Institute
Lesson 32: Acts 13–15

“Lesson 32: Acts 13–15,” New Testament Teacher Manual (2018)

“Lesson 32,” New Testament Teacher Manual

32

Acts 13–15

Introduction and Timeline

Acts 13–14 contains events and teachings from Saul’s first missionary journey, during which time he began to be known as Paul. This mission led to the establishment of branches of the Church in areas far removed from Jerusalem and “opened the door of faith unto the Gentiles” (Acts 14:27). Despite sometimes facing intense opposition, including enemies who stoned him, Paul persisted in his mission with faith in Jesus Christ and tireless efforts, and he experienced much success in the Lord’s work.

As the Church continued to grow, it faced a pivotal juncture, as recorded in Acts 15. The influx of many Gentile converts into the Church gave rise to a disputation among the Saints. Some Jewish Christians insisted that Gentile converts needed to be circumcised in order to be saved (see Acts 15:1), while others, like Paul and Peter, taught that salvation came through Jesus Christ and not through observing the law of Moses (see Acts 13:38–39; 15:11). Apostles and elders of the Church met at a conference in Jerusalem (often referred to as the Jerusalem conference) and were provided an inspired solution to the problem.

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lesson 32 timeline

Chapter Overviews

Acts 13

Saul and Barnabas were called by revelation to preach the gospel. Saul, now called Paul, cursed a sorcerer. In Antioch (in Pisidia), Paul preached that God’s promises to Israel were fulfilled by Jesus Christ, whose Atonement made possible the forgiveness of sins for all people. The Jews of Antioch rejected Paul’s testimony, while many Gentiles accepted it.

Acts 14

Paul preached in Iconium and healed a disabled man in Lystra. Those who witnessed the miracle attempted to worship Paul and Barnabas, but they restrained the people and exhorted them to turn to God. Certain Jews persuaded the people to stone Paul. He was revived, and he continued to preach. Paul and Barnabas completed their mission by visiting cities where they had previously taught.

Acts 15

Disputation arose in Antioch (in Syria) concerning circumcision. The Apostles and other leaders met in Jerusalem and determined that Gentiles need not be circumcised when they join the Church, but they were to abstain from sexual sins and from food associated with idol worship. The Saints in Antioch received the decision with rejoicing. Paul embarked on his second missionary journey.

Suggestions for Teaching

Acts 13–14

Paul’s First Missionary Journey

Consider inviting a returned missionary in the class to take a minute to describe his or her hardest-working companion and what motivated the companion to work so hard. If there are no returned missionaries in your class, you might ask students for ideas about what seems to motivate some missionaries or Church members to serve diligently in their callings, even when doing so is difficult.

Tell students that the Apostle Paul was a tireless missionary who preached the gospel over a span of three decades. President Gordon B. Hinckley (1910–2008) once described Paul as “perhaps the greatest missionary of all time” (“Take Not the Name of God in Vain,” Ensign, Nov. 1987, 47). Inform students that today they will study Paul’s first missionary journey, as recorded in Acts 13–14. Have a student read Acts 13:1–3, while class members follow along and consider what is done in the Church today that is similar to the calling of Saul and Barnabas. Have students report what they learn.

  • Why did Church leaders lay hands on Barnabas and Saul before sending them to preach the gospel? (If you feel that students need greater understanding about the practice of setting people apart for Church callings, you might refer them to the student manual commentary for Acts 13:3–4.)

If you have one or more returned missionaries in your class, consider asking a few of them these questions:

  • What do you remember about being set apart as a missionary?

  • How did being set apart help you as you entered the Missionary Training Center or the mission field?

If there are no returned missionaries in your class, you might ask students what they remember about being set apart in a Church calling and how being set apart for the calling was a blessing to them and helped them to serve.

Provide an overview of Acts 13–14 by pointing out that in these chapters we learn of Paul’s basic pattern in preaching the gospel: he preached in synagogues where Jews, proselytes (new converts to Judaism), and God-fearing Gentiles congregated on the Sabbath day; he taught that salvation is found in Jesus Christ and not in the law of Moses; and when the Jews rejected him, he turned to the Gentiles. As part of the overview, you might also draw a simple map on the board showing where Paul journeyed on this first mission, or refer students to the image of Paul’s first missionary journey in the student manual commentary for Acts 13:1–14:26.

Divide the class into four groups, and assign each group to study one of the following scripture passages:

Ask each group to prepare to have one or two people give an overview of Paul’s experiences in the city described in the scripture passage, giving particular attention to any opposition Paul faced and any evidence that he was successful in his teaching. After sufficient time, call on the students from each group to briefly summarize what they read and to recount the opposition Paul faced and his success in preaching the gospel. After students from each group have reported, ask:

  • After listening to what happened throughout Paul’s first mission, how would you describe the opposition Paul faced?

  • What role do you think Paul’s faith in Jesus Christ played in his ability to endure opposition to his efforts to preach the word of God? (Though they may use different words, students should identify the following principle: If we have enduring faith in Jesus Christ, we can withstand opposition and find success in the Lord’s work.)

  • How do Church members today demonstrate faith in Jesus Christ through their Church service? (Usually the hardest-working Church members are those who are filled with a burning testimony of Jesus Christ and with His love.)

To help students identify a theme that leads into Acts 15, tell students that at the end of his first mission, Paul related his missionary successes to Church members in Antioch. His words are found in the concluding verses of Acts 14. Ask a student to read Acts 14:27 to the class.

  • What did Paul say had been opened to the Gentiles? (The door of faith.)

  • Who did Paul say had opened the door?

You might walk over to a classroom door and ask students what they think it means that God had opened the “door of faith” to the Gentiles. (The entrance to the kingdom of God was now open to the Gentiles, and they were accepting the gospel and being baptized into the Church.) Refer students to Acts 13:16, 26, 38–39, and ask:

  • In Acts 13:16, 26, what phrases did Paul use to address Jews? (“Men of Israel” and “children of the stock of Abraham.”)

  • In these same verses, who did Paul refer to when he addressed “ye that fear God” and “whosoever among you feareth God”? (He spoke to believing Gentiles. For further information, see the student manual commentary for Acts 13:14–41.)

  • In Acts 13:39, who did Paul say can be justified by Christ? (“All that believe.” You might point out that it takes more than belief in Christ to be justified. Repentance, baptism, and obedience to the commandments are also necessary. However, belief in Jesus Christ is the first step toward being justified.)

While still standing at the door of the classroom, consider asking:

  • What if you were at a locked door representing the entrance to the kingdom of God? How would it feel when someone finally came and opened the door for you?

Give students a minute to search Acts 13:46–49; 14:21–23 for evidence that the Gentiles were ready to accept God’s invitation to enter through the door of faith. (Students might mention the following: When the Gentiles heard this, they were glad; the word of the Lord was published throughout the region; there were converts in several cities; some converts were strong enough to be chosen as local leaders.) After students report what they found, tell them that in Acts 15 they will read about a major problem that seemed to “lock the door” on the influx of God-fearing Gentiles into the early Church of Jesus Christ and learn how Church leaders resolved the problem.

Acts 15

Church Leaders’ Decisions at the Jerusalem Conference

Ask a student to read Acts 15:1–5 aloud, and ask the rest of the students to follow along, looking for a problem the Church faced and any evidence showing how serious the problem became. Students might identify ideas like the following: men came from Judea and taught that converts needed to be circumcised; Paul and Barnabas had “no small dissension and disputation with them”; Paul and Barnabas went to Jerusalem to ask “the apostles and elders about this question”; some of the “Pharisees which believed” wanted Church leaders to “command” that Gentile converts be circumcised.

  • In verse 5, what two things did some members of the “sect of Pharisees” believe Gentile converts should be made to do? (They believed that Gentiles should be circumcised and keep the law of Moses.)

Give students a few minutes to study the student manual commentaries for Acts 15:1–5 and for Acts 15:1, 5, 24. Then ask:

  • What did some Jewish Christians fail to understand about circumcision?

  • Why do you think it was difficult for Jewish Christians to give up circumcision and certain requirements of the law of Moses?

Have a student read Acts 15:6.

  • What does it mean that the apostles and elders “came together”? (They met in council.)

  • How do Church leaders do this in our time? (Leaders often meet together in councils to discuss important issues. Such councils include priesthood executive councils, ward or branch councils, and presidency meetings.)

  • Why is it better for leaders to counsel together rather than having the leader of the organization make the decisions? (Students will likely state a principle like the following: By counseling together, authorized Church leaders can find inspired solutions to difficult problems they face.)

Explain to students that the meeting held by Church leaders to determine whether to require Gentile converts to be circumcised is often referred to as the Jerusalem conference or council. Invite a student who is a good reader to read aloud Acts 15:6–31, while the rest of the class follows along. Have students raise their hands when they see a principle used by effective councils. To help students identify such principles, ask: What did Peter (who presided over the council) and the other leaders do that helped the council work together effectively and make decisions that were in harmony with the Lord’s will? When a student raises his or her hand, have the reader stop reading, and have the student explain what he or she sees in the scripture passage. You might consider having another student write on the board a summary of what students explain. (See the board illustration below.)

When the reader gets to verse 13, you might take a moment and ask:

  • Verses 6–12 deal with the question of whether Gentile converts to the Church should be circumcised. How was this issue resolved by the council? (Peter, the chief Apostle, related his experiences and his testimony that preaching the gospel to the Gentiles was God’s will. Barnabas and Paul testified of the miracles that God had wrought among the Gentiles.)

Explain to students that Acts 15:13–31 deals more directly with the second issue—whether Gentile converts should conform to other requirements of the law of Moses. Ask a student to read aloud verses 13–31, and ask the other students to follow along and raise their hands when they see a principle used by effective councils. Consider having a student write a summary of the students’ answers on the board. After a student reads verse 21, you might briefly share some of the material in the last two paragraphs of the student manual commentary for Acts 15:6–31 regarding the second issue the Church leaders discussed. This will help students better understand James’s words to the other members of the conference.

At the end of this activity, the board might include the following ideas:

Principles Used by Effective Councils

Acts 15:7. Members of the council were free to voice their opinions. (“There had been much disputing.”)

Acts 15:7. The presiding authority explained his thoughts and referred to previous revelation. (Peter, the chief Apostle, presided over the council and, by referring to revelation he had already received, clarified that Gentiles need not be circumcised.)

Acts 15:12. Council members shared experiences and listened to each other. (Barnabas and Paul testified of the miracles God had wrought among the Gentiles, supporting the revelation received by Peter.)

Acts 15:13–21. Council members expressed their opinions. (James expressed his support of Peter’s counsel not to require circumcision of Gentile converts and offered his opinions about related problems.)

Acts 15:22, 28. The council came to a united decision, which was confirmed by the Holy Ghost. (The council’s decisions “seemed good to the Holy Ghost, and to us.”)

Acts 15:22–30. The decision was communicated to those involved. (The decree was sent to the Gentiles in Antioch, Syria, and Cilicia.)

It would be helpful to briefly discuss each of the ideas above as they are presented. As students explain the principles they are finding in Acts 15, you might ask questions like the following to deepen their understanding of principles used by effective Church councils:

  • How does this principle lead to making better decisions in our councils?

  • How would this principle allow the Holy Ghost to influence the decisions made by Church councils? (You might clarify to students that one of the purposes of Church councils is not just to come to a consensus on a matter but to become unified in discovering the will of the Lord on the matter.)

If there is time, you might invite a few students to take turns reading the student manual commentary for Acts 15:6, while the class follows along and considers why the Church today is organized with councils at every level. After students have finished reading the commentary, ask:

  • What assurances did President M. Russell Ballard and President Stephen L Richards give if we will confer in councils regarding problems that confront us? (“We create … increased effectiveness or achievement.” “God will give you solutions to the problems that confront you.”)

  • What experiences have you had in seeing the Lord work through Church councils, presidencies, or family councils to give solutions to the problems that confronted them? What did that teach you about the Lord?

You may want to conclude by testifying that you know the Lord is very interested in all of our councils—whether Church councils or family councils. If we will counsel together, the Lord will inspire us with solutions to the problems we face.