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Prod uced under th e auspices of the
North American Division of Sevent h-day Adventists
Office of Education
Pacific Press· Publishing Associa ti on
Copyright © 1998
by North American Division Office of Education
Genera l Conference of Seventh-day Adventists
Silver Sp ring, MD 20904
Your Religion Class
The CROSSROADS SERIES
Logo for the CROSSROADS SERIES
Goal of the CROSSROADS SERIES
Units of Study for Grades 11 -12
Vers ions of the Holy Bible Used in the CROSSROADS SERIES
Memorization of Scripture
Real People: Paul and the Romans
Roaming Through Romans
Everyone a Sinner
Exhibit A-Father Abraham
Adam's Team or Christ's?
If God Forgives, Why Not Sin?
Free From the Law?
What Happened to God's People?
God's Amazing Plan to Save Everybody
Who Wants to Sacrifice?
When Love Meets Life
Conservatives and Liberals
Where Do We Go From Here?
Acknowledgments and Thanks
Your Religion Class
This section provides yo u with some general information about the CROSSROADS
SERIES and your religion class.
THE CROSSROADS SERIES
Th e CROSSROADS SERIES con ta ins the religion curriculum for Seventh-day
Adventist secondary schools, grades 9-12. This textbook is a part of the series.
LOGO OF THE CROSSROADS SERIES
The logo of the CROSSROADS SERIES symbolizes the underly ing theme of the
series- that the Cross of Jesus Christ is at th e very center of the Ch rist ian faith.
God 's revelation of Himse lf in th e Cross reveals th e only sacrifice fo r sin and the
ultimate significance o f life to eac h person a nd to every n atio n . Thus th e Cross
stands as the decisive moment of truth for all huma nkind through a ll ages. The
logo, in symbolic form, portrays the ce ntra lity of the Cross with a ll paths (roads)
of human experience and perso nal decisions leading to and fro m it.
GOAL OF THE CROSSROADS SERIES
The goal of th e CROSSROADS SERIES is to lead young people to the lov ing and
redeem ing God of Scripture. His self- revelation has its focus and fulfillm ent in the
life, death , resurrection, a nd intercessio n of Jesus Christ, whose substitutionary
death on the cross is the so le bas is of Christian assurance. With Ch rist as Savior
and Lord , each believer is en abled , through the Holy Spirit, to experience a life of
worship , growth , and service, and to proclaim and stand ready for His return.
UNITS OF STUDY-GRADES 11 , 12
There are ten units of study that comprise t he Religion curriculum for grades
11 -12. Each unit is published in a separate textbook. The units of study (textbooks)
Daniel and Revelation
Choices and Challenges
Marriage and Family
World Views and Religion
Life Philosophy and Moral Issues
VERSIONS OF THE HOLY BIBLE USED IN THE CROSSROADS SERIES
The NEW INTERNATIONAL VERSION, referred to as NIV, is used as the primary
version of Scripture for the Anchor Text, scriptural references quoted in the narrative section of the lesson, and answers to Bible Search activities and Practical Application. Other versions of Scripture have also been used w hen the particular version
enriches the meaning of a given reference.
MEMORIZATION OF SCRIPTURE
Each lesson contains a verse labeled Anchor Text. Some or all of these verses will
be assigned for memorization. The content of the references shou ld first be understood, both as to their meaning and their application to your life.
~oals are ~I'eams wlill ~ea~lines,
Real People: Paul and the Romans
Let's begin with some word association, You know how it works. Say the
very first word that pops into your head when you think of the following.
1. The apostle Paul? Response?
2. The Book of Romans? Response?
Now find out what two or three of your friends thought of and compare
their answers with yours. Are most of the words positive, negative, or neutral?
What do these words suggest about your initial attitude toward the study we
are about to begin? About your friends' attitudes? At the end of this lesson,
come back to your initial response and do a reality check to see if your opinions
have changed at all.
f you opened your mail and found a
letter as long as Romans (it takes an
average reader about 45 minutes to
read it through), what wo uld yo u
think? Would you fi nd a place to sit
down and read it right then , or
would yo u set it aside and read it piecemeal
for several days? It would probably depend
on who m it was from , how close you we re
to that person , and how curious yo u we re
about what he or she had to say. But suppose the letter was from someone you had
never even met. It might take yo u a while
j ust to find time to read it.
Paul , the author of Romans, had never
been to Rome. Most of the people there had
never met him. Yet he wrote them a very
long letter, (Of the thirteen letters in the New
Testament that bear Paul's name, Romans is
the longest. That is probably why it comes
first in the anangement of his letters in our
Bibles, Paul 's letters seem to have been
arranged by size.) These first readers, however, didn't have a chance to read his letter at
all. Paul couldn 't make copies of the letter
(there were no printing presses or photocopy
machines available), so one person, a messenger, would have read the letter to the whole
congregation , probably when they gathered
for worship on Sabbath morning.
In this first lesson we want to try to discover who this man was who wrote such a
long letter and who the people were who
first heard it. We also wan t to understand
what moti vated such a letter. What was
going on that pro mpted Paul to wri te it?
Unfortunately, the letter didn't come
with an introduction to give us all th is
informatio n. What we kn ow we have to
glean from the letter itself. But in this letter,
Paul tells us quite a bit about the background and circumstances of wri ting. Most
of this information comes at the end of the
letter. At this point (before you read Part B) ,
move to the Bible Search section of this lesson and see how much information you can
discover for yourself.
Now let's summarize some of the information we have found about the background of this letter from the letter itself.
Paul wrote the letter to the Romans, even
though he had never been to Rome, because
he hoped to come and see them soon. He
was probably at Corinth in Greece when he
wrote, since he had just finished collecting
money from people in Macedonia and
Achaia (the ancient name for Greece) and
since Phoebe, the woman who apparently
carried the letter, was from a suburb of
Corinth. We also know from an ancient
inscription that Erastus, whom Paul says was
with h im when he wrote (16:23), was an
official in Corinth.
Paul saw himself as the apostle to the
Genti les, and he had a passion to carry the
gospel to those who had never heard it. He
was a true pioneer. This sense of mission for
Paul went right back to his encounter with
Christ on the Damascus road. According to
Acts 9:1 5, after he saw the bright light on
the road and went blind , Paul went to the
prophet Ananias. The Lord spoke to Ananias
and told him that Paul was to be the Lord's
chosen instrument to carry the name of
Christ to the Gentiles. Paul was ideally
suited for this task, since he had grown up
in a major city of the Gentile world. He was
a faithfu l Jew, but he also knew the world of
For example, it doesn't take very long
reading Paul 's letters to see that his world
was quite different from that of jesus. When
jesus told stories and used illustrations, they
reflected the situation of ru ra l Palestine. He
to ld sto ries about sowers and fields and
fis hermen. Paul, on the other hand, uses
illustrations that reflect urban life. Many of
his illustrations come from the world of
sports and at hl etics (see, for instance,
I Corinthians 9:24-27 and Philippians
3: 12-14). This isn't surprising since Tarsus
was the site of some major athletic contests.
Paul was suited to the task of preaching the
gos pel to the Ge ntiles in the large urban
centers of the Roma n wo rld , and he gave
himself wholehearted ly to the task.
Let's say, for instance, that yo u have two
fri ends. Both have grown up with Seventhday Adve ntist parents and have always
attended church. Therefore, they share a lot
of common ex periences. They know about
Sabbath School lessons, Bible stories, and
evangelistic meetings. They learned the
same songs in kindergarten. But let's imagine that one grew up on a huge wheat farm
in Kansas, and the other grew up in an
apa rtment on Ma nhatta n Island in New
York City. There wo uld be a lot of experiences they didn 't share too. In fact, yo ur
Kansas friend wo uld share many experiences with non-Adventist friends from
Kansas that the New York friend could
hard ly imagine. The reverse would also be
true. Since Paul grew up as a jew in an
urban , Genti le env ironment, he was an
ideal choice for God to use in ta king the
message that the jew ish Messiah, jesus
Christ, had come for all people, to the
urban centers of the Ge ntile world.
As we said earlier, however, Paul was a
pioneer. He wa nted to take the gospel where
it had never been. I live just two or three
miles from the old Oregon Trail that American pioneers of the West used to travel from
St. Louis to Oregon. I marvel when I stand
on a preserved section of that trail near my
home and look at the covered wago ns that
these brave Americans took across the
plains, over the Rocky Mo untains, through
deserts, and over the Blue Mountains to the
Columbia Basin in the No rthwest. Many
died along the way. It took a certain kind of
spirit to make this trek. I wo uld have proba-
Paul wrote this letter to
prepare the way for his visit
to Rome and eventually to
Spain in order to fulfill his
personal mission as pioneer
apostle to the Gentiles.
bly stayed in the East. But Paul , wit hout
question , had that kind of pioneer spirit.
Paul fe lt that he had fin ished his work
where he was and wanted to go to the frontiers of Spain (Romans 15:24). But in order
to carryo n a mission to Spain, he would
need a home base to su pport and assist him.
Rome would be the perfect spot. Therefore,
Paul wrote this letter to prepare the way for
his visit to Rome and eventually to Spain in