Bible Study: Acts of the Apostles

By Madelon Maupin, MTS

- Workbook -

Bible Study: Acts of the Apostles

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Copyright

Cover image: Christ Between Peter and Paul

Catacombs of Marcellinus and Peter


Biography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Bible Study Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Bible Translations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Introduction to Acts of the Apostles . . . . . . . . . . . . . . . . . . . . . 10

Table of Contents

Chapter 1 . . . . . . . . . . 14

Chapter 2 . . . . . . . . . . 16

Chapter 3 . . . . . . . . . . 18

Chapter 4 . . . . . . . . . . 20

Chapter 5 . . . . . . . . . . 22

Chapter 6 . . . . . . . . . . 24

Chapter 7 . . . . . . . . . . 26

Chapter 8 . . . . . . . . . . 28

Chapter 9 . . . . . . . . . . 30

Chapter 10 . . . . . . . . . . 32

Chapter 11 . . . . . . . . . . 34

Chapter 12 . . . . . . . . . . 36

Chapter 13 . . . . . . . . . . 38

Chapter 14 . . . . . . . . . . 40

Chapter 15 . . . . . . . . . . 42

Chapter 16 . . . . . . . . . . 44

Chapter 17 . . . . . . . . . . 46

Chapter 18 . . . . . . . . . . 48

Chapter 19 . . . . . . . . . . 50

Chapter 20 . . . . . . . . . . 52

Chapter 21 . . . . . . . . . . 54

Chapter 22 . . . . . . . . . . 56

Chapter 23 . . . . . . . . . . 58

Chapter 24 . . . . . . . . . . 60

Chapter 25 . . . . . . . . . . 62

Chapter 26 . . . . . . . . . . 64

Chapter 27 . . . . . . . . . . 66

Chapter 28 . . . . . . . . . . 68

Your Insights about Acts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Pulling It Forward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72



Madelon has a Master of Arts in Theological Studies (with

an emphasis on Biblical Studies) from San Francisco Theo-

logical Seminary. She received a certificate from The Bal-

kan Institute, Thessalonica, Greece, for studies in Greek

language and culture, and has lectured extensively for

Princess Cruises as their ship’s Cultural Historian for

cruises to Biblical lands.

Madelon enjoys sharing her love of the Bible through talks

on a variety of Biblical books and subjects for churches

and organizations throughout the US and Canada. She

does this through her company, Bible Roads. This includes

providing online courses, webinars, video presentations,

and speaking at live events.

Sharing the Bible with young people is a special interest

and Madelon has been privileged to provide Bible work-

shops at Church Youth Summits as well as serving

Adventure Unlimited/DiscoveryBound as a member of its

Board of Trustees.

She lives in Newport Beach, California, with her husband,

George Birdsong, where she enjoys leading a local Bible

study as well as writing articles for Christian magazines.

She serves on the Faith and Order Commission of South-

ern California and is a Trustee of the New Theological

Seminary of the West. She recently closed an active lead-

ership consulting firm of 20 years in Southern California to

devote her full time to sharing her love of the Scriptures.

Her website (www.BibleRoads.com) has a number of free,

as well as paid, resources for Bible Study, including CDs

and MP3 versions of talks for both individuals and

groups.

Biography


Bible Study Guidelines

Ways to approach Bible study

1. Choose a Bible Book—Select a book (or letter) of the Bible you would like to

study, and read it chapter by chapter, perhaps with one member of the group

writing questions ahead for each member to answer and share. Or find a Bible

Study workbook, such as Bible Roads produces, that already has study ques-

tions for you. Consider how often you will meet and where. Would recom-

mend no more than one chapter per hour of discussion or you might be going

too fast to really cover it all. (See ‘Ways to Approach a Discussion, n.p.)

2. Select a Theme: Take a theme such as found in Luke 24 as Jesus is walking to

Emmaus. When he gives the two men a Bible lesson in references to him in the

Old Testament, look those up and share your findings with your Study Group.

3. Study Chronologically - Begin with the various groups of Biblical figures that

go together, ie the Patriarchs in the Torah; the Major Prophets (Isaiah, Jeremiah,

Ezekiel); the Minor Prophets (Amos, Hosea, etc.); the Kings of Israel, the Kings

of Judah, the fall of each kingdom and deportations; the return to Jerusalem;

Paul’s Letters; the Pastoral letters, etc.

4. Select Characters – Joseph’s life story, David’s, Jesus’ or Paul’s.

5. Also:

By a book – Distinctions between the Gospels; book of John;

By gender: women characters

By age: teenagers in the Bible

By a word: light, grace, promise, etc..

Ways to make the Bible your own

1. Memorize a Psalm, or verses regularly

2. Study in a contemporary or idiomatic translation

3. Commit to reading four pages a day (or any one year reading program)

4. Commit to reading a favorite Biblical book each month

5. Use a good atlas, tracing journeys, understanding topography


Ways to do Bible Study Individually or with a Group

1. After reading a chapter, give it a title.

2. Select your favorite verse and/or one that reflects the theme.

3. Identify an idea that is meaningful to you and why. Explain how you would ‘bring

it forward, i.e. apply that verse to your life today.

4. Make a note of anything that is confusing or not understood clearly.

5. Write a summary of your favorite passage in light of the whole chapter.

Ways to Approach a Bible Study Discussion in a Group Setting 1. After you determine which Bible book your group will study, and how often you

will meet (1x/mo? 2x/mo? Etc.), select someone as facilitator and possibly rotate

that role each time.

2. Use a workbook like Bible Roads or another to provide study questions chapter by

chapter. Send those out ahead to give shape to each one’s study.

3. Read 1-2 verses aloud, going around the circle, announcing from which translation

you’re reading. You might want to repeat the verses in another translation if help-

ful. Share what you learned about these verses or what came to you.

4. Summarize the overall theme of the chapter either at the beginning or the end to

give a “30,000’ view” to capture the big themes.

Bible: A library of 66 books (‘biblia’ = book); 2 Testaments, both in 4 parts.

Old Testament (39 books)

The Law, or Pentateuch - (1st 5 books, Genesis to Deuteronomy)

History – (12, Joshua to Esther)

Poetry, Wisdom - (5, Job to Song of Solomon)

Prophesy – (17, Isaiah to Malachi)

New Testament (27 books)

Gospels (4, Matthew to John)

History (1, Acts)

Letters (21, Romans to Jude)

Revelation (1, Revelation)

Bible Organization


Amplified Bible—By using synonyms and definitions in this translation, a word is

amplified by placing the extended meanings in parentheses. This allows readers to

gain a fuller sense of the meaning of each verse. It is one of the few translations done

by a woman, Frances Siewert (1881-1967) and published by The Lockman Foundation

in 1987. Sample from John 11:25— 5Jesus said to her, I am [Myself] the Resurrection and

the Life. Whoever believes in (adheres to, trusts in, and relies on) Me, although he may die, yet

he shall live.

The Common English Bible (CEB) - A bold new translation designed to meet the

needs of a broad range of people and written at a 7th grade reading level, thus known

for its accessibility. It was prepared by a robust cross section of translators from 24 de-

nominations in 2010. Jesus said to her, "I am the resurrection and the life. Whoever believes

in me will live, even though they die.

The King James Version (KJV) — Translated in 1611 by 47 male scholars using the

Byzantine family of manuscripts, Textus Receptus. This remains as a beloved version

of the Bible due to its majestic language and sweeping poetry and prose. It has been

the most reliable translation for over three centuries, but its Elizabethan style Old Eng-

lish is difficult for modern readers, especially youth. More contemporary translations

have addressed the KJV’s mistranslation due to increases in scholarship and awareness

of early manuscripts after the 20th century discoveries of the Dead Sea Scrolls and Nag

Hammadi finds. Jesus said to her, “I am the resurrection and the life. He who believes in Me,

though he may die, he shall live.

The New King James Version (NKJV) — 130 translators, commissioned by Thomas

Nelson Publishers, produced this version from the Byzantine family (Textus Receptus)

in 1982. This is a revision of the King James version, updated to modern English with

minor translation corrections and retention of traditional phraseology, but with an ef-

fort to have more inclusive gender references. Jesus said to her, “I am the resurrection and

the life. He who believes in Me, though he may die, he shall live.

The Message Bible – This popular and paraphrased translation by Eugene Peterson,

himself both a Hebrew and Greek language scholar, was written to help this former

pastor communicate the vitality and directness of Scripture he felt parishioners were

Missing. Peterson explains: “Writing straight from the original text, I began to at-

tempt to bring into English the rhythms and idioms of the original language.” Pub-

lished in 2002 by NavPress, The Message is popular with every educational level.

Bible Translations - Brief Descriptions


The Message Bible (continued)

You don’t have to wait for the End. I am, right now, Resurrection and Life. The one who be-

lieves in me, even though he or she dies, will live. And everyone who lives believing in me does

not ultimately die at all. Do you believe this?”

The New International Version (NIV) — Over 100 translators completed this work in

1978 which was composed from Kittle’s, Nestle’s and United Bible Society’s texts,

which include the Alexandrian Family codices. This is considered an “open” style

translation. It is a good, easy to read version often favored by evangelical Christians.

Jesus said to her, “I am the resurrection and the life. The one who believes in me will live, even

though they die;

The New Living Translation (NLT) - Their translators faced the challenge to create a

text that would make the same impact in the life of modern readers that the original

text had for original readers. In the New Living Translation, this is accomplished by

translating entire thoughts (rather than just words) into natural, everyday English. The

end result is a translation that is easy to read and understand and that accurately com-

municates the meaning of the original text. Jesus told her, “I am the resurrection and the

life.[a] Anyone who believes in me will live, even after dying.

The New Revised Standard Version (NRSV) – The most widely ‘authorized’ by

churches, the NRSV was published in 1989 and stands out among many translations.

It is highly recommended for use in most Christian Seminaries and college classes to-

day because of its scholarship. Its translation committee consists of thirty men and

women among America’s top scholars, representing a broad range of Protestant de-

nominations as well as Roman Catholic, Greek Orthodox and Jewish scholars. The

Harper Collins Study Bible Edition is known for its outstanding study notes, including

excerpts from the recently discovered Dead Sea Scrolls.

Jesus said to her, “I am the resurrection and the life. Those who believe in me, even though they

die, will live.

J.B. Phillips New Testament—J.B. Phillips (1906-1982) was a well-known Anglican

who was committed to making the message of truth relevant to today’s world. This

translation was originally begun for his youth group within the Church of England

and later published because of popular demand. Published by HarperCollins 1962.

I myself am the resurrection and the life,” Jesus told her. “The man who believes in me will live

even though he dies, and anyone who is alive and believes in me will never die at all. Can you

believe that?”

http://www.biblegateway.com/passage/?search=John%2011:25&version=NLT#fen-NLT-26514a


What is the focus of Acts?

The growth and development of the Christian Church.

Where does the book of Acts begin?

Right where the book of Luke ends, since it is the author’s 2nd volume, as most scholars agree.

The author (probably the Gentile, Luke, the physician who also accompanied Paul), links the

work of Jesus in his volume 1 (The Gospel According to Luke) with this next book focusing on

how the mission (in Christ Jesus’ name) is carried by the apostles to the farthest reaches of the

Roman Empire.

Is there a central focus of Acts of the Apostles?

Yes, but it isn’t who you think, i.e. some of the Apostles! Instead, it is the Holy Spirit, that di-

vine presence Christ Jesus promised that impels and compels these early Christians in their

vital missions to evangelize and spread the Word. Luke helps us see not only the nature of

the Holy Spirit but how it affects the entire world.

Is there a keynote verse in Acts that helps provide insight into the whole volume?

Yes. Read Acts 1:8 — “You will receive power when the Holy Spirit has come upon you; and

you will be my witnesses in Jerusalem, in all Judea and Samaria, and to the ends of the

earth.” (NRSV) This verse encapsulates Luke’s theme: the development of Christianity un-

der the power of the Holy Spirit.

Does geography play any special role in Acts?

Yes again. Think of geography as a way in which Luke shares theology. The action begins in

Jerusalem where the opening event: the descent of the Holy Spirit, as Christ Jesus promised.

From there Peter’s story of sharing the Gospel with not just the Jews who were converting, but

Gentiles, is like watching a pebble go into the pond that then creates concentric circles out

from it. From the Jewish beginning, the Gospel fans out to Gentiles in Israel, many who were

already drawn to the monotheism of Judaism and away from the polytheism of the Roman

pantheon of gods.

Following Peter’s story is Paul’s conversion and subsequent ministry to the Gentiles, going

ever farther across the Roman Empire. Luke, the author, thrillingly shows us that the Gos-

pel’s transforming message made it to the heart of the Empire as it ends in Rome.

Introduction to Acts of the Apostles


Themes:

There are two grand themes in Acts: conversion and consecration. One of the special opportu-

nities for the 21st century reader is to ask yourself how you’re doing in these two categories as

you read what Peter, Paul and others did so fearlessly. That they prayed for boldness, not pro-

tection, is just one of the many thought-provoking insights that come with digesting each

chapter, character, event, response of crowds, instances of protection and ways of communi-

cating.

Communication:

We have much to learn from Paul’s ability, as Luke witnesses it, to conform the message to

one’s audience. If there wasn’t a synagogue in Philippi, then Paul would use no references to

the Hebrew Scriptures in that Roman city built for veterans. If the Athenians were so in love

with their philosophizing and curiosity about the latest intellectual fad, then Paul would

speak to them of their own poets and frame his story of Jesus in the best rhetorical style that

would help them hear him. Luke traveled with Paul and eye-witness details bring the ac-

counts to life.

Style:

Luke not only spoke Greek but could write it with a skill that would surpass all others in the

New Testament canon. Like an artist wielding color and texture, Luke provides rhetorical

flourishes of drama, always the master storyteller. He employs key speeches to state the action

and narrative to move it along. Repetition is another device the author employs to underscore

ideas he doesn’t want us to overlook. Summaries and journeys are two other means to make us

turn the pages like the most intriguing novel.

Yet for all his artistry with language and storytelling, Luke is committed to giving us an or-

derly account, grounded in history, crossing the barriers of ethnicity, urban & rural dwekkers,

male and female, rich and poor, slave and free. Where this skill really shines is in the telling

of the parables that have fed every generation of Christian, regardless of whether they’ve per-

sonally beheld a mustard seed or the tares and wheat of a farmer’s crop.

Theology:

Yet with all the story-telling skill, Luke illumines God’s salvation for the world as prophesied

in Hebrew Scripture. Although a Gentile, it is Luke’s theological and historical brilliance


that frames the story of Christ Jesus in prophetic fulfillment. The Holy Spirit is in charge of the

Church, and new voices will proclaim the good news to the world through these devoted

apostles like Peter and Paul.

It is the outpouring of the Spirit on the whole community at Pentecost that sounds another

theme: we build the Church together. We bear witness to the Holy Spirit’s actions together.

We take people with us on this journey. We speak up, boldly and bravely, to tell our story of

Christ Jesus and God’s saving grace to all receptive hearts, even when there are others who

may fight us at every turn.

Rather than a story divided between the Pauline world of Jew and Gentile, the Acts of the

Apostles is set in a later decade, probably the 70’s or 80’s of the first century. Times have

changed. Gentiles are flooding the Church and those born into Judaism who accept Christ Je-

sus as the new Messiah, aren’t exactly welcomed with open arms in their childhood syna-

gogues. Both men and women meet in private homes to sing hymns, share communion, tell

the stories of deliverance and freedom of those earliest Christian workers. So the divide isn’t

between Jew and Gentile but between those who repent and those who don’t — between those

who change their minds and hearts to accept the message of salvation through Christ, or those

who resist and believe the world is still the same.

Fasten your seatbelt. You are about to be transformed, uplifted, converted, consecrated.

Welcome to Acts.

Thank you for using this workbook, prepared with much love and respect for each one’s ‘deep

dive’ into the Scriptures that we may discover: “All this was done, that the scriptures of the proph-

ets might be fulfilled.” (Matt. 26:56)


Vision of Cornelius the Centurion

Gerbrand van den Eeckhout (1621-1674)


1. What can you learn about the opening prologue (1:1-2): Who is addressed

and what is his possible identity? Who is writing the story?

2 What was the purpose (Acts 1:3) for Jesus’ many appearances prior to his as-

cension? What was he trying to do with those disciples?

3. Why did Jesus request that particular promise from the disciples (Acts 1:4)?

How is that relevant to your life and discipleship?

4. Do you relate to Acts 1:9 and if so, how? The text appears to indicate that

the disciples were going through a spiritual crisis as they saw Jesus leave.

5. What was the organizational step the disciples took in the latter part of this

chapter and what qualities were they seeking? Relevance to you??

“And he talked to them about the Kingdom of God. “(1:3)

Chapter 1 - Questions


Chapter 1 - Notes


1. What is the purpose of Pentecost, the most highlighted episode in the Book of

Acts, or the early Church?

2. Did Pentecost have an historical precedent and if so, what was it?

3. Who are the various groups represented at the Pentecost?

4. What is the role of the Spirit in the Church?

“...Everyone present was filled with the Holy Spirit and began speaking in other

languages, as the Holy Spirit gave them this ability.” (2:4)



The Pentecost

El Greco

1596-1600

Museo del Prado, Madrid

Chapter 2 - Notes


1. Which disciples are key to this story? Why these two? Where else have they

been together and did they have any special relationship? What were their

individual characteristics and does this affect the story in any way?

2. What are the elements of this healing, if you broke them down sequentially?

How does this inform our own spiritual experiences?

3. What is the tone of the way Peter speaks to the crowd from 3:12 to the end of

the chapter? Does it shift and if so, why?

4. What step does Peter say the crowd has to take to progress spiritually, or to

experience ‘times of refreshment’ (v. 20, NLT)?

5. What new insight did you gain after studying this familiar story?

“Through faith in the name of Jesus, this man was healed—and you know how crippled he

was before. Faith in Jesus’ name has healed him before your very eyes.” (3:16)



Chapter 3 - Notes


1. Identify as precisely as you can who is part of the opening scene. Have you

encountered any of these people before? What type of soldiers are they

and why is that important? What does resurrection-preaching mean for the

Sadducees in particular?

2. What is the quality that most stands out to you which the disciples are practic-

ing in chapter 4? How can you express this more in your own life? Try to con-

sciously do that in the days and weeks before we meet again.

3 . What does Peter mean by ‘salvation’? How would you explain this to a

friend, perhaps a Christian of another denomination?

4. When does the Holy Spirit appear in this chapter? How would you define it,

given what you’ve read so far in Acts, in your own language?

“Let me clearly state to all of you and to all the people of Israel that he was

healed by the powerful name of Jesus Christ the Nazarene, the man you crucified but whom

God raised from the dead.” (4:10)



Chapter 4 - Notes


1. In studying the Ananias and Sapphira story (Acts 5:1-11), what is your main

takeaway? What sin did they commit and how does it relate to the com-

munity that was forming as the Early Church?

2. Think of a relevant application to the Ananias/Sapphira story in your life

today.

3. What caused the Church’s growth?

4. Describe how the Early Church faced opposition both from within and

without. What qualities did Peter and the others practice to move

through these barriers?

Find out as much as you can about Gamaliel and any other Biblical figures

associated with him. How would you describe the quality of his thinking?

“And Peter said, “How could the two of you even think of conspiring to

test the Spirit of the Lord like this? ” (5:9)



Ananias and Sapphira by

Eustache le Sueur

1616-1655

Chapter 5 - Notes


1. What problem did the growing Church face and how did they solve it?

2. Who are the two parties involved and how do you define them?

3. What steps were involved in Stephen’s ministry? List them in order. How

does this inform your own Christian faith and walk?

“So God’s message continued to spread. The number of believers greatly in-

creased in Jerusalem, and many of the Jewish priests were converted, too.” (6:7)



Chapter 6 - Notes


1. Why did Stephen use the defense he did, when accused?

2. Go through Stephen’s points, individual by individual, and state in your

own words what spiritual lesson he was teaching about each of them.

a

b.

c.

d.

e.

3. What is the ultimate irony of Stephen’s message and the response it

received ?

“And he (Stephen) told them, “Look, I see the heavens opened and the Son of Man

standing in the place of honor at God’s right hand!” (7:55-56)



The Stoning of St. Stephen

Rembrandt

Chapter 7 - Notes


1. Given Christ Jesus’ prophesy in Acts 1:8, what is happening as Acts 8

launches (really start at v. 4) that fulfills that prophesy?

2. Who is Philip (background, etc.) and what is his new role? How does that role

fit in with the larger arc of the key theme of Acts?

3. Who is Simon the Great and what role does he play as Luke tells the story of

the early Church? (Think in strategic terms, not just the events themselves.)

4. Philip has two big stories. Who is the key figure in the second story concerning

Philip and what role does this individual play in Luke unfolding a key theme of

the Story of the emerging Church?

5. Luke made a point of telling Theophius, in the Prologue (both in Luke 1:1-4

and Acts 1:1) that he would tell ‘the story’ in an orderly and careful manner.

What strikes you about the order of the Philip stories before Chapter 9?

“So beginning with the same Scripture, Philip told him the

Good News about Jesus.” (8:35)



Chapter 8 - Notes


1. Acts 9:1 - 31 tells the well-known story of Saul and his conversion. What do

you see about the placement of the story and how it relates to Luke’s larger

theme?

2. What role do you think Acts plays in the Canon, in terms of its placement, i.e.

after the Gospels?

3. What about Saul’s conversion story prepares him to best serve the growing

Church?

4. What are the core facts/truths of Paul’s story, to you? What in his conversion

is reminiscent of the office of the Old Testament prophet?

“He fell to the ground and heard a voice saying to him, ‘Saul! Saul!

Why are you persecuting me?” (9:3)



Saul is Blinded

Caravaggio, 1600

Chapter 9 - Notes


1. Review chapters 8 and 9. Why is this story of Peter and Cornelius placed here

in the ‘line up’? How does it support the theme Luke is underscoring through-

out Acts?

2. And what does this encounter with Cornelius say about Peter’s role in the

early Church?

3. What is the key lesson God wants Peter to learn? How can you apply what

Peter needed to see to your own experience today?

4. What OT prophet does Peter remind you of in his attitude toward visiting Cor-

nelius? (Hint: what is Peter’s original Greek name – see Matt. 16:17; but be-

fore you do, try to figure it out. J

5. Where are the parallels between Peter’s experience and this prophet’s?

“A holy angel instructed him to summon you to his house

so that he can hear your message.” (10:22)



Chapter 10 - Notes


1. Whenever there is significant repetition, as in Acts 11:1-17, it helps to look for

any changes (in setting, details, design, characters.) Do you see any that dif-

fer from the story told in the previous chapter?

2. Who are the distinct audiences for Peter’s story, and what is their response by

group to what he is telling them? (See 10:45 for hints.)

3. Where does Luke put the emphasis on where the actions to convert Cornelius

come from? What is the symbolic evidence that becomes Peter’s new stan-

dard? How does this guide YOUR decisions?

4. What is the theological and practical impact of this for the early Church?

5. Find the location with a map and determine the importance of the story told

about Barnabas in vs. 22-26 and continued with the story of Agabus to the

end of the Chapter.

‘”Send messengers to Joppa, and summon a man named Simon Peter. He will tell

you how you and everyone in your household can be saved!’’(11:13-14)



Peter baptizing the Centurion Cornelius

Francesco Trevisani, 1709

Chapter 11 - Notes


1. By introducing King Herod, what is the theme that Luke, as the author of Acts,

is continuing? What is the purpose for underscoring this theme and how does

it apply to you today?

2. Who was James and why was he killed? What is the significance of this hor-

rific act at this point in the Acts story? (Think ‘context’!)

3. Why does Luke insert so much detail about Peter’s arrest and escape? Spell

out the angel’s specific demands. What do you see here that can be applied

to your own life?

4. What was the church’s role in this new story of Peter? How does the Church

do this today? (Note the ‘bookend’ verses to the story, vs. 5 and 12 in your an-

swer.) What are the characteristics of Rhoda in this and what role does she

play?

5. Compare the two escape stories (Acts 5 and here). What is different? What

does this portend for Peter and what happens to him?

“Suddenly, there was a bright light in the cell, and an angel of the Lord stood

before Peter. The angel struck him on the side to awaken him and said,

“Quick! Get up!” And the chains fell off his wrists.” (12:7)



Chapter 12 - Notes


1. Write a sentence about each of the characters listed below, a helpful way

to keep them straight as the Acts story continues.

Barnabas

Manaean

John Mark

Bar-Jesus

Sergius Paulus

Elymas

2. What prompted John Mark’s joining Barnabas and Paul and also leaving

them? What do you think if it’s not overtly plain?

3. Where did Paul first speak when he entered a new area and what did he

preach?

4. What is Paul’s subject/focus in 13:26 and what does he mean by it? What

does it mean to you today?

5. Use a map. Identify Antioch of Pisidia. Trace their route in this chapter.

“Brothers, listen! We are here to proclaim that through this man Jesus there is

forgiveness for your sins. Everyone who believes in him is declared right with

God—something the law of Moses could never do.” (13:38-39)



Chapter 13 - Notes


1. Identify the similarities and any differences you find between the ministry of

Paul and Barnabas in Iconium and the previous chapter in Pisidian Antioch.

Similarities: Differences:

2. Geography question: Please use a map to identify the following communities

in chapter 14 on a map: Rome, Thessalonica, Corinth, Philippi, Ephesus, Colos-

sae, Galatia. How far apart are they from each other? Any sense of what

each town or area was like? What are they all part of, in terms of the larger

region?

3. Read Acts 14:8-19 about Paul and Barnabas’ first venture into Galatia. What

happened, in what order, and what is the final event at the close of the chap-

ter?

4. Why did the people of Lystra react to this healing as they did? How did Paul

respond to them? Go back and review 12:22–23. What is Luke trying to com-

municate with these two incidents?

5. Thinking of how Paul corrected their misinformation about who Paul and

Barnabas were, where did Paul’s mini-sermon begin to them, in terms of con-

tent? What does this tell you about how we need to adapt our communica-

tion to those with differing theological backgrounds? (See Gal. 4:12-16 for

Paul’s own description of this event. How would you describe Paul’s relation-

ship with the Galatians?

“Friends, why are you doing this? … We have come to bring you the Good News

that you should turn from these worthless things and turn to the living God, who

made heaven and earth, the sea, and everything in them.” (14:15)



Maps used courtesy of Manna Bible Maps www.biblemaps.com

Chapter 14 - Notes


1. Where does this chapter ‘sit’ literally, in terms of where it is in reference to all

the other chapters of Acts? Does this have a symbolic meaning and if so,

what is it?

2. What was the reason for the special conference/meeting called for, and de-

scribed in this chapter? Who presided? Who attended from which areas?

(This is such a major event; you want to be clear on the key players.)

3. Notice that 15:1-35 is divided into 4 parts. Identify the key idea in each of the

parts and the key players.

Vv. 1–5

Vv. 6 - 21 (see break of v. 6 - 11 and v. 12 - 21)

Vv. 22-29

Vv. 30 - 35

4. What role do Peter and James play in this event and why? What role does

Paul play? Why is that?

5. Do you feel James four requests were justified? Why or why not? What effect

did they have on moving the proceedings forward?

“Then Judas and Silas, both being prophets, spoke at length to the believers,

encouraging and strengthening their faith.” (15:32)



Chapter 15 - Notes


1. Why was Timothy circumcised? Is this contradicting Paul’s concern about

circumcision imposed on converts?

2. What happens in 16:10 that represents a shift in ‘voice’. How do you ac-

count for that?

3. The next time you hear someone criticize Paul for his attitudes toward

women, ask them to read this chapter. Identify the females listed and

what spiritual qualities you see them exercising.

4. Compare Luke 8:28 to the story of the demonic in 16:16-18. Any similari-

ties? Differences?

5. In the mob scene story of 16:19-25, how does Luke characterize the Ro-

man soldiers? What is underlying this portrait?

“Suddenly, there was a massive earthquake, and the prison was shaken

to its foundations. All the doors immediately flew open, and the chains

of every prisoner fell off!” (16:26)



Chapter 16 - Notes


1. Explain this statement in Peake’s Commentary on the Bible: “Luke is writing

the second volume of a Gospel, not the detailed history of Paul’s mis-

sions.” What does he mean, in terms of Luke’s larger purpose?

2. Describe the character introduced in this chapter, Jason. Who is he?

What is his role? Do any background work on his name, etc.

3. How would you characterize Athens and the Athenian people Paul

meets? What is important to them? Share anything you learn about the

Stoics and their way of thinking.

4. What are the key points in Paul’s speech (or sermon) to the Athenians?

Why these points?

“Men of Athens, I notice that you are very religious in every way, for as I was

walking along I saw your many shrines. And one of your altars had this in-

scription on it: ‘To an Unknown God.’ This God, whom you worship without

knowing, is the one I’m telling you about.” (17:22)



Luke the Evangelist

Frans Hals, 1625

Chapter 17 - Notes


1. What are you learning about Priscilla and Aquila’s background? Write down

every fact you know about them and what qualities you see them expressing

with Paul.

2. Work with your map to plot out all the locations listed in this chapter, noting

which events happen where. How long did Paul stay in Corinth and what

did he occupy himself doing during that period?

3. What is the purpose of Paul cutting his hair in v. 18? What does it tell you

about his relationship with Judaism?

4. What is the purpose for Paul’s travels? (See v. 23)

5. Who is Apollos and what is missing in his theological understanding? How is

that resolved?

“One night the Lord spoke to Paul in a vision and told him,

“Don’t be afraid! Speak out! Don’t be silent!” (18:9)



Chapter 18 - Notes


1. How do you characterize the difference in the two baptisms that Paul is refer-

ring to in the opening verses of this chapter? How would John’s baptism be

good preparation for them to hear the Gospel?

2. Compare Acts 19:1-7 with Acts 2:38. What is the relationship between faith in

Jesus Christ and receiving the Holy Spirit?

3. Where does Paul share the Gospel message? What is the difference in the

venues? (See 19:8-10)

4. What are the sons of Sceva involved with and what does Paul do to/with

them? What parallel story does this remind you of in the Gospels?

5. Do some research to learn more about the Temple of Artemis. What? Who?

How long? How powerful, etc.

“As soon as they heard this, they were baptized in the name of the Lord Jesus.” (19:5)



Chapter 19 - Notes


1. What is Paul’s travel itinerary and why does it change (from what to what)?

2. The raising of Eutychus is a well-known healing of Paul’s. But what are you

learning about WHEN it takes place and the implications of that? (Recall

how much the order of events means to Luke, the author.)

3. What is your insight to Paul’s speech to the Ephesian elders? Note where it

takes place. Why is that?

4. What is the spiritual lesson Paul wants o much to convey to these elders?

Why?

“And now I know that none of you, to whom I have preached the

Kingdom will ever see me again.” (20:35)



The New Testament

Church Black and

White Engravings

Chapter 20 - Notes


1. According to chapter 15, the issues over the Law were supposed to have

been settled at least six years earlier. Why do the tensions still flare?

2. What do you think is James’ attitude toward Paul when he first arrives in

Jerusalem? Does the accusation in v. 28 fuel any concerns James has in v.

21?

3. What is the irony of events as they unfold in Chapter 21? (See verses 26—28)

4. What is a parallel in your life for how Paul used his Roman citizenship to pro-

tect him with authorities? Do you have one?

“But he said, “Why all this weeping? You are breaking my heart! I am ready not only to

be jailed at Jerusalem but even to die for the sake of the Lord Jesus.”” (21:13)



Jerusalem Temple

— artist’s rendering

Chapter 21 - Notes


1. One of Luke’s rhetorical or writing techniques was the use of speeches. How

does this one affect the action in terms of where it occurs in the story?

2. Describe Ananias and the qualities of character and thought he demon-

strated. In bringing this story forward, have you had any “Ananias” experi-

ences in which you were called to do what you dreaded?

3. In the retelling of Paul’s conversion, what role does baptism play?

4. Notice the placement of the conversion story, sandwiched between his Jew-

ish background story (vv. 3-5) and the role of Ananias in his commissioning.

What might be the importance of this placement?

“Brother Saul, regain your sight!” (22:13)



Chapter 22 - Notes


1. Rewrite 23:1 in your own words.

2. How does Paul change the focus of his defense in v. 6 and why does he do

this? Who is in his audience?

3. Once again, Luke is employing the rhetorical writing tool of parallelism. What

is the parallel to in this chapter? Can you find this parallel in Luke’s gospel,

Vol. 1?

4. Why was Paul such a threat to the Jews that caused their fierce determina-

tion to kill him?

5. Are you surprised by the protection Paul receives by the centurions? Why?

“That night the Lord appeared to Paul and said, “Be encouraged, Paul.

Just as you have been a witness to me here in Jerusalem, you must

preach the Good News in Rome as well.” (23:11)



The Praetorian Guard of

Augustus, 1st Century

AD in marble bas-relief.

The guard was made up

from an elite recruitment

of Roman citizens.

Chapter 23 - Notes


1. Where does this second phase of the legal proceedings against Paul take

place and what is the background of the person in charge? Who is he and

what might Tertullus hope would come out of the trial even though there is a

lack of evidence?

2. What are the key points Paul makes in his defense in vv. 10-21?

3. In Acts 24:25 there are three qualities listed: justice, self-control and the com-

ing judgment. Why does Paul select these? What three aspects of YOUR

faith would you share, as Paul has done here?

4. Two years pass between the trial with Felix and Festus. Why hasn’t the Jewish

opposition dissipated by now?

“:I have the same hope in God that these men have, that he will raise both the

righteous and the unrighteous.“ (24:14-15)



Paul before Felix the Governor

William Hogarth, 1784.

Chapter 24 - Notes


1. Review Acts 23:11—Paul’s night vision. What is Paul’s motive for demanding a

trial before Caesar? Is it only to pursue his rights in the legal system?

2. Record instances in which Luke is acting almost like a Court Reporter for these

show trials of Paul.

A)

B)

C)

3. What is your sentiment about Festus? How do you characterize him, his mo-

tives, etc.?

4. If you were the stage director, and Luke the playwright providing the actions,

how would you describe Paul’s role in the appearance before Agrippa?

Who is the centerpiece of the ‘scene’ and what are the titles of each one?

“But in my opinion he has done nothing deserving death.”” (25:25)



Oldest believed cave

painting of Paul, from

Ephesus, 4th century.

Chapter 25 - Notes


1. What is the background of Agrippa and Bernice, and why did the Governor

choose to get them involved in this trial of Paul?

2. What do you think is the main goal of Paul’s speech?

3. Paul describes in detail his Jewish background and credentials. How do you

think he reasoned that this would assist him with the present charge?

4. Where is evidence that Paul envisions his role as continuing Christ Jesus’ mis-

sion?

“Why is it thought incredible by any of you that God raises the dead?” (26:18)



Chapter 26 - Notes


1. Notice the pronoun in 27:1 referring to whom? What is the point of this indi-

vidual joining Paul for this final journey?

2. Notice how Paul marks time: through a Jewish calendar, not a secular one.

What event does he ‘mark’ to note that the journey is becoming progres-

sively more dangerous?

3. How would you characterize Paul’s advice not to sail? What in Paul’s back-

ground causes him to speak up?

4. Note the conditions in which Paul gives his speech in 27:21-26. Please re-

write it in your own words, applied to a current situation in your life/world.

“Men,” he said, “I believe there is trouble ahead if we go on—

shipwreck, loss of cargo, and danger to our lives as well.” (27:9-10)



The Shipwreck, by JMW Turner, Tate collection, London.

Chapter 27 - Notes


1. How would you characterize Paul’s three month stay on Malta?

2. Is there a different attitude of the Jews in Rome toward Paul, than those in Je-

rusalem? If so, how do you explain that?

3. Explain how geography in Luke has an underlying theological meaning.

4. In addition to Paul’s insistence on a fair trial before the Emperor, what is his

other, even deeper motive, for wanting to be in Rome?

“The rest of the people on the island who had diseases also

came and were cured.” (28:10)



Chapter 28 - Notes


While your insights are fresh, be sure and take a moment to record them here.

The alternative is to use this space for chapter by chapter insights.

“For the next two years, Paul lived in Rome at his own expense. He welcomed all who

visited him, 31 boldly proclaiming the Kingdom of God and teaching about the Lord Jesus

Christ. And no one tried to stop him.” (28:30-31)

Your Insights about Acts


Pulling it Forward


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Paul’s 1st Missionary Journey


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Paul ’s 3rd Missionary Journey

Documents

Bible Study: Acts of the Apostles