Christ in the Synoptic Gospels

REGULAR BAPTIST PRESS 1300 North Meacham Road Schaumburg, Illinois 60173-4806 Executive Director: David M. Gower Director of Educational Resources: Valerie A. Wilson Assistant Editors: Jonita Barram; Melissa Meyer Art Director: Steve Kerr Cover Design: Jim Johnson Production: Deb Wright

ONE SOLITARY LIFE: CHRIST IN THE SYNOPTIC GOSPELS Adult Bible Study Leader’s Guide Vol. 53 • No. 1 © 2004 • Regular Baptist Press 1-800-727-4440 • www.regularbaptistpress.org RBP1626 • ISBN: 1-59402-143-0 Contents How to Use Life Design ...... 5

Preface ...... 6

Introduction ...... 7

Comparative Chart of the Gospels ...... 10

LESSON 1 Begotten Alone: Incarnation ...... 11

LESSON 2 He Fought Alone: Temptation ...... 19

LESSON 3 He Cared Alone: Compassion ...... 26

LESSON 4 He Sought Them Alone: Evangelization...... 31

LESSON 5 He Taught Alone: Education ...... 37

LESSON 6 He Was Glorified Alone: Transfiguration ...... 42

LESSON 7 He Was Rejected Alone: Opposition ...... 48

LESSON 8 He Offered Alone: Presentation ...... 54

LESSON 9 He Prayed Alone: Intercession ...... 61

LESSON 10 He Stood Alone: Accusation...... 67

LESSON 11 He Died Alone: Crucifixion ...... 74

LESSON 12 He Arose Alone: Resurrection ...... 80

LESSON 13 One Solitary Life: A Review ...... 88

Answers to Bible Study Questions ...... 95

How to Use Life Design LIFE DESIGN: Bible rial in the Bible study than you can cover in one class Study Designed for the session. Ask God to help you as you tailor the lesson Life You Live. These for your learners. Bible study materials are The Study Book designed to engage adult This leader’s guide is designed to accompany the learners in inductive Bible study book. As the teacher, you will want a copy Bible study and then to of the Bible study. Commit to working through the apply the truths of that questions before you plan your lesson. We encourage study to their daily lives. you to distribute Bible study books to your learners. As you prepare to teach these lessons, keep these Urge them to complete the study before class. The more two factors in mind: your learners have studied on their own, the better the • The FOCUS of productive adult Bible learning is class discussions will be. When a question in the leader’s the learner. The intent of teaching is not teaching, but guide is picked up from the Bible study book, you will learning—the learner’s learning. notice the question number in parentheses. The an- • The GOAL of productive adult Bible learning is swers to the questions are usually in the lesson com- an appropriate life-response to Biblical truth. You do mentary. They are also grouped together in the back of not teach simply to impart information; you teach so this book, starting on page 95. that the Holy Spirit of God can use the truths of the Word of God to change the child of God into the image Other Resources of the Son of God. If you want to use transparencies as you teach, a packet of sixteen full-color transparencies is available. The Lesson Plan If you prefer to use PowerPoint, the resource CD-ROM Each Life Design lesson has three distinct parts. includes a PowerPoint presentation of the outline points, GETTING STARTED is the attention-getter. The ques- as well as the transparency art. tions and activities “set the table,” as it were, for the Some teachers stay very close to the outline as they Bible study. SEARCHING THE SCRIPTURES is the heart teach. If this is true of you, and if you want your learners of the lesson. A series of inductive Bible study ques- to capture that outline, reproducible in-class worksheets tions leads the teacher and learners through the Biblical are included on the CD-ROM. The same worksheets may text. MAKING IT PERSONAL applies the truth to life. be downloaded from the Web and photocopied for class As is true of any teaching experience, you can adapt members. Visit www.regularbaptistpress.org/downloads. the parts of the lesson to fit your particular class. You Thank you for choosing Life Design teaching mate- may choose to alter the beginning activities or change rials. May God richly bless you and your learners as the focus of the application. You will find more mate- you study and apply His Word.

5 Preface

his study, One Solitary Life, is designed to help us discover Thow the Lord Jesus Christ was truly, fully man and yet set apart, solitary, unique in His life and work. Never was there another man like Jesus and never will there be. He accomplished what is essential to mankind’s deliverance from sin. No one else could do what Jesus did. His very perfection—His knowledge, understanding, love, compassion, energy, power, and personality—set Him apart and often compelled Him to live a life marked by aloneness. He was not lonely in the sense of being forlorn but was alone in that His companions could not understand or appreciate what set Him apart from other men. His parents did not understand Him; He went alone to the temple so He could converse with Jewish leaders about His Father’s business. His brothers and sisters did not understand Him; they did not listen to Him or believe Him. The more He manifested His uniqueness, the more they were troubled by Him. So Jesus Christ walked a lonely path even in the midst of the crowds that often surrounded Him. This study will challenge you and your learners to go beyond a ca- sual experience of believing in Christ out of a sense of duty. Instead, it will nurture the desire and growing conviction that Christ’s “life was manifested, and we have seen it” (1 John 1:2). This personal conviction causes us to share the living Christ with those who do not know Him.

6 Introduction

eople who have read and compared the them, to remember from personal contact with Christ Pfour gospel accounts have discovered that or from those who had heard Him, and then to relate three of them—Matthew, Mark, and Luke—contain much those things to us accurately, without error. similar material, while much that John recorded in his account is not found in any of the other Gospels. Repetition in the Synoptic Gospels If there had been no repetition within the gospel The Synoptic Gospels accounts, critics would say that an editor had corrected The first three Gospels are often studied together the manuscripts to make sure that each one contained because they are the “synoptic Gospels,” a term derived new material. However, where repetition does occur, from Greek words that mean “to see together.” Scholars critics say that two of the writers must have copied believe that these three Gospels were written between from the third. This speculation reduces the inspired A.D. 52 and A.D. 68. The synoptic “problem” is a matter Scripture to a human level and attributes to an un- of questions raised by the similarities and differences known editor what the Bible attributes to the within these Gospels. superintendence of the Holy Spirit. The repetition has the value of emphasizing certain Inspiration of the Synoptic Gospels themes and providing more than one witness to the People have speculated about how the synoptic Gos- event. Scripture tells us that the testimony of two or pels were written. First, Matthew, Mark, and Luke had three witnesses will establish a matter (Deut. 19:15; cf. access to oral tradition. In societies where printing did Matt. 18:16). God has given us three witnesses plus not exist or writing was scarce, men took great pains to one extra! Each writer did not need to consult the oth- accurately learn and remember the records they desired ers but independently wrote what the Holy Spirit led to preserve. Second, personal contact contributed to the content him to write. Some of the passages contain slight differences (not contradictions), which indicate the of the gospel accounts. The apostle Matthew associated separate witnesses to the event and provide additional closely with Christ throughout His earthly ministry. Mark information. lived in Jerusalem, engaged in missionary work with Looking at the Lord Jesus Christ through the three- Paul and Barnabas, and was closely associated with Peter, fold synoptic Gospels provides a picture of Him that is from whom he would have received firsthand accounts of the life of Christ. truly three-dimensional. We see the height of His human perfection, the breadth of His miraculous ministry, Third, the writers had access to the apostles, who had and the depth of His divine love. moved to Jerusalem. They would have shared the information they possessed about the life of Christ, and others Distinctive Purposes would have repeated it. Numerous Bible scholars have listed distinctive Fourth, the gospel writers would also have taken care purposes for each of the Gospels. See the “Compara- to examine written records, as Luke specifically stated tive Chart of the Gospels” (p. 10) for a simplified version that he did (Luke 1:1–4; Acts 1:1–4). of the distinctive purposes. Finally, and more significantly, the disciples had the Holy Spirit, as Christ had promised: “But the Comforter, Matthew which is the Holy Ghost, whom the Father will send in Matthew, also called Levi, was a tax collector, or my name, he shall teach you all things, and bring all publican. As a tax collector, Matthew kept exact records. things to your remembrance, whatsoever I have said He did not need to rely on others for written material unto you” (John 14:26). The Holy Spirit enabled the gos- for his Gospel because he was thoroughly capable of pel writers to discover the written records, to evaluate recording events and conversations. He was, of course,

7 8 ONE SOLITARY LIFE free to use the records that others made of Christ’s life. with Peter. This belief is borne out by Peter’s state- The Scriptures do not name Matthew as the writer of ment, “Yea, I think it meet, as long as I am in this the Gospel that bears his name, but the earliest of the tabernacle, to stir you up by putting you in remem- church fathers referred to Matthew as its writer. brance; knowing that shortly I must put off this my We assume that Matthew wrote with a Jewish audi- tabernacle, even as our Lord Jesus Christ hath shewed ence in mind, first, because his account contains more me[;] . . . [we] were eyewitnesses of his majesty” (2 Pet. quotes from the Old Testament than any other Gospel. 1:13–16). Some believe the other writers copied from Sixteen times Matthew stated that a certain Old Testa- Mark. It is not likely that Matthew would have copied ment statement or prophecy was “fulfilled.” (Mark says from him, since Matthew was himself a companion this only four times, and Luke, six.) The quotes also and disciple of Christ from the first. indicate Matthew’s desire to link Old Testament proph- The book of Mark, the shortest of the Gospels, be- ecy to events happening in the ministry of Christ. Second, gins with Christ’s public ministry without a word about the book of Matthew quotes the magi as saying that Jesus’ birth and early life. Mark seemed to be in a hurry Jesus was “born King of the Jews” (Matt. 2:2), while the as he moved from scene to scene. His favorite word book of Luke quotes the angels (Luke 2:10, 11). appears to be “immediately” or one of its other forms, Third, Matthew made many more references to the “straightway” or “forthwith” (used a total of forty times). kingdom (meaning the kingdom of Heaven or of God) Mark recorded only four of Christ’s parables, prefer- than the other gospel writers did. Matthew recorded that ring to present Christ through His works rather than Herod sought to kill Jesus because he considered Him a through His teaching ministry. This presentation seems threat to his throne. Luke did not mention the matter. to support the view of many Bible teachers that Mark Matthew recorded the message of John the Baptist as addressed his book specifically to the Romans because “Repent ye: for the kingdom of heaven is at hand” (Matt. of their respect for action and efficiency. 3:2, emphasis added), while both Mark and Luke re- The Romans were more impressed by deeds than ported it as “repentance for the remission of sins” (Mark words, and Mark presented a Man of power to them. 1:4; Luke 3:3). Matthew wrote of Christ’s speaking with Mark also presented Christ as the Servant: “For even the authority of a king, “I say unto you,” fifty-four times the Son of man came not to be ministered unto, but to (thirty-four times in Luke and eighteen times in Mark). minister, and to give his life a ransom for many” (Mark After the account of the Transfiguration, Matthew re- 10:45). Thus the Gospel of Mark presents Jesus as a corded the disciples’ question as “Who is greatest in the Man of action, constantly on the move in His devotion kingdom of heaven?” But both Mark and Luke recorded to serve the needs of the people. the question as “Who is greatest?” These accounts are similar but not exactly identical. The differences indi- Luke cate the focus of each writer and call us to consider The Gospel of Luke is the longest of the Gospels. each writer’s purpose. Luke was well educated (a physician; Col. 4:14) and a Gentile. Some believe that Luke wrote his Gospel dur- Mark ing his association with Paul to establish the historical Mark, also called John or John Mark, was the son of facts of the gospel for Theophilus, a Greek official and a Jewish woman named Mary. Probably a well-to-do new convert. Luke was a careful researcher and histo- woman who lived in a large house, Mary hosted the rian (Luke 1:1–5; 2:1, 2). His careful research is seen in Jerusalem church. Peter went to her home after the Lord the detailed attention given to the births of John the delivered him miraculously from prison (Acts 12:11, 12). Baptist and Jesus. His professional background enabled Mark was also the cousin of Barnabas (Col. 4:10). Per- him to write these accounts, probably after at least one haps a convert of Peter, Mark accompanied that apostle personal visit with Mary as the source of this material. in his ministry (1 Pet. 5:13). It is significant that Matthew’s genealogy of Jesus goes From the earliest times, scholars have believed that back to Abraham to emphasize that Jesus was identi- Mark wrote his Gospel on the basis of his conversations fied with the Jewish people. But Luke carried the INTRODUCTION 9 genealogy back to Adam to emphasize that Jesus iden- rion, watching His composure in death, “glorified God, tified with the entire human race. saying, Certainly this was a righteous man” (Luke 23:47). Luke emphasized Jesus’ perfection as the God-Man: Luke conveyed Christ’s claim to royal heritage and “the Son of the Highest”; “in favour with God and man”; His manifestations of miraculous power, but he also His visit to the temple at the age of twelve, astonishing conveyed the feeling of Christ’s love enveloping the the doctors of the law by His understanding. Pilate, af- world. ter questioning Him regarding all the charges made against While among the Gospels distinctions exist in the Him, announced, “I find no fault in this man” (Luke 23:4, choice of content and the manner of presenting it, the 14) and further answered Christ’s critics, “I have found three books stand united in their record concerning no cause of death in him” (Luke 23:15, 22). The centu- one Man, His ministry, and His mission. Eternity Beautiful and glorious in that day (Isaiah 4:2) Church Spiritual

Son of God

Proof

Future Man (Zechariah 6:12) (Zechariah

Greeks, world Historical (Luke 1:1–4) Son of Man, Ideal Man Love

Present Servant (Zechariah 3:8)

Romans, Gentiles Practical, anecdotal

Lowly Servant

Power

Past, Old Testament Past, Old King (Jeremiah 23:5, 6)

Jews Prophetic, didactic

Mighty King, Messiah Royalty

COMPARATIVE CHART OF THE GOSPELS COMPARATIVE

Concept Matthew Mark Luke John

Time focus Time The “Branch” of Isaiah 11:1–5 seen Isaiah 11:1–5 as . . . Intended audience Emphasis

Christ seen as . . .

Main theme

10 LESSON 1 Begotten Alone: Incarnation

Scripture Focus Materials Needed Matthew 1; 2; Luke 1; 2 • RBP transparencies 1, 2 Key Verse • Nonpermanent transpar- “Now all this was done, that it might be fulfilled which was spoken of the ency markers Lord by the prophet, saying, Behold, a virgin shall be with child, and shall • Whiteboard and markers bring forth a son, and they shall call his name Emmanuel, which being inter- • Copies of “Comparative preted is, God with us” (Matt. 1:22, 23). Chart of the Gospels”

Overview Lesson 1 gives attention to the incarnation of Jesus Christ, the world to which He came, and some responses to His coming. It emphasizes Jesus’ uniqueness as the virgin-born Son of God.

Theme Jesus Christ alone is God incarnate, both God and man.

Aims As a result of this lesson, the learners will 1. explain the how, when, where, and why of Jesus’ birth; 2. contrast people’s responses regarding Jesus’ birth; 3. identify their own responses to the reality of the incarnation of God the Son; 4. identify attitudes and actions that demonstrate to others the reality of Christ’s work in one’s life.

Outline I. The World to Which Christ Came II. The Facts concerning His Coming III. The Responses to His Coming

Getting Started Use the following activities to help each learner think about the world into which a person is born.

The Year You Were Born Before class, ask your learners and others if they have any memorabilia from the year they were born. A collection could include original items from that year, or it could include a birthday card or another memento that ex- presses that specific year. Display the materials in the room for learners to look at as they enter.

11 12 ONE SOLITARY LIFE

It Was News Then! Invite your learners to describe what was going on when they were born (e.g., world events, key people at the time, commonly held values). (Study book question 1) Try to get responses from different generations. If your learners are about the same age, ask what was happening in their part of the world when they were born.

Effects of Environment Ask: In what ways are our lives shaped by the world into which we are born? (Question 2) Share with your learners that this lesson will look at the world into which Jesus was born, how He entered the world, and how people responded to His birth.

Searching the Scriptures

I. The World to Which Christ Came The apostle Paul wrote that “when the fulness of the time was come, God sent forth his Son, made of a woman, made under the law, to redeem them that were under the law, that we might receive the adoption of sons” (Gal. 4:4, 5). God had promised to send a man, the “seed” of the woman, who would “bruise” Satan’s “head” (Gen. 3:15).

DISCUSS: What do Galatians 4:4 and 5 tell us about when, how, and why God chose to send His Son into the world? (Question 3)

A. An empire of hollow strength Rome ruled the world at the time of Christ’s birth. That iron empire was greater in extent and stronger in military power than any that had preceded it. It prided itself in the administrative orderliness of its law system and the strength of its armies. However, this strong empire had flaws. Two-thirds of its population were slaves and were considered nonpersons. The government did not hold slave owners accountable for their treatment of slaves, not even for killing them. Thus slavery allowed owners unlimited opportunities to satisfy their laziness and lusts, and immorality abounded. Seneca, the Stoic philosopher Since life was cheap, amusements included deadly gladiator sports, and who lived at the same time as the theaters offered licentious stories from Greek mythology. Roman law and events of the New Testament (4 order, prosperity, and ease had not produced an ideal state. B.C.–A.D. 65), wrote, “Daily the appetite for sin increases, the B. A religion of empty hope sense of shame diminishes, crimes 1. Religion in Rome are no longer secret, they stalk The Romans practiced syncretism; that is, they combined various forms of before the eyes of men.” belief or practice. With every conquest, the empire incorporated into its cul- LESSON 1 Begotten Alone: Incarnation 13 ture the gods and goddesses of the conquered peoples. Even the emperors Philosphers Plato and Aristotle became objects of worship. had accepted homosexuality as a Greek philosophy permeated Roman thought. The most popular philoso- legitimate sexual preference. They phy was epicureanism, which held that the greatest goal is happiness. also approved of abortion. Plato and Aristotle were no longer on 2. Religion among Jews the scene, but their philosophies Judah was under subjection to Rome when Jesus was born. Although the remained and influenced Roman Jews possessed all of the Old Testament Scriptures, they had begun to add to or thought, as did Seneca’s, whose draw away from that inerrant, infallible authority in their worship and practice. advice included suicide if life be- IDENTIFY: Across the top of the board, make came unbearable. five columns: Pharisees, Sadducees, Herodians, Zealots, Essenes. As you present these religious groups, write a summary word or phrase under each name.

The Pharisees added to the body of truth in such a way as to effectively conceal the truth that their additions were expected to expose. They re- garded their additions with greater devotion than they did the original. The Sadducees treated the body of truth with skepticism; they rejected whatever seemed unreasonable to them. The Herodians were more interested in gain- ing favor with the authorities than in standing for the truth (Matt. 22:16–22). The Zealots, at the other extreme, were often violent in their desire to over- throw Roman rule. The Essenes wished to withdraw from all of the sects and merely live a remote, monastic existence, contemplating truth. To large seg- ments of Jewry the Jewish religion was one of empty hope. It was to this vacuum in a hollow world that Jesus came.

COLLABORATE: Direct your learners’ attention to question 6 in their study books. If they have answered the question, ask for answers. If not, divide the learners into five groups, and assign a passage to each group: Luke 7:16–20; Luke 24:21; Acts 1:6; 2 Samuel 7:12, 13; Isaiah 9:6, 7. Direct your learners to look for particular qualities, char- acter, or deeds of the coming Redeemer-King. Ask learners to report their findings.

The Jews were looking for a Redeemer-King, but when He came, they didn’t recognize Him.

II. The Facts concerning His Coming

A. His birthright: Son of David The Jews kept careful records of family lineage to ensure that they could trace the royal line through whom Messiah would come. Both Matthew and Luke included a genealogy of Jesus. Matthew’s record most likely traces the lineage of Joseph in order to establish Jesus’ legal rights (as Joseph’s stepson) to the throne of David. 14 ONE SOLITARY LIFE

Luke’s record traces Jesus’ lineage through Mary, also a descendant of David.

TRANSPARENCY: Show transparency 1 as you mention the gospel accounts. Fill in the appropriate blanks. Direct your learners’ attention to the “Comparative Chart of the Gospels.” King Servant Son of Man Son of God Jews Gentiles Greeks church Romans world Matthew’s Gospel, testifying to the Jews that Jesus came from the kingly line, begins the genealogy with Abraham and centers on David. Luke’s Gos- pel, presenting Jesus as the Son of Man with a message for all mankind, traces His ancestry not only to David but to Adam, the father of the race. Since both Mary and Joseph These genealogies should have satisfied the Jews that Jesus had indeed de- were descendants of David, all of scended from David and was thus eligible for the throne of Israel. their sons (Matt. 12:46, 47; Mark ASK: What did Jesus’ contemporaries recognize 6:3; Luke 8:19, 20) were also de- about His human identity? If the learners have scendants of David. answered question 7, invite them to respond. If not, ask volunteers to read these passages, and then repeat the question: (a) Matthew 15:22; 20:29–31; (b) Matthew 21:11; (c) Mark 6:3. READ: 2 Samuel 7:12–16. DISCUSS: Other descendants of David were alive during Jesus’ lifetime. What qualified Jesus over all others to receive the birthright of God’s promise in 2 Samuel 7:12–16?

B. His virgin birth: Son of God The One Who would fulfill the promise of 2 Samuel 7:12–16 and Old Testa- ment prophecy would be more than an ordinary child.

ASK: What was God’s first promise regarding the birth of the Child (Gen. 3:15)? READ: Have learners follow in their Bibles as someone reads aloud Isaiah 7:14. DISCUSS: How does the prophecy of Isaiah relate to the promise in Genesis 3:15? Invite learners who completed question 6 to respond. DISCUSS: When Jesus was born, who actually knew that He fulfilled Isaiah 7:14? Those who answered question 9 will have the answer. If no one has answered the question, ask the learners on one side of the room to silently read Matthew 1:18–25 and on the other side, Luke 1:26–45. Then repeat the question. Fill in from the following text as needed.

This unusual child would fulfill a promise made to Adam and Eve after they disobeyed God and were about to be expelled from the Garden for their sin. God warned Satan, “I will put enmity between thee and the woman, and between thy seed and her seed; it shall bruise thy head, and thou shalt bruise LESSON 1 Begotten Alone: Incarnation 15 his heel” (Gen. 3:15). The prophecy in Isaiah 7:14 explains more clearly the In Isaiah 7:14 the Hebrew promise made to Eve. “The Lord himself shall give you a sign” promised that word translated “virgin” is almah, something more significant would occur. “Behold, a virgin shall conceive, which means “young woman of and bear a son, and shall call his name Immanuel.” God made this promise to marriageable age.” Some scholars Ahaz; but, like many prophecies, it had both an immediate and a future claim that if the writer had in- fulfillment. Matthew reveals that Christ’s birth fulfilled Isaiah’s prophecy (Matt. tended “virgin,” he could have 1:20–23). used the word bethulah. Never- The expression “seed of the woman” indicates a virgin birth, for no seed theless, each of the seven occur- of the man is involved. The angel Gabriel’s promise to Mary confirms the rences of almah in the Old Tes- virgin birth of Jesus: “The Holy Ghost shall come upon thee, and the power tament clearly refers to a virgin, of the Highest shall overshadow thee: therefore also that holy [one] which an absolutely chaste woman. shall be born of thee shall be called the Son of God” (Luke 1:35). Without a When referring to Mary as a vir- human father, this Child would be born of a virgin by the gentle, glorious gin, Matthew used the Greek power of God. word parthenos, which means only “virgin.” ASK: According to Matthew 1:21–23 and John 1:14, what would this virgin-born Child be able to do because He is God incarnate, God become man? (Question 10)

Isaiah 9:6 and 7 describe the divine qualities of this promised Child.

READ: Isaiah 9:6 and 7. ASK: What divine qualities would the Child have? RECORD: Ask a volunteer to record on the board the divine qualities of the promised Child as your learners enumerate them.

ASK: What would be some appropriate ways to greet the One qualified to fulfill the prophecies we have considered? (Question 11)

The New Testament clearly teaches the Virgin Birth as a literal fact. It is not merely a picturesque way of describing the wonder of childbirth. It is not an explanation made years later by adherents of the Christian message eager to enhance the miraculous nature of their Master. If we accept the authority of Scripture as the inspired, infallible Word of God, we must accept its message that Jesus Christ was conceived by the Holy Spirit without a human father and born of the virgin Mary. The Virgin Birth is an integral part of the complete gospel of Christ.

III. The Responses to His Coming A. Belief, submission, and obedience

SILENT READING: Ask learners to each choose one passage of Scripture and note how the people responded to Jesus’ birth: Luke 1:28–56 (Mary) and Matthew 1:18–25 (Joseph); Luke 16 ONE SOLITARY LIFE

1:39–45 (Elisabeth) and Luke 1:59–79 (Zach- arias); Luke 2:8–20 (shepherds); Luke 2:21–35 (Simeon) and Luke 2:36–38 (Anna); and Mat- thew 2:1–12 (wise men); Matthew 2:1–16 (Herod) and Matthew 2:4–23 (chief priests and scribes). (Question 12) Ask learners to relate what they found. You may want to supplement their answers with information from the com- mentary. TRANSPARENCY: Display transparency 2. List the individuals or groups who rejoiced and those who rejected the Son at His birth.

Although young, Mary had a thorough knowledge of the Scriptures, which is evident in her ready response to the angel’s message and her Scripture- filled hymn of praise (Luke 1:46–55). Her knowledge and devout attitude enabled her to accept the angel’s message and to praise God for the privilege of bearing the Promised One. Joseph, Mary’s fiancé, was a godly man who felt greatly disturbed by The Bible does not mention Mary’s news. If he denounced Mary publicly, she would be disgraced. One Joseph again after the visit to the night an angel appeared to reassure him that Mary was guiltless and had temple when Jesus was twelve been, in fact, chosen of the Holy Spirit to bear Emmanuel. The astounding years of age. news that Mary’s child was the promised Redeemer settled the matter for Joseph. He submitted in every detail (Matt. 1:24, 25; 2:13–23). When Mary told her cousin Elisabeth the angel’s startling message, Elisabeth recognized immediately the connection between the birth of her promised son and Mary’s son. She responded to Mary’s announcement by exulting, “[Why has] this [happened] to me, that the mother of my Lord should come to Concerning his own son’s fu- me?” (Luke 1:43). Her husband, Zacharias, a priest, was well acquainted with ture as the prophet of the Highest, the prophecies concerning the Messiah and His forerunner. He referred to Zacharias prophesied, “Thou shalt the coming Messiah as the “horn of salvation for us” (Luke 1:69). go before the face of the Lord to prepare his ways” (Luke 1:76). B. Praise and rejoicing 1. Shepherds Bethlehem lay about five miles south of Jerusalem in hilly country. It was a good place to raise sheep to supply lambs for sacrifices at the temple in Jerusalem. There angels delivered the message of the Incarnation to some shepherds (Luke 2:8–14), who then rushed to worship the Child (vv. 15–20). 2. Simeon and Anna In addition to Zacharias, two other humble believers were at the temple in Jerusalem: Simeon and Anna. Simeon had waited his whole life in expec- tation of Messiah’s birth, and God answered his prayer in his old age (Luke 2:25–29). He thanked God for allowing him to see “thy salvation” (vv. 30–32). Anna had spent her whole time in the temple in worship and prayer. She, too, saw Jesus and gave thanks (vv. 36–38). 3. The wise men The wise men, called “magi” in the Greek language, were likely from Chaldea. Their interest in the stars prompted them to pay special attention to LESSON 1 Begotten Alone: Incarnation 17 an unusual star and perhaps connect it with the prophecy that “there shall Daniel’s training in Babylon come a Star out of Jacob” (Num. 24:17). had brought him under the su- Delayed by their visit to Herod, the Magi traveled to Joseph and Mary’s pervision of the Magi. It is likely home, where they presented their gifts to the “young child.” Jesus may have they would have had some been more than a year old by that time. knowledge of the Old Testament. People have attempted to C. Fear of a rival identify an ancient record of star 1. Satan movements with the Biblical Satan knew of the prophecy that the seed of the woman would bruise the event, but since the star brought head of the serpent. Throughout Old Testament events he undermined and the wise men to the exact place opposed Israel in the hope of destroying the people through whom the Re- in Bethlehem where Jesus was, it deemer would come. was “his star” (Matt. 2:2) that God undoubtedly made especially for ASK: Can you think of any times when Satan the occasion. undermined or opposed Israel in an attempt to destroy the royal line through which Mes- siah would come?

Despite Satan’s many attempts to prevent the birth, Jesus was born. Satan then attempted to manipulate Herod’s paranoia and baby Jesus’ defenseless- ness to kill the Redeemer before He could fulfill His mission. 2. Herod

SILENT READING: Have learners silently read Micah 5:2 and Matthew 2:16–18. ASK: Why did Herod fear Jewish baby boys? What did he do about them?

Herod was prompted to investigate Micah’s prophecy when the wise men came searching for the newborn King of the Jews. He took the visit of the Magi seriously, especially the Old Testament reference to the birthplace of this King in Bethlehem. He took immediate measures to ensure the death of this rival by ordering the slaughter of all the male children up to two years of age in the vicinity of Bethlehem. Before Satan could carry out his plot through Herod, an angel warned Joseph in a dream to leave Bethlehem and go into Egypt, which Joseph did (Matt. 2:13–15). Herod died soon afterward, and the angel directed Joseph to return to his homeland. But because Archelaus, Herod’s son, was nearly as cruel as his father, Joseph bypassed Jerusalem and settled with his family in Nazareth, in the province of Galilee (v. 22). After the Fall, mankind needed a Redeemer, and God revealed that He would send One from the seed of the woman to destroy the Devil’s power. In the years that followed, He repeated that promise and revealed in greater detail Who the promised One would be and what He would do. God counted righteous those who believed His promise. Apart from that promise, no person could find his or her way to God. When the fullness of the time was come, God sent His Son, Emmanuel, “God with us.” 18 ONE SOLITARY LIFE

Making It Personal Use the concluding questions to help each learner (1) identify his or her own response to the reality of the incarnation of God the Son and (2) think about how his or her attitudes and actions demonstrate to others the reality of Christ’s work in his or her life.

Transparency Show transparency 2 and the question “What about you?” Direct learners’ attention to question 13 in their study books, and have them check the state- ments that most accurately reflect their responses.

Testimony 1. Ask your learners to reflect silently on this question: What aspects of your attitudes and actions show to others that Jesus is your Savior? (Question 14) Invite learners to write their responses in their books. 2. Ask your learners to reflect silently on what they need to change in order to demonstrate to others the reality of Christ’s work in their lives. (Ques- tion 15) Invite them to write their responses in their books.

NEXT LESSON Encourage your learners to complete the lesson 2 Bible study before class.