Out of the Tomb

Introduction
Use this Easter game as an introduction to the empty tomb and Christ’s resurrection

Game Description
Kids will play a game where they must either be inside the tomb or outside. The leader tries to get the players to miss a jump by pointing to outside as they call out “in”, by repeating the same command, and/or changing the pace.

Game Materials
Circle of string big enough to accommodate the entire group

Game Preparation
Make a circle of string in the middle of the room. (Alternatively you can have several circles for an odd shaped room.

Game Play

  1. Have the kids scatter about the room, some inside the circle or outside.
  2. Yells “out of the tomb” or “in the tomb”.
  3. The children must the jump “in” the circle or jump “out” of the circle based upon the instruction given.
  4. If the children jump in the wrong direction or don’t jump to the other side when it’s a valid command, they are out of the game.
  5. The last player in, wins the game.

Variation
As the game continues, shrink the circle on occasion so that not everyone can fit inside!

Discussion
In this game you might gotten confused about whether is was inside or outside. The disciples had the same confusion on Easter morning. Was Jesus in the tomb or out of the tomb? Its a question many people are still asking today! Scripture tells us he was no longer in the tomb. Jesus has Risen! We don’t need to be confused anymore.

Closing Application
Do you believe Jesus has risen and is no longer in the tomb? Have you placed your faith in Christ so that you also can rise with him in the future resurrection?

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Points of Light

In the old days, on Easter night, the Russian peasants used to carry the blest fire home from church. The light would scatter and travel in all directions through the darkness, and the desolation of the night would be pierced and dispelled as lamps came on in the windows of the farm houses, one by one. Even so the glory of God sleeps everywhere, ready to blaze out unexpectedly in created things. Even so His peace and His order lie hidden in the world, even the world of today, ready to re-establish themselves in His way, in His own good time: but never without the instrumentality of free options made by free men.

Thomas Merton

Easter Bunny Interview

With the possible exception of Santa Claus himself, there is not a busier mammal on the face of the earth than the Easter Bunny. Once a year, the Easter Bunny hops into the home of hundreds of millions of boys and girls all over the globe, dropping off chocolates, candy and eggs as part of the celebration of Easter. America Online spent a few minutes with the Easter Bunny as he was preparing for this year’s task, for a tell-all, no-holds-barred interview. If you thought you knew the Easter Bunny, you just may be surprised.

America Online: Thanks for talking to us.

Easter Bunny: No problem. Do you mind if I eat while we talk? [takes out a packet of small green pellets] I’ve been in a rush recently.

AOL: Go right ahead. We’ve got a list of questions here, compiled from our members, and I’ll just go down the list if you don’t mind.

EB: Ready when you are.

AOL: The first question comes from Ted, in Dayton, Ohio. He writes: “We all know that Santa’s Workshop is located at the North Pole. Does the Easter Bunny have a workshop, and if so, where is it located?”

EB: Well, Ted, the answer is yes, I do have a workshop. It’s located in San Bernardino, California.

AOL: San Bernardino?

EB: That’s right.

AOL: You have to understand that most people would have figured some place like Easter Island.

EB: Have you *been* to Easter Island? What a rock! It’s the single most isolated piece of land on the planet. By the time we shipped fresh eggs there, we’d have chickens. Besides, San Bernardino has the sort of motivated labor pool we need.

AOL: Elves?

EB: Laid-off aerospace workers.

AOL: They would seem to be a little overqualified.

EB: Maybe. But now we have some lovely chocolate stealth bombers.

AOL: Our next question comes from Cindy, in Tempe. She writes: “Why is the Easter Bunny a bunny? Why couldn’t it have been the Easter Kitty, or the Easter Puppy?”

EB: That’s a very good question. In fact, in the late 70s, we as an organization decided to play around with the whole “bunny” thing by recruiting prominent local animals to deliver Easter baskets. In 1978, when the experiment was at its height, we had an Easter Bunny, an Easter Coyote, an Easter Manatee and an Easter Komodo Dragon.

AOL: What happened?

EB: It just didn’t work out. The komodo dragon ate the eggs, the coyote just flaked out, and the manatee, if I may say so, was just about as dumb as a stick. There were some other problems with the program, too. The less we talk about the whole Easter Man-Eating Bengali Swamp Tiger episode, the better. Now we stick with bunnies. We know bunnies. We can work with bunnies. Bunnies don’t eat anyone.

AOL: Bob in Honolulu asks: “Is there is just one Easter Bunny? Moreover, has the same Easter Bunny been the Easter Bunny for the last couple of millennia?”

EB: The fact of the matter is that there are quite a few Easter Bunnies, and we’ve never made a secret about that. Unlike the Santa Claus operation, which works under the improbable assumption that one guy delivers all those presents –

AOL: Are you saying that Santa is a sham?

EB: I didn’t say that. I never said that. What I am saying is that *we* don’t work under the same sort of constraints. I mean, think about it. One bunny delivering baskets to several hundred million homes across the planet? The friction from the atmosphere alone would turn the poor guy into a bunny briquette. There’d be hideous charcoal smudges all over the baskets. “Easter Bunny” is a job description, not a proper name. It’s like “Postal Carrier,” except our employees very rarely become disgruntled.

AOL: So why are you THE Easter Bunny?

EB: Because I’m boss. You’re not an Easter Bunny until I say you are.

AOL: How does one become an Easter Bunny?

EB: Well, it’s not just hopping down the bunny trail, I’ll tell you. First, for reasons already explained, you have to be a bunny. After that, we have a psychological evaluation and a battery of physical tests you have to pass. We can’t afford to have an Easter Bunny cramp up at the beginning of his run.

AOL: Any famous rabbits turned down for the job?

EB: I don’t want to name names. But one bunny who’s making a living in the breakfast cereal industry, we had to let go. Any time a child would try to get an Easter basket from him, he’d back away and start snarling. He was a silly rabbit. Easter baskets are for kids.

AOL: He seems to have gotten better since then.

EB: Prozac helps.

AOL: Albert from Coeur d’Alene, Idaho, wants to know what the occupational hazards of being the Easter Bunny are.

EB: There are several. Large dogs are always a problem, of course: one moment you’re delivering a basket of goodies, the next, a rottweiler named Pinochet is on you like a meat-filled sock. Nervous homeowners with guns wing a couple of bunnies a year, as do edgy cops and private security guards. We don’t even bother trying to deliver to the children of militia members anymore; first they’ll plug you for being on their land, then they’ll make you into jerky and a pair of gloves. But you know what our number one problem is?

AOL: What?

EB: Sliding glass doors. Sometimes we’ll just forget they’re there. Man, that’s embarrassing.

AOL: Here’s an interesting question, from Amy, in New York City. She writes: “How does the Easter Bunny get along with Santa Claus? It seems like Santa gets all the attention.” And I have to say, I did notice some tension earlier, when you brought him up.

EB (Looking uncomfortable): Well, you know, look. I don’t want to say anything bad about the guy. He does what he does, and I do what I do. Professionally, we get along fine.

AOL: But privately?

EB: Is that tape recorder turned off?

AOL: Uh…sure.

EB: He’s a big ol’ pain in this bunny’s bottom. For one thing, he’s a prima donna: always me, me, me, where’s my hot tea, where’s my corned beef sandwich, tell this dumb bunny to get his own dressing room. I’d rather be trapped in a sack with Joan Crawford. For another, he’s totally paranoid of other large men. He thinks that Luciano Pavarotti is trying to move into his territory. Last year it was John Goodman. He actually danced when Orson Welles kicked, waving his pistol and bellowing “Rosebud!” from the top of his lungs.

AOL: Wow. He seems a little scary.

EB: You think? And yet he gets all the publicity. Why? We do the same job. Mine’s actually tougher, since I’m moving perishable stuff. You can’t have bad eggs or stale chocolate, you know. Folks wouldn’t stand for it. I have to maintain strict quality control. The only food product he has to worry about is fruitcake. You could tile the Space Shuttle with fruitcake.

AOL: We’re sure you have your own fans.

EB: It’s like opening for the Beatles, is all. And he *is* the walrus, if you know what I mean.

AOL: One final question, from Pat, in Rockford, Illinois; “Does the Easter Bunny actually lay eggs? How does that happen, since the Easter Bunny is both male and a mammal?”

EB: Well, platypuses are mammals, and they lay eggs. So it’s not impossible.

AOL: That still leaves the male part.

EB: We’re quibbling on details, here.

AOL: Maybe there should be an Easter Platypus.

EB: Sorry. We tried that in ’78.

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He is Risen?

“We who read the Gospels from the other side of Easter, who have the day printed on our calendars, forget how hard it was for the disciples to believe. In itself the empty tomb did not convince them: that fact only demonstrated ‘He is not here,’ not ‘He is risen.’ Convincing these skeptics would require intimate, personal encounters with the one who had been their Master for three years, and over the next six weeks Jesus provided exactly that…

I see in the appearances a whimsical quality, as if Jesus is enjoying the bird-like freedom of his resurrection body. Luke, for example, gives a touching account of Jesus’ sudden arrival alongside two forlorn followers on a road to Emmaus. They know about the women’s discovery of the empty tomb, and Peter’s eyewitness confirmation. But who can believe such rumors? Is not death by definition irreversible? ‘We had hoped that he was the one who was going to redeem Israel,’ one of them says with obvious disappointment.

A short time later, at mealtime, the stranger makes a riveting gesture, breaking bread, and a link snaps into place. It is Jesus who had been walking beside them and now sits at their table! Most strangely, the instant they recognize their guest, he disappears.”

Philip Yancey “The Jesus I Never Knew” (c) 1995

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Building Bridges – Part 2: Where do you want to go?

Building bridges requires you to take stock of where you are and where you want to go.

Every bridge has a starting point and an end point. Too often, teachers think all they need to do is explain what the Bible means. But knowledge for the sake of knowledge is meaningless. While we must surely begin with this, we must then explore how Biblical truths apply to the lives of our youth. We need to choose a destination.

With each truth, there are many possible destinations. Some applications will be very closely related to a truth, while others may be a little far off. We need to explore those that are closely related and choose a destination, a landing point. When we do this, it will be much easier to determine the direction and links that will take us to our chosen destination. Anything else is just extra weight. Add too much weight and we risk the possibility that the bridge may collapse before we reach our goal!

Where do you want to go? CHOOSING YOUR GOAL!

An effective goal reveals in relatively broad terms what the student should learn. Instead of stating what the student will do to prove he has learned, it sets in relatively broad terms the direction of learning.

Read the following statements. Which ones do you consider “relatively broad” statements of the direction of learning.

  1. The student arranges in chronological order a random list of ten events in the life of Jesus.
  2. The student knows the teachings of Jesus.
  3. The student matches the 10 beatitudes of Jesus with examples of each.
  4. The student demonstrates understanding of the meanings of the beatitudes.
  5. The student understands the teaching of the “sermon on the mount”

The ANSWER?
The list contains some very specific statements-one and three. They specify rather minute indicators that the learner has achieved a goal. So we do not call them goals. Numbers two, four, and five express learning intent in relatively board terms.

Next: More about choosing your goal!


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Building Bridges – Part 1: Introduction

There is something about a bridge that is fascinating.

San Francisco’s Golden Gate Bridge is one of the world’s longest single-span suspension bridges. Its rust-colored structure is strikingly beautiful when partially shrouded in a morning fog and illuminated by rising sun. Colorado’s Royal Gorge bridge has a total length of 1,260 feet and is suspended 1,053 feet above the Arkansas River, which flows through the bottom of the canyon below. This height makes the Royal Gorge Bridge the world’s highest suspension bridge and one of America’s most spectacular attractions. Florida’s Tampa Bay Bridge spans seventeen miles on Florida’s gulf coast. The list goes on.

When you see one of these incredible monuments to modern construction they seem an impossible achievement. How do they build a bridge to connect two land masses thousands of feet, or even many miles, apart over choppy seas or across towering cliffs?

There are answers, of course – answers that involve elaborate construction processes. A qualified structural engineer specializing in bridge design could tell you of the theory and process of bridge building that is behind such accomplishments. But, for the uninformed or the inexperienced, building a bridge is still a mystery.

Effective Bible teaching is also a bridge-building task only a few have mastered.

The Bible teacher must build a bridge from the ancient world of the Bible to the modern world of the student.

What are some of the gaps a Bible teacher must bridge?

  • Time: The student must be able to cross not only to the past but to his own future as well.
  • Meaning: We must be able to take what it meant to original hearers and cross over to what it means to our hearers today.
  • Culture: This bridge must take the student into a society far different from his own and back again.
  • Needs: Must bring the Biblical truths to the needs of the learner.
  • Level: We must bridge the gap between Biblical truths and the level of understanding of the learner.

The teacher must help the student construct a bridge that will carry biblical principles from the world of Abraham, David, Jesus, and Paul to one of stock markets, housing projects, school hallways, and the Internet. This is no easy bridge building project, but it can be done.

In the next installment of “Building Bridges” we’ll look at an important question that we need to ask ourselves before we can build an effective bridge from the Bible to the youth of today!


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Throwing back the Big Ones?

A fisherman sat on a dock with a ruler and a basket beside him. He caught a fish and measured it. The fish was six inches long. He threw the fish in the basket. He got another bite and pulled in a nine inch fish. In the basket it went.

A little later he felt a violent jerk on the line. He pulled in a twenty inch fish. That fish he threw back in the water!

A little girl had been watching this procedure. She asked him, “Why did you throw back the big fish and keep the little ones?” The fisherman replied, “Because my frying pan is only ten inches across!”

Too often, we receive tiny yields from our efforts because our expectations are too small! There is something to be said for the ‘power of positive thinking’; if we do not expect God to fill our cups as we surrender ourselves to Him, then we should not be surprised when we receive less-than-spectacular returns on our spiritual investments.

Developing Youth As Leaders

If students are to develop to their fullest potential as leaders, we must be willing to take five basic steps to help them grow into leaders:

  1. Hear them out. Listen to student needs and discover those areas where they need to be stretched and challenged.
  2. Try Them Out. Give youth responsibilities to learn from experience!
  3. Point strengths Out. Students are much more likely to continue to serve (and to recover from failures) when they have affirmation and encouragement.
  4. Shout it Out. The best way to recruit more student leaders is to let those who have served as leaders tell others about how they have grown through the experience of leadership.
  5. Help Them Out. When students start to lead on their own, our jobs will change to being a facilitator.


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