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1 Peter: Keep Hope Alive

Lesson 1Love One Another Deeply ................................................31 Peter 1

Lesson 2Conduct Yourselves Honorably ........................................81 Peter 2

Lesson 3Do Not Fear What They Fear ..........................................131 Peter 3

Lesson 4Live by the Will of God ..................................................181 Peter 4

Lesson 5Be Examples to the Flock................................................231 Peter 5

TABLE OF CONTENTS

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

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

WHAT’S IN YOUR TEACHING GUIDE

This Teaching Guide has three purposes:➤ to give the teacher tools for focusing on the content of the session in the Study Guide.➤ to give the teacher additional Bible background information.➤ to give the teacher variety and choice in preparation.

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

Teacher Helps

Teacher Options

Find Relevance helps you zero in on why each

session is important for the

adults you teach.

Seek Understandingpresents helful Bible Background

informations and insights that will help

you better understand the Scripture.

Teaching Outlineprovides you with an outline

of the main themes in the

Study Guide.

My Teaching Plan is a

convenient place for you to

make notes for teaching the

session.

Offer Illustrations presents material that will help you paint

a picture of the session. This section often presents items from

church history, current events, or interesting anecdotes that

help introduce the session.

Discussion provides teaching activitiees that will help learners

discuss the Scripture text.

Questions presents multiple collections of questions for

various kinds of adults.

Involve Learners helps learners become actively involved

with the Scripture text for a particular session.

Closure gives you a means for wrapping up the session.

You Can Choose!There is more material in each session than you can use, so choose the options from each section

to tailor the session to the needs of your group.

Find RelevanceWhy do adults care about thissession? 1 Peter is a short,

often neglected New Testamentletter all about remembering and

living in light of memory. Peter writeswords of encouragement to those in hisday who had begun to hear about thesuffering of Christians in Rome. Hiswords of encouragement were framed byhis memory of the suffering of Jesus andalso the suffering and death of many firstgeneration Christians. Peter also wrote toencourage his readers to remember thatliving as Christians means loving oneanother in very practical ways.

Every generation needs some built-in timeto remember the suffering of our ances-tors in the hopes that future generationswill be kinder. Christians especially needto pause and remember that the call tofollow Jesus includes the demand to “takeup the cross.” As we read and study 1Peter for five weeks, let us remember theChristians who have gone before us andtheir strong words of hope and love.

Seek UnderstandingWhat do these Scripturesmean? The letters of the New

Testament are difficult formodern readers because they lack

a clear story. In the same way that the

letters (or E-mail) we write and receiverest upon the assumption that bothwriter and readers are already familiarwith the culture and circumstances of theletters’ contents, New Testament lettershave a context that needs to be givensome attention. In this respect, 1 Peter isno different from other New Testamentletters. Understanding this letter requiressome attention to its context.

The rise of Christianity came under theshadow of Rome. Do not forget that Jesuswas executed by the power of Rome. Paulwas also arrested, imprisoned, andmartyred under the heel of a Romanboot. From the days of Jesus and Pauluntil the early fourth century, theChristian faith was regarded with suspi-cion and, often, violently resisted andrepelled. Peter probably wrote his letter toAsia Minor (see the opening paragraph)because of the recent death of Paul inRome. Nonetheless, the theme of this firstchapter is not fear but hope. The suffer-ing of Jesus, Peter writes, shouldtransform all fear into confidence.Suffering will come, to be sure, but identi-fying with the suffering of Jesus will serveonly to strengthen the bonds of love thatdefine the community.

1Lesson Teaching Guide

LOVE ONE

ANOTHER DEEPLY1 Peter 1

ResourcesDietrich: Life Together/Prayerbook of the Bible,Bonhoeffer’s Works, Volume 5, Geffrey B. Kelly,English language editor (Philadelphia: FortressPress, 1996).

My Teaching Plan

An outline of 1 Peter 1 cannot conform tonormal outline expectations. Peter does notmove smoothly from one point to the next.Instead, he introduces three points andtreats them together. As a result, ouroutline will be more topical than sequential.

Introduction1. Peter is an apostle, an eyewitness partici-

pant with Jesus (1:1).2. The audience is a group of “exiles” (1:2).3. The audience is a community chosen by

God (1:2).I. Rejoicing in the Face of Suffering

A. Suffering provides an opportunity torenew confidence in God’s presence.

B. Suffering cannot erase the experienceof grace.

C. God does not cause suffering, but Godis with those who suffer.

II. Hope in the Face of SufferingA. “Hope” means “confidence”—not

“wishing.”B. Hope involves looking back and

looking forward (compare 1:3 and1:13).

C. Hope is a characteristic of authenticChristian living.

III. Love in the Face of SufferingA. Love is an ethical commandment for

all Christians.B. Love is more than mere sentimentality.C. Love is a constant commitment to seek

the good of others.Conclusion: Authentic Christian disciple-

ship includes joy, hope, and love. Thereality of suffering cannot diminish any ofthese three aspects of our faith.

4 Lesson 1

Offer IllustrationsHow can I help learners think about the issues?

❍ Life TogetherDietrich Bonhoeffer is the best knownChristian martyr of the twentieth century.At the time of his death in a Nazi prisoncamp on April 12, 1945, he was onlythirty-nine years old. Although only thelast two years of his life were spent inprison, the last eleven years of his lifewere faithfully lived out under theshadows of crisis. In 1934, Bonhoefferjoined like-minded German Christians ofthe Confessing Church in forming semi-nary communities that refused to complywith the anti-Semitic policies of thegovernment.

Within the seminary community whereBonhoeffer taught and lived, a smallercommunity of souls came together. Theycalled themselves Bruderhof, German for“brother’s community.” Even after theseminary was shut down by the Nazis, theBruderhof continued. Out of the experi-ence of the Bruderhof came Life Together, asmall book with a large message forChristians in every place and age. Writtenunder the clouds of threats from thegovernment, Life Together is a joyous testi-mony to the power for living that comesfrom authentic hope and genuine love forone another.

In reference to Bonhoeffer and LifeTogether, Geffrey Kelly notes, “In an ironi-cal way we are indebted to the Gestapo forthis remarkable book” (Kelly inBonhoeffer, 3). Imagine this! A classicwriting on the vitality of Christian disci-pleship growing out of the crisis of NaziGermany! The story of Bonhoeffer’s lifein general and the writing of Life Togetherin particular are strong reminders of thepower of God’s grace. In the face of suffer-ing and living constantly under threat ofdeath (and Bonhoeffer did die), Christianscan experience joy, hope, and love.

❍ Prison LettersPeter and Paul were contemporariesduring the era when Christianity wasborn. Although both were important tothe spread of the gospel, the story of Paulis better known. Four of the letters in theNew Testament that bear Paul’s namewere written while Paul was in prisonawaiting an opportunity to plead his case(he claimed false arrest in Jerusalem)before the Emperor. These PrisonLetters—Ephesians, Colossians,Philippians, and Philemon—discuss how afollower of Jesus should respond to hard-ship and threat. Although the PrisonLetters are clearly composed under theclouds of suffering and persecution, neverdo they give in to fear and anxiety. On thecontrary, Philippians especially soundsthe strong notes of joy, hope, and love. Ofall the letters from Paul, Philippians is themost hopeful and joyous. The well-knownline “Rejoice in the Lord always, and againI say rejoice” (Phil 4:4) captures the toneand content of this letter that was writtenfrom prison.

The life of Paul illustrates the waygenuine discipleship is driven by joy,hope, and love, even in the face of suffer-ing and persecution. Through the lettersof Paul and the account of his life writtenby Luke in the Book of Acts, contempo-rary Christians can glimpse a life livedwith eager expectation for the power ofgrace. The joys of discipleship are directlyrelated to the hope that followers of Jesushave, and the shared joy and hope is alsothe reason behind the deep, practiced love that identifies Christians in everygeneration.

Teaching Guide 5

DiscussionHow do I lead learners to dialogue about the session?

First Peter 1 uses some common words inways that are not so common for today’sreaders. Lead a discussion on the way weuse the words “hope” and “love” with theintention of exposing the deeper NewTestament meaning of the words.

Ask those who feel comfortable doing soto use either “hope” or “love” in asentence. Write the sentences on theboard. Encourage class members toexpand on the meaning of the sentencesin a way that places an emphasis upon thepractical results of true hoping andloving. Be prepared to note that merewishing (“wish” is a commonly usedsynonym for “hope”) does not lead toaction, but genuine hope instills confi-dence (a biblical synonym for hope) andaction. Also be prepared to lead the classbeyond an understanding of love as senti-ment. Genuine love involves action,specifically caring for the needs of others.Ask the class to give examples from theirlives in which they have received activelove (such as someone taking care of thechildren or aging parents so the classmember could have some free time, orhaving someone volunteering to help witha difficult project).

QuestionsQuestions about Scripture➤ How does the opening line of 1 Peter,

which calls the recipients “exiles,” setthe tone for the whole letter (and thisweek’s lesson)?

➤ What does the realization that Jesussuffered say to Christians who facehard times?

➤ What is the foundation for allChristian hope (1:3)?

Questions for All Adults➤ What are some examples of difficulties

Christians face in the modern world?➤ How does the community of faith,

the church, help Christians enduredifficulties?

➤ What are some possible ways that thechurch increases difficulties for peopleliving in our day?

Questions for Mature Adults➤ What can you do to help teach younger

adults and families in the church aboutthe security found in a loving commu-nity of faith?

➤ Do you have peers and friends whohave been neglected by the communityof faith because of absence due toillness? How can you help identifythese friends for others in the church?

➤ How can you live with an attitude ofrejoicing in the midst of the difficultiesthat come with aging?

Questions for Younger Adults➤ What makes you aware of the need for

joy, hope, and love?➤ What lessons have you learned by

watching your older friends and familyexercise their faith in difficult circum-stances?

➤ How can you put love into action inyour community?

Questions for Adults with Children➤ How can you teach your children that

love is more than words and affection?➤ What efforts can you make to instill the

positives of Christian living in yourfamily and among your children?

➤ How can you celebrate the joys of disci-pleship with your family?

6 Lesson 1

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

❍ More Than WordsPlace several large pieces of butcher paperon the walls of your meeting room. Referto the “Discussion” suggestions for thissession in which class members wereasked to write sentences using the words“hope” and “love.” If you did not use thesentences then, you can introduce themnow. Ask class members to form severalsmall groups. Ask the groups to shiftattention away from sentences that usethe words descriptively and to collectivelywrite some sentences that use the wordsin the context of encouragements. In theNew Testament, and especially in 1 Peter,hope and love have visible and measura-ble effects in the life of the community.Ask the small groups to choose onesentence to write on the butcher paper.Share others as time permits. Leave thepapers on the walls for the remainingweeks of study in 1 Peter to remind yourclass members of the community of loveand hope for which we strive. If groupshave a difficult time getting started, sharethe following examples of encouragingsentences.

A hopeful community involves others indemonstrating our confidence thatGod is at work among us.

Hope in a community gives it an attitudeof celebration in all that it does.

Love makes a community eager to getinvolved in the lives of people in need.

A community guided by love is alwaysattuned to rescuing the lonely andtroubled in its midst.

Lead a discussion about the effects ofhope and love in the community, encour-aging members to give concrete examples.

❍ Love In ActionDistribute note cards or slips of paper andask each member of the class to write thename of someone they know who seemsto need hope and love this week. Ask classmembers to fold the cards or papers andput them in their purses or billfolds as areminder to act hopefully and lovinglytoward the named person during theweek.

ClosureHow do I lead learners to respond?

The writer of 1 Peter is confident becauseof the great grace God has shown in JesusChrist. Remind class members of the“living hope” that is ours in Christ andclose with the words of the hymn“Because I Have Been Given Much” (inThe Baptist Hymnal, 1975 and 1990editions).

Teaching Guide 7

2Find Relevance

Why do adults care about thissession? Recent public discus-

sion about political campaignsand political candidates in the

United States has raised the “characterissue.” Stung by scandal after scandal,both Republicans and Democrats havevowed to put more emphasis upon thecharacter of candidates and parties. Asthe argument unfolds, there is increasingtalk about character as the primary issuein the selection of leaders for our country.But what is “character?” So far in thepublic debates no one has offered a cleardefinition of the term. Like so many other“issues,” the “character issue” appears tobe another way to attack opponents.

In the early Christian community therewas a profound awareness of the impor-tance of character. Unlike thecontemporary political context, in earlychurch, character was a definable issue.Peter clearly spells out the need for char-acter when he demands that his readersconduct themselves with honor (2:12) andthat they follow the example of Christ(2:21).

In any generation there is no greater issuefor Christians than that of character. Inevery generation the confessions ofChristians invite scrutiny of their charac-ter. The haunting words of one critic

should echo in the heart of every followerof Jesus: “I admired Christianity until Imet a Christian.”

Seek UnderstandingWhat do these Scripturesmean? Understanding the

context of the early church isnecessary, especially when reading

and studying 1 Peter. Peter writes tocommunities who already existed on themargins of society. The first Christianswere much more likely to come from theclasses of slaves, the poor, and womenthan from established social circles.Because Peter’s audience was marginal,the readers also knew that the slightestdeviation from what was acceptable insociety would make it more difficult toproclaim their faith as followers of Jesus.When possible, draw attention to thesocial status of those who first receivedand read Peter’s letter. Focusing attentionon the setting of the letter will be animportant step toward understanding itscontent.

Lesson Teaching Guide

CONDUCT YOURSELVES

HONORABLY1 Peter 2

Teaching Guide 9

ResourcesGuillermo Catalán, “A Gospel Lived,” ContemporaryGospel Accents, ed. Daniel Carro and Richard F.Wilson (Macon GA: Mercer University Press,1997).

My Teaching Plan

An outline of 1 Peter 2 is a lot like a swing-ing door. The key is the hinge. Once thehinge is identified, then the door swingstwo ways. The hinge is the phrase fromwhich the lesson title comes: “Conductyourselves honorably” (2:12). The doorswings backward to identify the characterof the community of faith, and then thedoor swings forward with the demand thatthe community live up to its character.

I. The Demand for Christian CharacterA. The church is a living witness of grace.B. The church is under the scrutiny of the

larger world.

II. The Foundation for Christian CharacterA. Like Israel, the church is a spiritual

house and a royal priesthood.B. Like Israel, the church is built of living

stones.C. Like Israel, the church should be

different.

III. The Practice of Christian CharacterA. Members of the church should respect

the authorities of the larger world.B. Members of the church should be

living witnesses to God’s grace.C. Members of the church should follow

the example of the suffering Christ.


❍ You Are My Best PeopleGuillermo Catalán is a Baptist pastor andteacher in Santiago, Chile. Like the rest ofLatin America, Chile is not a friendlyplace for Christians who live out theirfaith in evangelical communities (in LatinAmerica the term “evangelical” identifies awide range of non-Catholic followers ofJesus). Catalán tells a story he heard fromone of his fellow Baptists:

“A member of [a] Sunday school classnoticed that a group of evangelicalworkmen in a certain factory began toget together at lunch break to pray.Each day the group increased in size.The activity reached the ears of theowner of the shop. He said that in hisbusiness he would not accept prose-lytism. He said he would fire them all,but before doing so he wished to talkwith them and inform them person-ally of his decision. The evangelicallaborers gathered, fearful because theywere going to lose their jobs. Whenthe owner of the business came to themeeting, he looked at the men for along time, but he could not speak. Hewas mute for a while. When he recov-ered his voice he said, “I am standingbefore the best people of my business,my very best workers. You are my bestpeople. I was mistaken. Excuse me.”(Catalán, 108–109)

This short story illustrates the power ofthe gospel when it is lived out in thelarger world. The character of the workersbecame an undeniable witness to theowner of a factory.

❍ The Whole World WatchesIn the middle 1980s, scandals involvingtwo prominent Christian ministers madelife difficult for all Christians in theUnited States, even those not associatedwith the ministries of Jim Bakker andJimmy Swaggert. When reports ofBakker’s affair with his secretary and hismisuse of gifts to the PTL Club werepublished, all Christians had to deal withthe public opinion and impression thatChristians were not what they claimed tobe. Bakker went to prison for fraud, butall Christians were imprisoned by thenegative publicity of one person’sdishonor. Soon after Bakker’s problems,Jimmy Swaggert was linked to some NewOrleans prostitutes; he also lost face andposition in our society. As in the case ofJim Bakker, following the dishonorableconduct of Swaggert, all Christians foundthemselves under the suspicions of thelarger world who could not look beyondthe mistakes of a high profile confessingChristian.

It is true that actions speak louder thanwords and that the actions of a few reflectupon the whole church. Christians shouldlearn from the good examples of theChilean workers and the bad examples ofJim Bakker and Jimmy Swaggert. Ourlarger world is watching the church ingeneral, and its members in particular.How do you think these stories mightinfluence unchurched people’s percep-tions of the church?

10 Lesson 2


Use one or both of the previous illustra-tions to discuss the old saying, “Actionsspeak louder than words.” Tie in the illus-trations with Peter’s demand that hisreaders conduct themselves honorably.Discuss the positive effect of honorableconduct as opposed to the negativeimpact of dishonorable conduct. Asquickly as possible, turn the discussiontoward the way our lives are a means ofevangelism.

Ask members of the class to share storiesfrom their own lives in which examples ofChristian conduct have had an impactupon their desire to conduct themselveshonorably. Ask members to think andtalk about their responsibility to be“living stones” (2:5) that make up thepublic image of the church in our world.

QuestionsQuestions about Scripture➤ What is the relationship of the church

to the larger world?➤ How does Peter use the story of Israel

to illustrate the demands upon thechurch?

➤ What characteristics of Christ shouldguide members of the church in theirdaily conduct?

Questions for All Adults➤ After reading and studying 1 Peter 2,

what do you think Peter would sayabout Christians who “demand theirrights” in society?

➤ What are the unique demands forliving the Christian life in a world thatputs more emphasis upon success andgetting ahead rather than character?

➤ How would Peter encourage contempo-rary Christians in the workplace?

Questions for Mature Adults➤ In your lifetime, have positive or nega-

tive examples of Christian conduct hadthe more lasting effect on evangelismin your community?

➤ What does it mean to be called a “livingstone” of the church?

Questions for Younger Adults➤ Is the church a place for you to stand

out or a place for you to fit in?➤ Peter offers the example of the suffer-

ing of Jesus as a model for Christianliving. How is suffering for the rightreason a relevant model for thecontemporary church?

➤ What is the difference between respectfor authority (2:13) and the fear of God(2:17)?

Questions for Adults with Children➤ How are you teaching your children

about the character of Christ?➤ What aspect of Christian character are

you most eager for your children tolearn?

➤ In a society that places great emphasison getting ahead, how do you help yourchildren understand the importance ofChristian character?

Teaching Guide 11

12 Lesson 2


Through the study and discussion, someclass members may have begun to thinkabout the way words and actions cometogether in a Christian’s life. Encouragediscussion by asking the class to form twosmall groups. Ask each group to appoint arecorder. Give each group five minutes tocompile a list of words that are character-istic of the Christian life. Tell the groupsthat the purpose of the exercise is to comeup with as many as possible.

At the end of the five minutes, ask therecorder from each group to trade lists ofwords. With each group now in posses-sion of the other group’s list, ask thegroups to suggest specific actions thatwould communicate the same thing as theconfessions. Assure the group that thereare no right or wrong answers, butencourage them to find ways that ourways of talking about faith can be imple-mented in Christian living—ways that ourwords may be put into action.

In five minutes, ask the groups to sharetheir suggestions with the whole class.Then ask, “How can we as a class be livingwitnesses to our faith?” Allow severalminutes for responses. Then ask, “Howcan we as a church be living witnesses toour faith?” Class members may answerboth questions with examples of what theclass or church is already doing as a livingwitness (examples: Parent’s Day Outprograms, participation in Habitat forHumanity, food and clothes closets, etc.).Affirm those examples and encourageparticipation.


Bring your meeting time to a close withthe reminder that in the larger worldaround us, the church is usually seen asone entity. Recall the lesson’s use of singu-lar, corporate terms for the church (“arace,” “a people,” “a nation”). To symbolizethe oneness of the church and its witness,ask members to stand and join hands fora final prayer. Lead the group in a prayerfor courage to be the church.

3Find Relevance

Why do adults care about thissession? First Peter 3 strains

our ability to find points ofcontact between scripture and our

world. Peter wrote to a community offaith that was made up mostly of slavesand women. First-century slaves wereunder the thumb of their masters andfirst century wives lived at the whims oftheir husbands. In our late twentiethcentury world of North America, it is easyfor some of us to overlook relevance in achapter of the New Testament designed togive hope to slaves and women who hadto live with the daily threat of beingabused or killed because of their faith.The Christian church has not onlybecome accepted in our culture, but inmany places is a place of power ratherthan powerlessness.

Many Christians outside of NorthAmerica and Europe, however, are notafforded a sense of security, much lesscomforts and luxuries enjoyed by firstworld Christians. Across Africa, Asia, andin places in Latin America, Christiansconfess and practice their faith under thefear of persecution and death (Wall,14–19). The church is larger than itsexpression in North America. Studying 1 Peter provides an opportunity tobroaden our horizons and become famil-iar with Christian brothers and sisterswho live under genuine threats.

Seeking UnderstandingWhat do these Scripturesmean? Understanding 1 Peter

3 requires an appreciation ofthe historical setting of the whole

letter which was written to Christiansunder Roman rule, many of whom wereslaves and women. As you prepare toteach, focus on those verses that illumi-nate the setting. Verses 15-17 provide aclear description of the harsh conditionsunder which Peter’s audience had to live:“Always be ready to make your defense toanyone who demands from you anaccounting for the hope that is in you; yetdo it with gentleness and reverence. Keepyour conscience clear, so that, when youare maligned, those who abuse you foryour good conduct in Christ may be putto shame. For it is better to suffer fordoing good, if suffering should be God’swill, than to suffer for doing evil.” Notethat Peter says “when you are maligned”and not “if you are maligned.” Earlybelievers expected harsh treatment.


DO NOT FEAR

WHAT THEY FEAR1 Peter 3

14 Lesson 3

Resources

Paul J. Achtemeier, 1 Peter, Hermeneia(Minneapolis: Augsburg Fortress, 1996).

Bo Reicke, The Epistles of James, Peter, and Jude,Anchor Bible, vol. 37 (New York Doubleday, 1964).

James R. Brockman, The Word Remains: A Life ofOscar Romero (Maryknoll: Orbis Press, 1982).

Paul M. Wall, ed., “Seekers in the Dark: TopReligion Stories of 1997,” The Christian Century,115/1 (7–14 January 1998): 14–19.

My Teaching Plan

First Peter 3 actually continues a themethat began in 1 Peter 2:18. What we findin 1 Peter 2:18-3:7 is the immediate audi-ence for whom Peter offers the command“Do not fear.”

I. Conduct for Christians in a Hostile WorldA. Encouragement for slaves, 2:18-25B. Encouragement for wives, 3:1-6C. Encouragement for husbands, 3:7

II. A Community of Love in a Hostile WorldA. Love one another in harmony and

humility, 3:8-9B. Remember Holy Scripture, 3:10-12 (a

quote from Ps 34:12-16)C. Banish fear and seize hope in Christ,

3:13-17III. Sharing the Sufferings of Christ

A. Following Christ in life and death,3:18-19

B. Following Christ in baptism (the storyof Noah), 3:20-21

C. Following Christ in hope, 3:21-22

Offer IllustrationHow can I help learners think about the issues?

❍ Oscar RomeroOn March 24, 1980, Archbishop OscarRomero of El Salvador was assassinatedby government soldiers in San Salvador,the capital city of that small country inCentral America. He was shot while stand-ing at the altar celebrating the mass.Romero had become the champion of thepoor and oppressed in his nation. Becauseof his outspokenness on issues of justiceand peace, themes he discovered in theScriptures, Romero was considered anenemy of the ruling party. When Romerodied, no one was surprised. The arch-bishop had received warnings and threats.Only weeks before Romero was shot, theradio tower that beamed his Sundaysermons was knocked out by a well-placedbomb.

While threats and tensions mounted,Romero continued to preach the gospeland mingle with the poor and oppressed,offering them hope and encouragementin difficult days. Two weeks before hisdeath, Romero gave an interview to aGuatemalan reporter. In part he said, “Ihave often been threatened with death.Nevertheless, as a Christian, I do notbelieve in death without resurrection.”Romero did not fear what others feared.He did not fear death because he knew hehad already been buried with Christ inbaptism and raised to walk in newness oflife (see Rom 6:4). The life, death, andwitness of Oscar Romero is a soberreminder of the demand of the gospel,even in the twentieth century (Brockman,205–223).

❍ The Courage of Peter and JohnThe opening chapters of the Book of Actstell the amazing story of the courage ofPeter and John. Months after Jesus’ cruci-fixion at the hands of Rome, Peter andJohn were arrested and threatenedbecause of their bold proclamation of thegospel. When threatened, Peter and Johndid not flinch. Instead, they claimed allthe more that the gospel had set them freeand given them courage. Clearly Peter andJohn did not fear what others feared.

The story of Peter and John is a clearaccount of courage and faith in the face ofsuffering and persecution. Because oftheir confidence in the gospel and theiridentification with Christ, Peter and Johnare enduring symbols of what it means tolive the Christian life under duress.Linking Peter from the Book of Acts withPeter, the author of 1 Peter, reinforcesconfidence in his words of encourage-ment. Peter, the persecuted in Jerusalem,has credibility with his friends in AsiaMinor. Peter, the persecuted, also hascredibility with Christians today whostruggle with the threats of persecutionbecause they attempt to live the gospel.

Teaching Guide 15


Most North American Christians are notlikely to have experienced genuine threatsbecause of their commitments to Christ.To create interest in the application ofthis text, treat the lesson in its historicalsetting, and then move to examples andillustrations of how Christians in everygeneration have faced opposition, oppres-sion, and suffering. Using the lessonmaterials and the illustrations providedabove, pose the question “Why areChristians in some times and places morelikely to experience threats and harshnessthan others?” The discussion will proba-bly turn toward issues such as religiousfreedoms under some governments andthe role of Christians and Christian ideasin shaping a society. Though NorthAmerican Christians have the freedom ofreligious expression, we are excused fromthinking about the genuine suffering ofother Christians in different times andplaces. Ask how the suffering ofChristians in different times and placeshas an impact today. Lead your group inexpressions of gratitude for security andsympathy for those not so blessed.

QuestionsQuestions about Scripture➤ How is Christian conduct different from

good moral non-Christian conduct?➤ How can Christian conduct be a means

of evangelism?➤ Why does the example of the Christ

change the meaning of fear?

Questions for All Adults➤ What are the fears in your life that make

today’s lesson relevant?➤ Why is the church an important place for

followers of Jesus in today’s world?➤ How can Christians and the church help

correct the negative impressions ofChristianity prevalent in our society?

Questions for Mature Adults➤ What experiences of overcoming fear

have you had that could be valuable forothers in your church and community?

➤ Where do you turn to find encourage-ment as you face difficult days?

➤ How does your life exemplify the confi-dence you place in Christ?

Questions for Younger Adults➤ Although you are probably not faced

with the fear of physical suffering becauseof your faith, what are your fears?

➤ How does your identity with the churchand other Christians help you overcomethe difficulties of getting started andestablished?

➤ How can you cultivate Christian conduct?

Questions for Adults with Children➤ How do you teach your children the reali-

ties of a sometimes hostile world withoutmaking them fearful of life?

➤ How are you cultivating a positive under-standing of the church as a lovingcommunity for your children?

➤ How can you make time for yourself andyour need for community in the midst ofthe pressures of being a good parent?

16 Lesson 3


Cut out the symbols of hope and fearfound on page 28. Provide members ofthe class with some stiff paper and severalpairs of scissors. As you distribute thepaper and scissors, say, “Our fears andhopes often take shape as symbols ratherthan words.” Give the example of thecross as a symbol of hope and hold up theexamples from page 28. Ask groupmembers to create and cut out their ownsymbols of either hope or fear. (Someindividuals might want to do both.)

After class members have had time tomake their cutouts, ask volunteers tohold up their symbols for all to see. Askother members of the class how theyinterpret the symbols; then have thepersons who made the cutouts explainwhat the symbols mean to them.Members may hear different interpreta-tions of the same shape, underscoring theunique nature of our hopes and fears.

Be alert to related symbols and make theconnections between them. Be especiallyalert for symbols that could balance oneanother (a symbol of hope that specifi-cally relates to a symbol of fear). Whenrelated symbols or balanced symbols areintroduced, give the class time to explorethe hopes and fears they share.


Bring the session to an end by reading 1Peter 3:8: “Finally, all of you have unity ofspirit, sympathy, love for one another, atender heart, and a humble mind.”Remind the class that they have theopportunity to soften each other’s fears astogether you pursue the Christian life.

Close with a prayer, remembering theconfessions of hopes and fears thatemerged in the discussion, and alsoacknowledging the continuing presenceof grace in the lives of Christians.

Teaching Guide 17

Find RelevanceWhy do adults care about thissession? If you visit any book-

store these days and ask for theself-help section, you probably

will be directed to one of the largestsections in the whole store. The bookswill offer advice and instructions in every-thing from acrobatics to Zen Buddhism.Many of the books will have predictabletitles such as “How to (fill in the blank)”or “Thirty Days to a New You through(fill in the blank).” Whether you buy abook or not, the trip to the self-helpsection will remind you that our cultureis a seeking culture. Our culture isseeking things of value and, more impor-tantly, seeking ways to find value in life.

Christian bookstores also have large how-to sections. There are books on Christiandieting, Christian investing, Christianliving, and on and on. The underlyingtheme in many of the Christian how-tobooks is finding the will of God. Thecontemporary logic is that if someonefinds the will of God for her or his life,then life will change for the better. It’sgood logic. Christian bookstores haveample supplies of books claiming toexplain how to live according to the willof God. For good reasons, we are eager tolearn more about God’s will for our lives.Living by the will of God is the focus of 1 Peter 4.

Seek UnderstandingWhat do these Scripturesmean? Tapping the relevance

and interest of a lesson onliving by the will of God is not

difficult. Focusing the topic in light ofScripture may be more challenging.Popular notions about living by the willof God can be mechanical. Some lay out aseries of “steps” to ensure living by thewill of God while others speak of God’swill in ways that put high emphasis uponthe “feeling” of security found in God’swill.

Peter takes a decidedly low-key and practi-cal approach to living by the will of God.Peter does not develop a “step program”for living by God’s will. Neither does heget lost in the midst of feelings. In a seriesof short imperatives, Peter shows the willof God to be about living in a communityof respect that is a symbol of grace toothers. “Be serious and discipline your-selves” (4:7); “maintain constant love forone another” (4:8); “be hospitable to oneanother without complaining” (4:9);“serve one another” (4:10); and finally,“continue to do good” (4:19). Living bythe will of God for Peter is another way ofsaying that Christians live in a commu-nity of faith with integrity and hope. Notethat integrity and hope have beenconstant themes throughout our study of1 Peter.


LIVE BY THE

WILL OF GOD1 Peter 4

4

Teaching Guide 19

ResourcesPaul J. Achtemeier, 1 Peter, Hermeneia(Minneapolis: Augsburg Fortress, 1996).

Frank Louis Mauldin, “Suffering in the NewTestament,” Mercer Dictionary of the Bible, ed.Watson E. Mills et al. (Macon GA: MercerUniversity Press, 1990).

Pheme Perkins, First and Second Peter, James, and Jude,Interpretation (Louisville: John Knox Press, 1995).

Elie Wiesel, Somewhere A Master: Further HasidicPortraits and Legends (New York: Sumit Books,1981).

My Teaching Plan

I. Changed LifeA. Putting away the old lifestyle, 4:1-3B. Enduring the surprise of old friends,

4:4-6C. Living a witness to the “dead,” 4:5-6

II. Living by the Will of GodA. Be serious and discipline yourselves,

4:7B. Maintain constant love for one

another, 4:8C. Be hospitable to one another without

complaining, 4:9D. Serve one another, 4:10-11E. Continue to do good, 4:19

III. Sharing the Sufferings of ChristA. Rejoice in suffering, 4:12-13B. Blessings for suffering for good

reasons, 4:14-16C. Trusting God in the midst of suffering,

4:17-19

Offer IllustrationHow can I help learners think about the issues?

❍ When Will the Messiah Come?Elie Wiesel tells the story of a rabbi in theMiddle Ages who endured years of perse-cution by the local government. Becauseof the persistent harassment, the rabbi’shouse servant had grown suspicious ofevery visitor, especially those who arrivedafter dark. On a dark winter night,minutes after midnight, a rough knock onthe door startled the rabbi and hisservant. Over protests the rabbi openedthe door and saw a young soldier. “Haveyou any food?” he asked. Knowing theimportance of welcoming strangers, therabbi sent the servant to warm up somesoup and get some bread. “Are you notwell fed in the army?” the rabbi asked.“Oh, yes,” the soldier replied, “but I amJewish. When I saw the lamp in thewindow I knew this must be the house ofa rabbi. Rabbis always study God’s wordlate into the night. I knew I could findkosher food here.”

About that time the servant appearedwith a steaming bowl of soup and somebread. The soldier ate. Between spoonsfulof soup the young man asked, “So tell me,rabbi, when will the Messiah come?”Peering into the dark cold night the rabbiwas silent. Then he said, “The Messiahcomes when we are reminded who we are.”(Wiesel, 139–40)

Questions➤ What did the Rabbi mean “when we are

reminded who we are?”➤ When do you feel that you are living

according to God’s will?➤ Everyday living can easily overtake our

Christian focus. What does it take toremind you of who you are?

❍ The Weeping ProphetIn the Sermon on the Mount, Jesus says,“Blessed are you when people revile youand persecute you and utter all kinds ofevil against you falsely on my account.Rejoice and be glad, for your reward isgreat in heaven, for in the same way theypersecuted the prophets who were beforeyou” (Mt 5:11-12). Of all the prophets,none fits the picture of the unjustlyabused prophet like Jeremiah. Known as“the weeping prophet” for all the tears heshed through his harsh treatment,Jeremiah was ridiculed, imprisoned, andthreatened, all because he was faithful ininterpreting the presence of God in themidst of difficult days in Jerusalem. Whatmakes the Jeremiah story even morepainful is that he was abused by otherpeople who claimed to be authentic inter-preters of God’s presence and God’s will.History proved that Jeremiah was theauthentic voice in his day and that hisopponents were false prophets. Jeremiahendured the injustice because of his confi-dence in God’s presence and God’spromises. Jeremiah is, therefore, a goodmodel for the followers of Jesus who facehardships and injustice.

Questions➤ Do you know (or know of ) people who

have endured injustice because of theirconfidence in God? Share their stories.

➤ For Jeremiah and people like him, doesit matter that history proves themrighteous?

➤ When facing hardships or injustice,how do God’s promises help you?

20 Lesson 4


❍ A Tale of Two ChurchesDiscussing what it means to “live by thewill of God” may encourage classmembers to think only about the bigmoments in their lives. When we hearpeople use the phrase “the will of God,” itis usually in the context of either makinga big decision (“I’m trying to discernGod’s will as I consider taking anotherjob.”) or in the context of coming to termswith an unpleasant event (“I guess it wasnot God’s will for Aunt Jane to recover.”)

Acknowledge that God’s will is importantin the big moments of life, but set thestage for another aspect of God’s will bysuggesting that the little moments of lifeare also open to being shaped by God’swill. Using the story from Elie Wiesel, askmembers of the class to reflect upon timesthey have been reminded who they are.Some may want to talk about the blessingthey experienced when they helped aneighbor in need or visited a lonely shut-in. As a help to guide the discussion,remind the class of the practical natureof Peter’s description of living by the will of God (see “Seek Understanding”on page 18).

QuestionsQuestions about Scripture➤ What is the relationship between good

stewardship and living by the will ofGod (4:10)?

➤ Does every instance of suffering pointto the integrity of the one who suffers?Why or why not?

➤ How does the will of God shape theeveryday lives of Christians?

Questions for All Adults➤ When are you most aware of a need for

God’s will?➤ Does the will of God have a place in

your daily thinking and living? How?➤ How does an awareness of God’s will

change the way you treat routine tasks?

Questions for Mature Adults➤ Peter claims that living by the will of

God means that life changes. How hasyour life changed?

➤ If living by the will of God meansloving and serving one another, howshould we respond to the opportunityof being served?

➤ What examples in your life and the lifeof your church could be included inPeter’s warning about “the fiery ordeal”(4:12)?

Questions for Younger Adults➤ How can you recognize God’s will in

the “smaller” moments of life?➤ What is the relationship between living

by God’s will and participating in thecommunity of faith?

➤ How might living with integrity requireyou to risk success?

Questions for Adults with Children➤ How can you involve your whole family

in living by the will of God, asdescribed in 1 Peter 4?

➤ What unique demands for caring forand serving one another exist in afamily setting?

➤ How can children be taught that suffer-ing for the good is better thansucceeding because of the bad?

Teaching Guide 21

22 Lesson 4


The topic of God’s will may be difficult toapply in the low-keyed way Peter describesit in his letter. The tendency among many,if not most, class members will be tothink of God’s will in relation to life’s bigmoments. The drama of major decisionsor the trauma of significant setbacks orlosses lend themselves to reflection onGod’s will for our lives. The goal of thislesson, however, is to cultivate an aware-ness of the will of God in the midst of thelittle moments of life.

If you followed the suggestions for discus-sion above, the class will have alreadybeen introduced to the difference betweenthe big and little moments. If you chose adifferent focus in the discussion, intro-duce the idea of big and little moments toyour group. On the board, write“Experiencing God’s Will” at the topcenter; below it and to the left write “inthe big moments”; below and to the rightwrite “in the little moments.” Askmembers of the class to think about bothbig and little moments in their lives whenthey have experienced God.

Then, as a group, fill in the columns onthe board. If the lists are uneven, specifi-cally solicit items that will go under theshorter list. Each time an item ismentioned, allow time for others in theclass to comment on it from their ownperspective.

When six or eight items are in eachcolumn, ask class members if they canidentify relationships between the experi-ence of God’s will in the big and littlemoments of life. For example, the bigmoment of changing jobs or careers willbe related to the little moment of cultivat-ing the discipline necessary to live andwork in a manner that follows theexample of Christ. The big moment of

adjusting to the death of a parent orfriend will be related to the little momentsof being a care giver during an illness.As connections are made between the bigand little moments in life where God’s willis experienced, draw lines between theitems in each list. Ask individuals to makethe same kinds of connections on theirown pages. Affirm all participants fortheir involvement. Conclude by under-scoring the truth that God’s will isimportant both in the big and littlemoments of life.

ClosureAs class time comes to an end, return tothe idea of self-help and how-to booksthat opened the class. Note that buyingand reading books is not the same asputting their ideas into practice. The sameis true with living by the will of God.Reading about it and talking about it isno substitute for doing it.

Read the following paraphrase of Romans12:1-2: “I plead with you therefore, broth-ers and sisters, by the mercies of God, topresent your lives as a sacrifice, holy andappropriate to God; that is what Godmade you for. Do not get locked into ideasthat you hear, but always be ready to besurprised by new thoughts that canchange the way you live. God’s will isabout changing your life and becomingmore aware of what is good, appropriate,and mature for God’s children.”

Close with a prayer confessing the desireto live by God’s will.

Find RelevanceWhy do adults care about thissession? We don’t have the

choice whether or not rolemodels exist; they surround us.

Every generation has its role models, too.Senior adults look to the likes of BobHope, John Glenn, or Billy Graham.Middle adults have , Hank Aaron, or .Younger adults have Tiger Woods, HarryConnick, Jr., and Brad Pitt. The youth ofour land strive to emulate Lebron James,Michelle Kwan, Shawn Johnson, orAshton Kutcher. Role models are allaround us. The question is which oneswill have the most impact on our livesnow and later?

We used to call them heroes; today, theyare role models. Whatever term we use, weare talking about examples. Examplescome in at least two flavors: good andbad. Honesty demands that we note theincrease in the number of bad examplesin our day. Haughty and brash radiohosts have large followings. Sports figureswith persistent run-ins with the law stillcommand attention and admiration.Entertainers and even politicians withconfessed, if not flaunted, indiscretionsare still in great demand.

Against such a backdrop the last chapterof 1 Peter is immensely relevant. Thetheme of this chapter is, “Be examples tothe flock.” “The flock,” of course, is the

church. Today the church is in real needof good examples.

Seek UnderstandingWhat do these Scripturesmean? The concluding

chapter of any New Testamentletter is a mix of final thoughts on

the issues raised in the body of the letter,and personal words of gratitude andencouragement. In the case of 1 Peter 5the personal words (5:12-14) underscorethe crisis setting from which the letterwas written. Significant is the veiled refer-ence to Rome through the image of“Babylon” (5:13). For the reader with aJewish background, “Babylon” wouldconjure up images of the Exile. Duringthe New Testament era writers would callRome “Babylon” as a code for the oppres-sion of Christians experienced under theRoman Empire.

Peter’s final thoughts are found in verses1-11. The two main themes of the letter,the importance of mutual love in thechurch and encouragement to follow theexample of the suffering Christ, areaddressed to the leaders of the church.Peter addresses the “elders” with strongwords: “Be examples to the flock” (5:3).He also encourages the younger leadersand the whole congregation to recognizetheir responsibility to lead exemplarylives.


BE EXAMPLES

TO THE FLOCK1 Peter 5

5

24 Lesson 5

ResourcesPaul J. Achtemeier, 1 Peter, Hermeneia.(Minneapolis: Augsburg Fortress, 1996).

John C. H. Laughlin, “Babylonian Empire,” MercerDictionary of the Bible, ed. Watson E. Mills et al.(Macon GA: Mercer University Press, 1990).

Warren McWilliams, “Elder,” Mercer Dictionary of theBible, ed. Watson E. Mills et al. (Macon GA: MercerUniversity Press, 1990).

Pheme Perkins, First and Second Peter, James, and Jude,Interpretation (Louisville: John Knox Press, 1995).

Bo Reicke, The Epistles of James, Peter and Jude,Anchor Bible, vol. 37 (New York Doubleday, 1964).

My Teaching Plan

I. Advice to the “Elders”A. Lead the church willingly and eagerly,

5:1-2B. Do not be arrogant and overbearing,

5:3C. Rely upon God for approval, 5:4

II. Advice to the “Youngers”A. Accept the authority of the elders, 5:5a

III. Advice to the Whole ChurchA. Cultivate humility, 5:5b-6aB. Rely upon God for approval and

support, 5:6b-7C. Practice discipline, 5:8-9D. Rely upon God, 5:10-11

IV. Personal WordsA. Acknowledging the work of Silvanus,

5:12B. Greetings from the Church at Rome

(“Babylon”), 5:13aC. Greetings from Mark, 5:13bD. Love and peace in Christ, 5:14


❍ Mr. DaveIn a memorable episode of The AndyGriffith Show, a transient lands inMayberry and makes a big impression onOpie. “Mr. Dave,” played by actor BuddyEbsen, touts the life of leisure possibleonly among hobos. By word and deed Mr.Dave sets an example for Opie that leadsthe lad to quit cleaning up his room andinsist on “discussing” the appropriatenessof certain chores. Opie even gets caughtplaying hooky from school so he can gofishing with Mr. Dave. Near the end of theshow Sheriff Taylor and Mr. Dave have aface to face conversation about Mr. Dave’sinfluence. “My boy Opie thinks that abouteverything you do is perfect,” the sheriffsays. “Who’s to say,” Mr. Dave asks, “thatyour way is better than my way? Why notlet the little fellah decide for himself?”Andy was ready. “That’s not the way itworks,” he says. “Show a youngun some-thing bright and shiny and they will takeit every time. Only when it’s too late willthey know about the hook that is inside.No, that’s not the way it works.”

Mr. Dave decides he will leave Mayberry.“I’ll just go,” he says, “and your problemwill be over.” “That’s where you’re wrong,”Andy replies. “My problem has justbegun. I’ve got a lot of correctin’ to do.”

Questions➤ How can we correct the affect of nega-

tive role models in our children’s lives?➤ What behaviors are we modeling for

those who are watching?

❍ Followers, Not LeadersIn July of 1997, nearly 100 Baptist theolo-gians and educators from around theworld gathered in Vancouver, BritishColumbia, Canada to pursue the topic“Educating Leaders for the 21st CenturyChurch.” The meeting was sponsored bythe Baptist World Alliance and its workgroup on theological education and evan-gelism. The conference was divided intosessions; each session had a specific focus.The first session was to explore the issue,“Theological Foundations forLeadership.” The first speaker was adistinguished Chinese teacher and pastor,Dr. Chow Lien Hwa, who has worked inTaiwan for over forty years. Dr. Chowrocked the conference with his remarks:

“The term leadership may be theo-logical, but it is not biblical.Throughout the Bible we seldomfind the word ‘lead’ or ‘leader,’instead we read the word ‘follow’or ‘follower.’ Jesus called people tofollow him. All disciples arefollowers of Christ. Jesus neverasked his followers to lead thepeople, he wanted his disciples toserve the people. Even [ Jesus]came to serve and not to beserved.” (Chow Lien Hwa,“Theological Basis forLeadership,” presented at themeeting sponsored by the BaptistWorld Alliance, 1 July 1997)

Teaching Guide 25


The issue of 1 Peter 5 is the need forexamples in the church. Although Petersingles out a group called “the elders”(5:1) he gives advice and encouragementto everyone in the church (5:5). Pose thequestion, “Who is responsible for settingexamples in the church?” Initial responsesmay focus on church staff and laypeoplein positions of leadership, such asdeacons and Bible study teachers. Use theillustration of Dr. Chow (above) toexamine the way we think about leaders inthe church.

Encourage discussion around the fact thatevery member of the church has a respon-sibility to set an example for others. Helpfocus the discussion by describingsomeone in your church (other thanchurch staff ) who has been an examplefor you. Urge class members to beginseeing themselves as the people whoshould “be examples to the flock” (5:3).

QuestionsQuestions about Scripture➤ According to 1 Peter 5, what motives

for church leadership are possible?➤ Are there different expectations in the

church for “elders” and “youngers” andthe rest?

➤ What is the significance of Peter callingthe church in Rome “your sister churchin Babylon?”

Questions for All Adults➤ What temperament is required of a

church leader?➤ To whom do you look for examples in

the church?➤ What are some competing examples in

our world that make it more difficult toset examples in the church?

Questions for Mature Adults➤ What suggestions do you have for

keeping the joy in service to yourchurch?

➤ In what ways is your life an example forothers?

➤ How do you see your commitment tothe church as more than an obligation?

Questions for Younger Adults➤ What do you look for in a role model in

the church? Outside the church?➤ Should age or length of experience be a

factor in identifying church leaders?➤ How do you deal with the anxiety or

cares of your life?

Questions for Adults with Children➤ What efforts can you make to put you

and your children in the presence ofgood examples (good role models)?

➤ Are there effective ways to keep you andyour children from the presence of badexamples?

➤ How has (or how can) your familybecome an example for others in yourchurch?

26 Lesson 5


Bring to class some entries from a recent“classified” section in your local newspa-per. Hold up two or three announcementsfor jobs and comment on the precise wayprospective employers detail the charac-teristics needed for employment. Askpeople to comment on the effectiveness ofsuch ads.

Ask the class to form four small groups.Make two copies of page 29. Give eachgroup a card. Two groups should get theportion of the page titled “Wanted:Examples to Follow” and two groups“Wanted: Role Model.” Assign each groupthe responsibility of writing an advertise-ment for their title.

After an appropriate time, call the classtogether and have the groups read theiradvertisements. Give all members of eachgroup an opportunity to explain how theyarrived at the wording of the ad, and whythey think the characteristics in their adare important.

ClosureRemind members of the class that one ofthe connecting threads throughout thefive-week study of 1 Peter has been theimportance of following the example ofthe suffering Christ. If you used the illus-tration of Dr. Chow, repeat his words oruse them now: “Jesus called people tofollow him. All disciples are followers ofChrist. Jesus never asked his followers tolead the people, he wanted his disciples toserve the people.”

Conclude the class by singing or sayingthe words to either “Be Thou My Vision”(In The Bapist Hymnal, 1991 edition) or“Footsteps of Jesus” as the closing prayer.

Footsteps of Jesus

Sweetly, Lord, have we heard Thee calling, “Come, follow Me!”

And we see where Thy footprints falling,Lead us to Thee.

Footprints of Jesus that make the pathwayglow;

We will follow the steps of Jesus where’er they go.

Tho’ they lead o’er the cold, dark mountains, Seeking His sheep,

Or along by Siloam’s fountains, Helping the weak.



If they lead thro’ the temple holy,Preaching the Word,

Or in homes of the poor and lowly,Serving the Lord.



Then at last, when on high He sees us,Our journey done,

We will rest where the steps of JesusEnd at His throne.



Words by Mary B. C. Slade, 1826–1882.

Teaching Guide 27

Teaching Guide 28

Ask the class to form four small groups. Give each group a portion of this page for this session. Two groupsshould get the portion of the page titled “Wanted: Examples to Follow” and two groups “Wanted: RoleModel.” Assign each group the responsibility of writing an advertisement for their title.

Wanted: Examples to Follow

Wanted: Role Model

29 Lesson 5

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