Category: Uncategorized

RCCG Sunday School Student manual for the adult class.

Today’s Lesson 25 topic: THEOLOGY OF DEMOCRACY

Date: 22 February 2026

Read:

• RCCG Sunday School Teachers Manual Lesson 25
• Open Heaven 22 February 2026 Devotional

---

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 25 (22 FEBRUARY 2026)

TOPIC: THEOLOGY OF DEMOCRACY

BIBLE PASSAGE: 1 Samuel 10:17-23

17 And Samuel called the people together unto the Lord to Mizpeh;
18 And said unto the children of Israel, Thus saith the Lord God of Israel, I brought up Israel out of Egypt, and delivered you out of the hand of the Egyptians, and out of the hand of all kingdoms, and of them that oppressed you:
19 And ye have this day rejected your God, who himself saved you out of all your adversities and your tribulations; and ye have said unto him, Nay, but set a king over us. Now therefore present yourselves before the Lord by your tribes, and by your thousands.
20 And when Samuel had caused all the tribes of Israel to come near, the tribe of Benjamin was taken.

21 When he had caused the tribe of Benjamin to come near by their families, the family of Matri was taken, and Saul the son of Kish was taken: and when they sought him, he could not be found.
22 Therefore they enquired of the Lord further, if the man should yet come thither. And the Lord answered, Behold he hath hid himself among the stuff.
23 And they ran and fetched him thence: and when he stood among the people, he was higher than any of the people from his shoulders and upward.

MEMORY VERSE:

“The God of Israel said, the Rock of Israel spake to me, He that ruleth over men must be just, ruling in the fear of God.” 2 Samuel 23:3.

INTRODUCTION

The word democracy is a derivative from the Greek word “demos” (people) and “kratos” (power), meaning the power of the people. It emphasis-es the participation of individuals in decision-making processes, ensuring that the majority’s voice is heard while protecting the rights of the minority (1 Samuel 10:19-20, 27).

Although, the Bible does not overtly advocate for it, but presents principles that align with the values of a successful democratic society (Deuteronomy 1:13).

This lesson seeks to acquaint the church with the principles of democracy and highlight citizens’ civic responsibility through the lens of biblical values.

LESSON OUTLINE 1: BIBLICAL PRINCIPLES OF DEMOCRACY

The principles:

i. Democracy is embedded in justice and fairness, ensuring that laws are applied equally to all citizens, without tavouritism (Mark 12:17). The Bible calls for justice, a principle that should guide the establishment of laws and governance in any society (Jeremiah 22:3).

ii. Democracy would thrive when all individuals are treated equally and have their voices heard (Leviticus 19:15). The Bible affirms the inherent worth and equality of every person (Galatians 3:28). People participate in the decision-making process either directly or through elected representatives (Acts 1:20-26; 6:1-5). The Bible acknowledges the importance of counsel and collective decision-making (Exodus 18:19-22; Proverbs 11:14).

iii. The rule of law is a cornerstone of democracy, to ensure that everyone, including leaders, is subject to the law (Matthew 17:24-27). The Bible emphasises the need for just laws and fair judges, emphasising the importance of legal structures that protect the rights of all (Deuteronomy 16:18-20; Matthew 23:23).

iv. The Bible recognises the roles of various leaders and the balance of power among governance, religious authority and judicial functionaries (Acts 25:1-4).

v. Leaders in democracy should be accountable to the people who elected them and act in their interest (1 Corinthians 4:2). The Bible encourages accountability, reminding leaders that they are servants of God and the people, and must govern righteously (Luke 12:48; 1 Corinthians 4:1-2).

CLASS ACTIVITY 1:

What do you think about our democracy?

LESSON OUTLINE 2: CITIZENS’ CIVIC RESPONSIBILITY

Every citizen in a democratic society has a crucial role to play either as individuals or as a group. For instance, individuals should be well informed about their rights, governance and political happenings in the society to make meaningtul contributions (Acts 22:25-29).

i. It is the right and duty of individuals to vote and be voted for, probe government policies and hold leaders accountable through peaceful protest, publications, etc. (Proverbs 31:8-9).

ii. Individuals can engage in open dialogue and respectful debates on issues that affect society.

iii. They should join political parties, and attend town/community meetings to influence decision-making at their level.

iv. Natural groups (e.g. youth forums, council of elders, women’s groups), advocacy groups, labour unions, NGOs, etc. should use their platforms to advocate for good governance, fair labour conditions, fair policies, etc.

v. Leaders of ethnic/community groups should use their position to sensitise their followers and avoid bribery, thuggery, political apathy, etc.

vi. Religious leaders should say the truth at all times, be full of wisdom in addressing societal ills and avoid making the power of God of no effect (Romans 9:1).

vii. The media should be objective in reporting activities in society (1 John 1:1, 5; James 3:5).

CLASS ACTIVITY 2:

Mention three of your civic responsibilities.

CONCLUSION: RCCG Sunday School Students Manual 22 February 2026

If every citizen aligns with these principles and plays their role, it will guarantee a democratic society that serves the common good.

ASSIGNMENT: RCCG Sunday School Students Manual Lesson 25

Mention two (2) distinct civic responsibilities of a good citizen in a true democracy (2×5=10)

Follow RCCG Live on:

• Facebook: RCCG Live

DOWNLOAD RCCG Sunday School Students Manual Lesson 25 (22 February 2026) PDF

This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 25 topic: THEOLOGY OF DEMOCRACY

Date: 22 February 2026

Read:

• RCCG Sunday School Students Manual Lesson 25
• Open Heaven 22 February 2026 Devotional

---

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 25 (22 FEBRUARY 2026)

TOPIC: THEOLOGY OF DEMOCRACY

OPENING PRAYER:
Father, I receive the grace to be a good leader in Jesus’ name.

PREVIOUS KNOWLEDGE:
The teacher should review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: 1 Samuel 10:17-23

17 And Samuel called the people together unto the Lord to Mizpeh;
18 And said unto the children of Israel, Thus saith the Lord God of Israel, I brought up Israel out of Egypt, and delivered you out of the hand of the Egyptians, and out of the hand of all kingdoms, and of them that oppressed you:
19 And ye have this day rejected your God, who himself saved you out of all your adversities and your tribulations; and ye have said unto him, Nay, but set a king over us. Now therefore present yourselves before the Lord by your tribes, and by your thousands.
20 And when Samuel had caused all the tribes of Israel to come near, the tribe of Benjamin was taken.

21 When he had caused the tribe of Benjamin to come near by their families, the family of Matri was taken, and Saul the son of Kish was taken: and when they sought him, he could not be found.
22 Therefore they enquired of the Lord further, if the man should yet come thither. And the Lord answered, Behold he hath hid himself among the stuff.
23 And they ran and fetched him thence: and when he stood among the people, he was higher than any of the people from his shoulders and upward.

MEMORY VERSE:

“The God of Israel said, the Rock of Israel spake to me, He that ruleth over men must be just, ruling in the fear of God.” 2 Samuel 23:3.

INTRODUCTION

The word democracy is a derivative from the Greek word “demos” (people) and “kratos” (power), meaning the power of the people. It emphasis-es the participation of individuals in decision-making processes, ensuring that the majority’s voice is heard while protecting the rights of the minority (1 Samuel 10:19-20, 27).

Although, the Bible does not overtly advocate for it, but presents principles that align with the values of a successful democratic society (Deuteronomy 1:13).

This lesson seeks to acquaint the church with the principles of democracy and highlight citizens’ civic responsibility through the lens of biblical values.

TEACHER’S DIARY

LESSON AIM:

To encourage students to take governance seriously.

TEACHING OBJECTIVES:

Through this lesson, students should be able to:

• Mention the biblical principles for democracy.
• Define civic responsibility.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

• Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion, and do class activities and assignments.
• Allow the Assistant Teacher to see to the well-being of the class, and mark attendance and assignment.
• Teach the lesson outline, summarise, conclude, evaluate the lesson and give assignments.

TEXT REVIEW: 1 Samuel 10:17-23.

The Passage is an account of how Saul was chosen to be king over Israel. The people told Samuel that they wanted a king like other nations around them. This is the genesis of kingship in Israel; the process of selection was open and acceptable to everyone present, and this is a very important aspect of selecting a leader.

Also, God was involved in the process. Let us embrace godliness in our democracy as this will help in every aspect of the whole system.

TEACHING METHOD:

The Discussion Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline of teaching time.

LESSON OUTLINE 1: BIBLICAL PRINCIPLES OF DEMOCRACY

The teacher should allow the class to discuss whether God rules by democracy. He should then guide them as follows:

The principles:
i. Democracy is embedded in justice and fairness, ensuring that laws are applied equally to all citizens, without tavouritism (Mark 12:17). The Bible calls for justice, a principle that should guide the establishment of laws and governance in any society (Jeremiah 22:3).

ii. Democracy would thrive when all individuals are treated equally and have their voices heard (Leviticus 19:15). The Bible affirms the inherent worth and equality of every person (Galatians 3:28). People participate in the decision-making process either directly or through elected representatives (Acts 1:20-26; 6:1-5). The Bible acknowledges the importance of counsel and collective decision-making (Exodus 18:19-22; Proverbs 11:14).

iii. The rule of law is a cornerstone of democracy, to ensure that everyone, including leaders, is subject to the law (Matthew 17:24-27). The Bible emphasises the need for just laws and fair judges, emphasising the importance of legal structures that protect the rights of all (Deuteronomy 16:18-20; Matthew 23:23).

iv. The Bible recognises the roles of various leaders and the balance of power among governance, religious authority and judicial functionaries (Acts 25:1-4).

v. Leaders in democracy should be accountable to the people who elected them and act in their interest (1 Corinthians 4:2). The Bible encourages accountability, reminding leaders that they are servants of God and the people, and must govern righteously (Luke 12:48; 1 Corinthians 4:1-2).

CLASS ACTIVITY 1:

What do you think about our democracy?

LESSON OUTLINE 2: CITIZENS’ CIVIC RESPONSIBILITY

Every citizen in a democratic society has a crucial role to play either as individuals or as a group. For instance, individuals should be well informed about their rights, governance and political happenings in the society to make meaningtul contributions (Acts 22:25-29).

i. It is the right and duty of individuals to vote and be voted for, probe government policies and hold leaders accountable through peaceful protest, publications, etc. (Proverbs 31:8-9).

ii. Individuals can engage in open dialogue and respectful debates on issues that affect society.

iii. They should join political parties, and attend town/community meetings to influence decision-making at their level.

iv. Natural groups (e.g. youth forums, council of elders, women’s groups), advocacy groups, labour unions, NGOs, etc. should use their platforms to advocate for good governance, fair labour conditions, fair policies, etc.

v. Leaders of ethnic/community groups should use their position to sensitise their followers and avoid bribery, thuggery, political apathy, etc.

vi. Religious leaders should say the truth at all times, be full of wisdom in addressing societal ills and avoid making the power of God of no effect (Romans 9:1).

vii. The media should be objective in reporting activities in society (1 John 1:1, 5; James 3:5).

CLASS ACTIVITY 2:

Mention three of your civic responsibilities.

CONCLUSION: RCCG Sunday School Teachers Manual 22 February 2026

If every citizen aligns with these principles and plays their role, it will guarantee a democratic society that serves the common good.

EVALUATION:
Mention three principles of a True Democracy.

CLOSING PRAYER:
I will be an agent of positive change in Jesus’ name.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 25

Mention two (2) distinct civic responsibilities of a good citizen in a true democracy (2×5=10)

Follow RCCG Live on:

• Facebook: RCCG Live

DOWNLOAD RCCG Sunday School Teachers Manual Lesson 25 (22 February 2026) PDF

RCCG Sunday School Student manual for the adult class.

Today’s Lesson 24 topic: CHRISTIANS AND POLITICS: BE INVOLVED

Date: 15 February 2026

Read:

• RCCG Sunday School Teachers Manual Lesson 24
• Open Heaven 15 February 2026 Devotional

---

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 24 (15 FEBRUARY 2026)

TOPIC: CHRISTIANS AND POLITICS: BE INVOLVED

BIBLE PASSAGE: Matthew 5:13-16

13 Ye are the salt of the earth: but if the salt have lost his savour, wherewith shall it be salted? it is thenceforth good for nothing, but to be cast out, and to be trodden under foot of men.
14 Ye are the light of the world. A city that is set on an hill cannot be hid.
15 Neither do men light a candle, and put it under a bushel, but on a candlestick; and it giveth light unto all that are in the house.
16 Let your light so shine before men, that they may see your good works, and glorify your Father which is in heaven.

MEMORY VERSE:

“There is a man in thy kingdom, in whom is the spirit of the holy gods; and in the days of thy father light and understanding and wisdom, like the wisdom of the gods, was found in him; whom the king Nebuchadnezzar thy father, the king, I say, thy father, made master of the magicians, astrologers, Chaldeans, and soothsayers.” Daniel 5:11.

INTRODUCTION

In our last lesson, we learned about correct perceptions in politics, the dangers of not getting involved and the urgent need for active participation.

In this lesson, we will explore approaches to engage in political and community involvement.

LESSON OUTLINE 1: BIBLICAL BASIS

i. As Christians, we must no longer allow secular society to dictate our roles or use us to fulfil their agenda (Galatians 4:1,7). Instead, we should actively project our relevance in the world, as we ensure biblical values and principles guide our actions (2 Peter 1:5-10).

ii. Believers are called to be “salt and light” in all areas of life, including politics (Matthew 5:13-16).

iii. All authority comes from God and one of our responsibilities as citizens is to obey authority (Romans 13:1).
We have the mandate to seek justice, love, mercy, and walk humbly with God (Micah 6:8).

CLASS ACTIVITY 1:

Why are you afraid of politics?

LESSON OUTLINE 2: PRACTICAL STEPS FOR ENGAGEMENT

The following steps will help:
i. Pray for Guidance – Before diving into political en-gagement, seek the Lord in prayer for His will and wisdom (Proverbs 3:5-6; James 1:5).

ii. Educate Yourself -It is crucial to understand the political landscape. Familiarize yourself with local, national, and global issues (Proverbs 18:15).

iii. Stay True to Biblical Values – As you engage in the political arena, you need to be steadfast with biblical principles to drive your values and judgement even in the face of opposition or challenges (Daniel 6:4-11; Philippians 4:8).

iv. Register to Vote or/and be Voted for – One of the most fundamental ways to get involved is to exercise your right to vote. Participating in elections is a way of obeying the authority of the land and influencing decision-making. Ensure you are registered and informed about the candidates and issues on the ballot.

v. Join a Political Party – Consider aligning yourself with a political party that reflects your Christian values.
Engage in discussions, attend meetings, and participate in party activities. This affiliation will amplify your voice and provide a platform for advocating policies that resonate with your beliefs.

vi. Engage in Your Community – Start small by getting involved in local issues. Attend town hall meetings, engage with community leaders, and volunteer for local initiatives. Use your talents and time to contribute positively to your community (1 Peter 4:10).

vii. Advocate for Justice – Advocate for policies that reflect God’s heart for justice. This could involve writing letters to representatives, being a voice to the voiceless, participating in peaceful demonstrations, or joining advocacy groups that align with your values (Isaiah 1:17).

viii. Build Relationships – Politics is relational. Build connections with fellow believers and collaborate with others who share your vision for a just society (Proverbs 18:24; 27:17).

ix. Mentor other Believers – Inspire fellow Christians to engage in politics. Share your journey and walk them through the necessary processes of actualising their political aspirations (Hebrews 10:24).

CLASS ACTIVITY 2:

Did you vote during the last general election? If not, why?

CONCLUSION: RCCG Sunday School Students Manual 15 February 2026

Let us rise to the occasion as we actively participate in the political sphere and remain steadfast in faith.

ASSIGNMENT: RCCG Sunday School Students Manual Lesson 24

Give five (5) practical steps to engage in politics (2×5=10 Marks).

Follow RCCG Live on:

• Facebook: RCCG Live

DOWNLOAD RCCG Sunday School Students Manual Lesson 24 (15 February 2026) PDF

This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 24 topic: CHRISTIANS AND POLITICS: BE INVOLVED

Date: 15 February 2026

Read:

• RCCG Sunday School Students Manual Lesson 24
• Open Heaven 15 February 2026 Devotional

---

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 24 (15 FEBRUARY 2026)

TOPIC: CHRISTIANS AND POLITICS: BE INVOLVED

OPENING PRAYER:
Father, let my light shine in Jesus’ name.

PREVIOUS KNOWLEDGE:
The teacher should review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: Matthew 5:13-16

13 Ye are the salt of the earth: but if the salt have lost his savour, wherewith shall it be salted? it is thenceforth good for nothing, but to be cast out, and to be trodden under foot of men.
14 Ye are the light of the world. A city that is set on an hill cannot be hid.
15 Neither do men light a candle, and put it under a bushel, but on a candlestick; and it giveth light unto all that are in the house.
16 Let your light so shine before men, that they may see your good works, and glorify your Father which is in heaven.

MEMORY VERSE:

“There is a man in thy kingdom, in whom is the spirit of the holy gods; and in the days of thy father light and understanding and wisdom, like the wisdom of the gods, was found in him; whom the king Nebuchadnezzar thy father, the king, I say, thy father, made master of the magicians, astrologers, Chaldeans, and soothsayers.” Daniel 5:11.

INTRODUCTION

In our last lesson, we learned about correct perceptions in politics, the dangers of not getting involved and the urgent need for active participation.

In this lesson, we will explore approaches to engage in political and community involvement.

TEACHER’S DIARY

LESSON AIM:

To encourage students to be active in their civic responsibilities.

TEACHING OBJECTIVES:

Through this lesson, students should be able to:

• Mention the biblical basis for participating in politics.
• Give practical steps to participating in politics.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

• Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion, and do class activities and assignments.
• Allow the Assistant Teacher to see to the well-being of the class, and mark attendance and assignment.
• Teach the lesson outline, summarise, conclude, evaluate the lesson and give assignments.

TEXT REVIEW: Matthew 5:13-16.

Jesus admonished His followers to take their place as the ‘salt’ and ‘light’ of the earth. Write out important notes from the Bible Passage concerning Christians’ participation in politics.
i. …
ii. …
iii. …
iv. ….

TEACHING METHOD:

The Discussion Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline of teaching time.

LESSON OUTLINE 1: BIBLICAL BASIS

i. As Christians, we must no longer allow secular society to dictate our roles or use us to fulfil their agenda (Galatians 4:1,7). Instead, we should actively project our relevance in the world, as we ensure biblical values and principles guide our actions (2 Peter 1:5-10).

ii. Believers are called to be “salt and light” in all areas of life, including politics (Matthew 5:13-16).

iii. All authority comes from God and one of our responsibilities as citizens is to obey authority (Romans 13:1).
We have the mandate to seek justice, love, mercy, and walk humbly with God (Micah 6:8).

CLASS ACTIVITY 1:

Why are you afraid of politics?

LESSON OUTLINE 2: PRACTICAL STEPS FOR ENGAGEMENT

The following steps will help:
i. Pray for Guidance – Before diving into political engagement, seek the Lord in prayer for His will and wisdom (Proverbs 3:5-6; James 1:5).

ii. Educate Yourself -It is crucial to understand the political landscape. Familiarize yourself with local, national, and global issues (Proverbs 18:15).

iii. Stay True to Biblical Values – As you engage in the political arena, you need to be steadfast with biblical principles to drive your values and judgement even in the face of opposition or challenges (Daniel 6:4-11; Philippians 4:8).

iv. Register to Vote or/and be Voted for – One of the most fundamental ways to get involved is to exercise your right to vote. Participating in elections is a way of obeying the authority of the land and influencing decision-making. Ensure you are registered and informed about the candidates and issues on the ballot.

v. Join a Political Party – Consider aligning yourself with a political party that reflects your Christian values.
Engage in discussions, attend meetings, and participate in party activities. This affiliation will amplify your voice and provide a platform for advocating policies that resonate with your beliefs.

vi. Engage in Your Community – Start small by getting involved in local issues. Attend town hall meetings, engage with community leaders, and volunteer for local initiatives. Use your talents and time to contribute positively to your community (1 Peter 4:10).

vii. Advocate for Justice – Advocate for policies that reflect God’s heart for justice. This could involve writing letters to representatives, being a voice to the voiceless, participating in peaceful demonstrations, or joining advocacy groups that align with your values (Isaiah 1:17).

viii. Build Relationships – Politics is relational. Build connections with fellow believers and collaborate with others who share your vision for a just society (Proverbs 18:24; 27:17).

ix. Mentor other Believers – Inspire fellow Christians to engage in politics. Share your journey and walk them through the necessary processes of actualising their political aspirations (Hebrews 10:24).

CLASS ACTIVITY 2:

Did you vote during the last general election? If not, why?

CONCLUSION: RCCG Sunday School Teachers Manual 15 February 2026

Let us rise to the occasion as we actively participate in the political sphere and remain steadfast in faith.

EVALUATION:
What danger is inherent in not participating in politics as a Christian?

CLOSING PRAYER:
I will possess my possession in Jesus’ name.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 24

Give five (5) practical steps to engage in politics (2×5=10 Marks).

Follow RCCG Live on:

• Facebook: RCCG Live

DOWNLOAD RCCG Sunday School Teachers Manual Lesson 24 (15 February 2026) PDF

RCCG Sunday School Student manual for the adult class.

Today’s Lesson 23 topic: CHRISTIANS AND POLITICS: CHANGING THE NARRATIVES

Date: 8 February 2026

Read:

• RCCG Sunday School Teachers Manual Lesson 23
• Open Heaven 8 February 2026 Devotional

---

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 23 (8 FEBRUARY 2026)

TOPIC: CHRISTIANS AND POLITICS: CHANGING THE NARRATIVES

BIBLE PASSAGE: Ecclesiastes 10:5-7

5 There is an evil which I have seen under the sun, as an error which proceedeth from the ruler:
6 Folly is set in great dignity, and the rich sit in low place.
7 I have seen servants upon horses, and princes walking as servants upon the earth.

MEMORY VERSE:

“When the righteous are in authority, the people rejoice: but when the wicked beareth rule, the people mourn.” Proverbs 29:2.

INTRODUCTION

The role of Christians in politics has long been debated. Many believe that Christians should not engage in political matters, often concluding that involvement could jeopardise their spiritual journey.

In this lesson, we will explore the wrong perceptions about Christians in politics, put in focus the correct perspective and emphasise the importance of a Christian’s involve-ment.

Our goal is to encourage Christians to be both heavenly-focused and earthly-relevant.

LESSON OUTLINE 1: CORRECTING WRONG PERCEPTIONS

Some of the common negative views about politics that discourage many believers from being involved include:

i. Politics is dirty and corrupt. It is often said that politics is inherently dirty, leading many to believe that anyone involved in it cannot be pure.
Right Perspective: This notion is far from the truth; Politics itself is not inherently dirty; it usually reflects the character of its participants (Titus 1:15).

ii. Politics is not meant for Christians.
Right Perspective: This belief is another fallacy that contradicts the biblical mandate found in Proverbs 29:2, which affirms the importance of the involvement of ‘the righteous’ in governance. Allowing ‘the wicked’ to lead the righteous is both a potential error and danger (Ecclesiastes 10:5-Z; Revelation 5:10).
iii. Only dishonest people engage in politics.
Right Perspective: This misconception highlights the urgent need for Christians’ participation. We cannot afford to leave politics and leadership in the hands of those who do not fear God (Proverbs 1:29; 8:13; 16:17). It is unrealistic to expect righteousness from the unrighteous (Matthew 7:16-18).

iv. Politicians are naturally untrustworthy.
Right Perspective: Believing that all politicians are untrustworthy is a costly assumption. This mindset contributes to our irrelevance in shaping the affairs and conduct of our nation. As Christians, we must challenge this perception by actively engaging in the political process.

Christians should set an agenda for society, as instructed in Matthew 5:14-16.

CLASS ACTIVITY 1:

Have you tried to join politics? Share your experiences with the class.

LESSON OUTLINE 2: POLITICAL LEADERS IN THE BIBLE

The following biblical characters exemplify the integration of spiritual and political leadership, showcasing how faith and governance can work together for the benefit of their communities:

i. Moses – A prophet, leader, and lawgiver. He led the Israelites out of Egypt and received the Ten Commandments from God (Exodus 3:10-12; 20:1-17).

ii. David – A shepherd, warrior, and the second king of Israel. He was known for his leadership, military prow-ess, and deep relationship with God (1 Samuel 16:11-13; 2 Samuel 5:1-5).

iii. Deborah – A Judge, prophetess and leader of Israel. She exemplified boldness at a tumultuous time in Israel (Judges 4:4-15).

iv. Nehemiah – The cupbearer to the king of Persia who later became a governor. He led the rebuilding of Jerusalem’s walls, demonstrating strong leadership and faith (Nehemiah 1:1-4; 2:17-18; 5:14).

v. Esther – A Jewish queen of Persia who showed great courage in advocating for her people, demonstrating both political influence and spiritual leadership (Esther 4:14; Esther 5:1-2).

vi. Daniel – A high-ranking official in the Babylonian and Persian empires, known for his unwavering faith in God and his ability to interpret dreams (Daniel 2:48-49; Daniel 6:10).

vii. Joseph -An Israelite who rose to power in Egypt and served as a Prime Minister/deputy to the king. He interpreted Pharaoh’s dreams and saved nations from famine (Genesis 41:46-49; 53-57; Genesis 45:7-8).

CLASS ACTIVITY 2:

Mention a political leader worthy of note in our time.

CONCLUSION: RCCG Sunday School Students Manual 8 February 2026

Engaging in politics is not just a duty; it is a vital aspect of our witness and influence as followers of Christ.

ASSIGNMENT: RCCG Sunday School Students Manual Lesson 23

Mention five (5) political leaders in the Bible (2×5=10 Marks).

Follow RCCG Live on:

• Facebook: RCCG Live

DOWNLOAD RCCG Sunday School Students Manual Lesson 23 (8 February 2026) PDF

This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 23 topic: CHRISTIANS AND POLITICS: CHANGING THE NARRATIVES

Date: 8 February 2026

Read:

• RCCG Sunday School Students Manual Lesson 23
• Open Heaven 8 February 2026 Devotional

---

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 23 (8 FEBRUARY 2026)

TOPIC: CHRISTIANS AND POLITICS: CHANGING THE NARRATIVES

OPENING PRAYER:
God of all the earth, please give us godly leaders in Jesus’ name.

PREVIOUS KNOWLEDGE:
The teacher should review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: Ecclesiastes 10:5-7

5 There is an evil which I have seen under the sun, as an error which proceedeth from the ruler:
6 Folly is set in great dignity, and the rich sit in low place.
7 I have seen servants upon horses, and princes walking as servants upon the earth.

MEMORY VERSE:

“When the righteous are in authority, the people rejoice: but when the wicked beareth rule, the people mourn.” Proverbs 29:2.

INTRODUCTION

The role of Christians in politics has long been debated. Many believe that Christians should not engage in political matters, often concluding that involvement could jeopardise their spiritual journey.

In this lesson, we will explore the wrong perceptions about Christians in politics, put in focus the correct perspective and emphasise the importance of a Christian’s involve-ment.

Our goal is to encourage Christians to be both heavenly-focused and earthly-relevant.

TEACHER’S DIARY

LESSON AIM:

To encourage students to be active in their civic duties.

TEACHING OBJECTIVES:

Through this lesson, students should be able to:

• Mention the wrong perceptions about politics.
• Give examples of political leaders in the Bible.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

• Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion, and do class activities and assignments.
• Allow the Assistant Teacher to see to the well-being of the class, and mark attendance and assignment.
• Teach the lesson outline, summarise, conclude, evaluate the lesson and give assignments.

TEXT REVIEW: Ecclesiastes 10:5-7.

The Preacher did not hide his feelings about the evil he observed under the sun… V5

Read verses 6 and 7 and relate them to Christians’ disposition to politics.
i. …
ii….
iii….
iv…

TEACHING METHOD:

The Discussion Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline of teaching time.

LESSON OUTLINE 1: CORRECTING WRONG PERCEPTIONS

Some of the common negative views about politics that discourage many believers from being involved include:

i. Politics is dirty and corrupt. It is often said that politics is inherently dirty, leading many to believe that anyone involved in it cannot be pure.
Right Perspective: This notion is far from the truth; Politics itself is not inherently dirty; it usually reflects the character of its participants (Titus 1:15).

ii. Politics is not meant for Christians.
Right Perspective: This belief is another fallacy that contradicts the biblical mandate found in Proverbs 29:2, which affirms the importance of the involvement of ‘the righteous’ in governance. Allowing ‘the wicked’ to lead the righteous is both a potential error and danger (Ecclesiastes 10:5-Z; Revelation 5:10).
iii. Only dishonest people engage in politics.
Right Perspective: This misconception highlights the urgent need for Christians’ participation. We cannot afford to leave politics and leadership in the hands of those who do not fear God (Proverbs 1:29; 8:13; 16:17). It is unrealistic to expect righteousness from the unrighteous (Matthew 7:16-18).

iv. Politicians are naturally untrustworthy.
Right Perspective: Believing that all politicians are untrustworthy is a costly assumption. This mindset contributes to our irrelevance in shaping the affairs and conduct of our nation. As Christians, we must challenge this perception by actively engaging in the political process.

Christians should set an agenda for society, as instructed in Matthew 5:14-16.

CLASS ACTIVITY 1:

Have you tried to join politics? Share your experiences with the class.

LESSON OUTLINE 2: POLITICAL LEADERS IN THE BIBLE

The following biblical characters exemplify the integration of spiritual and political leadership, showcasing how faith and governance can work together for the benefit of their communities:

i. Moses – A prophet, leader, and lawgiver. He led the Israelites out of Egypt and received the Ten Commandments from God (Exodus 3:10-12; 20:1-17).

ii. David – A shepherd, warrior, and the second king of Israel. He was known for his leadership, military prow-ess, and deep relationship with God (1 Samuel 16:11-13; 2 Samuel 5:1-5).

iii. Deborah – A Judge, prophetess and leader of Israel. She exemplified boldness at a tumultuous time in Israel (Judges 4:4-15).

iv. Nehemiah – The cupbearer to the king of Persia who later became a governor. He led the rebuilding of Jerusalem’s walls, demonstrating strong leadership and faith (Nehemiah 1:1-4; 2:17-18; 5:14).

v. Esther – A Jewish queen of Persia who showed great courage in advocating for her people, demonstrating both political influence and spiritual leadership (Esther 4:14; Esther 5:1-2).

vi. Daniel – A high-ranking official in the Babylonian and Persian empires, known for his unwavering faith in God and his ability to interpret dreams (Daniel 2:48-49; Daniel 6:10).

vii. Joseph -An Israelite who rose to power in Egypt and served as a Prime Minister/deputy to the king. He interpreted Pharaoh’s dreams and saved nations from famine (Genesis 41:46-49; 53-57; Genesis 45:7-8).

CLASS ACTIVITY 2:

Mention a political leader worthy of note in our time.

CONCLUSION: RCCG Sunday School Teachers Manual 8 February 2026

Engaging in politics is not just a duty; it is a vital aspect of our witness and influence as followers of Christ.

EVALUATION:
What should Christians’ disposition be concerning politics?

CLOSING PRAYER:
God, give me the courage to play an active part in my nation.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 23

Mention five (5) political leaders in the Bible (2×5=10 Marks).

Follow RCCG Live on:

• Facebook: RCCG Live

DOWNLOAD RCCG Sunday School Teachers Manual Lesson 23 (8 February 2026) PDF

RCCG Sunday School Student manual for the adult class.

Today’s Lesson 22 topic: SELF-WORTH

Date: 1 February 2026

Read:

• RCCG Sunday School Teachers Manual Lesson 22
• Open Heaven 1 February 2026 Devotional

---

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 22 (1 FEBRUARY 2026)

TOPIC: SELF-WORTH

BIBLE PASSAGE: 1 Samuel 17:33-36

33 And Saul said to David, Thou art not able to go against this Philistine to fight with him: for thou art but a youth, and he a man of war from his youth.
34 And David said unto Saul, Thy servant kept his father’s sheep, and there came a lion, and a bear, and took a lamb out of the flock:
35 And I went out after him, and smote him, and delivered it out of his mouth: and when he arose against me, I caught him by his beard, and smote him, and slew him.
36 Thy servant slew both the lion and the bear: and this uncircumcised Philistine shall be as one of them, seeing he hath defied the armies of the living God.

MEMORY VERSE:

“I will praise thee; for | am fearfully and wonderfully made: marvellous are thy works; and that my soul knoweth right well.” Psalm 139:14.

INTRODUCTION

Self-worth connotes the core beliefs you have about your values. It is usually a product of one’s background and life experiences.

Self-worth is relatively stable or permanent such that it becomes an enduring determinant of several decisions later in life.

Developing positive self-worth is central to good relationships with others. Self-worth is vital in marriage, corporate setting, ministry and other areas of life.

LESSON OUTLINE 1: UNDERSTAND SELF-WORTH

Our value comes from knowing that God created us in His image and likeness (Genesis 1:26-27). God values each of us deeply and considers us precious (Isaiah 43:4; John 3:16). To broaden our understanding, it is important to consider the three major components of self-worth: self-awareness, self-acceptance and self-love.

1. Self-awareness: Self-awareness refers to the ability to recognise our emotional triggers and habits. It also involves identifying our strengths and weaknesses. This knowledge forms the basis of many decisions (Judges 11:9; 16:16-17).

2. Self-acceptance: With self-acceptance comes pa-tience, compassion and kindness to us. We understand that making mistakes, experiencing setbacks, loss, or plans not working out as we would like is part of life and being human (Job 1:20-22). This removes anxiety and can make us feel confident and secure (Philippians 4:6; Matthew 6:27).

3. Self-love: This pushes us to deliberately make an effort at eating healthy, listening to our body, taking good care of ourselves, learning to forgive ourselves, letting go of toxic relationships, setting boundaries and saying ‘No’ to others when we should (Genesis 13:7-9). It helps us nurture our strengths and learn to manage our weaknesses.

CLASS ACTIVITY 1:

How do you show self-acceptance without finding excuses for your character defect?

LESSON OUTLINE 2: OVERCOME NEGATIVE SELF-PERCEPTION

The following tips will help us to overcome negative self-perception:

A. Negative self-perception often begins in the mind (Proverbs 4:23).

i. We must identify and confront harmful thought patterns (2 Corinthians 10:5).
ii. Replace the lies of inadequacy and low self-esteem with the truth of God’s word (John 8:32; Romans 12:2).
iii. Avoid comparing yourself to others, as comparison breeds discontent and insecurity (Corinthians 10:12).
iv. Do not live your life relying on human opinion or approval because our worth is based on God’s approval (1 Thessalonians 2:4).

B. Let go of past mistakes and embrace the new identity you have in Christ (Philippians 3:13-14).

i. Accept God’s grace, knowing that His power is made perfect in your weaknesses (2 Corinthians 12:9).
ii. Speak words of life and affirmation over yourself, aligning your speech with God’s truth (Proverbs 18:21).
iii. The attitude of gratitude helps shift focus away from negative thoughts to God’s blessings (Thessalonians 5:18).

CLASS ACTIVITY 2:

Is there anyone in the Bible who suffered negative self-perception? What did the person do to be free?

CONCLUSION: RCCG Sunday School Students Manual 1 February 2026

Understanding self-worth is essential for living a confident and fulfilled life in Christ.

ASSIGNMENT: RCCG Sunday School Students Manual Lesson 22

Give two (2) of the three components of self-worth (No Marks).

Follow RCCG Live on:

• Facebook: RCCG Live

DOWNLOAD RCCG Sunday School Students Manual Lesson 22 (1 February 2026) PDF

This is RCCG Sunday School Teachers manual for the adult class.

Today’s Lesson 22 topic: SELF-WORTH

Date: 1 February 2026

Read:

• RCCG Sunday School Students Manual Lesson 22
• Open Heaven 1 February 2026 Devotional

---

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL TEACHERS MANUAL LESSON 22 (1 FEBRUARY 2026)

TOPIC: SELF-WORTH

OPENING PRAYER:
Almighty God, help me to always carry myself with honour.

PREVIOUS KNOWLEDGE:
The teacher should review the lesson for the previous week.

BIBLE READING

BIBLE PASSAGE: 1 Samuel 17:33-36

33 And Saul said to David, Thou art not able to go against this Philistine to fight with him: for thou art but a youth, and he a man of war from his youth.
34 And David said unto Saul, Thy servant kept his father’s sheep, and there came a lion, and a bear, and took a lamb out of the flock:
35 And I went out after him, and smote him, and delivered it out of his mouth: and when he arose against me, I caught him by his beard, and smote him, and slew him.
36 Thy servant slew both the lion and the bear: and this uncircumcised Philistine shall be as one of them, seeing he hath defied the armies of the living God.

MEMORY VERSE:

“I will praise thee; for | am fearfully and wonderfully made: marvellous are thy works; and that my soul knoweth right well.” Psalm 139:14.

INTRODUCTION

Self-worth connotes the core beliefs you have about your values. It is usually a product of one’s background and life experiences.

Self-worth is relatively stable or permanent such that it becomes an enduring determinant of several decisions later in life.

Developing positive self-worth is central to good relationships with others. Self-worth is vital in marriage, corporate setting, ministry and other areas of life.

TEACHER’S DIARY

LESSON AIM:

To teach students to value themselves.

TEACHING OBJECTIVES:

Through this lesson, students should be able to:

• Define self-worth.
• List the components of self-worth.
• State how to overcome negative self-perception.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

• Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion, and do class activities and assignments.
• Allow the Assistant Teacher to see to the well-being of the class, and mark attendance and assignment.
• Teach the lesson outline, summarise, conclude, evaluate the lesson and give assignments.

TEXT REVIEW: 1 Samuel 17:33-36

Saul tried to dissuade David from fighting with Goliath but David would not back down because he was sure that God would give him victory. This assurance of victory came as a result of the past victories God gave him over a lion and a bear.

State two lessons you can learn from David in the passage:
i. …
ii….
iii. …

TEACHING METHOD:

The Discussion Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline of teaching time.

LESSON OUTLINE 1: UNDERSTAND SELF-WORTH

The teacher should first allow the class to discuss what they understand about self-worth and then guide them as follows:

Our value comes from knowing that God created us in His image and likeness (Genesis 1:26-27). God values each of us deeply and considers us precious (Isaiah 43:4; John 3:16). To broaden our understanding, it is important to consider the three major components of self-worth: self-awareness, self-acceptance and self-love.

1. Self-awareness: Self-awareness refers to the ability to recognise our emotional triggers and habits. It also involves identifying our strengths and weaknesses. This knowledge forms the basis of many decisions (Judges 11:9; 16:16-17).

2. Self-acceptance: With self-acceptance comes pa-tience, compassion and kindness to us. We understand that making mistakes, experiencing setbacks, loss, or plans not working out as we would like is part of life and being human (Job 1:20-22). This removes anxiety and can make us feel confident and secure (Philippians 4:6; Matthew 6:27).

3. Self-love: This pushes us to deliberately make an effort at eating healthy, listening to our body, taking good care of ourselves, learning to forgive ourselves, letting go of toxic relationships, setting boundaries and saying ‘No’ to others when we should (Genesis 13:7-9). It helps us nurture our strengths and learn to manage our weaknesses.

CLASS ACTIVITY 1:

How do you show self-acceptance without finding excuses for your character defect?

LESSON OUTLINE 2: OVERCOME NEGATIVE SELF-PERCEPTION

The following tips will help us to overcome negative self-perception:

A. Negative self-perception often begins in the mind (Proverbs 4:23).

i. We must identify and confront harmful thought patterns (2 Corinthians 10:5).
ii. Replace the lies of inadequacy and low self-esteem with the truth of God’s word (John 8:32; Romans 12:2).
iii. Avoid comparing yourself to others, as comparison breeds discontent and insecurity (Corinthians 10:12).
iv. Do not live your life relying on human opinion or approval because our worth is based on God’s approval (1 Thessalonians 2:4).

B. Let go of past mistakes and embrace the new identity you have in Christ (Philippians 3:13-14).

i. Accept God’s grace, knowing that His power is made perfect in your weaknesses (2 Corinthians 12:9).
ii. Speak words of life and affirmation over yourself, aligning your speech with God’s truth (Proverbs 18:21).
iii. The attitude of gratitude helps shift focus away from negative thoughts to God’s blessings (Thessalonians 5:18).

CLASS ACTIVITY 2:

Is there anyone in the Bible who suffered negative self-perception? What did the person do to be free?

CONCLUSION: RCCG Sunday School Teachers Manual 1 February 2026

Understanding self-worth is essential for living a confident and fulfilled life in Christ.

EVALUATION:
What is self-worth?

CLOSING PRAYER:
Make this personal declaration throughout this week. “I have set the LORD always before me: because he is at my right hand, I shall not be moved. Therefore my heart is glad, and my glory rejoiceth: my flesh also shall rest in hope.” Amen.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 22

Give two (2) of the three components of self-worth (No Marks).

Follow RCCG Live on:

• Facebook: RCCG Live

DOWNLOAD RCCG Sunday School Teachers Manual Lesson 22 (1 February 2026) PDF

RCCG Sunday School Student manual for the adult class.

Today’s Lesson 21 topic: INTEGRITY

Date: 25 January 2026

Read:

• RCCG Sunday School Teachers Manual Lesson 21
• Open Heaven 25 January 2026 Devotional

---

Note: Check RCCG SUNDAY SCHOOL HYMN LYRICS

RCCG SUNDAY SCHOOL STUDENT MANUAL LESSON 21 (25 JANUARY 2026)

TOPIC: INTEGRITY

BIBLE PASSAGE: Proverbs 11:1-6

1 A false balance is abomination to the Lord: but a just weight is his delight.
2 When pride cometh, then cometh shame: but with the lowly is wisdom.
3 The integrity of the upright shall guide them: but the perverseness of transgressors shall destroy them.
4 Riches profit not in the day of wrath: but righteousness delivereth from death.
5 The righteousness of the perfect shall direct his way: but the wicked shall fall by his own wickedness.
6 The righteousness of the upright shall deliver them: but transgressors shall be taken in their own naughtiness.

MEMORY VERSE:

“The integrity of the upright shall guide them: but the perverseness of transgressors shall destroy them.” Proverbs 11:3.

INTRODUCTION

Integrity comes from the Latin word “Integritas” which means wholeness or unbroken state.

It is the state of being honest, just or pure. Integrity covers the whole moral character. It is one of the dire needs of every believer and the society at large.

LESSON OUTLINE 1: THE ESSENCE

A. What integrity does

1. Integrity is a personality trait that does not make a person waiver (Isaiah 33:15).

2. It provides an avenue to demonstrate our reliability to all (1 Samuel 12:3-4).

B. Characteristics of people of integrity:

1. People of integrity honour commitments and keep promises (Joshua 2:12-14; 6:22-23).
2. They recognise their fallibility; take responsibility for failures and try to rectify same (Genesis 26:9-11)
3. They are also naturally consistent in every area of life (Luke 16:10)-

C. The Bible has records of people who exhibited integrity. They include:

1. Abimelech, the King of Gerar (Genesis 20:3-Z),
2. Joseph (Genesis 47:14),
3. Samuel (1 Samuel 12:3-4),
4. King David (1 Kings 9:4),
5. Job (Job 2:3, 9-10),
6. Paul (Acts 20:33-34), and
7. Our Lord Jesus Christ (John 14:30).

CLASS ACTIVITY 1:

Mention a person of integrity in your class.

LESSON OUTLINE 2: ERODING FACTORS

The following are some of the factors that can erode integrity:

1. The quick-fix mentality for worldly gains (2 Kings 5:20-23).

2. Preoccupation with gratifying desires resulting in lust (1 John 2:16-17).

3. Crave for material wealth at the expense of loyalty (Matthew 26:14-16).

4. Inability to maintain a consistent lifestyle (Galatians 2:11-14).

5. Misappropriation of God’s mercy and grace as an excuse for careless living and moral laxity (Romans 6:1-2)

CLASS ACTIVITY 2:

How are you trying to keep your integrity?

CONCLUSION: RCCG Sunday School Students Manual 25 January 2026

Integrity helps us to be upright.

ASSIGNMENT: RCCG Sunday School Students Manual Lesson 21

Give five (5) points to distinguish between an upright (righteous) and a corrupt person (1×10=10 Marks).

Follow RCCG Live on:

• Facebook: RCCG Live

DOWNLOAD RCCG Sunday School Students Manual Lesson 21 (25 January 2026) PDF