Children’s Bible Program – Level 1: NT Lesson 16 “The Unjust Steward”

Featured Passage: Luke 16


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Jesus often taught the people using parables. When His disciples asked Him why, He told them it wasn’t time for all the people to understand the meaning of everything He was saying. One day, when Jesus was teaching His disciples, He began telling them a parable about a steward – a person who manages someone’s estate or money. The steward’s boss heard that he was doing a bad job, so he told the steward he was going to fire him. The steward, knowing he was going to lose his job, had to make a quick decision. He did something that Jesus explained with some important lessons for us. 

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Discuss:

  1. What did the steward do? What does it mean to be shrewd? 
  2. What is “mammon”? 
  3. With the decision that the steward made, he was making friends with the people who owed his boss money, and preparing for his own future. God wants us to be careful with how we use our money now, in this physical life, but what future are we preparing for ultimately?  How is our future in the kingdom more important than our lives in this world?
  4. What do you think Jesus meant when He said “He who is faithful in what is least is faithful also in much”? Think about the things you own – your toys, clothes, money, etc. What are some ways you can “be faithful” (trustworthy) with the things you own? How would taking care of your things prepare you to take care of bigger things in God’s kingdom?
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Memory Challenge:

Luke 16:10 (NIV)

“Whoever can be trusted with very little can also be trusted with much, and whoever is dishonest with very little will also be dishonest with much.”


Children’s Bible Program – Level 1: NT Lesson 17 “Mary and Martha”

Featured Passage: Luke 10


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Jesus traveled all around Galilee and Judea with His disciples, teaching the message of the Gospel of the Kingdom. They often walked many miles and when they arrived in different villages people would sometimes offer to let Jesus and His disciples eat or stay at their houses. One day, they came to a village where a woman named Martha lived with her sister, Mary. Martha invited Jesus to come to her house. Martha busied herself to serve, for there were lots of things to do, so she wasn’t too happy when she realized her sister Mary was sitting down.

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Discuss:

  1. Why do you think Martha invited Jesus to come to her house? 
  2. What was Martha doing when Jesus came to her house? What kinds of things often need to be done when a guest comes to your house? 
  3. What was Mary doing? 
  4. How do you think Martha felt when she realized that Mary wasn’t helping her? What did she do?
  5. What did Jesus tell Martha? What does it mean to be distracted? God loves it when we serve, but we should not let it distract us from focusing on and listening to God. 
  6. Mary and Martha appear in other parts of the Bible. Can you name their brother? What happened to their brother? 
  7. Would you say that Mary and Martha were good friends with Jesus Christ? How can we be friends with Jesus (John 15:14)?
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Memory Challenge:

Luke 10:42 

“But one thing is needed, and Mary has chosen that good part, which will not be taken away from her.”


Children’s Bible Program – Level 1: NT Lesson 18 “Jesus and the Little Children”

Featured Passage: Luke 18


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God the Father sent Jesus to do a work, and there was so much work to do. Jesus traveled throughout the region preaching the gospel of the Kingdom of God and healing the sick. He was very busy doing all His Father’s commands. One day, some people came with little children to see Jesus. The disciples tried to help by telling the people to go away. But when Jesus saw what they were doing, he called to them. The disciples were about to learn a lesson from Jesus about little children.

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Discuss:

  1. Why do you think the disciples did not want the little children brought to Jesus? 
  2. What was Jesus’ attitude toward the little children? Children are very special to God the Father and Jesus Christ (Psalm 127:3) which means He thinks you are very special too!
  3. What did Jesus do to the children when they were brought to Him (Mark 10:16)? The Church continues this practice by blessing little children in a ceremony during the Feast of Tabernacles. What do you think were some of the blessings Christ gave the little children?
  4. What did Jesus say the rich young ruler should do to inherit eternal life? 
  5. Why do you think the young man went away feeling sad? What lesson was Jesus trying to teach him?
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Memory Challenge:

Luke 18:16 

“But Jesus called them to Him and said, ‘Let the little children come to Me, and do not forbid them; for of such is the kingdom of God.’”


Children’s Bible Program – Level 1: NT Lesson 19 “Zacchaeus”

Featured Passage: Luke 19


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Most everywhere Jesus went, huge crowds of people followed Him. They wanted to hear Him speak and see the wonderful miracles that He performed. Many of the people who wanted to see Jesus were poor, sick, or considered to be sinners. One day, a man named Zacchaeus wanted to see Jesus. The problem was, he was very short and there were so many people crowding around Jesus that Zacchaeus couldn’t see Him. Zacchaeus saw there was a tree near the path where Jesus was going to walk, so he had an idea.

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Discuss:

  1. What did Zacchaeus do for a living?
  2. What did Zacchaeus decide to do so he could see Jesus? 
  3. How did it happen that Jesus went to Zacchaeus’ home? Why do you think He decided to go there?
  4. What was the crowd’s attitude when Jesus said He was going to visit Zacchaeus? 
  5. What did Zacchaeus tell Jesus he was going to do? 
  6. Why do you think Jesus associated with those who were not considered righteous (Mark 2:17, Luke 19:10)?
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Memory Challenge:

Luke 19:10

“For the Son of Man has come to seek and to save that which was lost.”


Children’s Bible Program – Level 1: NT Lesson 20 “On the Road to Emmaus”

Featured Passage: Luke 24


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Many people began to believe in Jesus as He preached throughout Judea. The Pharisees and the other religious rulers were jealous, so they made up charges to have Him crucified by the Romans. It was the time of Passover and the Days of Unleavened Bread, and Jerusalem was overflowing with people, and many of them witnessed Jesus’ death. Jesus’ followers were very confused because they thought He was the promised Messiah and now He was dead, or was He?

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Discuss:

  1. What happened when the women came to the tomb in the morning? What did the angels tell them?
  2. What were the two people discussing while they walked to Emmaus?
  3. Why didn’t they recognize Jesus when He approached them? What did Jesus explain to them while they walked together? 
  4. When did the two people realize that the person who was talking to them was Jesus Christ? How do you think they felt when they realized who He was? 
  5. What do you think it will be like to walk and talk with God face to face?
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Memory Challenge:

Luke 24:46, 48

 “Thus it is written, and thus it was necessary for the Christ to suffer and to rise from the dead the third day… And you are witnesses of these things.”


Course Spotlight: Luther and an “Epistle of Straw”

Martin Luther removed books from the Old Testament, and fought to strip away sections of the New Testament as well. Luther’s words denigrating James’ epistle are well-known.

Course Spotlight From The General Epistles: (Part 1) The Letters of James and Peter

Assembly Summary: Unlocking the Mystery of Life

Author: Juliette McNair | Student, Living Education 2021


Estimated Reading Time: 3 minutes, 16 seconds.

Modern science claims matter and energy are the two fundamental elements of life. “But,” Mr. Richard Ames said, “there’s another factor: intelligence.” Mr. Ames played the documentary Unlocking the Mystery of Life for his Assembly. In this documentary, scientists argue that intelligent design is undeniably present in nature. Mr. Ames asked the students to consider this question as they watched the video: “Why should intelligence be a foundational element of science?”

“If it could be demonstrated that any complex organ existed, which could not possibly have been formed by numerous, successive, slight modifications, my theory would absolutely break down.”

– Charles Darwin

Irreducible Complexity

Irreducible complexity is the idea that a biological system could not have evolved through tiny, incremental developments because the system itself cannot be any less complex to operate. This concept is clearly seen in the functioning of the tail-like organ called a flagellum on a bacterium. Flagella can spin at speeds up to 100,000 rpm. Just like an outboard motor on a boat, these natural propellors have gears, a stator, rotor, u-joint, driveshaft, and propellor—in total, they have 40 different parts. Evolution must explain how this system can be built gradually when the system only works when each part is functioning. The biologist Jonathan Wells explains that natural selection “selects only for a functional advantage… so if you had a bacterium with a tail that didn’t function as a flagellum, chances are natural selection would eliminate it. The only way you can select for a flagellum is if you have… all the pieces of the motor in place to begin with.”

Life Requires Instructions

The video introduced Dr. Dean Kenyon, who wanted to answer the question: “How did life begin in the first place?” He theorized that amino acids assembled themselves into proteins millions of years ago through chemical attraction. A student challenged him on how amino acids could assemble without instructions from DNA. DNA regulates the sequences and shapes amino acids need to form to create proteins. Dr. Kenyon found he couldn’t explain how amino acids had formed proteins without any instruction from pre-existing DNA. Furthermore, natural selection, by definition, needs existing organisms to operate. The issue of the origin of DNA is a major challenge to evolutionary theory.

“Science ought to be a search for the truth about the world… when we come to a puzzle in nature, we ought to bring to that puzzle every possible cause that might explain it. One of the problems I have with evolutionary theory is that it artificially rules out a kind of cause even before the evidence has a chance to speak, and the cause that’s ruled out is intelligence.”

– Paul Nelson

Design Reasoning

When archeologists discover ruins or when tourists see Mount Rushmore, they assume an intelligent mind was responsible. William Dembski wondered why. He established two reliable criteria for determining whether something was designed or not: small probability and specification. It’s highly improbable erosion carved faces into Mount Rushmore. The specific patterns of the faces are also recognizable. This speaks to design. From computer software to words scratched in the sand on the beach, people take intelligent design for granted all the time—without needing to be present when it was done. Scientists even monitor outer space for signs of extraterrestrial intelligence. If a highly improbable, specifically patterned signal was intercepted from space, researchers would declare extraterrestrial intelligence existed. Yet, the microscopic world of a single cell exhibits these same signs of intelligence and the possibility of intelligent design is rejected out of hand.

Mr. Ames stopped the documentary when the assembly time ran out. He encouraged the students to finish the documentary in their own time. The visible world may consist of matter and energy, but every component—from Mount Rushmore to bacteria flagella to the genetic code in living cells—reflects intelligence in its functioning and origin. The documentary Mr. Ames played proved that intelligence is as elemental to science as DNA is to the natural world.


This post is part of our new series of student-written content for LivingEd-Charlotte. These summaries cover topics originally presented by our faculty and guest speakers in our weekly Forum and Assembly. For more Assembly-related content check out our Second Thoughts posts.