise the Lord's Last Supper'
2. Ask the class to explain how the old Testament Passover lamb
symbolised, and found its fulfilment, in the death of Jesus christ.
EVALUATION
Assess pupils' ability to understand the signifi_cance of the old Testament
Passover hm6 in relation to the death of Jesus Christ'
TOPIC 6.3 _ SIGMFICAI\CE OF'TIIE LORD'S SUPPER
SUGGESTED DURATION: 40 Minutes
PRE-REQIIISITE: Ask the pupils to review the events of the Lord's Last
Supper.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Explain the meaning and importance of the Lord's Supper for Christians
today.
162
BACKGROUI\D INF'ORMATION
A. For the Early Church, 1 Corinthians 11:23-28
since Jesus Himself had commanded eating this token meal of bread and
wine, the early church seems to have observed it daily or weekly.
originally it was a symbolic meal during a larger fellowship meal called an
the next 150 years until only tlie symbolic
ned.
In I corinthians ll:23-28, Paul reminds his readers that Jesus Himself
inhoduced this act of remembrance.
a Verse 2i,there could be no new covenant without the blood.
a
ften, butimplies
ceremony is not
"This is my body," (verse 24) does not mean his actual body, as Jesus was
physically present when he said these words, but a symbdl of it.
"Do this" implies a repeated act of remembrance.
It is a reminder of what God has done for us through the death of Jesus.
It is an expression of God's redemption and the New Covenant.
B. For Today
. Jesus is physically absent, so we need a reminder of what He did for us. At
this service Christians can:
a) Look back in thankful remembrance of the cost of their redemption.
b) Look up in faith to sense Christ's presence and His welcome.
c) Look around to rejoice in their unity with other Christians.
d) Look forward to the Lord's return and His visible presence.
e) Look within to make the act meaningful; to admit their unworthiness,
and come to Christ, ready to receive all He has to give.
. Othernames sometimes used for the Lord's Supper are Holy Communion,
Eucharist (meaning "thanksgiving") and Mass, but these are not Biblical
terms. Acts 2242 calls it "the breaking of bread".
. The instructions given for the Lord's Supper in Scripture make it simple,
beautiful, and very adaptable to every culture and counbry:
HINTS TO TIIE TEACIMR
Emphasise that the Lord's Supper is a Remembrance, and the focus is on
Him, not ourselves.
SUGGESTED TEACHING AI\D LEAR}IING MATERIALS
1. Bible
163
 . The Temple cuitain, which blocked the entance to the most Holy Place,
was torn in two. This showed that the way into the presence of God was now
SUGGESTED TEACHING AI\D LEARNING ACTIVITIES open through the death of Christ. Those who watched recognised His
1. Ask the pupils to describe how the Lord's Supper is celebrated
in their
innocence.
church. . The crucifixion of Christ fulfilled prophecies about the Messiah, such as
2. Ask the pupils to dramatise a "breaking of bread"' Psalm 22 and Isaiah 53, and the fulfilment of God's promise o-f a New
Covenant with mankind, Jeremiah 3l:31-34.
EVALUATION
pupils' ability to understand the need and meaning of the Lord' s B. The Burial of Jesus, Luke 23:50-56
1

Supper.
. Assess
. Jesus would have been buried in a common grave for executed criminals,
but Joseph of Arimathea prevented this.
. Joseph was a member of the Sanhedrin, but had not agreed with their
decision about Jesus, v. 51. (Matthew 27:57-60. Mark 15:42'46 and John
TOPIC 6.4 _TIIE CRUCIFIXION AI\D BtruAL OF'JESUS 19 :38-42, Luke 23 50-5 6)
:

. Joseph had a private burial cave, which had never been used. He gave it up,
SUGGESTED DIIRATION: 80 Minutes so that Jesus could have a honourable burial. \,

PRE-REQTIISITE: Ask the pupils to discuss the various forms of capital

. Joseph got permission from Pilate to take the body of Jesus for burial. He
punishment. and Nicodemus (John 19:39) wrapped the body in cloth with spices,
according to Jewish burial customs and then they put it in Joseph's tomb.
SPECIFIC OBJECTWE: By the end of the learning experience, PSBAT: . They had to hurry to complete this before sunset on Friday, when the
Relate what happened during the crucifixion and'burial of Jesus. Sabbath began.
. The women saw where the men laid the body. They hurried home to prepare
BACKGROTIND INT'ORMATION :
ointrnent and spices with which they intended to complete the burial ritual
A. The Crucifixion, Luke 2322G49 after the Sabbath. On the Sabbath they rested.

HINTS TO TIIE TEACHER

Emphasize that the death of Jesus was no accident, nor a oatasEophe, but
rather a necessit5r, and in accordance with God's plan of redemption.
SUGGESTED TEACHING AIYD LEARNING MATERIALS
. It was a custom for Jewish women to mourn condemned men as they we'nt 1. Bible
great
for execution, but Jeshs wams then to weep for themselves. A time of
2. Video olips from the "Jesus" film (Canrpus Crusade, Lusaka)
trouble was coming'
. Different groups ofpeople mocked and insulted Jesus. They all said that He SUGGESTED TEACHING AI\D LEARNING ACTIVITIES
claimed to save others, but could not save Himself' l. Divide the pupils into groups to discus events of the crucifixion.
. Jesus forgave his enemies. Even in His great sufferings, J-esus was
still able
2. Debate the motion, "Could Jesus have saved Himself?"
to care folr others. He assured the repentant criminal of forgiveness, v. 43,
and made sure of care for His mother, Mary, JolmL9:26-27 ' EVALUATION
. Jesus was on six hotrs. During the last three hours, from 1. Assess the pupils' knowledge and understanding of the cruoifixion.
1200 hrs to1 unusual darkness' God's anger against sin
fell on Jesus, oned by God the Father for the only time in
all eternity, Matthew 27:46.
. Jesus' final cry shows His trust in His Father to the end" v' 46'
165
164
TOPIC 6.5: THT'. SIGMFICAITCE OF THT pB41H OF JESUS HINTS TO THE TEACMR
SUGGESTED DURATION: 40 Minutes Emphasise that sin has to be judged and punished (Romans 3:23; 6:23) to
satisfu God's justice. Then show how God sent His Son, Jesus Christ, to take
PRE-RE QIIISITE : Revi se the story of the Pas sover together with the pupils. the punishment in our place. His death was a "substitutionary" death - the
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT: sinless One in place of the sinners, (2 Corinthians 5:21).

Explain the significance ofthe death of Jesus taught in the New Testament. SUGGESTED TEACHING AI\D LEARI\ING MATERIALS
BACKGROTII\D INFORMATION l. The Bible
A. Teaching of the Early Church About Jesus'Death, Romans 5:6-10 SUGGE STED TEACIIING AND LEARI\ING ACTTYITIES
At the right moment in time, God sent His Son, Jesus Christ, to die for "the 1. What do the pupils understand by God's special love - "agape"?
ungodly"(v. 6), and then in verse 8 it says "for us." That means we were part of 2. Ask the pupils to define words from the above teaching, such as
the "ungodly," otherwise known as "sinners." "reconciled",'Justified", "redeemed".
This demonstrates God's great love towards us sinners because He did this EVALUATION
while we were still "enemies" (v. 8, 10). Love like this is called "agape" love in
1. Assess pupils' ability to grasp the meanings of the above terms.
the original language of the New Testament - Greek. Agape love is a special
love from God which loves even if the recipient does not return the love. For
example, John 3:16, "For God so LOVED the world that he gave his one and
only Son, that whoever believes in him shall not peri sh but have eternal life. "
TOPIC 6.6- IIOW CIIRIST'S DEATHAFFECTS CHRISTIANS
The word "loved" in this verse and in Romans 5:8, are both derived from TODAY
the Greek 'agape' . God loves like this because "God is love," I John 4:8.
SUGGESTED DURATION: 40 Minutes
Believing sinners are changed from being God's enemies to becoming
God's friends (v. 10). The relationship between God and man is reconciled by PRE-REQIIISITE: Ask pupils why should Christians behave differently
the shedding of blood by the one and only perfect man, Jesus Christ. By His from unbelievers.
blood we are justified (v. 9). The meaning of 'Justified" is best understood by
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
reading the word as 'Just-as-if-I'd never sinned".
Believing sinners are saved from God's wrath (anger, judgement) against Explain how Christ's death affects Christians today.
sin because Jesus paid the full price (v. 9). He bore the judgement in our place. BACKGROUND INI'ORMATION
Because of Christ's death and the shedding of His blood, our sins can be
A. Summary of what we have learned so far
forgiven, Ephesians 1:7. This is called "redemption". To redeem means to
"buy back". Jesus paid the price by dying on the cross instead ofus. Sin separated men from God, causing spiritual death. But God so loved the
people of the world that He gave His one and only Son to die in our place.
B. Animal Sacrifices are No Longer Necessary, Hebrews 10:8-12
a) Jesus' death is the only way to cancel sin and bring salvation to man.
The death of Jesus, the perfect sacrifice, brought to an end the Jewish
b) Man, who was separated from God, can now be reconciled to Him,
animal sacrifices, as a means of coming to God. Christians do not worship by
because Christ's sacrifice is sufficient for our redemption.
offering sacrifices in a temple, but by thanking God for His sacrifice'
c) In Christ, believers are accepted by God because their sin is forgiven,
C. Barriers Are Broken Down, Ephesians 2zl2'18 and they are regarded as justified (put right with God).
Both Jewish and Gentile Christians are brought near to God by the death of d) All this is offered on the basis that Jesus Christ died in our place - He
Christ. Therefore, they are brought near to each other, and all the old barriers, took our pturishment - but for it to be effective, we must believe in Him
such as food and circumcision laws, are broken down between them' and put our trust in Him, by faith.

t66 167
 e) The christian life is a relationship with God in which we have no fear
for the future, since we have a certain hope of eternal life, based upon
His promises (John 3:16).
f) The christian life is one of freedom from slavery to sin. sin no longer
-
overcome the power of sin and Satan Christians must not place
barriers amongit themselves based on customs, laws and haditions of
other tribes or races.
B. More on the Effects of Christ's Death on Christians Today
a) Baptism by immersion is a picture of what happens when a person first
believes on the Lord Jesus Christ.
Romans 6:1-11 tells us that baptism identifies us with His death (rr. 3),
burial, and resurrection, (v. 4). Going under the water is symbolic of dying and
being buried. Coming up out of the water symbolises resurrection to a new life.
Therefore iand
(v.
the world, 1).
b) Another effect of the death ofJesus is that it takes away the.fgar of God's
iudgement, since Jesus took the judgement of God upon Himself'
For this to be effective in a person's life, he/she must believe, and place
his/her faith and trust in the Lord Jesus Christ.
As an illustration of this, imagine a president of a country granting
HINTS TO TIIE TEACIMR
Emphasise that God hates sin, and it is important that a person recognises
that he/she is a sinner and needs to repent be fore he/she is reconciled to God.
SUGGESTED TEACHING AND LEARNING I\{ATERIALS
1. The Bible
2. Newspaper articles about amnesties offered to rebels
168
SUGGESTED TbACHING AND LEARNING ACTIVITMS
1. Discuss Romans 6:3-4. How is baptism a picture of dying to sin, being
buried to the old life, and resurrected to a new life? Only baptism by immersion
can accurately illustrate this.
2. Discuss what it means to be "dead to sin, self, and the world."
EYALUATION
1. Assess pupils' abilityto grasp the symbolism ofbaptismby immersion.
TOPIC 6.7 BIruALS AND TEACHING ABOUr I
-I'UIYERALS,
DEATH COMPARED TO OTIMR RELIGIONS
SUGGESTED DIIRATION: 80 Minutes
PRE-REQUISITE: Ask pupils to explain funeral and burial practices in their
culture.
SPECII'IC OBJECTM: By the end of the learning experience, PSBAT:
Compare Christian funeral and burial practices with those of other
religions.
BACKGROUIID INFORMATION
A. Zambian Tradition
. Most African people have myths explaining how death first came into the
world. Though people have accepted death, every human death is believed
to have extemal causes. It is necessary to discover the causes of death.
. Death is said to be causedby one ofthe following, or a combination ofthem:
magic and witchcraft, hatred and jealousy, a powerful curse, ancestral
spirits who may have been offended or bearing a grudge.
. Death is accepted, but it can be prevented, because it is always caused by
another agent.
. Burial is the usual means of disposing of the body. Some bury the body in
the house where the person lived, others in the area in front of or behind the
house, or at the birth place of the person.
. Graves differ in shape and size. Some are rectangular, whilst others are
ciroular, or in a cave. In some communities, aluge clay pot is used. Often
food, weapons, tobaoco, and clothing are buried with the body, to
"accompany" it to the next world.
169
B. Christianity
. Christians believe that man became subjeit to physical and spiritual death
because of the Fall, when sin entered the world, Genesis 2:171'3:19.
. Since Adam and Eve fell into sin, all have been born with a sin nature, with
the result that death has passed upon all, Romans 5:12-14.
. Physical death is the separation of soul and spirit from the body. The body
. dies, but life continues in the spirit and soul, Ecclesiastesl2:7;Acts 7:59.
. At death the spirit of a Christian goes to be with the Lord, Philippians 1:23,
to await the resurrection of the body, when the Lord returns for this church,
1 Corinthians 15:42-44. Our earthly bodies become spiritual bodies'
. Spiritual death for the unbeliever, is eternal separation of soul and spirit
from God, Ephesians 2:1,5.
. Christian burial practices are usually very simple and reverent. A service is
held, during which the deceased's character and life are appreciated, and
thanksgiving made to God for him or her, while the mouming family is
committed to God's care and comfort.
. called Iddat. She refrains from wearing jewels, ornaments or cosmetics, and
aloved one, and in sympathy for the family, but there is usually no exfteme
expression of gfief, such as wailing, because Christians have the wonderful
asiurance ofseeing their Christian lovedones again, 1 Thessalonians 4:13-14.
C.Islam
. Every Muslim believes that death follows life, but it is not the end. There is
life after death. The life after death will depend upon on how one has lived in
the present life. One's deeds will be rewarded or punished.
. When a person dies, relatives gather at the home. The body is washed, and
scented with camphor. Wrapped in a white cloth, people view the body and
pay respects. If the deceased is female, only very close relatives may view
the face. Some recite verses from the Qur'an and say prayers. The body is
then put in a coffin, a kind of stretcher with a domed cover.
. Help the pupils to identiff similarities
They may go first to the mosque, where prayers are conducted' Mourners
stand in 3 rows, and prayers are led by an Imam'
. The coffin is then carried to the graveyard by male relatives and friends
while the Kalima is recited on all sides. Eachmale takes a tum to carry the
coffin at each ofthe four comers. A mat is put on the ground at the bottom of
the grave. Two close relatives, go into the grave, whilst others lower the
. covered
. EVALUATION
Qur'an, d
is place
170
. Planks are placed over the body, so that it does not come into direct contact
with the soil. Those in the grave now come out, and the moumers frll in the
grave with soil. The area is watered, flowers put on the grave, and in_cense
('
6umed. Most graves are left quite flat.
. Moumers pray againand recite from the Qur'an, asking for forgiveness for
the deceased and all present. They return to the house where food is offered,
usually prepared by relatives, but not the immediate family.
. The day after the burial, people gather again at the mosque to pray and read
from the Qur'an. For 40 days, all close family males visit the grave to offer
prayers andrecite the Qur'an. Onthe 40thday, inthe evening, people gather
again at the mosque, recite the Qur'an and offer prayers for the deceased.
. On the first anniversary ofthe death, there is a special gathering at the mosque
to recite the Qur'an and offerprayers. On each anniversary, members of the
family give food and clothing to the poor, pnd offer special prayeis that the
deceased will be forgiven and rewarded aJ God wills.
. If a woman loses her husband, she stays in the house for lzmonths. This is
ties to avoid seeing and talking to anybody outside her close family, especially
those whom she could marry. After this, she then resumes normal life.
D. Hinduism
. According to Hinduism, God plays three important roles - he creates, he
maintains and he destroys. Death is part of the third role.
. So Hindus accept death as God's decision. He wishes that we should die one
day. Belief in God, means total submission to His wishes.
. Hindus do not have burials: corpses are usually bumt. There are special
places where bodies are taken for buming - often beside a river or lake - or
it can be just an open space not far from the town or village. Relatives and
friends carry the body to that place.
. Traditionally the body is laid on a bed of firewood, and the wood set alight.
IIINTS TO TIIE TEACIIER
and differences with other religions.
SUGGESTED TEACHING AND LEARNING MATERIALS
The Bible, and any other illustration material such as newspaper cuttings.
SUGGESTED TEACHING AI\D LEARNING ACTIVITIES
Discuss why Christians are able to be certain of seeing their believing
loved ones again. Why is their "hope" certain? (Hebrews 11:1).
Assess pupils' ability to understand Christian "hope."
17l
 TJNIT 7: JESUS, TRIUMPH OVER DEATH
TOPIC 7.1 _ IDEAS ABOUT LIF'E AFTER DEATE
SUGGESTED DURATION: 40 Minutes
PRE-REQUISITE: Ask pupils what they believe about life after death'
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Describe different ideas people have about life after death'
BACKGROTII\D INF'ORMATION
There are a number of different views about life after death' For example:
. Some believe life continues in one form or another
. Others do not believe in life after death at all. To them death is the end.
. There are those who believe that the dead have influence on the living.
They say that those who live acceptablg irits'
These spirits are thought to either help
. Other plople believe ihat a person's ac s the
next life.
. Christian teachers believe that there will be resurrection of the dead.
a
Basically, there are two main beliefs about life after death - Death is the
end of all things, OR, Life goes beyond death.
Those who believe in diath as a cessation of life, would also say that the
prese,nt life has no bearing on the next, since they say there is none!
Christian preachers believe and teach that there will be a resurection, a
time when all the dead will come back to life.
death and barrenness.
HINTS TO TIIE TEACIIER
Emphasize that though there are different views about life after death, the
majority of people believe that some form of life continues after death.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible
SUGGESTED TEACIilNG AND LEARNING ACTIYITIES
t. Discuss what the Bible teaches about life after death.
EVALUATION
1, Assess pupils' ability to extract information from Bible passages.
t72
TOPIC 7.2- JESUS RAISES DEAD PEOPLE
SUGGESTED DIIRATION: 80 Minutes u
PRE-REQTIISITE: Let the pupils discuss briefly whether the raising of dead
people to life is an easy thing, a natural thing, or a supematural thing.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Relate the stories of Jesus raising people from death.
BACKGROUI\D INF'ORMATION
In Jesus' day, some people came to Him for help with dire situations. On
other occasions, Jesus perceived a problem and came to their assistance, such
as with the Widow of Nain's son below. He was concemed about people's
physical and spiritual welfare.
A. The Widow's Son at Nain, Luke Tzll-16
Nain was a small town in Galilee, about 10 hn east of Nazareth. A widow
lived there and she had only one son. Unfortunately he died, which dashed any
hopes of his becoming the bread-winner of the household. She was now
destitute, but Jesus was moved with compassion for her, so He raised the dead
boy to life again.
There is a similarity here to the story of Etijah raising the widow's son at
Zarephath (1 Kings 17:17-24). Through these miracles, God shows the proper
attitude towards widows as demanded by the law, but often ignored.
The result of this miracle, caused the people to recognize Jesus as a great
prophet, as was Elijah, whom the Jews respected and 6ccepted as from God.
Jesus the Son of God, uses His divine power to triumph over death. In
doing this He showed that He was the promised Messiah of the old restament,
LukeT:22.
The people were filled with amazement (awe) and praised God. ,,A great
prophet has appeared among us," they said. "God has come to help his people.,,
Their statements were truer than they realised.
B. Jesus Raises Jairus' Daughter, Luke 8:40-42,49-SG
Jairus was ruler of the Synagogue, responsible for all the organisation.
Jesus was increasingly encountering the disapproval of the Jewish leaders, so
it took much courage for Jairus, one of the Jewish leaders, to approach Jesus
about healing his daughter.
Whilst on came
with the news girl,s
father, saying,
173
 Jesus is Lord over death. He Himself rose from the dead. Death has to be
Meanwhile the hired moumefs were already wailing despairingly. Jesus
subject to Him, and cannot conquer Him. Because He has power over death,
threw them out bec ause they mocked Him. Then He came with c alm assurance
He is able to set free all those who are subject to the bondage of death, 6nd give
and ordered her to get up. When her spirit returned to her, He told her parents to
them eternal life. (Hebrews 2:14-15).
giv
powerto overcome death, and fulfil Isaiah HINTS TO THE TEACIIER
61: Jesus is Lord of life and death' The faith of Emphasise that Jesus has power over death because He is the Son of God.
Jairus led to a mighty miracle. Faith in Jesus Christ saves.
SUGGESTED TEACHING AI\D LEARNING MATERIALS
C. Jesus raises Lazarus, John 11:1-44 1. The Bible
J ereLazarus lived. He heard that Lazarus was
very ethany even when He heard that Lazarus had SUGGESTED TEACHING AND LEAR}IING ACTIVITIES
died. im back to life and prove that He, the Son of Debate the motion - "If Jesus can give new physical life to the physically
God, was at one with the Father. dead, then He must be God. If He is God, then He can grant spiritual life -
'iwo days later, He went to Bethany, although the disciples feared that the etemal life - to the spiritually dead."
Jews would kill Him. He assured them that His time to die had not yet come
EVALUATION
because He walked in God's light, and could not be harmed by the powers of
evil and darkness, verses 9-10. 1. Assess the pupils' ability to understand the raising of the dead as proof
of His Deity and Messiahship.

Resurrection and the Life." He is basically telling her that He is God, for only TOPIC 7.3 _
TIIE RESI]RRECTION OF'JESUS
SUGGESTED DURATION: 80 Minutes
PRE-REQUISITE: Review the stories of Jesus raising the dead.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Relate the experiences of Christ' s followers - the women and the disciples.
tanto had
BACKGROUND INF'ORMATION:
was and
great had A. The Women at the Tomb, Lruke24zl-12
At dawn on the third day after the burial of Jesus, the women went to the
tomb with the spices and perfumes, which they had prepared ful order to anoint
the body of Jesus. These included Mary Magdalene, Joanna, Mary the mother
of James, and others (Luke 24:10).
Father and Son in their power and purpose' When they arrived they found the stone rolled away but they did not find
the body of Jesus. Two angels appeared to them and asked them why they
D. Jesus'Power Over Life and Death
looked for the living among the dead. "He has risen" they said, 'Just like He
From the wibress of these miraoles and Jesus' own teaching, it is clearthat told you".
He is the Resurrection and the Life. Everyone who believes in Him will live
Then they went to the eleven disciples and the others, and told them all
again even though he/she dies. Jesus is the Life and will give it to those who
these things. Their words seemed like nonsense to the disciples, and at first
believe (have faith) in Him.

174 175
 For forty days after Jesus' resurrection, He gave His disciples much
ever' and when
eterand Johnbelieved'
teaching and showed them how the events were connected with His suffering
u
sawthe and glory, and how they were a fulfilment of the Old Testament Scriptures.
John 20: A clear understanding of these Scriptures, and their own eyewitness of
Jesus' death and resurrection, gave them joy, and they praised God dayby day.
However the courage and confidence to take the message to others would only
come from the Holy Spirit. They must therefore obey His command and wait
in Jerusalem until Jesus sent the Holy Spirit upon them, (Luke 24:44-49;
Matthew 28:18-20; Acts 1:3-8).
20:ll-17;Mark 16:9)' The disciples were to go out, "to all peoples everywhere", and preach the
Gospel, and "make disciples" - i.e. people who believed and would become
followers, then go on to learn more. They were to baptise the believers and
teach them to obey all that Jesus had taught His disciples. Jesus promiSed to be
with His disciples always, "to the end of the age". Therefore this command
To Emmaus' Luke 24213-53 includes us today as the Church age has nc \ yet come to an end'.
B. The Two On The Road
Jesus then took his disciples out to Bethany, on the slopes of the Mount of
on the aftemoo ff*:'#is.T: olives. There He blessed them and was taken up into heaven to enter His glory.
disciPles who were (Luke 24:50-51).
not recognize Him' But this time there was no sorrow and no confusion as Jesus and his
over Jesus' death' TheY told
Jesus

p"ait'urfttt's would set Israel free ' So disciples parted. This was different from the crucifixion. Here, they were full
o["i;t"*ent teachings about the of joy and understanding, because they knew He was ALIVE.
(Luke 24:50-53).
The disciples returned to Jerusalem and gathered in the temple to praise
God. As they continued praising God, a few days later, the Holy Spirit came
upo diatelY theY
beg This was in
obe because the
resurrection bodY' Emmaus and Lord was working with them. (Mark I6 : 19'20 ; Lttke 24 :5 0 -5 3 ; Acts I :9 - 12).
disciples immediately.left
Without waiting to rest' the tw9 Jisciples ih"i' ne*t' (Luke
hurried back to Jj*Jr""; i"
i.ri *,.;ii.. HINTS TO THE TEACHER
Emphasise that Jesus actually rose from the dead and that He was seen by
24:28-35;Mark 16:13)'
especially to Peter, (Luke
24:34; many witnesses. (See I Corinthians 15:3-8.)
Meanwhile, J.,,,. had appeared
1 Corinthians 15:5)' SUGGESTED LEARNING AND TEACHING MATERIALS
Room 1. The Bible
C. The DisciPles in the UPPer
SUGGESTBD LEARNING AND TEACIIING ACTIVITIES
l. Ask the pupils to dramatize the Emmaus road story'
EVALUATION
Assess pupils' understanding as they dramatise the Emmaus road event.

t77
176
TOPIC 7.4 _ TEE MEAIVNG OF'CHRIST'S RESURRECTION
X'OR TITF'. EARLY CHRISTIA}IS
SUGGESTED DURATION: 80 Minutes
PRE-REQIIISITE: Askpupils to review the resunection of Christ event.
SPECIF'IC OBJECTIYE: By the end of the leaming experience, PSBAT:
Explain the meaning of the resurrection for the early Christians.
BACKGROUI\D INF'ORMATION
A. Peter on the Day of Pentecost, Acts 2:17-36
On the day of Pentecost, Peter told the crowd what had been happening in
the last few weeks. God had kept His Old Testament promise to send the Holy
Spirit (v. 17). He told the listeners that God's salvation had come (v. 21). He
went on to explain how the life, death and resurrection of Jesus had brought a
new beginning in God's relationship with mankind.
Jesus' ministry was appointed by God (v.23).Therefore His death was no
accident, but part of God's plan. Peter referred to Psalm 16:10 to show that
David could not have meant himself when he said "... nor will you let your
Holy One see decay." As David was not "the Holy One", he was prophesying
that the Messiah would rise from death(v.27).
Only a bodily resurrection could make sense of the Bible prophecies. It
became clear that only the glorifuing of the living Christ could explain the
wonders just seen and heard by the crowd. The Apostles themselves, became
living witnesses of the resurrection of Christ (v.32).
Peter emphasised that Jesus is the true Messiah, whom the Old Testament
talked about, and He is now in the place of honour. "God has made this Jesus,
whom you crucified, both Lord and Christ." (v. 36). The resurrection of Jesus
was so fi.urdame'ntal to the Christian faith that the aposfles continued to emphasise
itagainandagaininalltheirpreaching,Acts4:10;5:30;9:20;10:40;13:30,etc.
Later in 1 Peter l:3-4, Peter wrote, "In his great mercy he has given us new
birth into a living hope through the resurrection of Jesus Christ from the dead,
and into an inheritance that can never perish, spoil or fade." Christians have
received new birth, because God raised Jesus Christ from death. This gives us
the assured hope of an imperishable inheritance kept in heaven for us.
B. Paul Writes About the Resurrection, I Corinthians 15:1-58
Some people in the church at Corinth were denying the possibility of the
resuneotion (v.. 12). Paul answered such individuals by teaching about the
resurreotion of Christ, followed by the resurrection of Christians.
178
Verses 3-f f gives the historical facts of Christ's resurrection, witnessed
by Peter (who had earlier denied knowing Jesus), then all of the disciples (v. 5).
Then He appeared to more than 500 at once, then to James (IIis own brqther
who had earlier refused to believe in Him), then to all of the Apostles, and
finally to Paul himself (who had actively killed many of the early Christians,
verse 9). Paul shows that those who had denied (Peter), doubted (James), and
persecuted (Paul himself) were now absolutely convinced of His resurrection
because they had seen Him with their own eyes.
Yerses 12-19 shows that to deny the possibility of resurrection (teachings
of the Sadduccees) would mean that Christ could not have been raised either.
And if that is the case, then faith in Christ is meaningless and just a myth.
Those who have died (fallen asleep) in Christ have died in their sins and are
utterly lost if in fact there is no resurrection. If we only have hope in this world,
then we are the most miserable of people and truly to be pitied.
Yerses 20-34 affirms however, that Christ was indeed raised from the
dead. His resurrection is the 'firstfruit' and assuies us of a full harvest of
resurrection to all believers (Christians). His resurrection demonstrates His
triumph over death and evi1, releasing power by the Spirit for courage and
Christian service.
Verses 35-58 describe the kind of bodies we will have after the
resurrection. Paul describes the body as a spiritual body grown from a spiritual
seed. Before a seed can grow it has to 'die' in the ground, so it is with us. The
perishable and mortal body dies, but the harvest of resurrection produces an
imperishable and immortal body (v.42-44).
Adam means 'man'. The first Adam in the Garden of Eden was created
from the dust, a natural being, but the second Adam (Jesus) came from heaven,
a spiritual being. We were all bom natural beings descended from Adam, but if
we have the Spirit of Jesus (Holy Spirit) in us, that spiritual seed will produce a
spiri'tual being when we are resurrected (v.45-49).
When the last trumpet sounds,and God calls all those who are His to be
raised, those who have died in Christ will be raised with an imperishable
spiritual body. Those who are still alive, but in Christ, will be raised to heaven
with an immortal, spiritual body. Sin and death will be no more (v. 50-5&).
IIINTS TO THE TEACHER
Emphasise that resurrection is the key to a Christian's certain hope of
etemal life.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible
2. Show a kemal of com germinating, and a corn cob, the fruitproduced.
179
SUGGESTED TEACHING AND LEAR}IING ACTIVITIES
1. Ask the pupils to list all those who SAW the risen Lord Jesus.
2. Why is belief in the resurrection so essential to the Christian faith?
EVALUATION
l. Assess pupils'understanding of the real importance of resurrection to
the Christian faith.
TOPIC 7.5 _ WHAT CHRISTIANS BELIEVE ABOUT JESUS'
RESI'RRECTION
SUGGESTED DURATION: 40 Minutes
PRE-REQIIISITE: Review the meaning of Christ's resurrection.
SPECIFIC OBJECTIVE: By the end of the learning experience, PSBAT:
Explain what Christians believe about Jesus' resurrection.
BACKGROI]IID INFORMATION
The resurrection of Jesus was a decisive event in the Christian belief and
way of life. It is regarded as God's approval of Jesus' perfect life and sacrifice
after He was rejected by men and put to death on the cross. He was the Lamb of
God God's Passover Lamb - the innocent for the guilty. Resurrection is
- Assess pupils' ability to understand why the resr.urection is so important.
God's stamp of approval.
It is the confirmation that Jesus is the Messiah, the Son of God - promised
in the Old Testament (Isaiah 53), and fulfilled in the New. He triumphed over
sin and death. Because of His resurrection to new life, Jesus gives new life to
those who believe in Him, 1 Peter 1:3.
The resurrection is the fulfrlment of God's plan of salvation. The
self-giving love of God sent His perfect Son to become a perfect man, to die a
substitutionary death inthe place of sinful mankind. The climax ofGod'splan
of salvation was Jesus' defeat of Satan on the cross, followed by His willing
death (over which He had complete confrol, L*e 23:46), and then His
resurrection.
It shows that man can be reconciled to God through Christ, since He paid
the price of sin. The resurrection of Jesus is the firstfruit, guaranteeing the
harvest to follow, when all Christians will all be resurrected to new life. This
makes the Christian's hope a sure hope for the future. In the meantime, through
His resurrection, Christ makes everything new for us, here and now.
2 Corinthians 5:17.
180
The Apostle'. t"rtirnory is believed by all Christians, since it is they who
wrote down the words of the New Testament as guided by the Holy Spirit.
Jesus promised that the Holy Spirit would bring to their remembrance all that
theyhad seen andheard, (John 16:13-15). Everybook oftheNew Testament is
written by one of the Apostles. That is why the qualification of an Apostle, was
1) that he had to have seen the risen Lord. and 2) he had to have been
commissioned by Him to so and preach and teach all believers. See the
following verses as confirmation of this: Matthew 28:18-20; Acts 1:4, 8,
20-26; Acts 22:21; I Corinthhians9:l-2; 15:5-9.
For Christians, the resurrection proves that God's power is greater than
that of evil men or Satan. It also means that God has won the victory over sin
and death. Resurrection is the greatest miracle of all.
HINTS TO THE TEACIIER
Emphasise that the Resurrection of Jesus provgs God's acceptance of His
sacrifice on the cross, and His triumph over Satanbnd sin. This was what the
Messiah was foretold He would do.
SUGGESTED TEACHING AND LEARI\ING MATERIALS
1. The Bible
SUGGESTED TEACIilNG AND LEARNING ACTIVITIES
Ask pupils to write down why Jesus' resurrection proves God's acceptance.
EVALUATION
1 .
TOPIC 7.6_ WHAT CHRISTIANS BELIEVE ABOUT
LItr'E AF'TER DEATH
SUGGESTED DURATION: 40 Minutes
PRE-REQUISITE: Ask pupils what they know about life after death.
SPECIFIC OB.IECTM: By the end of the learning experience, PSBAT:
Explain what Christians believe about life after death.
BACKGROUND INFORMATION
A. What Chrlstlans Belleve About Llfe After Derth
Christians believe that man has a spirit, whioh will survive the death of
their physical body. Later the spirit will be clothed with another "body"
adapted to the new existence (1 CorinthiansT:4;2 Corinthians 7:l),
181
 SUGGESTED TEACIIING AI\D LEARNING ACTIVITIES
ldentifi
5: l-8.
.u.to*,1-.u,lilffi";[1i'ff .'ffJffi:":!l,';i:]:[#:i'S#i#i:
Since we have "died" with christ (i.e. to our sin), we shalr
arso rive with
Him (ust H as paul, spoke of being .,at
home
withthelord,, *ithChrist,,,phiiippians 1:23.
The Lord Him EVALUATION
_
that same day, Luke 23:4L
ss, that he would be with Him
ptrpils' ability td be realistic and practical about using the power
^ _1. lA.ssess
Therefore, christians have the assurance, from the New of God in their lives.
Testament, that
death is not the end of everything, but there is a better
life with christ for
Christians after death.
B. what christians Believe About Death and Resurrection Life TOPIC 7.1 _ BELIEF'S ABOUT LITE AFTER DEATE
Physical death comes to all of us, paul made a summary of IN OTIMR RELIGIONS
the christian
attitude to death when he said, "for to me, to live is christ
and to die is gain,; SUGGESTED DURATION: 80 Minutes
Philhpians 1:21. physical death separates soul and spirit rrom
ihe bod],. at
death, the christian's spirit goes to'be with the Lo..i.,2
coii"iniu". s,s. PRE-REQrnsrrE: Askpupils t0 compare christian (eaching on life after
In the resurrection life, we shall know each other; we shall death and their traditional teaching.
be known there
as we were known on earth. our names are recorded sPECrFrc oBJECrryE: By the end of the learning experience, psBAT:
in Heaven and we shall be
called by these names, Revelation 20: I 5 . The disciples
kn.* vro.". and Elijah
at the Transfiguration, just as they recognised Jesus after
His resurrection. a _ compare beliefs about life after death in traditional zambia, Hinduiqm,
Islam and Christianity.
1 corinthians I 5 : 3 5-49 tells us that the resurrection
body will be different
from our natural bodl - it will be_God-given, immortar BACKGROUND INF'ORMATION
etemal, a glorious body, strong and beautiful.
(.';;i decay) and
A. Zambian Tradition
when christ comes back again, christians who have already
died will rise a person becomes an "ancestoral spirit" which lives in the
first, and those who are still alive, will then meet Him ,,in -Thrgugh leath
the air.,,A1l our realm of the dead. only the dead who have children and those who died in an
bodies_will be changed in an instant, I Thessalonians 4:rs-ri;-r acceptable way, become ancestoral spirits. These spirits are generally good.
corinthians
15:51-52.

..T: cllistian experiences "new rife" now, Roman s 6:4-r4.The new rife,
- The spirits of the childless dead, or those who died of certain diseases, or
from accidents, or far from home, may become wandering spirits, who cause
which the Christian begins when he believes inJesus, is the resurrection harm to the living.
life of
Jesus in Him, The christian "dies" to his old life
of sin *d ,liro;;o a new life
in fellowship with God. (Just as christ died and ros, ,gri, -uv dealings with living descendants.
the power of th food anddrink, Theremay alsobe
God). The_spiritual life of christ flows out to others tt r"rigr,.rJry
committed, homes of living desoendants, where
obedient Christian.

IIINTS TO TIIE TEACIIER

p9*.TgfGod (Hoty Spirit) that,s available to evay Christian
Decause ot christ'srisen life, to fighttemptation andkeep
"^^-P.TtB:p.,9,. ourlivesdiiciplined.
SUGGESTED TEACIilNG AND LEARNING MATERIALS
1. The Bible
These ideas and beliefs vary from one tribe to anothcr.

182
183
 B. Hinduism SUGGESTED TEACHING AND LEARIIING ACTIVITIES
Hindus believe that there is no death of the soul. After death the soul can Identify similarities and differences from the qther religions in their
take another form and come back to the earth as another person. Normally, teaching on life after death.
they do not have any memories ofthe past life. The kind ofperson or animal the
EVALUATION
soul comes back to inhabit, depends on the deeds of the previous life. This is
1. Assess pupils' ability to bring out differences and similarities regarding
called reincarnation.
life after death.
A popular Hindu belief is that the more sinful you are, the more often you
come back into this world. God can relieve a soul from appearing again and
again, if one is blessed by God for his good works in this world.
That is why Hindus believe that a holy man does not come back to this
world's sufferings again,but goes to heaven. His soul will remain there among
the heavenly beings, enjoying peace.

C.Islam
The Muslim believes in resurrection after death in the Day of Judgement.
Theybelieve that life in this world and everything in it will come to an end on
the Last Day - the Day of Judgement. On that day, all human beings who have
ever lived, will be restored to life and appear before God. This is called
resurrection.
Every person's deeds will be presented before God for judgement. God a

will decide the rewards or punishments for each deed. Goodness will be
'rewarded,
whilst evil will bepunished.
Ifaperson's good deeds outweighhisbaddeeds, hewill go toparadise and
eternal bliss. But if his evil deeds outweigh his eood deeds, he will be
condemned and sent to hell.
No one can know this before hand. He can only hope, by observing certain
rules and prohibitions, that his good deeds will weigh in his favour.

D. Chrlstianity
The spirit is separated from the body, and goes to be with Christ. It is
clothed in a new different body, Ctristians are assured of the resurreotion
beoause Ctrist rose from the dead and conquered Satan and sin. See the
previous lesson for a fuller explanation.

HINTS TO TITE TEACIIER

The teacher should ensure that pupils are able to oompare the various
teachings of other religions with that of Christianity.

SUGGESTED TEACHING AND LEARNING MATERIALS

1. The Bible 2, The Qur'an 3. The Vedas

184 185
 GRADE 12 CONTENTS
Unit Page

1. The Early Church: 188

2. Christian Witness: 199

3. Life in the Early Church:

4. Christian Attitudes to Work: 216

5. Christian Attitudes to Leisure: 225

6. Christian Attitudes to Money and Possesstons: 23t

7. Christian Attitudes to the State in a Multi-Parfy System: 239

8. Christian Attitudes to Sex and Marriage: 250

9. Husband and Wife Relationship: 260

10. Relationships Between Parents and Children: 273

GRADE 10 CONTENTS: .3

GRADE 11 CONTENTS: 97

186 t87
 UNIT 1: THE EARLY CHURCH SUGGESTED TEACHING AND LEARNING ACTIYITIf,S )

1 Zambia.
. Ask pupil s to indicate how prej udice and segre gation is seen in
TOPIC 1.1 RELATIONSHIPS BETWEEN DIT 'ERENT PEOPLE inZambia.
- 2. Debate the effects of racial, tribal and cultural differences
SUGGESTED DURATION: 40 minutes
EVALUATION
PRE-REQUISITE: Ask pupils what they know about the early Church. Assess pupils' ability to understand and debate the problems of prejudice
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT: and segregation in Zambia.
Understand diffrculties with relationships between people of different
languages, culture and race.
BACKGROUND INF'ORMATION TOPIC I.2 BARRIERS
-LANGUAGE
Most activities of the early Church are covered in Acts and the Epistles. SUGGESTED DURATION: 40 minutes
The book of Acts covers a period of about 30 years, starting with the birth of
the Christian Church at Pentecost, right up to the imprisonment of Paul in PRE-REQIIISITE: Ask pupils to recall times when they have experienced a

Rome. It was through the power and leading of the Holy Spirit that the Church language barrier problem.
spread to other countries, overcoming natural and religious barriers between SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Jews and Gentiles, and became a worldwide movement.
Describe how language barriers were overcome among the first Christians
A. Before The Beginning Of The Church in Jerusalem.
Before the Church came into being, races, language groupings, and
BACKGROUI\D INT'ORMATION
cultures were very different from one another. These brought about natural
barriers and segregation. People of different backgrounds did not work or Language is crucial for all ' Wherever there are
worship together. different groups of people, it mmon language for
There were real deep-felt communication barriers between Jews, and communication. It is equally understand what is
Samaritans (half-Jews), and Gentiles. Prejudice, and even hatred existed for communicated.
tax-collectors (regarded by Jews as ffaitors) and Samaritans. Jewish men also A. The Day of Pentecost
looked down upon women, Lepers were regarded as outcasts.
"Pentecost" is a Greek word meaning "fifty". The "Feast of Pentecost"
B. After The Birth Of The Church was a Jewish festival of thanksgiving at the end of the wheat harvest. This feast
Although there was initial resistance on the part of some, it soon became took place fifty days after Passover. (Leviticus23:15-21).
obvious that in the Church, all were united in Ctrist - whether they be Jew, The Feast of Pentecost was one of the three festivals which every male
Samaritan or Gentile; man or woman, slave or freeman - all were baptised by Jew, living within 30 kilometres from Jerusalem, was required to attend. The
the Holy Spirit. In the case of the Gentile, Comelius, the lack of circumcision festival was held in May/June, when travelling was easy. Many Jews came
did not become a barrier to fellowship, Likewise, the tax collector and other from even greater distances than 30 kilometres for this festival.
despised people were acoepted on account of their faith in Jesus Christ.
B. The Signs of the Holy Spirit
IIINTS TO TIM TEACHER The 120 disciples were gathered in the upper room of a house (Acts
Give some examples of early Church relationship problems, for example:
1: l3-15), when suddenly there was "a noise like a strong wind blowing'" (Acts
Acts 6:1 - frouble behveen Jewish widows of Hebrew and Greek origin, 2:l-2).The wind was a symbol ofthe Holy Spirit'spresence. (Ezekiel3:12-13;
Acts 1 l:1-3 - Peter critieised for entering a Gentile house,
John 3:8.)
SUGGESTED TEACIIING AND LEARNING MATERIALS There were tongues of fire. In the Old Testament flames of fire represented
l, The Bible God's presence. For example, Moses and the buming bush (Exodus 3 2-5 ); the :

188 189
 fiery pillar of cloud guiding the Israelites (Numbers 9:15-16); and fire from
heaven as an instrument of God's judgement (1 Kings 18:38-39; 2 Kings
l:9-12).
The Holy Spirit brings the presence and power of God to believers, but
judgement to unbelievers.
The disciples began to speak in other other languages, which they had not
leamed, yet those who listened understood them.
The visitors to Jerusalem were Jews from fifteen other countries, while
some were Gentiles converted to the Jewish faith, yet all understood in their
own language, the great things God had done.
The Holy Spirit had come in power on the disciples enabling them to take
the Gospel to every people and nation as Christ commanded.
HINTS TO TIIE TEACIIER
Emphasize the importance of human language as a means to communicate
the Gospel. The miracle of Pentecost was not the speaking of unknown angelic
language, but the speaking of unknown human languages (to the speaker)
which were understood by the hearers.
SUGGESTED TEACIilNG AND LEAR}IING MATERIALS
1. The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIES
1. Ask pupils to dramatize the events of the Day of Pentecost.
2.Debate how Peter preached one sernon, but it was heard in at least
fifteen languages by the hearers.
EVALUATION
Assess pupils' ability to dramatize the events of the Day of Pentecost.
TOPIC 1.3 RACIAL AND CULTURAL BARRIERS
- Stephen's death was the beginning of a time ofpersecution for the Church.
SUGGESTED DURATION: 80 minutes
PRE-REQIIISITE: Ask pupils to explain why human conflicts arise.
SPDCIFIC OBJECTM: By the end of the learning experience, PSBAT:
Describe how Stephen, Philip and Peter, were able to overcome racial and
culfural barriers, to wihess across these barriers, and to help the Church accept
Samaritans and Gentiles as brothers and sisters in Christ.
190
BACKGROUND INF'ORMATION
In the early Church, the believers were very united and took it upon
themselves to cater for widows and other less privileged people. It was under
this scenario that the Greek believers started to complain of unfair treatment.
A. The Problem of the Greeks (Acts 6:1-6)
A quarrel arose in the Christian community between the Greek-speaking
Jews, and the local Aramaic-speaking Jews. The Greek-speaking Jews
claimed that their widows were not being cared for properly.
The Apostles felt that they must continue their preaching, but realizedthe
need for practical organization in the community.
So they suggested that seven men be appointed to administer supplies of
money, f*a u"a clothing. The seven were to be wise, filled with the Holy
Spirit (controlled by Him), and with a good reputation. The group chose seven
Greek-speaking men. One of them was Stephen, who was "full of faith and the
Holy Spirit".
B. Stephen's Role (Acts 6:8-15)
Stephen also became known for other ministries other than the one in
which he was chosen to serve (a deacon). He was full of the Holy Spirit in
wisdom, and was given power from God to do miracles. He witnessed and
taught in the synagogues of the Greek-speaking Jews.
Some Jews, who had been slaves and had bought or been given back their
freedom, belonged to a "synagogue of freed men". They, with others from the
provinces of Asia and Cilicia, began to argue with Stephen and did not agree
with his teaching or his interpretation of the Old Testament. They could not
prove him wrong in any of their arguments as he showed much wisdom from
the Holy Spirit.
His teaching emphasized new life in Christ, who fulfilled the Mosaic law'
They accused him, and bribed people to make false accusations that he was
speaking against Moses, the Law and the Temple. He became the first martyr.
C. Inclusion of Samaritans (Acts 8:1-25)
Many believers fled Jerusalem, yet everywhere they went they told people the
message of the Gospel. The Good News spread quickly.
Philip, who was one of the seven deacons in Acts 6, went to Samaria. God
gave him power to do miracles and because of this, the crowds listened to his
message and many believed.
In Samaria, a sorcerer named Simon, deceived people by Satanic power.
The Samaritans called him "the Great Power of God", because he had
191
impressed them with his magic. They thought he was sent from God. Simon
professed belief and was b aptized,but he was not truly bom again. He was only
impressed by Philip's miracles a power superior to his own.
-
The Apostles heard of the blessrng among the Samaritans, their traditional
enemies (people of mixed race, partly Jewish). Peter and John went to assess
Philip's ministry. They prayed and placed their hands on the believers. God
showed his acceptance of the Samaritans by giving them the gift of the Holy
Spirit also.
To Simon, the giving of the Holy Spirit just by laying hands on the people,
seemed a wonderful power. He wanted to buy this power from the Apostles,
and probably thought of it as a magic spell, which sorcerers bought from each
other. Peter was horrified and told Simon that unless he truly repented, he and
his money would perish in hell. Then Simon begged him to pray for him, Acts
8:l-17,20-23
D. The Ethiopian Eunuch (Acts 8:26-40)
Biblical Ethiopia was ancient Nubia, south of Aswan on the river Nile and
north of present day Sudan. The present-day Ethi'opia occupies a slightly
different area. The King of Ethiopia was regarded as a god who lived secretly,
and the Queen mother, Candace, administered the every day government. The
Treasurer would be one of the most important of her qfficials.
He had made the long journey to Jerusalem to worship; and is shown here
as a God-fearer, probably converted to the Jewish faith thfough Jews who had
gone to trade in Ethiopia. He had bought a scroll of the prophet Isaiah and was
reading it as he retumed home in his chariot (a carriage drawn by horses).
However he couldnot understand what he was reading.
Philip was prompted by the Holy Spirit to leave Samaria and go along the
road to Gaza.The Spirit told him to go alongside the Ethiopian's carriage. The
man asked Philip to explain the passage he was reading (Isaiah 53). Philip
began from this Scripture and told him the Good News about Jesus. Philip had
been faithful to the Lord's instructions. The sight of water suggested baptism
to the Ethiopian, who professed faith in Christ. So Philip baptrzed him
(Matthew 28:19).
The Ethiopian continued on his way, full ofjoy, passing on the message of
the Gospel in Ethiopia, and thus the Gospel spread to unlikely places because
of the obedience of one of the Lord's followers.
E. Peter's Role (Acts 10:l - 11:18)
At noon, Peter was hungry and was waiting for a meal to be prepared.
Suddenly he had a vision, and saw alarge sheet tied up like a bag, containing
many kinds of animals, including reptiles and birds. He was told to kill some
and eat, but these were al1 "unclean" animals which Jews were forbidden to
r92
__l
eat, so he refused and said, "I have never eaten anything that is ritually
unclean". But the voice of God told him that he must not consider unclean
anything which God had made "clean" or permissible. This was repeated three
times, and Peter was puzzled.
Then some non-Jewish messengers arrived from Comelius, the Gentile.
Peter went to meet them as the Holy Spirit had wamed him not to hesitate to go
with them, even though they were Gentiles. Peter then went down and said to
the men, "I am the man you are looking for. Why have you come?" After
hearing about Comelius' vision, Peter agreed to go with them to Caesarea, and
they set out the next day.
They found a crowd waiting to meet Peter at the home of Cornelius. They
wanted to refer to Peter as a superior, but he stopped them, saying, "I myself
am only a man." Their explanation was quite clear. Peter now understood the
vision God had been showing him, that he must not think of any person being
ritually unclean, but must go to whom God sent him, for God shows no
partiality.
Peter's message emphasised that the twelve Apostles had witnessed the
life, death and resurrection of Jesus Christ. As they listened, they believed, and
received the Holy Spirit. As a sign of this, they began to speak in other tongues,
praising God. This showed the Jewish believers who had come with Peter, that
God had accepted Gentile believers into His Church, since He gave them the
Holy Spirit just as He had to the Jews and then the Samaritans.
Peter challenged the Jewish believers who were with him and had seen and
heard the evidence, that God had shown His approval of Gentile faith by giving
them the Holy Spirit also. There was nothing to hinder theirbeing baptizedjust
as the Jews had been when they believed.
The results of Peter's decision would be felt through the entire world for all
time. The Gentiles would be accepted as Christians without first having to
become Jews by circumcision.
IIINTS FOR THE TEACHER
Emphasize that Christian teaching overcame both racial and cultural
barriers among the early Christians.
SUGGESTED TEACHING AND LEARNING MATERIALS
l. The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIES
Ask the pupils to act the stories of the Ethiopian eunuch, and Cornelius.
EVALUATION
Assess pupils' ability to grasp and accurately interpret the above events.
t93
TOPIC I.4 _ PAUL'S WITI\ESS TO PEOPLE OF'VARIOUS
CULTURES
SUGGESTED DURATION: 80 minutes
PRE-REQUISITE: Ask the pupils to state the commandment that Jesus gave
to believers just before he was taken up to heaven. See Acts I :8.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
List the characteristics that enabled Paul to witness successfully to people
of various culfures.
Explain how the Council ofJerusalem legislated for a multi-racial Church.
BACKGROT'ND INFORMATION
Saul (who became Paul) was a person known for his zeal in persecuting the
Church, until his own conversion. Afterwhich, he continued to be zealous, but
this time, in reaching out to people of other cultures with the Gospel of Jesus.
A. Saul's Conversion (Acts 9:1-19)
Saul witnessed Stephen's execution. In his zeal he increased the
persecution of the early Church by imprisoning many and executing others.
But instead of stamping out the "sect", the increased persecution only caused
the believers to scatter, preaching as they went, and spreading the Gospel
further afield to other areas.
Saul heard that the movement was now strong in Damascus in Syria. He
asked the High Priest for letters of introduction to the synagogues in that area.
These letters would give Saul the authority to search out these people of "the
Way" (verse 2 and JohnJ4:6).
Somewhere on the road to Damascus, this hard-hearted Pharisee met
God's challenge. It seems that his conscience was troubling him. Was he
wrong in continuing this persecution? Could Stephen have been right, that
Jesus was the Son of God and was alive? Such may have been the questions
troubling his mind.
Suddenly there was a blinding light and he was struck to the ground. Then
a voice asked, "Saul, Saul, why are you persecuting me? Why are you kicking
?gainst your conscience and the working of the Holy Spirit, like an ox who
kicks against the pricking goad?" See Acts 26:14.
Saul thought this rnust be God's voice, but the reply came, "I am Jesus ...".
Saul had to identify the "Lord" (Jehovah of the Old Testamant) with Jesus of
Nazareth, whom he had persecuted through his followers. He realized that the
crucified Jesus was indeed alive and able to communicate with people.
194
The tremendous shock of this revelation, together with the bright light,
blinded Saul. He realized he had to change his loyalty to be on the side of Jeius,
Philippians 1:21.
Three days of brokenness and bewilderment followed, (v. 9).Ananias of
Damascus was sent to help him physically and spiritually. saul's future work
is then revealed to Ananias in Acts 9: 1 0- 1 8. Ananias obeyed and went to saul
calling him "brother" thus identifyinghim asnowbelongingto the verypeople
he had been persecuting.
As Saul's physical sight refumed, so his spiritual '.eyes" were opened. He
began to "understand the Gospel of Jesus christ." And then he was baptised.
B. The Church at Antioch (Acts l1:19-26)
Anfioch was the capital of Syna, named after Antiochus, the Greek general,
but later developed by the Romans. This city was about 25 km inland on the
River orontes. It had all the luxury of Rome, but the culture of Greece. It was
also a crossroad ofmany traderoutes fromPalestine, Egypt, AsiaMinor, Babylon,
Persia and further east. Many nationalities and cultures converged there.
when persecution struck the believers in Jerusalem, some fled as far north
Jews only.
dpreached
ing a new
This news reached the church in Jerusalem and they sent Bamabas to see if
ssed since Saul
Barnabas was a
hurchthere. Sau
for a year, in a wonderful partnership of service, teaching in the Church.
It was in Antioch that the followers of christ were first called "Christians".
So many people were talking about christ there that people nick-named them
"christians" or "christ ones". And so Antioch was where Saul began his great
work to carry the Good News to people of many nations.
C. The Council at Jerusalem (Acts 15:1-35)
The "circumcision ParW" was a group of Jews who insisted that to be a
true christian, one first had to become a Jew by being circumcised, keeping all
195
the laws of Moses. They insisted that Gentile converts had first to become
proselytes to Judaism.
Some of these people came to Antioch and taught that unless one was
circumcised and obeyed the Law of Moses, he could not be saved. Paul and
Barnabas argued with them and finally the Church sent Paul and others to
Jerusalem to present the problem to the Apostles and elders.
After Paul told what God had been doing among the Gentiles, there was
much debate. Peter explained how God had chosen him to go the Gentiles, and
also how God had shown that people are saved by faith in Christ, not by the
Law of Moses. James (half brother of Jesus) showed that this situation was a
fulfilment of prophecy (Amos 9:ll-12). They all agreed to write a letter and
send it to the Gentile Christians through Paul, Barnabas and others.
The letter pointed out that:
. The Holy Spirit was behind their decision.
. There was no need to burden the Gentile Christians with Jewish laws,
but rather, to give them a few guidelines to keep peace in the churches.
The guidelines presented in the letter, were about things that would be very
offensive to JewishChristians.Ifthe Gentilesrefrained fromdoingthem, there
would be peace. They were advised NOT to:
- eat food offered to idols (meat offered to idols, was sold in the market);
- eat or drink blood, (a pagan practice);
- eat animals that had been strangled, or killed by snaring, or those not
bled properly according to Jewish law. (This law had been given to
protect them from disease.);
- commit sexual immorality. (This probably refers to being involved in
heathen temple worship, where ritual prostitution was common.).
Throughout their lives, Jews were taught to try and follow the standards set
downby God forhispeople. Gentiles didnothavethe same standards, asmany
of them came from extremely immoral societies. Corinth, for example, was
one of the most immoral cities of Paul's day. They had to be taught how to
behave as Christians, to live in such a way as not to cause offence to the Jewish
Christians.
The guidelines were not meant to make anyone a Christian, but simply to
help Christians of Jewish or Gentile races to live at peace with each other.
IIINTS TO TIIE TEACIMR
Emphasize that God's teaching was that there should be no barriers
between Chriqtians in the Church, regardless of race, or background.
SUGGESTED TEACIilNG AND LEARNING MATERIALS
L The Bible
196
SUGGE STED TEACHING AIID LEARTI'ING ACTIYITIES
1. Debate which was more difficult for God (Christ) to accomplish:
a) To turn a Church-persecuting, Christian-killing Jew (Saul) into the
greatest missionary that ever lived, OR -
b) To change Gentile blood-drinking, immoral idolaters into considerate
Christians, living at peace with their Jewish brothers and sisters in Christ.
2. Ask the pupils to writeaparagraph on why the decision ofthe Council of
Jerusalem was important for the future of the Christian Church.
EVALUATION
1. Assess pupils' ability to appreciate the equally mirapulous changes
brought about in the lives of all believers through Christ, whether they be Jew
or Gentile.
2. Assess pupils' ability to grasp the impact on the Church made by the
decisions reached at the Council of Jerusalem.
TOPIC 1.5 TI{E INCLUSION OF DIFFERENT RACES AND
- CULTURES IN OTIIER RELIGIONS
SUGGESTED DURATION: 40 minutes
PRE-REQUISITE: Let pupils suggest ways to help people of different
cultures and races live together in harmony.
SPECIF'IC OBJECTM: By the end of the learning experience, PSBAT:
Cotnpare how cross-cultural barrieirs are broken down in the different
communities within Islam, Zambian Tradition and Christianity.
BACKGROUND INFOR]VIATION
A.Islam
Islam is not based on customs or traditions of any particular people. It
declares itself to be a universal ideology and makes no discrimination on the
basis of race, country, colour or language.
Any person who declares belief in the Islamic creed, becomes entitled to
the same rights as any other Muslim.
Conflicts may arise in a cross-cultural situation. A Zambian Muslim might
find conflict between certain traditional customs concerning marriage, the
family, or death of a family member. Muslim marriage laws, religious beliefs
aboutprayer times, and rituals surrounding death and the funeral, may differ.
" 197
B. Zambian Traditional Belief
All human beings are to be treated with respect. This belief unites people
and is to be obeyed by all. All who subscribe to such a belief are welcome and
have equal rights with any other like-minded people.
C. Christian Churches in Zambia
Missionaries from other countries, who wanted to share the Good News
about Christ, with people of other countries and races, started most Christian
Churches inZambia.Zambianchurches today should have the same aim to
share the GoodNews aboutChristto allpeoples,
-
nomatterwhattheirbackgrourd.
In most churches, people from any tribe, race or culture, are welcome to
come and listen to the Good News of Jesus Christ. Many Christians make it
their aim to wifiress to others who do not attend church services. This is very
important.
The early Christians witnessed first to the Jews (their own people), and
then went to half Jews (Samaritans), then to Gentiles (non-Jews). Similarly,
Christians today should follow the example of the early Church, by reaching
out to others.
The Christians travelled all over the known world to people of many races
and cultures. No one was excluded. They obeyed the command of Jesus, "You
shall be my wibresses in Jerusalem, in all Judea and Samdria, and to the ends
the earth," Acts 1:8.
UNIT 2: CHRISTIAN WITNESS
_
TOPIC 2.I WITNESSING IN TIIE FACE OF OPPOSITION
SUGGESTED DURATION: 80 minutes
PRE-REQUISITE: Ask the pupils if they have ever wifiressed to anyone who
reacted with opposition.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
State the reasons for the persecution of the Apostles, and how they reacted
to it.
BACKGROUND INFORMATION
There are some people, both in Zambia and elsewhere, who have been
persecuted for their political beliefs. For example, former President Kaunda,
Simon Kapwepwe, the Ugandan martyrs, Charles Luanga, and many more.
These people reacted in a non-violent way.
A. The Persecution of the Apostles Peter and John (Acts 3zl-26)
Peter and John were persecuted for the following reasons:
1. They became very popular as the result of the healing of the lame man.
of Crowds gathered to see and listen to them. This popularity angered the Priests,
and led to the persecution of the Apostles.

IIINTS TO TIM TEACIIER 2.T\e Apostles were blamed for assuming the authority of the religious
leaders and teachers. Religious teaching was supposed to be done by the
Emphasize the inclusion of people of different cultures and races in all
scribes. However, these despised Galilean fishermen were teaching even in the
religions. Temple where the scribes usually taught.
SUGGESTED TEACHING AND LEARNING MATERIALS 3, Their preaching about the resurrection angered the Sadducees, who did not
l. The Bible believe in life after death. The preaching of the resurrection of Jesus was
completely against the teachings of the Sadducees.
2.Tbe Qur'an
How did the Apostles react to this persecution? (Acts 4:1-31)
SUGGE STED TEACIIING AND LEART.{IN G ACTIVITIE S
1 . The Apostles showed respect to the Jewish leaders and recognised that these
Let pupils discuss the wrongfulness of excluding anyone based on the leaders had been given the job ofjudging in religious matters, However, they
differences oftheir raoe, colour, tribe, or background. refused to allow the leaders to force them to act against God.
DVALUATION 2. They were unafraid and boldly preached the Gospel to the leaders, They
Assess pupils' abilify to grasp the wrongfulness of discrimination of any declared that the very One rejected and killed by the leaders (Jesus), was the
kind based upon a person's background. only One tkough whom salvation was possible.
3. They committed the whole problem to God in prayer. This shows their
humility and dependence upon God to carry out His plan, even if it meant more

198 199

I
opposition. They did not pray for an end to the opposition, but rather for
courage to face it.
B. The Persecution of Stephen (Acts 6:8-15; 7:1 - 8:1)
1, Stephen was persecuted because the Jews could not withstand the wisdom
which the Holy Spirit gave him in his answers, when they tried to argue
publicly with him. This made them look foolish in front of all the people. Their
pride was hurt, but instead of changing their ideas about the Messiah, they
made plans to destroy Stephen (Acts 6:8-15).
2. Stephen used Jewish history to show how the Jews had been rebelling
againit God in the past, just as they were now. They refused to believe that they
wire guilty of killing the long awaited Messiah. They also refustd to believe
that this Jesus, whom they had killed, was alive again, and at the right hand of
God (Acts 7:51-53).
3. Stephen however, showed an attitude of love and forgiveness towards his
perseCutors, in spite of what they were doing to him. He first of all calmly
explained what he had preached. Then as the stones hit his body, he prayed to
God to forgive them for what they were doing (Acts 7:59-60).
C. The Persecution of Saul / Paul (Acts 9:23-30)
1. After becoming a christian himself, Saul, or Paul as he was later known,
was also persecuted. He rejoiced over his persecutions, becausQ in this way,
God,s great power could be seen. The greater the persecution, the more the
Gospel spread (2 Corinthians 4:7-12;17-18).
2. He never allowed himself to be discouraged by persecution. He used it to
show that his new life in Christ, whichhe preached was real, etemal, and far
more important than mere physical existence.
Opposition at Philippi (Acts 16:16-34)
There was a young woman, possessed by a demon, who began to predict
the future by telling people things they did not know. She followed Paul and
Silas and shouted, "These men are servants of the most high God." The demon
is was an effort of Satan to oppose the
is own power in the following waYs:
rbance each day. Paul and Silas wanted
od.
- Secondly, it made people think that the origin of the Gospel message
was the same as the origin of the evil spirit in the girl,
satan often opposes God's work by trying to get christians into unhelpful
relationships with unbelievers, 2 Corinthians 6: 14-18.
200
Satan now tries another method of open opposition. The demon had been
cast out of the young woman, and the people who owned her lost their means of
rnaking money.
They dragged Paul and Silas to the market place, where the local magistrates
presided. There they made false accusations against them. The magistrates were
persuaded by the crowd and did not look into the case at all. This reminds us of
Pilate being persuaded by the crowd when he condemned Christ.
Paul and Silas were beaten with rods on their bare backs. Wounded and
bleeding, they were imprisoned in the most secure prison available, as though
they were the worst criminals in the city!
Reactions of the Apostles
When first opposed by the demon-possessed wornan, they just ignored her.
When she continued for several days, they put an end to it by casting out the
demon. It should be noted that Paul never went out looking for people with
demons in order to cast them out. He cast out the demons in this case, because
the young woman was seriously disturbing the preaching of the Gospel.
In prison, the Apostles prayed and rejoiced, and sang songs of praise,
because God had allowed them to suffer for the sake of Christ. They knew that
"a11 things work together for good for those who love God". The earthquake
which followed and the conversion of the jailer, bring out this truth, Romans
8:28.
Opposition at Lystra (Acts 14:8-20)
Initially, the people of Lystra misunderstood the Gospel and mistook Paul
and Barnabas for heathen gods, However, opposition soon came, and again it
was from the Jews. They had followed the Apostles from Antioch and
Iconium,
The Jews influenced the Gentiles in Lystra until in their fury, they stoned
Paul. Thinking he was dead, they dragged him outside the city and left him
there. When the Christians gathered around, he rose up and they spent the night
in the city.
However, Paul and Barnabas left the city the next day, not wanting to force
people to receive the Gospel. They did not leave because they were afraid, as
they later returned to the very place where Paul had been stoned.
HINTS TO THE TEACHER
Emphasize the importance of prayer when faced with persecution.
SUGGESTED TEACHING AND LEAR}IING MATERIALS
1. The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIES
Ask the pupils to list the reactions of the Apostles to the various
persecutions they had suffered in the above passages.
EVALUATION
Assess pupils' ability to list the reactions of the Apostles to persecution.
TOPIC 2.2 VARIOUS PERSECUTIONS FACED BY
- TIM APOSTLES
SUGGESTED DURATION: 80 minutes
PRE-REQUISITE: Review some of the occasions when the Apostles were
persecuted and their reactions.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Give reasons for the persecution of Christians by Herod Agrippa I, and the
opposition from various sorcerers.
A. Persecution by Herod Agrippa I (Acts l2:.l-24\
Roman colonial rulers were very unpopular with the Jews. The Jews hated
Herod, appointed by the Romans. He was always looking for ways and means
to please them so that he could rule the Jews more easily.
When he realized that the Jews also hated the Christians, he arrested James
(the brother of John) and had him beheaded. This pleased the Jews so much
that Herod decided to arrest Peter with the intention of putting him to death as
well, and thereby, making himself even more popular with the Jews.
Reactions of the Apostles
The Christian reaction to this persecution was to use their $eatest weapon
prayer. They knew that God was, and still is in control. God answered their
-
prayer and Peter was saved from prison and death.
Notice too, how God did much more than they asked. He removed the
cause qf the ffouble. He struck Herod down in public and he died an agonizing
death.
I r
It is interesting to note that the passage begins with the Christians being
violently opposed, but ends with the Word of God growing,
B. Opposition from a Samarltan Sorcerer (Acts 8:9-24)
Simon was a magician who had done what appeared to be miraculous
things by magic, This need not surprise us because Satan has great power and
202
is able to do amazing things through people who follow him. Because of this
satanic power, Simon had become very famous and important.
When he saw miracles being done by the power of God through Philip,
Simon himself was amazed. Therefore he believed and was baptized. It does
not say he repented, which is an important part of the Gospel.
It seems doubtful that he became a true Christian, because, by his
behaviour, he wanted more power and importance. The Gospel does not make
a person important and powerful, Mark 10:43-44.
Simon then tried to buy the power to give people the Holy Spirit. This is a
complete misunderstanding of the Gospel since thw Holy Spirit is a person and
cannot be bought. Through blinding peoples' minds and causing
in which he opposes the
misunderstanding, Satan manifests another way
Gospel.
Reactions of the Apostles
Peter dealt with this problem with the severity it deserved. He publicly told
Simon that he and his money would perish. Simon was reminded that faith in
Christ is a matter of the heart, and his heart was not right with God.
They told him that the only remedy forhis sin was to repent, and to confess
in prayer. He asked Peter to pray for him, though he had already been told to
pray for himself. Becoming a Christian is a definite person-to-person
experience between an individual and a loving Saviour.
C. Opposition from a Jewish Magician (Acts 13:4-11)
Elymas was a Jewish magician and a false prophet, who pretended to lead
people in God's ways. As in the case of Simon of Samaria, he was under the
power of Satan. His othername was BarJesus, which means 'Son ofJesus' but
in fact he was a "son of the devil". Perhaps this name was specially chosen to
deceive those who wanted to turn to the real Jesus, the Son of God.
He was an intelligent man. It seems he had attached himself to the
Proconsul's staff, and was probably being paid for his advice. Because Satan
controlled him, and possibly because he thought he might lose his position and
influence if the Proconsul became a Christian, he opposed Paul and Bamabas.
Paul's Reaction
Paul publicly rebuked him and exposed him for what he really was - not a
"son of Jesus" but a "son of the devil"" His advice should have helped the
Proconsul to rule with justice and righteousness, but he was exposed as *'a
deceiver", an enemy of everything that was good.
Publicly exposing a person for what he really is, was a method oommonly
used in Acts ts fight opposition (Acts 5:4;8:22).
203
 In this case, God's temporary judgement of blindness showed Paul's
words to be true, and quickly put a stop to the opposition. When the Proconsul
saw what had taken place, he believod.
HINTS TO TIIE TEACMR
Emphasize that opposition to the advancement of God's work will always
be exposed sooner or later.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIES
Ask the pupils to dramatize the opposition of Elymas to the spread of the
Gospel, and the conversion of the Roman Govemor.
EVALUATION
Assess pupils' ability to dramatize the reactions of Elymas, Paul, and the
Governor.
TOPIC 2.3 _CHRISTIAN REACTION TO PERSECUTION TODAY
SUGGESTED DURATION: 40 minutes
PRE-REQUISITE: Ask pupils to discuss how they would react to
persecution as Christians.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Explain how Christians today should react to persecution.
BACKGROUND INF'ORMATION
When persecuted, Christians today react in more or less the same ways as
the early Christians. Some of these reactions would be to:
- ignore the persecution and carry on as much as is possible.
- pray for persecutors.
- pray for guidance and shength from God.
- rejoice and praise God in every situation.
- calmly explain the reason for faith in Jesus Christ.
HINTS TO TIM TEACIIER
Emphasize the importance ofprayer when faced with persecution, and the
faith to trust that God knows what He is doing. This will lead to rejoicing and
the praise of God,
204
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible
2. Magazine or Newspaper article s of a mod em occuff ence of persecution,
such as Christian's experiences in Nigeria, the Middle East, Turkey, India,
Indonesia, Russia, China, etc.
3. Look up "Christian persecution" on the Intemet, and see what results
come up which would be suitable to discuss in class.
SUGGESTED TEACHING AND LEARNING ACTIVITIES
Ask the pupils to discuss a modern situation where the work of God is
being hindered, and how Christians should react to it.
EVALUATION
Assess pupils' ability to apply a Biblical principle to a modern situation.
TOPIC 2.4 REACTION TO PERSECUTION
- IN OTHER RELIGIONS
SUGGESTED DURATION: 40 minutes
PRE-REQUISITE: Ask the pupils to suggest why some people feel the need
to persecute others.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Compare Christian reaction to persecution with those of other religions.
BACKGROUND INFORMATION
A. Hinduism
Mahatma Gandhi was a Hindu from India who suffered racial prejudice
while in South Africa. He read the New Testament and was greatly impressed
by the teachings of Christ, especially such teachings as non-violent reaction to
persecution, Matthew 5 :38-42.
He could not understand, however, why so many people who called
themselves "Christians" did not live by what Christ taught. It was for this
reaqon thathe neverbecame a Christian. Unfortunately, he did not realize that
many so called Christians are not really born again, and naturally their lives are
not different from people around them
Gandhi went back to India and began a Resistance Movement to bring
about lndependence for India.
205
 Hinduism is based on love, tolerance and forgiveness. To a true Hindu,
persecution is not a real defeat.
B.Islam
Islam is a very militant religion. Any opposition is dealt with in a violent
way. "An eye for an eye and a tooth for a tooth," could aptly describe the
Islamic way of reacting to persecution.
The non-violent reaction taught by Christians could be looked upon as
weakness, and also as being unfaithful to their own religion.
The Qur'an encourages revenge after persecution. "Permission is granted
to those who take up arrns against the unbelievers, for they have been unjustly
persecuted ... whoever shall take vengeance equal to the injury done to him and
shall afterwards be unjustly treated, verily God will assist him."
The Muslim believes that his life, property and everything else belongs to
Allah. Allah decrees everything that happens - oven persecution. Therefore,
the Muslim is ready to sacrifice everything to please God.
An announcement by an Imam that they are engaged in Holy War fiihad)
will send zealous Muslims into the streets to bring vengeance to those who
seem to be a threat to them.
HINTS TO THE TEACIMR
Emphasize the similarities and differences on the reactions and
persecutions in the other religions.
SUGGESTED TEACHING AND LEARNING MATERIALS
l. The Bible
2.The Qur'an
SUGGESTED TEACHING AND LEARNING ACTIVTTIES
Ask the pupils to highlight the similarities and differences to the reactions
to persecution in the other religions.
EVALUATION
Assess the pupils' ability to compare the reactions to persecutions in the
other religions.
206
UNIT 3: LIFE IN THE EARLY CHURCH
TOPIC 3.1 _ CAUSES OF' CONFLICTS AMONG PEOPLE
SUGGESTED D[iRATION: 40 minutes
PRE-REQUISITE: Ask the pupils to suggest the main causes of conflict
amongst people today.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Identifl, causes of conflict in our society today.
BACKGROUND INF'ORMATION
Conflict is the absence ofpeace and order in any society. The main causes
of conflicts in our society are:
- Misunderstanding through lack of communication.
- Unwillingness to see another person's point of view.
- Failure to discuss situations from all angles.
- Being dogmatic and not being prepared to give way in a given situation.
- Misplaced loyalty to a contoversial leader, maybe because ofcomrption.
- Violation of strict principles on moral issues.
- Injustice.
- Jealousies.
- Pride.
HINTS TO THE TEACITER
Highlight the main sources of conflicts in our society.
SUGGESTED TEACHING AND LEARNING MATERIALS
l. Newspaper and magazine articles that may illustrrate any of the above
causes.
2. Video or film clips depicting a conflict scene such as a Trade Union
dispute, racial riot, tensions between nch and poor, etc.
SUGGE STED TEACHING AND LEAR}I-ING ACTIVITIE,S
l. Ask pupils to write down (from the list above) the underlying causes of
the conflict which you have illustrated from a newspaper, magazine or film.
2. Debate the motion, "Conflicts are a major cause of under development
in society".
EVALUATION
Assess the pupils' ability to discuss the cause and effect of conflicts in o5
society. \
207
TOPIC 3.2 CHARACTERISTICS OF'COMMUNITY LIFE
- IN THE EARLY CHURCH
SUGGESTED DURATION: 40 minutes
PRE-REQUISITE: Let pupils discuss community life in their village or area.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
life among the early Christians.
State the characteristics of community
BACKGROUND INFORMATION
Read Acts 2t42-47; 4:23,-37.
The following characterised community life in the early Church:
. New converts were willing to leam the teachings of Christ through the
Apostles, Acts2:42.
. They spent much of their time together, and their fellowship was warn,
without discord or strife, Acts 2:44; 4:32'
. They continued to remember the death of the Lord Jesus Christ by the
Breaking of Bread ceremony in their homes as they met regularly, Acts
2:42.
. SUGGESTED DURATION: 80 minutes
Prayer was another vital characteristic. The group turned to God in prayer
on behalf of those who suffered persecution. They also prayed to God to
give his servants boldness to speak His word and to perform miracles in the
name of Jesus, Acts 4:23-30.
. The church had a holy reverence for God as they saw miracles performed in
the name of Jesus, through the Apostles who had been with Him, Acts 2:43;
4:33.
. They generously shared their possessions so that no one lacked material
needs. Properly was sold and the proceeds given to the Apostles to
distribute within the group, according to individual needs. This was a
commendable act of love for each other, and for their concem for the poor
and encouragement in the growth of the church, Acts 4:32-37.
. They continually worshiped God in the Temple with praise and
thanksgiving for His mighty works, Acts2:46-47.
. The warmth of their daily fellowship in their homes extended to the
community outside, and others were encouraged to join them as they
believed and accepted Jesus as the Messiah, Acts2:.47.
HINTS TO THE TEACIIER
Emphasize that the early church was very prayerful, communal (sharing
with each other), with warm fellowship, all of which greatly impacted the
community and gave authority to their witnessing.
208
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIES
1. Ask the pupils to identify the main characteristics ofthe early Church.
2. Ask the pupils to compare these with characteristics ofthe Church today.
3. List ways in which the Church today could change to follow more
closely the characteristics of the early Church. Also list characteristics which
would be difficult to implement in our complex society today.
EVALUATION
1. Assess pupils' ability to identify characteristics of the early Church.
2. Assess pupils' ability to identify areas of change needed ioday, and
other areas which would be difficult to implement.
TOPIC 3.3 PROBLEMS IN THE EARLY CIIURCH
I -
PRE-REQUISITE: Askthe pupils to discuss commonproblems experienced
in the churches today.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Describe problems and disagreements, which arose in the early Church,
and explain how each of these difficulties were solved.
BACKGROUND INFORMATION
The early Church had unique problems, which God used as a means to
teach the early Christians (and us) ways of acceptable or unacceptable
behaviour, methods ofjust administration and discipline, worldly and sinful
attitudes to be prohibited or avoided. Some of these problems were:
A. Attempted Corruption Within the Church (Acts 5:1-l l;829-24)
l) A couple, Annanias and Sapphira, like others, sold property for the
benefit of the whole church. Neither God nor the Christian comnunity
demanded that allthe money from such sales should be given to the Church.
But in Ananias and Sapphira's case, theypretende'\to the Church that theyhad
given the full amount, when in fact, they had only given a p<lrtion of the
money. Their sin was not in the decision they made of how to use their
possessions, but in their hypocrisy and lying, both to man and to God. The
problem was solved through Peter's gift of knowledge of thc incidcnt, given
209
him by the Holy Spirit. God's judgement was quick. Both husband and wife
died, and the whole church was gripped with a deep sense of reverence and
awe for God, Acts 5:l-11.
2) A second example of attempted comrption in the Church was when
Simon the Sorcerer tried to buy the power of the Holy Spirit, so that he could
give this power to others, as he had seen Peter doing. Before this, he had
become a powerful influence on people, through the occultic power of Satan.
The Scripture makes it clear that this is in direct conflict with God and His
ways. Again Peter dealt with the situation, and sternly rebuked Simon and
challenged him to repent, as he was not yet right with God, Acts 8:9-24.
B. A Problem of Administration (Acts 6:1-7)
As the number of Christians continued to increase, some of the
Greek-speaking Jewish believers felt that their widows were being neglected
when food was being distributed amongst the needy in the Church.
The apostles handled the problem wisely. They asked the Church to
choose seven men of good reputation, full of the Holy Spirit, who would
manage the situation with Godly wisdom.
Among those chosen were "Hellenist" (Greek-speaking) Jews, like Philip
and Stephen. So the complaint was handled well, and the number of believers
increased.
C. Barnabas and Paul (Acts 9:26-27; 15:36-41)
l) Another problem was the acceptance of Paul into the Church after his
conversion. The members ofthe churchonlyknewhimas an enemybecause of
his violent persecution. This problem was solved when Bamabas vouched for
Parr'l and explained to the Church that his conversion was real, Acts9:26-27 .
2) Personal disputes were also apparent in the early Church. Paul and
Barnabas themselves had a disagreement over whether or not to take John
Mark with them on a second.missionary journey, as he had abandoned them on
the first one. The problem was solved by Paul and Barnabas agreeing to
separate amicably and go in two different directions. Paul took Silas to re-visit
the churches he had already founded on the firstjourney. Barnabas took John
Mark and they retumed to Cyprus to build up the work there, Acts I 5 : 3 6-4 I .
The solution was made in a friendly spirit. A wider area was reached with
the Gospel, andnew Churches were founded. John Markbecame a great friend
of Paul in his later years, 2 Timothy 4:1 L
D.Inclusion of Gentiles (Acts l5:l-29; 21225\
Some of the biggest problems arose when the Gentiles were included in the
church:
210
The "circum.lrion pafi"found fault with Peter for eating with men who
were "uncircumcised." They challenged him wheu they heard that he had
admitted Cornelius into the Church. The situation was resolved when Peter
told them of his vision, and how God had poured out the H-oly Spirit on the
Gentiles too, Acts I l:l-48.
Some of the Jewish Christians insisted that Gentiles must be circumcised
when they became Christians. They thought that a Gentile must surrender his
own culture, and identif,i fully with the culture and life-style of the Jews in
order to become a Christian.
This became a serious issue, and alarge meeting of all the Apostles and
elders of the Church was arranged in Jerusalem in 49 A.D. (This became
known as the Council of Jerusalem.) The issue to discuss, was whether
Gentiles should be made to keep the Mosaic Law. Acts l5 reports the struggle
in the minds of the early church leaders over this issue, and the wonderfully
gracious outcome. Peter made it clear that the Mosaic Law had always been a
burden bome unsuccessfully. No one could keep i t, not even Jews ! Salvation is
by the grace of God, for Jews and Gentiles alike. Therefore, Gentile believers
should not be burdened with the Jewish Law, which they could not even keep.
It was decided that a letter be written to the largely Gentile church at
Antioch pointing out four specific wamings related to aspects of Gentile
life-style, which Jews felt should be prohibited. These prohibitions are rooted
in standards laid down by God even before the Mosaic Law was given,
(Genesis 9:4-7, for example):
. Christian converts were to have nothing to do with idol worship, or meat
which had been offered to idols.
. They were to keep away from fornication, and other immoral sexual
practices - a common feature in Gentile life. (The heathen temples were
full of ritual prostitutes.)
. They were not to eat meat where the animal had been strangled, or the meat
not bled properly, because this was tremendously offensive to a Jew, and
would make it difficult for him to have fellowship with a Gentile.
. They were to abstain from shedding the blood of animals, or drinking its
blood. This was apagan practice, (Leviticus 17). Gentiles were to respect
life-something the Jews alreadyknew fromGod's moral code. Later, some
Christians refused to do military service, though others did. But all were
either persecuted or executed because of their refusal to enter into the
official religious practices expected of soldiers.
With the sending of the letter, the Council of Jerusalem officially
welcomed Gentiles into their fellor.r'ship. Every believer, Jew or Gentile, had
equal standing before God, and this serious problem was overcome.
2ll
I

HINTS TO THE TEACHER
Stress God's use of the main pioblems in the early Church to establish
standards of conduct, behaviour, order and discipline, for our leaming today.
SUGGESTED TEACHING AND LEARNING MATERIALS
l. The Bible
2. Ifyou have a computer linked to the Internet, type in "Animal Sacrifice"
into your search engine. The free intemet-based encyclopedia - "Wikipedia" -
will come up with plenty of interesting information which you can print out.
SUGGESTED TEACHING AND LEARNING ACTIVITIES
l. Diseuss the observation that problems in the early Church are not much
different to Broblems we experience today in our churches,
2.Debate t'he motion, "Christians do not sacrifice animals today because
Jesus Christ came to fulfil the Mosaic Law, and became the once-for-all sin
sacrifice."
EVALUATION
Assess pupils' ability to understand how the Bible is very relevant to
solving problems in the Church today.
TOPIC 3.4 RESOLVING PROBLEMS AMONG CHRISTIANS
- Scripture. The Bible is ALWAYS the final authority, 2 Timothy 3:16;
SUGGESTED DURATION: 80 minutes
PRE-REQUISITE: Letpupils state ways they use to resolve thei4problems.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Know how to resolve disagreements from a Biblical perspective.
BAC KGROUND INFORMATION
Wherever people live together in community, there will be disputes from
time to time. This is inevitable because we are a "fallen" people. Fallen, as in
"fallen into sin" because we are descendants of Adam and Eve. Although
Christ died to pay for the sins of the world, and we can receive forgiveness for
our sins if we ask for forgiveness, we, nevertheless, still do sin, because we are
still in our "weak" human bodies. Not until the resurrection will all that
change. In the meantime, we do sin, and we must ask the Lord Jesus to forgive
us on a daily basis. Sadly, this is often not done, and in ourpride and arrogance
we have a tendency to believe we are always right and others are wrong. This
attitude is what tends to cause problems whereverpeople live in community.
212
Here are some ofthe problems experienced in the Christian church today:
- Doctrinal differences between members of the same church.
- Competition for leadershipposffrons.
- Personality clashes between leaders.
- Nul recognising the ryork of others in the church.
-. Partiality in disciplining wrong-doers in the Church.
- Rumour mongering among believers.
- Mismanagement of the church funds by those in leadership.
- Divisions.
- "Sheep stealing".
Note, however, that the above list are all common to any group living in
community, not just Christians. But the REAL issue is that it should NOT
happen in the Church, because Christ lives in Christians by His Holy Spirit,
and convicts us of our sins so that we confess them. When this does NOT
happen, it is because the Christians are NOT living Holy Spirit filled lives, but
are allowing themselves to be governed by their sinful flesh, just like any other
non-believer.
Resolving Problems
Here are some ways of resolving problems among Christians:
1. On doctrinal issues, the leadership must carefully look at the teaching of
2 Timothy 2:15.
2.Paul told the leaders of the church in Rome "to watch out for those who
cause divisions", and to keep away from them, (Romans 16:17-18). A
stern rebuke is sometimes necessary in such cases, but be careful of
Galatians 5:15.
3. Careful reading ofthe New Testament shows that the Holy Spirit is tle Qne
who raises up leaders (Acts 20:28), so there should be no competition for
leadership, but rather a desire to know God's will. If there is a personality
clash or a competitive spirit, then those leaders should be asked to step
down until a more humble spirit prevails.
4. Leaders found in serious sin, such as adultery or the misuse of church funds,
or some other criminal offence, must step down from leadership, and
furthermore, should be disciplined in the Church until a humble and
repentant spirit is manifested,
5" Disciolinarv issues must always be oonducted aooording to Scripture,
Mafihew 18:15-17;tuke 17:3-4; I Corinthians 5:9-13.
213
E
6. Where there is misunderstanding, a coming together for mutual discussion
and a thorough investigation of the cause, will bring about a resolution to
the problem, Acts 15:1-21.
7. Where there is conflict between two church members, careful counselling
from the Scriptures should be done to help them find a solution,
Philippians 4:2-3.
8. Appreciation of what others are doing in the church, without envy or
jelousy, will keep problems to a minimum because each member will be
encouraged and not feel overlooked, Romans 16:6, 12; 1 Corinthians
l 6: l 7- 1 8. If Philippians 2 3 -5 was really practised in our lives, there would
: apologise and pay damages to the other party with whom they were in
be very few problems indeed! Humility is the key.
9. In all things, commit it to God in praver, Philippians 4:6.
IIINTS TO TIM TEACIIER
Emphasize that Christians are not perfect, and will also have difficulties
from time to time, but these problems can be resolved through prayer,
admission of wrong-doing, mutual discussion and counselling.
SUGGESTED TEACIilNG AND LEARNING MATERIALS
l. The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIES
Ask the pupils to suggest practical ways of conflict avoidance using as a
basis, the Bible verse "in humility consider others better than yourselves,"
Philippians 2:3.
EVALUATION
Assess pupils' ability to understand what is the real issue where conflict
exists.
TOPIC 3.5 HO\ry ZAMBIAI\ TRADITION SOLVES PROBLEMS
- COMPARED TO CHRISTIANITY
SUGGESTED DURATION: 40 minutes
PRE-REQUISITE: Ask pupils to relate ways in which problems are resolved
in traditional village life, OR, if this is not known, how are they solved in their
own homes?
SPECIFIC OBJECTIYE: By the end of the learning experience, PSBAT:
Compare with Christianity, how disputes are solved in Zambian tadition.
214
BACKGROUND INFORMATION
A. Zambian Tradition
InZambian tradition, conflicts are resolved mainly by:
. Having discussions on the issue in order to arrive at a lasting solution.
. Getting the consensus of the parties in conflict through a go-between, so as
to reach a neutral and agreeable solution.
. Being willing to state things as they occuned, so as to assist the mediators to
find a way of resolving the conflict. Those found guilty were made to
conflict. Thus order and relationships were maintained.
. In the case of a death, divination was done, and revenge was sought.
B. Christianity
As discussed in the previous lesson, Christians today successfully resolve their
disagreements by:
. Strict adherance to Biblical patterns of discipline and doctrine.
. Careful investigation as to the cause of the problem.
. Conducting mutual discussions between both sides.
. Encouraging miscreants to confess their wrong-doing before God.
. Committing the problem to God in prayer.
. Watching out for those who would divide, and taking necessary action.
. Caring for others and encouraging them.
. Counselling those in conflict with Godly wisdom to help them reconcile.
Failure to resolve is usually the result of a person not walking the Christian
pathway properly; not following the Lord's example; not filled with His Spirit.
HINTS-TO THE TEACHER
Emphasize that in Zambian tradition, go-betweens help miscreants not to
lose face, whereas in Christianity offenders are encouraged to be open and
honest, confessing sin, and restoring fellowship.
SUGGESTED TEACHING AND LEARIYING MATERIALS
Traditional stories
SUGGESTED TEACIIING AND LEARNING ACTIVITTES
Compare conflict resolution in Zambian tradition and Christianity"
EVALUATION
Assess pupils' ability to compare and contrast the ways of resolving
oonflicts inZarnbia Tradition with that of Christianity.
2t5
 UNIT 4: CHRISTIAN ATTITUDES TO WORK
TOPIC 4.I REASONS WHY PEOPLE WORI(
- SUGGESTED DIIRATION: 40 minutes
SUGGESTED DURATION: 40 minutes
PRE-REQIIISITE: Ask the pupils, "Why do people work?"
SPECIF'IQ OBJECTM: By the end of the learning experience, PSBAT:
State the reasons why it is necessary to work.
BACKGROUND INF'ORMATION
Here are some reasons why it is necessary to work:
- Some desire to rule or manage, and that's work.
- Some want to create, invent or design, and that's work.
- Farmers need to feed themselves and their families.
- Others need to earn money to buy homes, food and other necessities.
- An occupation gives satisfaction and passes time.
- Some jobs bring the prestige for which some crave.
- Employment brings people together and friendships are formed.
- Some just want to earn money to accumulate possessions.
HINTS TO TIIE TEACIMR
Emphasize to the pupils that people have different reasons for work, but
human beings were created to work, and they are not satisfied unless they do.
God decreed it so.
SUGGESTED TEACIilNG AND LEARNING MATERIALS
1. Newspapers and magazines depicting people at work in schools,
hospitals, mines, offices, etc.
2. Show other newspaper articles which depict the hoplessness of people
who are out of work - jobless (beggars, street kids, etc.).
SUGGESTED TEACHING AND LEARNING ACTIVITIES
L Ask the pupils to list as many types ofjobs available inZambia.
2. Disouss why joblessness is so demoralising, making people very
unhappy and unfulfi lled.
EVALUATION
Assess pupils' ability to grasp that all humans were created to work, and
that joblessness brings hopelessness,
216
TOPIC 4.2 HAVE DrFf,'ERENT Grf,'TS, GrVEN BY GOD
-pEOpr,r
TO ITELP TIMM WORK
PRE-REQUISITE: Letpupils suggest ways in which even jobless people can
work for the good of their neighbourhood, or school, and bring themselves job
satisfaction.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Realise that the Bible teaches that God gives everybody an ability to work.
BACKGROUIID INFORMATION
God has created us to do good works which please Him, and which He
prepared for us to do in advance, Ephesians 2:10.
The Apostle Paul told the Thessalonians, "If a man will not work, he shall
not eat," 2 Thessalonians 3:10-12. So those of us who are fit and well, must
work for our food. Notice Paul says "wil1 not work" - that means they could
work, but refuse to do so. Some people like the elderly and the very young
cannot work for their food, of course. However, the elderly worked when they
were younger, and the very young will one day work for themselves, but for
now they must be supported by the able bodied members of the family.
Each one is given a talent (natural ability) by God - for example, singing,
sport, writing, hospitality, cooking, an ability to draw, to create, to design, to
work hard manually, or to manage, etc. Some people do not use their talents -
they waste their lives on useless things and live very unhappy lives.
God also gives spiritual gifts to believers for a specific purpose, Romans
12:4-8; Ephesians 4:71-72.In the Bible, there were people who were specially
called by God to work for Him, but felt they were inadequate. For example,
Moses (Exodus 3:10-12), Gideon (Judges 6:14-16), Solomon (1 Kings 3:5,
7-14), Timothy (1 Timothy 4:12,15).
Parable of the Talents (Matthew 25:14-30)
. We are entrusted with talents, Everyone has been given at least one talent,
' We are given talents according to our natural ability to use them, and are
expected to use them to the best of our abilify,
. There will be a "day ofreckoning" when we shall be required to account for
the use of our talents and abilities,
. More responsibility is given to those who develop their talents. Those who
fail to use them will lose what they had.
. God often uses sur natural abilities, developing them as we surrcnder them
to Him for guidance in our work and oareers.
2t7
HINTS TO THE TEACHER
Emphasise that God has given everyone a talent and gives us the
responsibility to use them for His glory.
SUGGESTED TEACHING AND LEARNING MATERIALS
L The Bible
SUGGESTED TEACHING AND LEARNING ACTIYITIES
1. Discuss practical ways to find out one's talents.
2. Ask the pupils to list Bible characters who were specially called by God
to do a specific task for Him.
EVALUATION
Assess pupils' ability to discern practical ways to find out one's talent.
Christian Persfective on Work
. The New Testament stresses that work is normal, 1 Thessalonians 4:11.
. Thieves are admonished to stop stealing and get stuck into some useful
work, and to be able to help those in need, Bphesians 4:28.
. Workmustbe done enthusiastically, especially believers, Colossians 3:23'
. Hard work eams the respect of others, 1 Thessalonians 5:12.
. The New Testament also condemns laziness: If a man will not work, he
should not eat, 2 Thessalonians 3:10-12.
. Even though Paul was in full-time work, he did not demand support from
some of the churches where he taught, but provided for himselfby working
with his hands, Acts 18:1-3.
. Paul tells Timothy that a widow in need should be supported by her own
family, unless she has no one to help. By working and earning money, we
should help our elderly parents. Younger widows should work br re-marry.
Those who are old and really in need, can be supported by the local church,
I Timothy 5:3-16.

BIBLICAL REASONS FOR WORK HINTS TO THE TEACHER

TOPIC 4.3
- Emphasise the Biblical obligation and importance of working.
SUGGESTED DURATION: 40 minutes
SUGGESTED TEACHING AND LEARNING MATERIALS
PRE-RLQUISITE: Let pupils discuss why God wanted man to work.
1. The Bible
SPECIFIC OBJECTIVE: By the end of the learning experience, PSBAT:
SUGGESTED TEACHING AND LEARNING ACTIVITIES
Explain Biblical reasons for work.
1. Ask pupils to explain the Biblical reasons for work.
BACKGROUND INFORMATION 2. What does idleness produce? 1 Timothy 5:13,
Since working was a fundamental plan for mankind, to be able to exercise
EVALUATION
his/her God-given role of ruling and managing the earth, the Old Testament
has much to say on the subject. Assess pupils' understanding of the importance and obligation to work'
. Work was part of God's original purpose for man. At creation, man was
instructed to subdue the earth, rule over it, cultivate and keep it - Genesis
h26-28,2:15.
. Work was appointed for six days. The seventh was to be a day of rest. TOPIC 4.4
-
ALL WORKERS SHOI]LD BE RESPECTED
Genesis 2:l-3; Exodus 20:9-11" SUGGESTED DURATION: 40 minutes
. God intended man to find his work enjoyable, Ecclesiastes 5:18-20.
PRE-REQUISITE:Discuss what types of work are despised inZambia.
. Work was part of God's plan for the support of the human race, Proverbs
27225-27. SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
' Basic incentives for daily work are: Give Biblieal reasons why all workers should be respected.
- To buy food, Proverbs 16:26.
BACKGROUND INFORMATION
. -
To build a home and sustain it, Proverbs 24227,
Laziness and loafing are the charcteristics of a sluggard. They are strongly Most people inZambia work, However, certain types ofjobs may not be
condemned, Proverbs 626-9; l3:4i 2024. respected - for example, unskilled work, house servants, charcoal bumers, etc.

218 219

I
We need to show respect for others, appreciating the talents they have and
recognising the part they play in society. Al1 workers need encouragement.
Biblical Attitudes to Workers
. employers and their workers. Look at the matter from both sides.
Jesus was trained as a carpenter, a profession that was looked down upon by
others. He was despised as a teacher by His fellow Nazarenes because he
was a carpenter, Mark 6:l-4.
. Manual work is often despised, but the Bible commands us to work with our
hands, so there should be no shame attached to working with our hands.
Jesus is a perfect example of this. Paul also encouraged Christians to work,
I Thessalonians 4:11.
. The Bible teaches that workers contribute to the welfare of society and
therefore deserve respect, Ephesians 4:28.
. A. Biblical Teaching on the Exploitation of Workers
We must use our talents to greatest effect, whether they be large or small. A
job may seem unimportant, but a Christian must do it with all his strength in
order to please God, Matthew 25:15-28.
. Even in more "lowly" jobs, Clrristian commitment inereases ability, and
may well lead to increased respect from others, and to promotion,
Ephesians 6:48.
. The Christian employer must respect his workers, Ephesians 6:9.
HINTS TO TIIE TEACIIER
Emphasise that the Bible commands workers to respect their employers,
and employers to respect their workers.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible
2. Newspaper or rnagazine cuttings illustrating various job activities.
SUGGESTED TEACIIING AND LEARNING ACTIVITIES
1. Discuss why some occupations are not readily accepted.
2. Discuss ways in which respect could be shown to some workers who are
despised.
EVALUATION
Assess pupils' ability to appreciate the need for respect for all workers
whether their ocoupation is regarded more highly or not.
220
TOPIC 4.5 _.COI\IILICTS BETWEEN WORKERS AND EMPLOYERS
SUGGESTED DURATION: 80 minutes
PRE-REQUISITE: Discuss some of the causes of conflict between
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Know what the Bible teaches about exploitation of workers, and also the
worker's obligations to their employers.
BACKGROUND INf,'ORMATION
Some workers are exploited by their employers through long hours and
low wages. Their work is often undervalued
. The Bible clearly says that a worker deserves his pay and must be given it,
Luke 10:7.
. Exploitation of workers is wrong. Withholding wages from a worker is a
sin. Oppression of the poor is especially bad, Deuteronomy 24:14-15;
James 5:4.
. The employee should be obedient and give the best service he or she can
offer. The employers should be fair and not use their position to threaten
anyone The relationship between employers and employees is taught in
Ephesians 6:5-9.
B. Jesus' Teaching for Christian Behaviour in the Work Place
. The parable of the Workers in the Vineyard teaches that one should not
begrudge an employer's generosity to help those in need, Matthew
20zl-16.
. The employer in this parable was a just man and generous; especially to the
men who had worked for only one hour.
. Having agreed to a wage, the employee should not afterwards argue with his
employers.
. The other employees, who had worked longer, received their agreed wage.
Why were they angry and jealous? They received what they had agreed to.
Disputes
From time to time, there are disputes between employers and employees.
This should not happen, but because we live in a fallen world, it does.
Inevitably it's about the desire for better wages and conditions of service.
Sometimes the dispute escalates into a strike, and an arbitrator is called in to
mediate. Here are a few more points for Christian workers and employers to
remember.
221
. The Christian stand on salaries and wages must be just and fair, Luke 10 :7.
. John the Baptist told the soldiers to be content with their pay, Luke 3:14.
. Where there are conflicts, a Christian should try to react in a Christian way,
that is, with patience, humility, and love, in quiet dialogue, and without
selfish or greedy intentions, I Peter 2'.17-19; Proverbs 15:1.
IIINTS TO TIIE TEACHER
Emphasise that slowness to anger and a soft answer are key ingredients to
avoiding angry disputes. This is the Christian way to behave.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible
2. Newspaper cuttings on the effects of strike action.
SUGGESTED TEACHING AND LEARNING ACTIYITIES
1. Discuss various ways to avoid disputes in the work place.
2. How would they handle an ugly scene where the situation is,threatening
to go out of control? Where the situation may,be politically motivated, for
instance.
EVALUATION
Assess pupils' ability to understand the role of Christian behaviour in the
work place.
TOPIC 4.6 ATTITUDES TO WORI( IN ZAMBIA TODAY
-
SUGGESTED DURATION: 40 minutes
PRE-REQUISITE: Askpupils to mention different attitudes they have heard
people express towards work.
SPECIFIC OBJECTIVE: By the end of the learning experience, PSBAT:
Identiff the right and wrong attitudes towards work in Zambia.
BACKGROUND INFORMATION
People have different attitudes towards work, some of which are positive
and others which are negative. Negative attitudes lead to dishonesty, strikes,
absenteeism, idleness and poor punctuality.
Here are some of the work attitudes in evidence inZambia today:
. It is a means to support the family.
. It's a means to gain material possessions.
222
. Or gain prestige.
. To meet people and to get together with othefs.
. Some aim to do as little as possible whilst still expecfing good pay.
. or a lack of interest in the job. No purpose in life. Just passing time.
. If no one is looking, some will just loaf. This is not good for a Christian,
Ephesians 6:6.
HINTS TO THE TEACIIER
Emphasize the need for good attitudes towards work, Ephesians 6:7-8.
SUGGESTED TEACHING AND LEARNII(G MATERIALS
l. The Bible
SUGGESTED TEACIilNG AI\D LEARNING ACTIYITIES
Ask the pupils to debate whether there are wrong attitudes in our Zambian
work places toduy, or not. If there are, identiff what these are, and what are the
remedies.
EVALUATION
Assess pupils' ability to discern what are good and bad attitudes towards
work.
TOPIC 4.7 _ATTITI]DES TOWARDS WORI( IN OTIIER
RELIGIONS COMPARED TO CHRISTIAI\ITY
SUGGESTED DURATION: 40 minutes
PRE-REQUISITE: Ask pupils to give examples of attitudes towards work
commended by Zambian tradition.
SPECIFIC OBJECTIyE: By the end of the learning experience, PSBAT:
Compare Christian attitudes towards work with that of Zambiantradition,
Hinduism and Islam.
BACKGROUI\D INFORMATION
A. Zambian Tradition
lnZambiantraditional society, everyone was expected to work, around the
house or in the fields, starting from childhood (under supervision) into
adulthood. There was less supervision amongst the adults, but more
responsibility. There was much emphasis on the need to work. Ne glect of work
resulted in lack of food and shelter.
223
 need to work' For UNIT 5: CHRISTIAN ATTITUDES TO LEISURE
There are many traditional proverbs, which illusfiate the
.;lf you rlf.r." to worfu you cannot eat". This is also a quote from the TOPIC 5.1 LEISURE IN ZAMBIA TODAY
"*u.pG,
Bible in 2 Thessalonians 3:10' -
SUGGESTED DURATION: 40 Minutes
B. Hinduism PRE-REQUISITE: Ask pupils to mention ways in which they spend their
The Bhagavad-Gita (ch.3:8) says, "Thou shouldst do
thy allotted task, for
leisure time.
*o* ir r"p"ilor to idleness. Wiitrout work, even the maintenance of your body SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
is impossible."
Work is a source of happiness' It gives health and energy'
One should Discuss how people spend their leisure time in Zambia.
Leave the reward
perform one,s duty wiitrout toot ing for-approval or thanks. BACKGROUND INF'ORMATION
of wise people'
[o CoA. The right motive for working is iiharacteristic Opportunities for leisure inZambiaoccur after work and during weekends
in both rural and urban life. People spend leisure time in different ways such as
C.Islam
visiting family and friends, beer drinking, fishing, watching sports and
TheQur,ancommandspeopletowork.Thereisnodisrespectformanual television.
workers.
e across a man who spent all his days
Some of the ways in which people spend leisure time can be helpful
The physically and mentally. For example:
praying
who fed
- Walking
the man
- Going to church

and worshiP, on his brother.

- Swimming
- Hunting
D. ChristianitY - Fishing
The Christian attitude to work should be one of integrity, diligence, Other ways people relax is to:
4:28 and 6:5-9'
co-operation, punctuality, reliability and honesty, Ephesians - Visit family friends
- Watch sport, television, theatre, or cinema
TheChristian,sattitudetoworkwillgivevaluetoone-switness.For
example, John Calvii;. to his work"and teaching in the 16th century - Attend traditional dances
transformed Geneva
"ttiifi
from a poor town into a prosperous city. He simply - Go beer drinking
insisted that work be done to ihe glory of God, 1 Corinthians 10:31' - Go sight-seeing

IIINTS TO THE TEACIMR HINTS TO TIIE TEACIIER

how Christian Let pupils write down other ways of spending leisure time in zambia in
Emphasise the different attitudes to work, showing both rural and urban areas.
done as unto God'
motivation can transform any job into a diligent service,
SUGGESTED TEACHING AND LEARNING MATERIALS
SUGGESTED TEACHING AND LEARNING MATERIALS 1. Newspaper cuttings
1. The Bible 2-The Qur'an 3' The Vedas 2.Magazines
3. Videos
SUGGESTED TEACHING AND LEARNING ACTIYITIES
Comparetheattitudestowardsworkintheabovefourreligions. SUGGESTED TEACHING AND LEARI\ING ACTIVITIES
Discuss which leisure activities are more helpful than others.
EVALUATION
in the four religions. EVALUATION
Assess pupils, ability to analyse attitudes to work Assess pupils' ability to choose what activities are more helpful than others,

225
224
TOPIC 5.2 _BIBLICAL REASONS FOR LEISURE
SUGGESTED DURATION: 40 Minutes
PRE-REQUISITE: Let pupils give reasons why leisure times are necessary.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
State Biblical reasons for leisure.
BACKGROUND INF'ORMATION
God,s purpose for man from the beginning, was to have one day of rest in
seven, Genesii 222-3. God rested the seventh day after finishing the creation,
and blessed that day as a day of rest. This principle of rest is seen in the
institution of the Sabbath Day rest, Exodus 20:8-11; 23212.
There were other days of "forced" rest, also called "sabbaths", but not
necessarily on the seventh day. For example, the Day of Atonement was to be
celebrated on the tenth day of the seventh month, no matter what day of the
week it fell on - it was a "High Sabbath". In it they were to do no work, and
they were to fast and confess their sins, and worship God, a9 the_ High Priest
*o.rld offer an offering for the sins of the people, So this holiday gave the
people an opportunity to worship God, Levitictts23:26-32-
Leisure in the Bible was used as:
- an opportunity for rest, recreation and refreshment, Exodus 23212;
Mark 6:31.
forpraising and worshipping God, Luke 4:16; Isaiah 58:13-14; Psalm
- restricted rating films, smoking, etc.
92.
- for meeting friends and relaxing with the family, Mark 6:30-32; John
2-.12.
- for doing good, John 4:6-34.
HINTS TO TIM TEACIMR
Emphasise reasons given in the Bible for rest and refreshment.
SUGGESTED TEACMNG AND LEARNING MATERIALS
1. The Bible
SUGGESTED LEARNING AI\D TEACHING ACTTYITIES
Debate the real reason for rest and relaxation given in the Biblical
examples above.
EVALUATION
Assess pupils' ability to understand that the main purpose forrest is to give
an opportunity to think about God and worship Him for all that He is'
226
TOPIC 5.3 BEHAYIOUR IN
CTTNTSTT,q.N
- LEISURE TIME ACTIVITIES
SUGGESTED DURATION: 80 Minutes
PRE-REQUISITE: Let pupils say how they would act in situationx wlrorr.
leisure activities are in conflict with their faith in Christ.
SPECIFIC OBJECTM: By the end of the learning experience, I'SilA I
Discern good and bad forms of leisure for a Christian.
BACKGROUND INFORMATION
There are many lawful things that a person can do, but thut rkrr rrol
necessarily mean that it is a legitimate activity for a Christian. Fur exnrrrpln,
drinking beer is not illegal, but is it going to do a Christian any goort'/
Christians must avoid things which arenot good forthem. Some thhtgr nro
expressly forbidden in Scripture, because they are an abuse of the hxly, l,ur
example, drunkenness and sexual immorality, I Corinthians 6:12-20,
Then there are those things which a christian must avoid becausc rhay rrrny
lead a weaker brother or sister into sin (or even prevent someonn llrrrtl
becoming a christian). For example watching certain types of films. xrrrok lrr;1,
drinking beer, 1 corinthians 8:9-13. These verses are to do with enring rrronr
offered to idols. There's nothing actually wrong with the meat, but il'cnilrrg lt
caused a young Christian to be involved in idol worship, then lruult rnyr,
"Don't eat it!" This same principle applies to many things, such as wullhlrrl
There are many things, which are obviously of the world or lhc llrrlr.
which a christian must not take part in. For example, indecent ocliorrr nnrl
places, such as in bars and night clubs, worldly dancing, drunkenrrcrr nrrrl
witchcraft, Galatians 5:15-24.
Christians must live wisely, finding out what God wants us to rkr lry
following Biblical principles about what is right for a christian, I0phorlrnr
5:15-20. Christians must always be controlled by God's will, untl rrol hy
human desires, I Peter 4:2-5.
christians must consider how to use leisure time wisely - in wayr whrolr
will honour God. They must spend time in healthy, practical and crlloynhlc
activities, which God will approve, Galatians 5:22-24.
Proposed Plan for a Christian's Leisure Time
The following are examples of ways in which a Christian might rpctrrl hrr
or her leisure time:
. Resting and relaxing, talking with friends, visiting relatives, writing lcilor r
227
 : ::1TI:iI;"T1#:I:T;
e in need, such as the sick
TOPIC 5.4 _LEISURE IN OTHER RELIGIONS
SUGGESTED DURATION: 40 Minutes
PRE-REQUISITE: Ask pupils to mention how leisure was conducted
and the old.
work ft aditionally in Zambia.
. Still others could take part in sport, or engaged in some voluntary
with street kids. SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
christians must remember that all their time is given by
Go{, a.nd they are Understand leisure attitudes in other religions.
trrererore accountable to God for how they use their
time, including leisure
BACKGROUND INF'ORMATION
time.
A. Zambian Tradition
:' lJi""#tliffstudv mustbe done on a Sundav' In tradiiional Zambian life, opportunity for leisure came at the end of he
attend study time because this rule goes against day's work. There was noparticular day ofrest. Therewere tasks thathadtobe
done every day.
. entertainment fee' Should'a Christian
In their leisure time, children went out and "played at" families and daily
scos because he or she does not want to
living, pretending to be mothers and fathers, keeping house, building, cooking
waste his/trer moneY? and cultivating. It was a kind of informal way of learning about life.
. miss scripture union
Examination time is approaching. Should a christian Leisure amongst adults in traditional life was used for resting from work,
Should
Bible study -""tirrg, in ordei to spend the time revising?
a
chatting, visiting relatives, playing games, plaiting hair, traditional dancing
Christian revise on a SundaY? and ceremonies, hunting and feasting.
. A certain christian is a keen footballer, but most matches
-S;;d;t.
are played on a
Is it all right for him to play in a team on Sunday? B. Hinduism
HINTS TO TIIE TEACIIER In the Hindu religion, opportunities for leisure occur outside working
according to hours and at weekends, especially on Sundays. This day is observed as a day of
Bring out the recommended ways of spending leisure time
rest and relaxation for convenience only. It has no religious significance.
what the Bible teaches.
Leisure activities inciude: spending time with the family, visiting friends
SUGGESTED TEACHING AND LEARNING MATERIALS or places, relaxing at a picnic, watching or taking part in sport, communal
1. The Bible meals and social gatherings, and attending temple services held routinely
(or the
2. Tl.rc film "chariots of Fire" illustrates the sanctity of Sundays during the week.
Sabbath). C.Islam
SUGGESTED TEACHING AND LEARNING ACTIVITIES In Islam, opportunities for leisure occur outsido working hours, and at
week ends (in Zambia). Timo is allowed on Fridays for prayer and worship.
Leisure activities include : spending time with the family, visiting friends
or places, participation in sport (good health and physical fitness are
commended in the Qur'an), practising hobbies, extra religious activities on
Saturday and Sundays.
EVALUATION
against, the above question. Beer-drinking and immoral film shows are forbidden in Islamio law.
1. Assess pupils, ability to debate either for, or
Therefore Muslims do not partioipate in such leisure aetivities,
2'Assesspupils'abilitytodiscernwhataregoodorbadleisureactivities
in the school'

228 229
IIINTS TO THE TEACIIER UNIT 6: CHRISTIAN ATTITI]DES TO MONEY
Emphasise that the principle of one day in seven being a day of rest is AND POSSESSIONS
adhered to in all the main religions, except Zambian tradition.
TOPIC 6.1- ATTITI]DES TO MOIYEY AND POSSESSIONS
IN ZAMBIA
SUGGESTED TEACMNG AND LEARNING ACTIVITIES
SUGGESTED DURATION: 40 minutes
l. The Qur'an
PRE-REQUISITE: Ask pupils to describe how they feel when they see a
2. Th; Vedas
beggar.

SUGGESTED TEACIilNG AND LEARNING ACTIVITIES SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:

Ask the pupils to write down the similarities and differences in the way Identify different attitudes to money and possessions in Zambia.
leisure time is spant in the four main religions. BACKGROUI\D INFORMATION
People have many different attitudes to money and possessions. Some of
EVALUATION their attitudes are:
Assess pupils' ability to compare and contrast attitudes to leisure in the To money:
four main religions.
- Save monthly for a "rainy day".
- Use it wisely by investing it.
- Use it on family basic needs.
- Waste it on their own pleasures and selfish desires.
- Gamble it, risking their money on the chance of increasing it.
- Spend all their wages within a few days of earning it.
To possessions:
- Means ofprestige.
- Means of showing off.
- Status symbol in their community or society.
- Personal development.
- To win votes.
- A means to promote God's work,
HINTS TO THE TEACIIER
Enoourage pupils to inkospect on what their attitudes would be if they
were rich, or if they were poor.
SUGGESTED TEACHING AI\ID LEARNING MATERIALS
Magazine articles illustrating rich and poor lifestyles.
Magazine articles illustrating what people have done for God with their
wealth and possessions, For example, Samaritan's Purse, Ctristian Aid, Tear
Fund, World Vision, other mission organisations and oharities.

230 23t
SUGGESTED TEACHING AND LEARNING ACTIVITIES
Ask the pupils to find pictures and other information on the life styles of
the wealthy (pop-stars and politicians), and the poor (street kids and shanty
town dwellers).
Debate the motion: "Money and possessions - the source of happiness and
status in the society!"
EVALUATION
Assess pupils' understanding of the extremes that exist in our society.
TOPIC 6.2 BIBLICAL TEACHING ON ATTITUDES TO
- WEALTH AND POSSESSIONS
SUGGESTED DURATION: 80 minutes
PRE-REQUISITE: Let pupils recall the traditional teaching on money and
possesslons.
SPECIFIC OBJECTwE: By the end of the learning experience, PSBAT:
What the Bible teaches about wealth and possessions'
Vftat the Bible teaches about judgement for the wrong use of wealth.
BACKGROUND INF'ORMATION
The Bible strongly condemns the exploitation of the poor by the rich for
selfish gain. The Old Testament book of Amos 8:4-7 addresses the following
attitudes of the evil wealthy people:
- They exploited the poor and the needy (v.4)
- They bought poor people as slaves - they were just possessions (v.6)'
- -
They used dishonest weights and scales under-supplying and
over-charging (v.5).
* They despised Jewish festivals and Holy Days because they could not
sell and make money (v.5).
Jesus also points out the following wrong attitudes ln Luke l2'13'2I:
j properff, As her
- -
Greed and covetousness a man is not dged by the sum of
possessions (v,15).
- Laziness and taking hfe easy (v'19).
Enjoying selfish pleasures - eat, drink, and be merry (v'19)'
-
- Selfishness (v,21).
232
In the Sermon on the Mount, Jesus told the people, "You cannot serve God
and money (mammon)," Matthew 6'.24;Lluke 16:13. Here money is likened
to a god - you cannot serve two masters, you either serve God or money, not
both.'
The Apostle Paul tells Timothy that the "Love ofmoney is the beginning of
many evils in the person's life" and it causes people to forsake their faith and
brings many son'ows, I Timothy 6:10.
A. Biblical Teaching on the Use of Wealth
Riches come from God and must be considered as belonging to Him,
and should be used jn God's service, I Chronicles 29:1-16.
Wealth should be used to help the poor, Mark l0z2l-22.
Wealth must be used for good deeds, and be shared with othe. rs in need,
l Timothy 6:17-19.
B. God's Judgement for the Wrong Use of Wealth
James gives a warning to the rich that they will lose everything if they
have exploited their employees; if they have not paid them wages, yet
have lived lives of luxury and pleasure. God will cause their riches and
possessions to disappear, James 5:1-6.
Godwill not forgettheirevil deeds;punishmentwill follow, Amos 8:7.
God may require them to give up their lives, Luke 12:20.
God will bring to them ruin and destruction, I Timothy 6:9.
IIINTS TO THE TEACHER
Emphasise what constitutes wealth, that it is not wrong in itself, but how it
is used which determines whether a person's attitude is wrong or not.
SUGGESTED TEACHING AND LEARNING MATERIALS
L The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIES
1. Debate the motion: "Money and possessions - the source of many evils
in our society!" (Note the deliberate mistake! It is the LOVE of money and
possessions which is the source of many evils,)
2. Ask the pupils to act out two scenarios:
- A young Ctrist ted a large sum of money and
what would you advise her to do
his
with it all?
- The same as above, but you are a Godlv Qhristian advising her.
EVALUATION
Assess the pupils' ability to determine good and bad uses of wealth.
233
TOPIC 6.3 CHRISTIAN BEHAYIOI]R CONCER}IING MOI\EY
- GOD'S KINGDOM
SUGGESTED DURATION: 40 minutes
PRE-RBQIIISITE: Ask pupils if they know of a Christian who is misusing
their possessions. What is the life of that person like?
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Know how Christians should behave concerning money and possessions.
BACKGROUND INFORMATION
There is nothing wrong with owning wealth and possessions provided they
are used for God's glory. God sometimes allows a Christian to become rich
and gain possessions in order that he/she might use these things for the
advancement of the Kingdom of Heaven. It is a test, and if the Christian uses
these things wisely as a good steward, the Lord will bless him/trer all the more
in order that he/she might give again, 2 Corinthians 9:11. "You will be made
rich in every way so that you can be generous on ever./ occasion."
It should NEVER be an ambition of a Christian to get rich for its own sake.
Neither should a Christian accumulate possessions for the ambition of sitting
back and just enjoying those things for himself - that is greed and selfishness
(Luke 12:16-21).
So, along with wealth comes very great responsibility for a Christian:
- Their riches must come in an honest way, 1 Timothy 3 :7 ; I P eter 2212.
- They must give to God's work,2 Corinthians 9:7.
- They must give to others in need, Romans l2:.8;1622.
- By doing all these things, riches are being stored up in heaven, Luke
12:33;1822.
HINTS TO TIM TEACIMR
Ask the pupils to give examples of wealthy Christians who have the right
attitude to riches, and are using them for God's glory.
SUGGESTED TEACHING AND LEARMNG ACTIVITIES
List the hospitals and schools, and other charities dealing with steet kids,
and HIV/AIDS, which have been funded by Christians.
sutcpsrED
I
TEACHTNG AND LEARNTNG MATERTALS
l. The Bible
2.Magazine articles on any of the above charities.
EVALUATION
Assess pupils' ability to value the wealth given by others for God's glory,
234
TOPIC 6.4_TIIE RICH X'IND IT DIF'F'ICI'LT TO ENTER
SUGGESTED DURATION: 80 minutes
PRE-REQIIISITE: After struggling to pay school fees and purchasing other
requisites, your classmate finally gives up school. He is too poor to afford
being a pupil. How would you react to this situation?
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Explain why it is diffi cult for a rich person to enter the Kingdom of God.
Discuss the effects that wealth can have on a person's life.
BACKGROUI\D INF'ORMATION
The Bible does not condemn being rich, but wams about what riches can
do to a p€rSOrr oy keeping them away from God.
A.It is Hard forMan to Enter God's Kingdom, Mark 10:17-31
a Rich
To some, riches may cause them to wander away from God in their
thoughts and actions. For example:
- Wealth can lead to pride, Ilosea 12:8.
Riches can cause apersonto forgetaboutGod, Deuteronomy 8:13-14.
Too many riches can cause a person to deny God, bringing dishonour to
His Name - "Who is the Lord?" they may say, Proverbs 30:8-9.
A wealthy young man chose to reject Christ rather than sell his
possessions, Mark 10:22.
For some, owning the whole world is their goal, even if it means losing
their own soul, Luke 9:25.
B. What Riches May Do to a Person
-The love ofriches may choke the message of God's Word in ourhearts
so that it does not have much effect on us, Matthew 13222'
-Love of wealth is the beginning of all kinds of evil in a person's life,
leading to lack of faith and many sotrows, I Timothy 6:10.
C. What Rlches Cannot Do For a Person
Riches cannot do you any good when you face death, Job 1:21.
The rich man in Lukel6zlg-26,was selfish with his wealth. He had no
thought for God during his life, nor for the poor man at his gate. And his
wealth did not earn him eternal life.
Riches cannot redeem us. We cannot pay God the price for our lives, or
that of someone else, Psalm 49t6-9,
The rioh young man knew what was needed to follow Chri st - to give up
his wealth - and that price was too high for himl Mark 10:17'31.
235
D. Examples of Good Rich People BACKGROUND INFORMATION
Jesus never condemned people for having wealth, but for their use of Two moral issues to consider, about attitudes to wealth and possessions in
wealth. Wealth in itself is not evil. It is one's attitude to wealth that can be evil. the fourreligions: Zambian Tradition, Hinduism,Islam, and Christianity are :
It is hard for a rich man to enter the Kingdom of God, but not impossible.
- How one has acquired the wealth, and
Here are some examples of rich people in the Bible, who did enter the - How does one use the wealth.
Kingdom of Heaven, because of their faith and obedience to Him:
-Abraham, Genesis 13:2;Hebrews ll:8-10
A. Zambian Tradition
-Isadg Genesis 26:13-14; Hebrews ll:9
-Boaz, Ruth 2:1 The following zambian proverbs and their meanings will help review
- Job, Job 1:3 traditional attitudes to wealth:
- Joseph of Arimathea,Matthew 27:57
MEANING
ZAMBIAN PROVERB
HINTS TO TIIE TEACIMR
Emphasize that God gives wealth to those He can trust. If we are faithful 1. They are never dug hurriedly. You cannot get rich ovemight.
stewards, He will give us more in order for us to give again. 2 Corinthians 2. Food is never little, only the Receive everything gratefully without
that clothes may be too small. judging its quality, or share everything
will generously without doubting its worth.
th.
3. Two brothers shared one nut. Sharing is vital, no matter how small
SUGGESTED TEACHING AND LEARNING MATERIALS
the share.
l. The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIES
TraCitionally, the following are basic attitudes to wealth:
Discuss the following: why does God make some people wealthy? Is it so Riches come from hard work.
that they will be able to live a life of luxury? or is it becauie He wants them to Gifts must be received gratefully, even though small.
give it away, to help others, to be replenished, so as to give again and again? One must share with others.
EVALUATION Wealth is a means of prestige.
pupils' ability to understand that God is not against wealth, only the
-bad Assess
-
attitudes of the wealthy to their wealth.
B. Hinduism
According to Hinduism:
. "Bound in the meshes/of hundreds of desires, enslaved by lust and anger,
TOPIC 6.5 ATTITUDES TO TIIE USE OF WEALTH they try hard to gather'wealth by unfair means, for the satisfaction of sensual
- IN OTIIER RELIGIONS desires," Bhagavad-Gita ch. 1 6: 1 2.
. To gather riehes is not the right goal of life.
SUGGESTED DURATION: 40 minutes . Wealth is a blessing when it helps one onward to the Realisation of Life. But
PRE'REQUISITE: Ask the pupils to discuss what happens at a zambian if it is used to satisff lust, it becomes a barrier, keeping us from the Truth'
tun-eral home when relatives of the deceased share properiy. . It is a misay to be wealthy, if one is not virtuous in life.
. Acquired wealth should be carefully used, for a wealthy man is more
SPECIF'IC OBJECTM:By the end of learning experience, pSBAT:
responsible to society than a poor man.
Know the attihrdes to wealth and its use, in other religions in eomparison to . Therefore, a noble man will only acquire wealth by honest means.
Christianity. Ill-acquired wealth brings misfortune. This is called khama.

236 237
 C.Islam UNIT 7: CHRISTIAN ATTITUDES TO THE STATE
According to Islam: IN A MULTI-PARTY SYSTEM
' It is not a sin to be rich, as long as the wealth has been obtained honestly and
through hard work. TOPIC 7.I _ GOVERNMENT IN A DEMOCRATIC SOCIETY
. Exploitation of one's fellow man in obtaining wealth is forbidden. SUGGESTED DURATION: 80 Minutes
. Money must be used at money be used
PRE-REQTIISITE: Ask pupils what they know about Fundamental Human
frls! for the support poor and needy Rights.
(Zaldtad), and finally
' Saving money is encouraged, especially with regard to future needs. The SPECIFIC OBJECTwE: By the end of the leaming experience; PSBAT:
Qur'an recommends the storage of surplus food during years of plenty, and 1. Describe the Fundamental Human Rights.
even mentions Pharaoh's dream. Genesis 41. 2. Describe the attitudes ofaresponsible citizen towards the govemment.
. Lending money is permitted, but taking interest is forbidden. 3. Discuss the functions of a democratic govemment.
D. Christianity BACKGROUND INFORMATION
According to Christianity: As a member of the United Nations, Zambia signed the United Nations
. Exploitation is forbidden. Declaration of Human Rights on 1't December 1964. The rights of Zambian
' cheating, bribery, corruption and any form of dishonesty is forbidden. citizens are found in the constitution.
. Generosity and sharing are encouraged. A. Respect for tr'undamental Human Rights
. Putting God's Kingdom first is the right priority, Matthew 6:33.
Rights are divided into two categories: Civil and Political rights;
IIINTS TO TIIE TEACIMR Economic, Social and Cultural rights. All these rights.are however limited to
some extent. Some of the Fundamental Human Rights are:
Similarities in the four religions exist, but emphasise that christians are
told not to amass wealth and possessions for ones own enjoyment, but to be
. The right to life, security and liberly - no one has the right to take away
spread around and shared with those in need. another person's life. If they do, they should be punished by a court of law.
No one has the right to buy or sell another as a slave. Neither should a person
SUGGESTED TEACHING AND LEARNING MATERIALS be exiled because of their political or religious beliefs.
1. The Bible . The right to a fair hearing, to be considered innocent until proven guilty
2.The Qur'an Anyone accused of an offence has the right to a fair trial, and should not be
held in custody for a long time without trial.
3. The Vedas
. The right to own property - everyone is free to own property, either as an
SUGGESTED TEACHING AND LEARNING ACTIVITIES individual or an association, as long as it is acquired in a lawful way'
Ask the pupils to list what is similar, and what is different from . Freedom of conscience and religion - this means that every citizen has the
christianity in the other religions, in relation to acquiring, use, and attitude to right to hold any opinion about anything, and can choose their own religion.
wealth and possessions. Se i orevious lessons for a fuller treatment ofChristian . The right to marry and have a family - anyone who has reached the lawful
attitudes to wealth and poss,:ssions. age to marry, has the right to do so.
. The right to nationality - everyone has the right to become a citizen of the
EVALUATION country where they were bom.
Assess pupils' ability to compare the various attitudes to wealth in the four . The right to education - every person should be given an opportunity to
religions. have Basic and Elementary education. The govemment should also provide
Technical and Professional edusation.

238 239
. Husbands and fathers should provide care and support for their wives and HINTS TO THfu TEACHER
children. Wife beating, child labour and abuse mustbe punishable offences. Emphasize that a successfullyrun countryrequires the mutual cooperuliott
. Equal pay for equal work - there should be no discrimination of sex, race, or of both the govefnment and its people.
religion. People who have the same qualifications, and are doing the same
job, should receive the same pay. SUGGESTED TEACHING AND LEARNING MATERIALS
. Protection against unemployment - the govemment should create an 1. Newspaper cuttings
enabling environment for people to work in either the private or public 2.Magazines articles
sector.
. Just and favourable working conditions - workers should have adequate SUGGESTED TEACHING AND LEARNING ACTIVITIES
transport to and from work, a living wage, and enough time to rest. 1 . Ask pupils to discuss, "When does a democratic government cease to hc

democratic?"
B. Attitudes of Responsible Citizens Towards the Government
2. Regarding our responsibility to God, the government and its leador,
Generally speaking, in Zambia, most citizens support the Government. what is the meaning of 1 Peter 2: 17? "Show proper respect to everyone: Lovo
This is because it is democratically elected. However disatisfaction may be the brotherhood of believers, fear God, honour the king."
expressed against the govemment and its leader through lawful, and
disciplined demonstration. EVALUATION
. Every responsible citizen has a duty to be obedient to authority and those in Assess pupil's ability to
t analyse what makes a govemment democratic.
power - this means that one should be law abiding and have respect for
Assess pupil's ability' to determine the order of duty to God and thc
authority. govemment.
. Working together - citizens should work together with the govemment for
development of the country.
. Social justice and respect for Human Rights - citizens should promote and
respect other people's rights.
. Peaceful resolution of conflicts - conflicts between groups of people and TOPIC 7.2 WHAT THE BIBLE TEACIIES ON LEADERSHIP
-
the government should be resolved in a peaceful manner. Violence can lead SUGGBSTED DURATION: 80 minutes
to civil war.
. Patience and tolerance - citizens should be able to tolerate each other's PRE-REQIIISITE: Ask pupils to state what are the characteristics of a bad
leader.
views and opinions.
. Sense of responsibility - a good citizen should contribute to the weltare of SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
the country by producing goods and services, and be loyal and patriotic. Give examples from the Old Testament of God punishing bad rulers and
C. Functions of a Democratic Government the people who chose them, or allowed them to take control.
A democratic government is one, which is based on the consent of the BACKGROUIID INF'ORMATION
people. Some of the functions of a democratic government are: In Genesis 17:1-8, Exodus 627 and Jeremiah 7;23, God had promised
. Promotion ofhuman rights - the govemment should not violate the rights of Israel to be their God and leader as long as they obeyed His commandments
individuals, and should see that no one else takes away another's rights. (Deuteronomy 6:1-3). GodappointedMoses and Joshua as leadersoflsrael to
. Respect for the rule of law by govemment and citizens - everyone should be lead the Israelites out of Egypt and into the land of Canaan. When these men
teated equally before the law, regardless of ones status in society. died, the people disobeyed God's laws and were punished. They cried to God
. Provision of social services - it is the duty of the govemment to provide its to deliver them and He raised up leaders called "Judges". These Judges were
citizens with services, such as health, education, housing, clean water, used by God to save the people from their enemies and to help them solve their
waste disposal, and transport. problems, Judges 2zl-2, ll-23.
240 241
A. Israel Rejects God as King and Ruler, 1 Samuel 8:4-9119-20;922
Instability and fear of the future led the people of Israel to demand a King,
who would provide a royal family and continuity of leadership like the
surounding nations. They did not realize that their instability was caused by
their disobedience to God, not by lack of continuity in human leadership. They
did not trust God to provide the leadership, which they thought they needed, so
they demanded a King. D. God's Example as a Ruler, Ezekiel 34zll-16,20-31
God told Samuel, who was their Judge attlnttime, that their decision to
choose a human King was not only a rejection of Samuel, God's appointed
leader, but more importantly, a rejection of God as their King and Ruler. The
people wanted ahuman King, who wouldbe awarrior andleadthemto victory
against their enemies (1 Samuel 8:20). The King whom they chose was Saul,
who was head and shoulders taller than anyone else in the land, and very
handsome, but he proved to be a disastrously disobedient king.

B. Resistance to Bad Rulers, Judges 9zl-25

In the time of the Judges, Gideon's son, Abimelech, wanted to set himself
up as a king. He went to his mother's relatives who persuaded men from
Shechem to follow him. He then went and murdered his brothers to eliminate
opposition. One brother (Jotham) escaped, and he reminded the people ofwhat
his father Gideon did for them. He predicted trouble if they continued.to
disobey God, and it surely came.
Choosing a bad man to rule is dangerous, both to the ruler and to the people f God's standard in leadership.
perfect- only the Messiah can
he leads. Jotham told the people this parable: The thom bush burns easily if 's standard, to which all human
you try to destroy it, but it can also set alight a whole forest and destroy
everything around it. Jotham's words were prophetic - revolt and chaos
followed. Any leader appointed by the people should regard himself as a IIINTS TO TIIE TEACITER
figurehead, a symbol of authority, not a dictator.
Emphasize that the things for which God denounced the leaders of Israel,
C. God's Condemnation ofBad Leaders, I Kings 16229;19:1-18; 2lzl-29 are examples to us of what God's standard is for good human leadership.
The Bible says that Ahab sinned against God more than any of his SUGGESTED TEACHING AI\D LEARNING MATERIALS
ancestors. He had also married Jezebel, a pagan foreign princess and Baal 1. The Bible
worshipper. Ahab and Jezebel persecuted the prophet Ehlah such that he
became depressed and afraid, but God encouraged him to continue, and told SUGGESTED TEACIilNG AND LEARNING ACTIVITIES
him that Jehu was to be King in the future. God also appointed Elijah's 1. Ask the pupils to dramatise the story of Ahab and Naboth's vineyard.
successor, Elisha. The story of Ahab coveting Naboth's vineyard is an 2. Discuss how the truth of I samuel 16:7 shourd influence the way we
example of the greed, selfishness and cruelty of a bad king. choose our leaders - "Man looks at the outward appearance, but the LORD
In Ezekiel34:1-10, God condemns the leaders of Israel fornot doing their looks at the heart." (God's rejecfion of Saul.)
duty to the people of God. They were selfish and greedy. They did not look
after the "sheq)". They were cruel, and ill-treated them. They did not heal the EVALUATION
sick, or care for those in need or rnjured. Therefore the sheep wondered away Assess pupils' ability to recognise the importance of seeking God's
and were scattered. They were attacked by wild animals, while the shepherds guidance in the choice ofleaders.

242
243

TOPrC 7.3 QUALTTTES OF A GOOD LEADER
- example. He was going to pay the ransom price for deliverance from slavery to
SUGGESTED DURATION: 80 Minutes
PRE-REQIIISITE: Ask pupils to list some qualities of a good leader'
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Identif, qualities shown by good rulers in the Bible.
Disouss how these qualities can help present day leaders.
BACKGROUND INF'ORMATION
acting like a dictator, (Luke 22:24'30).
A. Arguments About Greatness, Luke 9:46-48
Politics crept in amongst the disciples. They wanted position, power and_
influence. thisittitude is a hindrance to spiritual progress. In the Kingdom of
God, the most important thing is submission to the authority and will of our
King, Jesus Christ. Thoughts of personal gain disappear when Christ is
they argued about who would be the
must first learn what it means to serve.
ess and knowledge, is not a leader, but a
dictator. Pe
Loyalty to
fellowship
B. James and John's request, Mark 10:35-45
if they could be seated one on either side of
James and John asked Jesus
Jesus in His glory. This happened after Jesus' third prediction of His
sufferings. The disciples still did not understand what Jesus meant.
(Acts 12:2) and John was exiled, Revelation 1:9.
244
greatness lay in thl number of people one could help. He gave Himself as an
sin, by dying on a cross. This was Jesus' supreme act of service for mankind.
The price He paid was His life, Mark 9:33-37.
C. Parable About Humility, Luke 14:7-11- The Wedding Feast
Jesus was having a meal at the house of a Pharisee and He noticed how
people were choosing the best places as a way of honouring themselves. This
was bad manners and could cause embarrassment. Jesus wamed them that they
would be fortunate to have even the lowest places in the Kingdom of God. "It is
better to be asked to take a higher position than to be told to give your place to
someone more important." Jesus turned this into a parable. Proverbs 2526-7 .
The Pharisees demanded special treatment because of their position. They
thought that God would treat them in the same way and give them special
places in the Kingdom. They did not know that God does not discriminate.
Jesus used this parable to teach his host a lesson on helping those in need,
but with no thought of reward. Real generosity does not look for a reward,
Lrtke 14:12-14.
D. Jesus' Example of Humility, John 13:3-15; Lu.ke 22:24-27
This took place during the Last Supper. The disciples had been arguing
over who was the greatest and Jesus demonstrated the answer. The Master
knowing who He is, and in His love for men and women, makes Himself their
servant. Peter refused to have his feet washed. Jesus' reply shows that if His
follower is to be associated with Him, he must be constantly cleansed from the
things of the world.
Peter then wanted to be washed all over. But Jesus' reply points out that
anyone who has bathed already, will only need to wash his feet later. Peter was
already "spiritually clean" (bathed) through his faith in Christ, but he needed to
be continually cleansed from daily sin (washed).
Jesus spoke of the cleansing brought by His life and death. Those who are
cleansed like this must show it in loving and humble service for each other.
Christ's followers must reproduce in their lives the humility of Christ.
E. Righteousness and Justice, Psalm 72:l-14
A good ruler will rule with righteousness and justice. He will judge the
poor fairly, help the needy and defeat their opponents. He will bring prosperity
and righteousness to the nation. He will rescue the poor, needy and neglected.
He will show them pity and save their lives. fNote: This Psalm starts off
addressing Solomon, but it soon becomes obvious that the Psalm is mainly
prophetic about an even greater King - the coming Messiah, King Jesus']
245
 IIINTS TO TIM TEACIMR
IIINTS TO TIIE TEACHER
Discus which Jesus taught about humility. Emphasise the Christian responsibility to respect authority, and that we are
For examp ollector (Luke l-g:1-14); fhe Cood to pray for our leaders. At the same time, Christians need to discem when a
Samaritan s Duty (Luke l7:7_l1). wicked leader has "crossed the line" whereby we must choose to obey God
SUGGESTED TEACIilNG AND LEARNING MATERIALS rather than men, Acts 5:29.

L The Bible SUGGESTED TEACIilNG AND LEARNING MATERIALS

l. The Bible
SUGGESTED TEACIilNG AND LEARNING ACTIVITIES 2. Books or magazine articles about Christians experiencing harassment
1. Act out Jesus washing His disciples feet. by authorities, for example, in kan or China.
2. Discuss other ways in which Jesus demonstrated humility. SUGGESTED TEACIilNG AI\D LEARI\ING ACTIYITIES
EVALUATION Ask pupils to write down a list of the type of rule or regulation which
would force Christians to be disobedient to authority. For exaqile, forbidding
Assess pupils' ability to act out Jesus washing his disciples feet. Christians to worship God.
EVALUATION
Assess pupils' ability to understand where "the line" is drawn between
TOPIC 7.4 _
CIIRISTIAN ATTITUDES TO LEADERS obeying God rather than man.
SUGGESTED DURATION: 40 minutes
PRE-REQUrsrrE: Ask pupils to discuss whether even bad leaders should
always be obeyed, or is there a point where disobedience becomes necessary? TOPIC 7,5 _ ATTITUDf,S TO RULERS IN CHRISTIANITY
COMPARED WITH OTHER RELIGIONS
sPECrFrc OBJECTTVE: By the end of the learning experience, psBAT:
SUGGESTED DURATION: 40 minutes
Discern correct attitudes towards leaders.
PRE-REQUISITE: Askpupils to list attributes of leadership respectedby all.
BACKGROUND INF'ORMATION
SPECIF'IC OBJECTM:By the end of the learning experience, PSBAT:
Compare Christian attitudes to rulers with those of other religions.
BACKGROUND INFORMATION
Zambiais aCtristian nation, meaning that Christianity is the main religion
practised. However, there are other religions such as Islam, Hinduism and
Leaders should be obeyed and respected. However, the first loyalty of Traditional religion that are practised by people who do not follow
christians is to God, rather than to human rulers. peter and lorn iouna it Christianity. Every Zambiancitizen is free to belong to a religion of his or her
necessary to disobey the orders ofthe sanhedrin because they were ordered
to choice despite the fact thatZambia is a Christian nation.
stop preaching the Gospel, Acts 5:27-29.
The following are the different teachings about leadership in the different
when the orders of the rulers are in conflict with religions practised in Zambia.
, John the Baptist rebuked King Herod for his
-28. A. Christianity
As christians we are urged to pray for our rulers, that our lives may be '. A leader must be willing to serye, listen and learn.
I Timothy 2zl-4.
peaceful and quiet, A true leader is humble. He puts the interests of others in front of his own,
and does not rule like a dictator.
246
247
. Leaders do not demand special treatment because of their position. . According to ancient Hindu legends and history, all great Kings had great
. Christ's followers strive to reproduce the humility of Christ in their lives. "Gurus" (teachers, leaders, or advisors). These gurus guided the rulers.
B. Zambian Tradition
. In modern India, Mahatma Gandhi could be considered as such a leader. He
. A leader looks after the interest of the community. He has subordinates who took the traditional ideas of leadership and adjusted them to contemporary
work with him. conditions of Indian society.
. A leader demands special treatment because of his position. . Mahatma Gandhi lived for less than a year after independence. He never
. Leaders get into power through inheritance and consensus. wished to be Prime Minister or President of India, but all public figures in
. Leaders are a fountain of wisdom and knowledge. India respected him as a leader.
. In the traditional Zambiancommunity, there are leaders who play a special . Sacrifice, devotion, the welfare of the common people, and the
part in traditional religion. For example, there are medicine men, witch establishment of truth are the basic aims of Hindu leadership.
finders, diviners, rain-makers, and priests.
However modern life is influencing leadership in traditional religion. For HINTS TO THE TEACHER
example, some traditional leaders these days, live in towns. Emphasise the similarities and differetrces in the main teachings about
leadership in each of the four religions.
C.Islam
. Administration in an Islamic state is under an Amir (or Emir) or Chief. He SUGGESTED TEACHING AND LEARNING MATERIALS
must have the confidence of the majority for his knowledge of Islam, and
should show a fear of God, and have leadership qualities. 1. The Bible
. An Amir is assisted by an advisory council called, Shura. He administers 2.T\e Qur'an
the country with their advice. 3. The Vedas
. The citizens have the right to criticize the Amir, and he has to give up his
office if he loses their confidence. SUGGESTED TEACHING AND LEAR}IING ACTIVITMS
. The Ayatollahs are the religious leaders and teachers. They teach the Ask pupils to write down the similarities and differences on leadership in
Qur'an to the people, and are allowedmuch freedom in interpreting its exact Christianity and the three other religions.
meaning. They have great influence and many of them are also political
leaders in Muslim nations. EVALUATION
. Amongst the Sunni, a sect of Islam, there is a strong sense of community. Assess the pupils' ability to compare and contrast teachings on leadership
Their traditions represent majority thought by consensus (agreement of in Christianity and the three other religions.
opinion through discussion). Because of this, they believe that their
traditions are the only ideas which have come from God.
. However, they say Muhammad taught tolerance, so they have adopted a
spirit of co-operation, and accept the fact of differing ideas within Islam.
D. Hinduism
. Traditional Hindu leaders were the religious leaders - the High Priests.
. The great kings of ancient India used to take advice from the Great Sages or
Wise Ones.
. These wise teachers were the real leaders of society. Their principles were
"simple living and high thinking." Their thoughts were regarded above all
earthly possessions. Spiritual goals of high standard were the aini of their
leadership.

248 249

I
 UNIT 8: CHRISTIAN ATTITUDES TO SEX SUGGESTED TEACIIING AND LEARNING MATERIALS
AND MARRIAGE l.Magazine articles
2. Newspaper cuttings
TOPIC 8.1 ATTITIJDES TO MARRIAGE IN ZAMBIA
- SUGGESTED TEACHING AND LEARNING ACTIVITMS
SUGGESTED DURATION: 40 Minutes
1. Plan an interview with the head teacher or some other suitable person on
PRE-REQIISITE: Discuss how friendships should be built up. how they met their spouse.
SPECIFIC'OBJECTIVE: By the end of this leaming experience, PSBAT: 2. Invite a marriage counsellor to give a talk on marriage. Also plan with
the pupils, suitable questions to ask the counsellor.
Discuss the purpose for marriage.
Discuss the advantages of large and small families. EVALUATION
Assess the pupils' ability to plan these events, and asking the most suitable
BACKGROUND INF'ORMATION
questions.
Here are some of the reasons for marriage expressed by various people:
- To have children.
- For companionship.
- Because they love each other. TOPIC 8.2
-
MARRIAGE WAS INSTITUTED BY GOD
- For status in the society.
SUGGESTED DURATION: 40 Minutes
- For prestige.
PRE-REQUISITE: Discuss what society would be like without the
Marriage can either give rise to a large or small family.
God-given institution of mariage.
A. Advantages of a Large Family
SPECIHC OBJECTM: By the end of this leaming experience, PSBAT:
- Work is easily done. Explain from the Bible, God's institution of marriage.
- Support for each other.
- More security for parents in old age. BACKGROUND INFORMATION
- Perpetuation of the clan. God instituted marriage for mankind in the Garden of Eden long before sin
B. Disadvantages of a Large Family entered the world. It is recorded in Genesis that God created human beings in
- Insufficient food. His image, male and female. He told them to be fruitful and multiply, Genesis
- Inability to educate children. lz27-28. A man is to leave his parents and be united with his wife and become
- Inadequate clothing and other basic needs. "one flesh", Genesis 2224. One man and one woman, and the two become ong,
not to be divided.
C. Advantages of a Small Family
We read that God created a woman primarily to be a suitable companion,
- Adequate resources.
for it was not good for a man to be alone, Genesis 2:18.
- Good education affordable.
If a man is to leave his parents to be married (joined) to his wife, then he
- Quality standard of living.
I Timothy
D. Disadvantages of a Small Family
must be able to support her, 5: 8. They must set up their own home -
a new family unit - in which there is no interference from members of either
- Inadequate labour in the home. family.
- Limited care for the aged. IIINTS TO THE TEACIIER
HINTS TO THE TEACIIER
Emphasize to the pupils that marriage is ordained by God. It must be
Emphasise why some families are small and others large. respectedby all, andin God's sight, no onehas therightto interfere ordivorce.

2s0 251
SUGGESTED TEACHING AND LEARIIINd MATERIALS
1. The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIES
In small groups, ask the pupils to interview a Christian couple, then a
non-Christian couple and take notes on the following:
- What does marriage mean to them?
- How is God involved, or not involved in their marriage?
EVALUATION
Assess the pupils' success in noting down the answers to the above
questions, and their ability make meaningful comparisons.
TOPIC 8.3 PI]RPOSES X'ORMARRIAGE
-BIBLICAL
SUGGESTED DURATION: 40 Minutes
PRE-REQUISITE : Ask pupils, What is companionship?
SPECIF'IC OBJECTM:By the end of this learning experience, PSBAT:
Explain what the Bible teaches about the purposes of marriage.
BACKGROfII\D INF'ORMATION
The Bible teaches that the purposes of marriage are:
. Mutual companionship and help. Among the animals there were both sexes,
but man was alone when first created. Since tue parfrrership is based on a
conscious need aqd desire, man is not made for a solitary and self-sufficient
existence. The original plan implies that the man and woman fit into a unit,
in which they help each other equally. The woman was a new being, but
shared man's essential nafure, Genesis 2:18.
. Mutual love and faithfulness. Each found fulfilment in the other, and they
essentially became one baing, Genesis 2:24.
. - To discourage the sin of immorality.
A permanent union betwqen two people. No man or woman has the right to
break this marriage union, Mark 10:9.
. - Forprocreation.
Reproduction of life. Whilst this is important, it is secondary to the purpose
of mutual companionship and help, Genesis 1:28; 2:18.
. Fulfilment of desire. Desire for the opposite sex is normal, but should only
be fulfilled in the context of marriage, I Corinthlans 7:l-6.
252
HINTS TO THE TEACHER
Encourage pupils to understand the fuller meaning of marriage - it is not
just to legalise sex! Give examples from real life of those who went into
marriage for the wrong reason and motive, and what the result was.
SUGGESTED TEACHING AND LEARIYING MATERIALS
l. The Bible
SUGGESTED TEACHING AI\D LEARNING ACTIYITIES
Ask the pupils to debate the motion, "Marriage is for Life".
EVALUATION
Assess the pupils' ability to understand the fuller meaning of marriage'
TOPIC 8.4 PURPOSES FOR MARRIAGE IN OTIIER RELIGIONS
-
SUGGESTED DURATION: 40 Minutes
PRE-REQUISITE: Let pupils explain why people marry'
SPECIF'IC OBJECTM: By the end of this learning experience, PSBAT:
Know the purposes for marriage in other religions.
BACKGROIJI\D INF'ORMATION
Religious traditions .vary a little in their purposes for marriage. It is
interesting to note that there are more similarities than differences. Procreation
is the most important reason in non-Christian religions.
A. The Purpose of Marriage in Islam
- To strengthen relationships betwean families.
- For procreation, to produce more followers of Islam and so encourage
its spread.
- create a new family unit.
To
B. The Purpose of Marriage in Hinduism
- To create a family unit through a man and wife parhrership.
C. The Purpose of Marriage in Zambian Tradition
- Forprocreation.
- To strengthen ties with other people and between the couple.
253
 - Marriage was viewed as a community matter and had to be for the good
of the community. Therefore, if a marriage did not produce children, or
there were other marital problems, it would be ended, as not being for
the communal good!
HINTS TO THE TEACHER
Encourage the pupils to discuss why companionship and help does not
have the same importance in the otherthree religions as it does in christianity.
SUGGESTED TEACHING AND LEARNING MATERIALS
l. The Bible
2.The Qur'an
3. The Vedas
SUGGESTED TEACHING AND LEARNING ACTIVITIES
1. Invite resource persons from each ofthe four religions to give a short
talk on the purpose of marriage in their religion.
2.Lead a panel discussion on why people marry.
EVALUATION
Assess the pupils' ability to glean information from the talks and the panel
discussion.
TOPIC 8.5 THE CHRISTIAN WAY OF CHOOSING A
- MARRIAGE PARTNER AND
PREPARING FOR MARRIAGE
SUGGESTED DURATION: 40 Minutes
PRE-REQIIISITE: Point out that choosing a marriage partner is much more
difficult than just choosing a friend, This parhrnership is for life!
SPECIFIC OBJECTIYE: By the end of this learning experience, pSBAT:
Know the Biblical principles that should guide a Christian in choosing a
marriage partner.
BACKGROUND INF'ORMATION
In all communities, finding a marriage parbrer and finally getting married
are cardinal in the development of a person. All concemed attach a lot of
importance to marriage. Here are some guiding principles:
. A man should not marry until he can leave the support ofhis parents, and be
able to supporl himself and his wife, Genesis 2:24, Genesis24:l-32,50-53.
254
Christians are iorbidden to marry someone who is not a Christian,
2 Corinthians 6:14-18. Christians who marry non-Christians cannot have
real, deep fellowship together, which is required for a good marriage. They
have no basis for agreement on the important things of life, both spiritual
and material matters.
One should not choose a marriage parbrer because of lust, but in honour and
love, because lust always dies, but love lives on, 1 Thessalonians 4:4-5.
It is not enough for a Christian to choose to marry another Christian - they
must also be compatible. They should have similar interests and opinions on
important matters such as the use of money, bringing up children, etc. Your
partrer must be a Christian, and God's choice for you, thereby avoiding
some of the potential problems of marriage, which occur because of the lack
of consideration and prayer beforehand.
IIINTS TO THE TEACHER
Stress to the pupils the need to be careful when choosing a life partner. Ask
them to imagine being stuck with a spouse for life when they are not compatible.
Emphasize the consequences of making a wrong choice.
SUGGESTED TEACIilNG AI\D LEARNING MATERIALS
1. The Bible
SUGGESTED TEACMNG AI\D LEARNING ACTIVITIES
Ask the pupils to debate the advantages and disadvantages of arranged
marriages. How important is it to marry for love, as opposed to convenience?
EVALUATION
Assess the pupils' ability to argue for and against arranged marriages.
TOPIC 8.6 CHOOSING MARRIAGE PARTI\ERS
- COMPARED WITH OTIfER RELIGIONS
SUGGESTED DURATION: 40 Minutes
PRE-REQTIISITE: Let pupils discuss how they choose their best friends.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Compare the Christian way of choosing marriage partners with those
found in other religions.
BACKGROUND INFORMATION
Marriage is so important in every religion that the choosing of a marriage
parbrer should be done by seeking the guidance ofGod, parents and elders.
255
A. Christianity SUGGESTED TEACIilNG AND LEARNING ACTIVITIES
It has already been established in topic 8.5 that for a Christian marriage, the Ask pupils to compare christian standards of choosing marriage partners
following guidelines should prevail: with those of other religions.
- A man should only marry when he is able to support himself and his EVALUATION
wife.
Assess the pupils' ability to compare Christian standards of choosing
- The man must leave his parents and cleave to his wife. marriage partners, with other religions.
- Both husband and wife must be Christians.
- A wife/husband must be chosen by God.
- Both must be compatible.
B.Islam TOPIC 8.7 SOME CHRISTIANS DO NOT MARRY
-WITY
The parents alrange marriages. The parents of the young man look for a SUGGESTED DURATION: 40 Minutes
suitable wife for him. A Muslim man may marry a non-Muslim, but a Muslim PRE-REQUISITE: Ask the pupils what are the traditional reaction$ to
woman cannot marry a non-Muslim. She may choose her husband from someone who never marries.
among free Muslim men, but should also respect the opinion of her father,
grandfather, brother or other guardians. They have, however, no right to give SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
I
her away to someone against her will. The Shia sect of Islam allows a man to Explain why Christians are not forced to marry.
contract for a wife for a given period of time (one to five years), on payment of
I

a suitable dowry. She is then free to go backto her father or guardian, on expiry
BACKGROUND INFORMATION
ofthe contract. Jesus said there are some people who do not marry for the sake of the
Kingdom of Heaven, Matthew l9zl0-12. because:
C. Hinduism . Th.y have been placed in circumstance mpossible'
Traditionally, parents alrange all marriages. The girl's parents look for a . They take vows of celibacy, so that they completely to
suitable husband for their daughter. The woman pays the dowry. Some modern God's service.
young people would meet at college and fall in love, but still negotiations are .
made, and consent to marry sought from both sets of parents.
D. Zambian Tradition
Parents alTange mariages. It is usual for the young man's parents to look before God and to put Christ's aims first, I CorinthiansT:25-40'
for a suitable wife for their son. His parents approach the girl's parents and
start negotiations for the marriage. Usually the parents make the choice with SUGGESTED TEACHING AND LEARNING MATERIALS
full consent ofthe son or daughter. 1. The Bible
Z.Magazine articles on a Christian's dedicated work for the Lord'
In modern Zambian society, young men and women meet at school or
3. Pictures ofdedicated believers serving the poor and needy'
college, fall in love and marry. However, there must still be parental consent
and lengthy negotiations between both sets of parents, usually through a SUGGESTED TEACHING AND LEARNING ACTIVITIES
go-between. (The same wouldbe true in modem Muslim and Hindu societies.) Debate the motion, "It is sometimesbettertoremain single thantomarry".
SUGGESTED TEACIilNG AND LEARI\ING MATERIALS EVALUATION
1 . Picture s of marriages in Zambia, fraditional, Muslim, Hindu, Christian. Assess the pupils' ability to appreciate and respect why some people
2.The Qur'an choose not to marry, whilst others do.
3. The Vedas

256 257
TOPIC 8.8 _ VARIOUS ATTI'IUI,ES TO UI\MARRIED ADULTS . However, an unmarried adult of a different race or culture is accepted,
IN CHRISTIANITY AND OTIIER RELIGIONS although it is still considered an dbnormal state.
SUGGESTED DURATION: 40 Minutes . It is also acceptible for a Zambian adult to be unmarried for religious
purposes, for example, priests and nuns.
PRE-REQUISITE: Why do some Christians choose not to marry?
SPECIFIC OBJECTI\IE: By the end of this leaming experience, PSBAT: IIINTS TO THE TEACIIER
Stress the fact that only in Christianity is an unmarried adult not regarded
Compare other religion's attitudes to unmarried adults to that of
as abnormal.
Christianity
BACKGROTIND INFORMATION SUGGESTED TEACHING AI\D LEARNING MATERIALS
In many communities, married adults are given more respect than the l. The Bible
unmarried. 2.T\e Qur'an
A. Christianity 3. The Vedas
. It is more common to find unmarried adults in the Christian faith than in any SUGGESTED TEACIilNG AND LEARIIING ACTIVITIES
other religion. This is due to the teachings of Jesus and Paul as seen in Topic
8.7 - Why some Christians do not marry. Ask the pupils to prepare questions for an interview with some unmaried
. In Christiani], the demands ofChrist are strongerthan those oftraditions in
adults. Then go and do the interviews, and report back to class.
other religions and cultures. The unmaried are accepted and appreciated EVALUATION
for their commitment to Christ's work.
Assess pupils' ability to carryr out an interview and report effectively to the
B.Islam class.
. Muslims regard an unmarried adult as abnormal and uncommon.
. Sometimes a Muslim may remain unmarried for religious reasons, so that
he or she can be more devoted to God.
. Sometimes a person with a bad reputation, or from a family of ill repute, will
find it difficult to get a marriage partner.
. Those of other religions who are unmarried are accepted and appreciated.
C. Hinduism
. Hindus consider the unmarried adult to be abnormal, possibly indicating
some mental or physical defect or even unwillingness to be maried.
. Sometimes an only child (daughter) will remain unmarried in order to look
after her aging parents.
. Unmarried adults ofotherraces orreligions are accepted and appreciated.
D. Zambian Tradition
. With regard to unmarried people, the Zambian traditional and modern
attitudes are much the same. Unmarried adults are despised, because in
Zambianhadition it is abnormal not to marry.
. People conclude that the unmarried Zambian adult is somehow deficient in
the reproductive organs.

258 259

UNIT 9: HUSBAND AND WIFE RELATIONSHIP
TOPIC 9.1 OT'HUSBANDS AND WIVES
-RESPONSIBILITIES
SUGGESTED DURATION: 80 minutes
PRE-REQUISITE: Ask pupils to suggest qualities in a good husband or wife
they would like to see.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Describe the Biblical qualities demanded of a good husband and wife.
BACKGROUND INFORMATION
Marriage was ordained by God, and there are clear expectations for
husbands and wives. Here are some of the Biblical qualities required:
A. Qualities of a Good Husband
1. The husband must LEAVE his parents and CLEAVE to his wife. He must
make a new home for himself and his wife, Genesis 2t23-24. Leaving and
Cleaving are two fundamental requirements in God's design for marriage,
Ephesians 5:31.
Leaving means "to start a new family unit" where the husband is now
responsible towards God for his family. His father and mother, uncles and
aunts, cannot interfere in the new family unit. If he is wise, he will seek counsel
andadvicewiththem, butGodholds HIM responsible atthe end ofthe day.
Cleaving means "to stick to your wife". Nothing must come between
husband and wife. They are stuck together with the super-glue of the marriage
vows before God. The only "third parfy" involved is God Himself - no family
interferance is allowed, no "other woman" or "other man" (adultery). No
circumstance is allowed to break a marriage either, whether it be sickness,
money concerns, childlessness, extended family responsibilities, parental
responsibilities in their old age, etc. Only "death do us part".
2. The husband must LOVE his wife, and show it. This love should be like the
sacrificial love of Christ for His Church, for which He died. The husband is to
show this kind of love for his wife, and he must be willing even to die for her as
a demonstration of his love, Ephesians 5:25-33; Colossians 3:19.
Notice that in Ephesians and Colossians, it is the husband that is
commanded to love his wife, not the wife commanded to love her husband.
Does this mean that she does not have to love him? No, certainly not. Paul is
addressing the specific areas which the husband and the wife find more
difficult. Wives have a natural tendency to love their husbands, more so than
260
the husband, so husbands are specifically told to make every effort to LOVE
their wives, and show it. Whereas wives are told to SUBMIT themselves to
their husbands, and that is the more difficult area for them to achieve. So Paul
says, Husbands LOVE, wives SUBMIT, Ephesians 5:22.
3. The husband should understand. respect and protect his wife, 1 Peter 3:7.
A husband must not intimidate his wife, but treat her with loving consideration
because
-
- She is the weaker sex.
life with the man (has equal right), so he must not
- She is a co-heir to
make his wife miserable.
- His prayers may be hindered if he fails to give his wife due
consideration. He will not be able to pray with her if he has treated her
harshly.
4. The husband must help to train his children, especially in spiritual matters.
This shouldnever be left to the wife alone, Deuteronomy 6:6-7; Proverbs
22:6. These verqes were specifically addressed to the men of Israel.
B. Qualities of a Good Wife
1.
Although a woman is equal to man in the sight of God, there is order in His
creation. 1 Corinthians 11:3 tells us that God is the head of Christ, who is the
head of man, who is the head of woman.
In Ephesians 5z2l-24, Paul tells us that we must ALL submit tg one
another out of reverance for Christ, who is the head of the Church\.So
submission is also two-way. But when it comes to order, man was created fitst,
then the woman, so the wife must srrbmit to the husband in God's order of
things. See also Genesis 3:16; Titus 224-5. [Note: If husbands were to love
their wives as Christ loved the church and died for it (Ephesisns 5:25), would
wives find it difficult to submit to their husbands? No!l
2.
husban4 in a new home, Genesis 2:24.It is also important to realize that the
Christian father and mother are the ones responsible for bringing up their
children and to ffain them, not other relatives, who may not be Christians.
3, The wife should be cheerful, understanding and kind, Proverbs 12:4;
2l:19;25:24;27:15.
4. , and be loyal to heI husband,
Proverbs 31:10, 12,27-29;2 Timothy 1:5. A good wife will use the many
hours she spends with her children to teach them Bible stories and truths,
261
I
 HINTS TO TIIE TEACIMR C.Islam
Emphasize the qualities of a good husband and wife. . The husband loves his wife because she is one with him.
. The wife submits to her husband, but there is no sense of being a slave.
SUGGESTED TEACIilNG AND LEARNING MATERIALS
l. The Bible D. Christianity
. The husband loves, respects and cares for his wife.
SUGGESTED LEARNING AND TEACHING ACTIVITIES . The wife loves, respects and submits to her husband.
-. ^_Ask
the pupils to carefully think through this question, ,.which is the more . The wife is considered equal to her husband before God and can help to
difficult - to "love a wife as christ loved tlie church and gave Himself for her,,, make decisions in the family.
OR, "to submit to your husband as to the Lord,,? . Yet in accordance with the order of God's creation, the husband is the head
EVALUATION ofthe family. This does not mean that he is to be a dictator, but that he is held
responsible before God for what happens in the family. Therefore he has the
Assess the pupils' ability to understand just how difficult it is to love as last say in the decision making process.
Christ did to the point of death, yet that is the standard. . When God created woman, He did not use a part of the man's head, so that
she could rule him, nor did He use a bone from his feet, for him to stamp on
her, but He used a rib close to his heart, so that he could love and cherish her.

TOPIC 9.2_ IIUSBAND AND WIFE RELATIONSHIPS IIINTS OF THE TEACHER

IN OTIMR RELIGIONS Emphasise that since it was Christ in God who made the world and all that
SUGGESTED DURATION: 40 Minutes is in it (Colossians 1:16-18), what He has written in His Word is going to be
authoritative when it comes to telling us how husbands and wives should relate
PRE-REQrrrsrrE: Ask the pupils what they know about husband and wife to one another, Ephesians 5:21-33.
relationships in other religions.
sPECrFrc OBJECTTVE: By the end of the leaming experience, pSBAT: SUGGESTED TEACIMR AND LEARI\IING MATERIALS
1. The Bible
, compare the attitudes to the husband and wife relationship in other 2. The Qur'an
religions with that of Christianity.
3. The Vedas
BACKGROUND INFORMATION
SUGGESTED TEACHING AND LEARNING ACTIYITIES
A. Zambian Tradition
l. Ask the pupils to make a chart showing similarities and differences in
' The husband in the marriage plays a dominant role. The wife is regarded as
the husband and wife relationships in the four religions.
his property, and he treats her as such, but he also protects her from others.
. wife
The mafters. The husband informs her what
2, Ask the pupils to say how a ZambianChristian should behave towards
d
is to be e as to keep her in order.
their spouse.
' The wife work, almost as a slave would work in 3, Discuss in what ways Christian teaching about marriage relationships
would conflict with Zambian Tradition.
past times,
B. Hlndulsm EVALUATION
' The Hindu husband loves his wife and cares for her needs, and the needs of Assess pupils' ability to understand the authority of God in all of these
the family. husband and wife issues, since He was the designer of it all.
' The wife submits to her husband and honours him. She respects and obeys Assess pupils' ability to state good qualities necessary for a good
him. marriage.

262 263
TOPIC 9.3 BIBLICAL TEACHING ON SUGGESTED TEACHING AND LEARI\ING MATERIALS
- ADIILTERY AND FORNICATION 1. The Bible

SUGGESTED DURATION: 40 minutes SUGGBSTED TEACHING AND LEARNING ACTIVITIES

1. Discuss the consequences of adultery to a family.
PRE-REQUISITE: Let pupils define adultery and fornication if they can.
2. How does one "flee youthful desires" in practical terms.
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Explain Biblical teaching on adultery and fornication.
EVALUATION
Assess pupils' ability to explain what "fleeing youthful desires" means.
BACKGROUND INT'ORMATION
A. Adultery
. This is a sexual affair between two people where one or both is married to TOPIC 9.4 ADULTERY AND FORNICATION
someone else. - IN OTHER RBLIGIONS
. It is forbidden in the Scriptures, Exodus 20:14, Malachi 2:14-16.In the
Old Testament, the punishment ofproven adultery was by stoning to death, SUGGESTED DURATION: 40 minutes
Leviticus 20:10; John 8:1-11. PRE-REQUISITE: Let pupils state what they know about adultery and
Jesus taught that even looking at someone lustfully is adultery in God's fornication rules in other religions.
sight - adultery in the heart, Matthew 5227-28.
SPECIFIC OBJECTIVE: By the end of the leaming experience, PSBAT:
B. f,'ornication
. This is a sexual affair between two unmarried people. Know the difference with Christian teaching on adultery and fornication
with those of other religions.
. It is forbidden in the Scriptures. In the New Testament it is sometimes
referred to as sexual immorality, I Corinthians 6:18; Ephesians 5:5; BACKGROUND INT'ORMATION
I Thessalonians 4:3-7. A. Zambian Tradition
A11 sexual immorality is forbidden in the Scriptures. Immorality within Adultery is generally forbidden and culprits can be fined heavily.
marriage is called "adultery". Immorality before marriage is called However, in certain situations adultery is allowed. For example , a man may
"fomication". commit adultery with his brother's widow, to ensure children are born to the
The Bible tells us to "avoid godless chatter, because those who indulge in it dead brother! A young man may commit adultery with a widow before
will become more and more ungodly," 2 Timothy 2216. marriage to prove his manhood.
Filthy talk will lead to sinning in the mind, in the heart, and eventually in Traditionally, there were a lot of taboos and rules aimed at preventing boys
the deed. So, Paul goes on to say, "Flee the evil desires ofyouth, and pursue and girls from fo ople of the perils of having sex
righteousness, faith, love and peace, along with those who call on the Lord out too early. Howe encouraged young couples to
of a pure heart," 2Timothy 2222. commit this act b is an extremely liberal attitude.
Paul tells us to concentrate on thinking good thoughts. He said, "whatever Parents seem to be unable or unwilling to control their ehildren or to correct
is frue, whatever is noble, whatever is right, whatever is pure, whatever is them.
loyely, whatever is admirable - if anlhing is excellent or praiseworthy - think B. Hinduism
about such things," Philippians 4:8. This will stop us from sinning in our . Both fornication and adultery are forbidden.
thoughts,
C.Islam
HINTS TO TIIE TEACIilER . Adultery is punishable under the criminal law of Islam. Punishment is by
Emphasize that adultery and fornication start in the mind. beating or stoning to death.

264 265

tqF
. Many Muslim marriages cannot take place unless the woman's virginity is
proved.
. Fornication is also inhibited by insistance on good morals.
Of course, within both Hinduism and Islam, unreligious people do commit
adultery.
D. Christianity
. Both fomication and adultery are sinful acts, forbidden and punishable by
God.
. Offenders are excommunicated from the fellowship of the local church.
IIINTS TO TIIE TEACIMR
Emphasise to pupils the need to build a strong moral character based on the
morality of the Bible. This is only possible after a complete commitment to
following Christ and being obedient to His commandments.
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The Bible
2.The Qur'an
3. The Vedas
SUGGESTED TEACHING AND LEARNING ACTIVITIES
Invite a Christian guest speaker to give a talk on "Maintaining a good
moral standard whilst at boarding school, college and universit5r".
EVALUATION
Assess pupil' s ability to collect relevant and meaningful information from
the talk.
TOPIC 9.5 _ BIBLICAL TEACHING ON POLYGA]UY AIID DIVORCE
SUGGESTED DURATION: 80 minutes
PRE-REQLIISITE: Askpupils to define the words "polygamy" and "divorce",
SPECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Illustrate what the Bible teaches about polygamy and divorce,
BACKGROUND INF'ORMATION
A. Polygamy
This is the practice of having more than one wife.
When God created mankind, He created one woman for Adam, not more,
Genesis 2:22-24. Examples of polygamy in the Old Testament are for a
warning to us - it must be avoided, not copied. Note especially the example of
Solomon. His many foreign wives made him tum away from God, I Kings
11:1-8. His father, David, had many wives, and although they did not tum
David away from the Lord, they and their offspring did cause a lot of trouble
and unrest in the family. For example:
- Amnoni son of David and Ahinoam, raped his half-sister Tamar,
daughter of David and Maachah, 2 Samuel l3:l-14.
- Absalom, son of David and Maachah, murdered his half-brother,
Amnon, 2 Samuel 13:28-29.
- Absalom commits treason and tries to murder his father, 2 Samuel
l5: I 0-14.
- Absalom sexually abuses his father's concubines, 2 Samuel 16:22.
- Adomjah, son of David and Haggith, seizes the throne from Solomon,
who was the son of David by Bathsheba, I Kings 1:5 ff.
Gods' original plan for marriage was one man, one wife. for life. When a
statement is found in the Old Testament and the New Testament of the Bible,
FOUR times, then the truth it contains must be of paramount importance. "For
this reason a man will leave his father and mother and be united to his wife, and
the two will become one flesh," Genesis 2:24; Nlaitthew 19:5; Mark 10:7;
Ephesians 5:31.
Any other way is not God's plan and causes problems. Jealousy, bittemess
and mocking rivalry can be big issues. The story of Elkanah, Peninnah and
Hannah is a good example of this. Penninah had children, but Hannah did not.
Hannah was a Godly woman, and did not express any jealousy of Peninnah,
yet Penninah scoffed at Hannah because she was barren. But God honoured
Hannah's faithfulness and gave her a son, whom she named Samuel. Samuel
became the greatest of the judges, 1 Samuel l:l-20.
B. Divorce
Divorce is the dissolving or cancelling of a marriage.
God's standard dictates that divorce should never happen, Malachi 2:16.
But in the fallen world in which we live, Moses did allow a divorce to takE
place if adultery was proven, Deuteronomy 22:191 29. 24zl-4; Matthew
19:3-9. Divorce is not imperative, however, even in the case of adultery. A
divorced person who remarries is committing adultery.
In Matthew 5:31-32, Jesus seems to allow an exception along similar
lines to Moses. Only if there is a proven case of adultery, can a divorce take
place. Yet even then, there are many scholars who believe that this exception

266 267
 refers to sexual immorality before the actual marriage, as in the case of Joseph A. Zambian fraOition
who wanted to divorce Mary (i.e. break the engagement) before they were Polvsamv was widelv practised and is still fairly common' Additional
actually married (Matthew 1:18-25). In Jewish culture, engagement was just
as binding as marriage, and to break this contract required "a divorce
certificate".
- One man, one wife become one flesh for life - that is how it should be.
God has made a husband and wife one in body and spirit, and they both belong
to Him. Marriage vows are witnessed by God, and He expects us to keep our
promises. Why does God want our marriages to be one and faithful? Because
He wants to produce godly offspring. He wants our children to grow up in a for barrermess is to be avoided at all cost - so
godly way. So He urges us to guard our spirit, and keep faithful to our vows and attempted. Though this may lead to polygamy, the
to our spouse, Malachi 2:L4-16. have ihat than to see their relative divorced for
barrenness. The husband would normally take another wife with whom
to
HINTS TO THE TEACIMR have children.
Emphasise to pupils the effects of polygamy and divorce.
B. Hinduism
SUGGESTED TEACHING AND LEARNING MATERIALS . Polygamv is unacceptible in Hinduism, and therefore not practised'
1. The Bible . Divorce is also forbidden.
SUGGESTED TEACHING AND LEARNING ACTIVITIES C.Islam
Discuss the reasons for polygamy. Ask if anyone in class has had personal
experience of living in a polygamous home, and was it a positive experience?
EVALUATION
Assess pupils' ability to understand Christian teaching on polygamy and especially true in the early days of Islam.
divorce, sin of adultery (immoralify) perhaps when he
- To protect a man from thejourneY.
is away from home on a
. Divorce is allowed in cases of adultery and also incompatibility. A man may
TOPIC 9,6 POLYGAMY AND DIVORCE IN OTIIER RELIGIONS
d*"r* his wife if she is barren or bears only daughters. The Qur'an
- actually allows a man to divorce any or all of his wives at any time if he tires
SUGGBSTED DURATION: 40 minutes of them. He does not need to have a reason. A woman may also divorce her
husband, but this is more difficult. She must have provable reasons.
PRE-REQUISITE: Ask pupils what they know about polygamy and divorce to sign a contract for a wife, up to
practices in other religions. - The Shia sect of Islam allows isa man paid. After the contract expires, she is
five years. A suitable dowry
SPECIFIC OBJECTM:By the end of the learning experience, PSBAT: free to return to her family. This is a contract of marriage, followed by a
Compare Christian teaching on polygamy and divorce with what is divorce, agreed to bY all Parties.
practised in other religions. IIINTS TO THE TBACHER
BACKGROUND INF'ORMATION E ls that while other religions allow divorce,
Of the four religions we are comparing, only Hinduism forbids polygamy Chris all costs to forgive and reconcile, because Christ
and divorce as does Christianity, Polygamy and divorce are practised in forga to Himself, Romans 5:10; I Corinthians 7:11;
Zambian Traditional Religion and Islam, 2 Corinthians 5:L8; Colossians 1:22.

268 269
SUGGESTED TEACHING AND LEARNING MATERIALS
1. The
Qur'an
2.The Vedas
SUGGESTED TEACIilNG AND LEARNING ACTI\ITIES
1. Debate the pros and cons ofthe Shiaite method of contracting a five year
marriage followed by a divorce (or annullment).
2. Ask questions such as, 'When marriage is hinged around the need to
produce children, or have stafus in society, what is the inevitable result?'
3. Contrast the Christian teaching of love and forgiveness in marriage,
with the prevailing teaching in other religious systems.
EVALUATION
Assess pupils' ability to understand the problems caused by polygamy and
divorce.
Assess pupils' ability to realise that the underlying attitudes of selfishness,
arrogance and pride, are the root cause of polygamy and divorce.
TOPIC 9.7 BIBLICAL STANDARDS OF'SELF CONTROL
- AND SEXUAL MORALITY
SUGGESTED DURATION: 80 minutes
PRE-REQUISITE: Ask pupils to comment on self-control and living
morally upright life.
SPECIFIC OBJECTIVE: By the end of the learning experience, PSBAT:
Know how a Christian should behave when involved in a marital dispute.
Explain Christian standards of sexual behaviour.
Contrast these standards with those of modernZambia.
BACKGROUND INFORMATION
It is very important for the Christian to remember that he or she was
forgiven his or her sins by the Lord Jesus, when they confessed before Him,
and took Him into their lives as Saviour and Lord. Because we have been
forgiven much, we must also be quick to forgive, and slow in being
jrldgemental. The Lord Jesus illustrated this with a parable oftwo debtors, one
oiwhom owed a lot, and the other a little. The money-lender forgave them
both. Jesus asked, "Which of them will love him more?" The answer was "the
one who had the bigger debt cancelled," Luke 7:41-47.
270
A. Maritat Dispuies
. A Christian should avoid a dispute in the firstplace. We are told to be slow
to anger, patient and longsuffering, 1 Timothy 2:8; Colossians 3:12-13.
. But if a dispute does arise, he/she should act in love and forgiveness, with a
view to reconciling, not separating or divorcing, 1 Corinthians 7:10-11.
. One of the most important principles of the Christian life, and of Christian
love, is to show forgiveness to those who hurt us, Colossians 3:13. This is
most important in the marriage relationship.
. Many marriage problems begin because the husband and wife do not
communicate very well. They do not talk together and listen to each other,
Ephesians 5220-29. They do not pray together, James 5:13, 16.
. Common causes of marital disputes are, the inability to have children,
incompatibility, and pressure from relatives. Based on our earlier teaching
from Topic 9:1, the primary pupose ofmarriage is for companionship, not
procreation, Genesis 2t23-24. All the other creatures had companions, but
for Adam there was none, until God made Eve. When Adam saw his wife,
he said, "this is bone of my bone and flesh of my flesh." At last a suitable
companion was found - procreation was second in importance.
Children are a gift from God, Psalm 127:3, and if He chooses not to give a
child, that is His prerogative. But the marriage itself is already complete -
"they become one flesh (complete)" even before children are conceived.
Pressures to marry a second wife or divorce the first, must be rigorously
rebuffed. No third party (not even family) is allowed to interfere with the
new family turit - that is the Christian position, Matthew 19:5-6.
a B. Christian Standards For Sexual Behaviour
. The first important point is - no sex before mariage. Purify of life is
commanded, 2 Timothy 2222.
. Secondly, there must be no unfaithfulness after marriage. Faithfulness is
commanded, Hebrews 13:4.
. Self-control is part of the fruit of the Holy Spirit, Galatians 5:22.We areto
control our bodies, and be controlled by what is God's will, not by human
desires, 1 Peter 422-6.
. Immorality of any kind is a sin. It is often excused as human nature, but this
is not true. From the heart, which is deceitful, come evil ideas, which make a
person to do immoral things, Mark 7220-23.
. Homosexuality is also a sin - it goes against the nafural order of creation,
Romans l:26-27. God hates these unnatural perversions, and the
punishment in the Old Testament for these, was death, Leviticus 18229;
20:13. A reporter once asked the great evangelist Dr Billy Graham, "Can a
homosexual go to heaven?" And he answered, "Yes, ifhe repents of his sin
just like the rest of us." - A very wise answer.
271
. Christians should be cautious when they talk about sexual evils and morals.
To avoid temptation, Christians should not read immoral books, or watch
immoral films or videos. They should even avoid discussing or joking about
such things. Remember, feeding a fire keeps it buming, but starving a fire
will put it out, Ephesians 5:3-5, 11-13; Proverbs 26:20.
C. Modern Zambia
Modern standards of sexual behaviour contrast sharply with Christian
standards, because there is so much "freedom" in present-day sexual matters.
"Town life", mixed boarding schools, unsupervised free time in towns, etc.,
have brought in a new "culture", and with it a disregard for the former moral
standards of parents. Life without any control leads very quickly to sin and
lawlessness. Young people follow the desires of their bodies. They do not want
to follow Christian standards, or even the old laws and customs. Promiscuity
has led to the spread of STI's and HIV/AIDS.
Read Romans 1:18-32 as a warning to those who act in a modern, loose
and heathen way.
Above all, remind the students that their bodies are a Temple of the Holy
Spirit- I Corinthians 6:18-20, "Flee from sexual immorality. All other sins
a man commits are outside his body, but he who sins sexually sins against his
own body. Do you not know that your body is a temple of the Holv Spirit, who
is in you, whom you have received from God? You are not your own; you were
bought at a price. Therefore honour God with your bod),."
HINTS TO THE TE,A.CIMR
Emphasize I Corinthians 6:18-20 as above.
SUGGESTED TEACIilNG AND LEARNING MATERIALS
1. The Bible
SUGGESTED TEACIilNG AND LEARNING ACTIVITIES
1. Ask pupils to list practical things to do and not to do in order to maintain
Biblical standards ofself-control and sexual behaviour.
2.What does it mean to "honour God with your body"?
EVALUATION
Assess pupils' ability to be practical in their suggestions as to how to
maintain Biblical standards of self-control and sexual behaviour.
272
UNIT 10: RELATIONSHIPS BETWEEN PARENTS
AND CHILDREN
TOPIC 10.1 ATTITIJDES TO X'AMILY LIT'E IN ZAMBIA
-
SUGGESTED DURATION: 40 minutes
PRE-REQUISITE: Discuss the pros and cons of having parents from a
modern background and from a traditional background.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Compare attitudes to family life in modem Zambia, with that of
Traditional belief.
BACKGROUND INf,'ORMATION
A. Family Life in a TraditionalZa;mbia
. In traditional society, children are the glory ofthe family, an economic asset
and labour force. Therefore, each family wants as many children as the wife
can bear. However, the cost of educating children and providing for them is
bringing changes to this attitude.
. After a certain age, children are segregated according to their sex. It
becomes diffrcult for a daughter to approach her father.
. The children leamt by imitation. There was little formal instruction, except
by story telling, or during initiation.
. The child's own parents taught him or her the duties and skills of their sex.
Mernbers of the extended family would assist in this and other training of
cKildren. Correct social relationships were emphasised. Children were
taught to obey and serve all adults in the community.
. Extended family system is upheld. Cultural values are very important s'uch
as decent dressing, table manners, etc.
. Marriages are arranged by parents, and the influence ofparents must not be
ignored.
B. Modern Zambia
. In Zambian family life, children generally respect and love their parents.
This is more evident in rural situations, however.
. Compared with urban areas, parents in rural situations have a more direct
influence over their children, They care, protect and provide for them more.
. Some urban families neglect the welfare of their children. This is partly
because of a backlash against their children's attitude. Many children feel
their parents are old fashioned and there is nothing to learn from them.
. In rural areas, traditional customs anC practices are more carefully followed
than in urban areas.
273
. In towns, customs and traditional values are more easily abandoned
because of the mixing of differentpeoples with different cultures, traditions
and backgrounds. Foreign cultures also have more influence on the rich
traditional culture and family life.
. In urban areas, most marriages are not arranged, and children tend to make
their own decisions.
. High rates of divorce and death cause many homes to be single parented
with only a mother or a father, so parenting becomes more complex.
HINTS TO THE TEACHER
Emphasise the good and the bad influences of westem values on African
family life.
SUGGESTED TEACHING AND LEARNING MATERIALS
Newspaper cuttings
Magazine articles
Video or film footage depicting modern village or urban life
SUGGESTED TEACHING AND LEARNING ACTIVITIES
l. Zambia is part of the "global village," and urban life, with its foreign
influences, has come to stay. Get the pupils to discuss ways in which good
traditional values can still be upheld, even in an urban situation.
2. Act out a scene depicting the results ofpoor upbringing, where children
behave badly towards their parents and elderly people.
3. Debate the motion, "Westernised Zambians can still be truly Zambian."
EVALUATION
Assess pupils' ability to appreciate the positive aspects of Traditional
Zambian family life.
Assess pupils' ability to discern between good and bad influences from
foreign sources.
TOPIC IO.2 THE CHRISTIAN HOME
- 1. The Bible
SUGGESTED DURATION: 40 minutes
PRE-REQUISITE: Ask pupils to relate the characteristics of an average
Zambian home - the roles of the father, mother, and children.
SPECIFIC OBJECTIVE: By the end of the learning experience, pSBAT:
Identiff the characteristics of a Christian home.
274
BACKGROUI\D INF'ORMATION
' A christian home starts with a christian mariage of two people w ho lr h rr 11
to Jesus Christ, and have committed their lives to him. In suoh a lutnrt , lltr,
man, his wife and children are a family unit, bound together in ('lrllrllrrr
love. Christ is the Head of such a home. All the activities are controllcrl nrrrl
guided by Christ. The children should leam from seeing theirparcnts nrk trrg
for christ's help and guidance in all decisions and problems, 1 corrrlhlntlr
11 :3; Ephesians 5:23-311. 6zl-4.
NorE - a maniage in a church building does not make a "chrrrtrurr
Marriage". without both the bride and the groom being committecl to ( 'lu trt
there will never be a Christian wedding or a Christian Home.
'PrayerandBiblereadingshouldbearegularpracticeinthishome.Clhrinlrlrr
values are practised by parents and taught to the children. Disobediencc lrrrl
wrong-doing receive loving discipline, Deuteronomy 624-9;2 Tlmolhy
3:14-15.
' children's ideas of what God is like comes from the example ol'therr
parents' behaviour. The father must be a good role model. He is instructcrl
by the Lord to bring up his children "in the training and instruction o[ ilrc
Lord," Ephesians 6:4. A godly father will help children to be obedicnt ro
God, the Father, as well as himself, their earthly father.
' A godly home will be open to strangers and visitors, and provision is mutlc
for them, Hebrews 13:2.
' Scripture commands christian parents to live in accordance with God's wilr
in every aspect of their lives, Psalm 1:1-2; Romans'j.2zl-2.A Christian is
to have his or her mind renewed, and not just the heart; to seek the'mind or'
Christ in all things. Children are very quick to spot hypocrisy, so parents
must be very serious about their Christian faith and walk, Titus 2:7-8. Thc
home should reflect God's purity and goodness. It then becomes an
excellent example to others.
HINTS TO THD TEACHER
Emphasise the need for openness of the parents and children to each other.
SUGGESTED TEACHING AND LEARI-{ING MATERIALS
SUGGESTED TBACHING AND LEARNING ACTIVITIES
L lnvite a Christian counsellor to give a talk on "The Christian home,,.
2. Discuss the essential ingredients that lead to a good christian home.
EVALUATION
Assess pupils' ability to recognize the essentials of a Christian home.
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TOPIC 10.3 OF'PARENTS TO TIMIR CHILDREN
-DUTIES ' It is better to be brought up by shictparents than those who allow anything,
SUGGESTED DURATION: 40 Minutes thinking this is a way of showing love. proverbs 29:15 says, "The rod of
correctlion imparts wisdom, but a child left to himself disgraCes his mother.
PRE-REQUTSITE: what do the pupils think are the duties of parents to their
children?
In the \T^",'I'^^+^*^-+ rr^L--^----
New Testament, Hebrews l2:ll tells
a^-ia ) 11
us, "No discipline seems
pleasant at the time, but painful. Later on, however, it produceJa harvest of
SPECIFTC OBJBCTTVE: By the end of the learning experience, pSBAT: righteousness and peace for those who have been trarned by it.,,
Know the duties of parents to children as stated in the Bible. SUGGESTED TEACHING AND LEARNING MATERIALS
BACKGROIIND INF'ORMATION 1. The Bible
' Parents should recognise that children are a gift from God. Therefore, they SUGGESTED TEACHING AND LEARNING ACTIVITIES
must be loved and cared for, and their needs provided, psalm 127:3-i;
Ephesians 6:4. Titus 2:4-5 instructs mothers/wives to be "homemakers',
- - Discuss the implications of the verse from Hebrews: "No discipline seems
pleasant at the time, but painful. Later on, however, it produces i harvest of
they should be at home to care for their children.
righteousness and peace for those who have been trained by it.,,
' Parents should pray for their children, as did David and Job, 1 chronicles
29219; Job 1:5. EVALUATION
, Parents lead, od parent, and God Assess pupils' ability to understand the necessity for discipline.
trusted him to 1d after him to keep
the way of the a wise choice,
,,But
as for me and Joshua 24:15.
' Parents should share the God-given responsibility to teach their children the TOPIC 10.4 DUTIES OF CHILDREN TO THEIR PARENTS
things ofGod, Deuteronomy 6:4-9;32:46;Matthew 7:7-11; Titus 2:7_g. -
, Parents children.
SUGGESTED DURATION: 40 minutes
signs of proverb PRE-REQUTSITE: what do the pupils think are their duties to their parents?
l2:5-ll r:dealwi sPECrFrc OBJECTIVE: By the end of the leaming experience, psBAT:
move on, Ephesians 4:26.
Know their duties to their parents as stated in the Bible.
BACKGROUND INF'ORMATION
inZambiatoday, there is respect ainly
traditional customs. However, u oung
tle respect to adults or to those in what

held responsible before the Lord because of
erbs 22:6 says, "[You] train a child in the
is old he will not turn from it." This verse is
addressed to parents, and the "You" is implied the responsibility is yours,
-
not your sister's, brother's, or the child's grandparents.
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The first duty ofchildren is to honour and obey their parents, Exodus 20212;
Ephesians 6:l-2; Luke 2:51. Even Jesus was subject to His parents, and
that must have been hard at times, since He was perfect, and they were not!
children must leam to respect elders, as in the example of Samuel towards
the old priest, Eli, I samuel3:1-14; I peter 5:5. As christ was humble
before His parents, so should we be. God honours the humble, but opposes
the proud and arrogant.
children have a duty to take care of their parents r4 ord age, I Timothy 5:4;
Mark 7:9-l3.In God's sight, it is false religion to say i-o or"'s parents, ,,I
277
 can't help you because I am giving my money to the Lord" (Corban).
Looking after our parents is our first priority. It is a form of repaying our
debt for bringing us up. Joseph looked after his parents, Genesis 45:9-ll,
and God multiplied his family into a huge nation, called "the Israelites".
. Parenting is a difficult job. All parents make mistakes, just as all children
do. So, do not blame your parents if they sometimes get things wrong. One
day you will be a parent, most likely, and you will find out for yourself how
difficult it can be. Do not harbour resentment against your parents,
Ephesians 4:26.If there is an outstanding issue, say "Sorrlr" before you go
to bed. Most often that is all it takes to solve a problem with Mum or Dad.
SUGGESTED TEACHING AND LEARNING MATERIALS
l. The Bible
SUGGESTED TEACHING AND LEARNING ACTIYITIES
List situations that lead to conflict between children and their parents, and
discuss ways in which these issues can be solved from a Biblical perspective.
EVALUATION
Assess pupils' ability to explain the duties of children to their parents.
TOPIC 10.5 LOYALTY TO GOD COMES FIRST IN THE F'AMILY
-
SUGGESTED DURATION: 40 minutes
PRE-REQUISITE: Although we were bom of our parents, it was God who
actually created us. With that in mind, ask the students to state what is the order
of priority between loyalty to God and loyalty to the family.
SPECIFIC OBJECTM: By the end of the leaming experience, PSBAT:
Understand that our supreme loyalty should be toward God rather than
men.
BACKGROUND INFORMATION
A. Jesus'Example of Loyalty (Luke 2:40-52)
When Jesus' parents lost Him in Jerusalem, and later found Him in the
Temple questioning the teachers, Mary rebuked Him for causing them anxiefy.
Jesus' reply showed that He was already conscious of His divine mission, and
that loyalty to His heavenly Father (God) came first. Nevertheless, He showed
love and respect for His earthly parents by His obedience, and went back with
them to Nazareth, and was subject to them.
278
B. The Cost of Discipleship (Luke 9:59-62)
At first glance Jesus' words appear to be harsh. However, it should be
noted that burials would take place the same day a person died, for there were
no refrigerators in those days. The father ofthe "would-be" disciple had not yet
died, and that is why he said, "First, let me go and bury my father." In other
words, "I'll follow you another day when my father has died in a few
months/years time!" Jesus said, 'No one who puts his hand to the plough and
looks back is fit for service in the kingdom of God."
God must come first. Commitment and obedience to God is of more
importance than the demands and loyalties of one's family.
C. Loyalty to Christ Will Divide tr'amilies (Luke 12:51-53)
Again at first glance, Jesus' words appear to be argumentative. But He had
come to bring the Kingdom of God, a Kingdom of peace, yet because many
would reject Him, the preaching of the Gospel of peace would bring division.
Trusting Jesus and putting our faith in Him, would divide families, for and
against Him, and against each other.
Jesus demands complete allegiance to him, not half-baked commitrnent.
This will radically change our lives, and we must be prepared to make
sacrifices, even if it involves a division in our family. God demands to be first
in our lives, Matthew 6:33, "But seek first his kingdom and his righteousness,
and all these things will be given to you as well."
HINTS TO TIIE TEACHER
Emphasise that, supreme loyalty should be to God, rather than to parents or
culture. (Acts 5:29, "Peter... replied: 'We must obey Godrather than men!"').
SUGGESTED TEACHING AND L,EARNING MATERIALS
1. The Bible
SUGGESTED TEACHING AND LEARNING ACTIVITIBS
1. You are about to get married, but your traditional family want you to
practise sexual relations ahead of time. You love you mother, and you do not
want to upset her, but your loyalty to God's Word tells you, No! What should
you do? (Ilebrews l3:4,"Mariage should be honored by all, and the m aniage
bed kept pure ...").
2. Discuss the importance of loyalty to God.
3 . Your friends want you all to go to a night club. What do you say to them?
EVALUATION
Assess pupils' ability to understand that loyalty to God is supreme.
279
.OPIC PARENT / CHILD RELATIONS IN OTIMR RELIGIONS
10:6
-
UGGESTED DURATION: 40 minutes
RE-REQUISITE: Ask pupils to state how they relate to their parents.
PECIFIC OBJECTM: By the end of the learning experience, PSBAT:
Know about family relationships in Islam, Hinduism an dZambianTtadition'

IA CKGf, OUND INFORMATION

r. Islam
Muslim parents see children as a gift from God, so that it is their
responsibility to provide for their needs.
Parents -r.i trui, and discipline their children and teach them the beliefs
and duties of Islam.
Children are expected to respect and obey their parents
They have a responsibility to c are for aged parents, especially their mothers.
!. Hinduism
children are considered a gift from Qod, and are loved and cared for.
Parents are responsible for iheir children's training, discipline, spiritual and
moral education and guidance.
Children are taught to respect their elders' It is also the duty, especially of
sons, to care for parents in their old age.
Children are guided spiritually by listentng to religious stories and
observing religious festivals and celebrations.
l. Zambian Tradition
Children are loved and cared for, but after a certain age they are segregated
by their sex. It is then diffrcult for a daughter to approach her father.
Mothers train the daughters to become good urives and future mothers.
Fathers train their sons in skills and moral education.
The extended family system is upheld. Other relatives have some measure
of responsibility in'bringing up the children to spread the economic load'
IIINTS TO THE TEACIMR
Emphasize similarities and differences among the four religions.
]UGGESTED TEACIilNG AND LEARNING MATERIALS
1 . \4agazine pictures o f I slamic/Il indul Zambian reli gious ceremonies.
SUGGESTED TEACHING AND LEARNING ACTIVITIES
compare relations between parents and children in other religions.
EVALUATION
Assess pupils' ability to compare parenUchild relationship in other religions.

280