As Was His Custom

Note to the Teacher

The key phrase in this Scripture (for this lesson) is “Today this Scripture has been fulfilled in its hearing.” The Icebreaker invites youth to consider real-world problems and create solutions for those problems. The Discussion encourages students to think about ways in which delayed humility may be the best opportunity for leadership. The Activity allows youth thoughtfully to create a mission statement based on the Scripture. Times are based on a 55-minute lesson period but can be adjusted.

Virtue Master (15 minutes)

Create teams of three to five people. Invite each group to pick a scenario from you (see below). Give them five minutes to produce a solution for the scenario. They then present the scenario to the group to vote on with the following criteria: Is the solution Jesus-like? Humble? Vulnerable? Does it provide genuine service?

Option 1:

If playing with a small group, consider working as partners of two rather than in teams.

Option 2:

Consider making the scenarios difficult. Many teens are deep thinkers and are up for the challenge.

Read Scripture (5 minutes)

Our Scripture reading today may feel a little mundane. Consider that even in the boring, everyone has a role to play. Luke 4:14-21

Discussion (15 minutes)

• In the Scripture reading, who had the power in the situation?
• What does it mean to have “true power” in a world that often links power to control?
• How can you exemplify humility when holding a role of influence?
• Why do you think Jesus attended synagogue that day?
• Have you had positive experiences either as a leader or a follower? How do you think good leaders guide and influence others without coming across negatively, or as if they are abusing their power?
• In your life, who or what seems to have power over you or your choices? How do you feel about that?
• In what ways have you been tempted to get an immediate result? Do you think it would have been easier for Jesus simply to “create” a more immediate result?
• If you had the choice, would you rather be in a position of power or to be powerless?
• How do you think people’s choices to pursue power affect those around them?
• Some Christian traditions call God “omnipotent,” which means “all powerful.” Do you think that is true? Why or why not? Is it possible that God’s power might be different than how we think about humans having power?

Activity and Discussion (20 minutes)

Take this lesson to the next level by involving students’ hands and imaginations. Roll out a large sheet of paper resembling a scroll. Give each student a marker and invite them to create a personal mission statement based on Luke 4:14-21. Ask them to consider what it might mean for them to be fulfilled in their own lives and how they interpret Jesus’ message. Invite volunteers to write their statements as well. Encourage each person to share with the group as they are comfortable.

Points for discussion:

1. Encourage participants to identify one daily action that aligns with their mission statements and Jesus’ call to serve.
2. Ask students to share ideas for how they can cultivate “hearing Jesus” in daily life.
3. Consider keeping the scroll around, and checking in with youth from week to week, or monthly, to see if the daily action is still happening or making a difference for themselves or others.

TOTAL TIME: 55 min.

NEEDED RESOURCES:

• Markers
• A long sheet of butcher paper (to look like a scroll)

For Virtue Master, we recommend the following scenarios:

You are on a team with two other people to launch the newest and coolest video game. Neither of your teammates like each other and each accuses the other of needing to work harder. This means that your work is slowing down, and you may not meet the deadline for the product launch. What do you do?

You play on the varsity football team. This year a girl has transferred to your school and is a contender for the quarterback position. You don’t mind, but the other guys on the team are saying horrible things about her behind her back. You want to be her friend, and you believe she can be the quarterback, but you don’t want to lose your friends with whom you’ve been playing football since elementary school. What do you do?

You are an eyewitness to a bank robbery. A woman has stolen money in a bank heist, but instead of keeping it for herself, she has gifted it to the local homeless shelter, the food bank, a foster-care agency to make sure teens have birthday presents, and a local church that provides showers for anyone in need. You are the only eyewitness who can identify the woman. What do you do?

You're a doctor at a leading hospital, and you have six extremely sick patients. Five urgently need organ transplants to survive, but no organs are available right now. The sixth patient needs a specific medicine to live, but if that patient dies, you could use their organs to save the other five. What would you do?

You and a friend from youth group started attending different high schools and have grown distant. One Saturday, your friend asks for a ride to a pretty sketchy area, pretending it would be fun. Despite having restrictions to your license and where you can go, you lie to your parents and take your friend. When you arrive, your friend purchases cocaine, exposing his real motives. You're torn between loyalty and concern. What would you do?

You discover that three classmates have created a vulgar website attacking teachers and students. You learn their identities because a friend accidentally spills the beans at lunch, but you promise not to reveal them after being pressured. The website quickly moves from “fun” to “illegal” activity. The principal seeks to identify the creators by asking students to come forward, but you’re concerned everyone will figure out that you snitched. What would you do?