Lesson 3: Is there evidence that Jesus' resurrection actually took place?

In groups of three, students play a game of Two Truths and a Lie. The students share two truths and one lie about themselves, with the objective being for their partners to try and identify which of the three statements is made up.

Afterwards, discuss the skill of analysing credibility with the following questions:

• Was it easy or difficult to tell whether something was true or a lie?
• What made it easy or difficult?

Students complete a Think-Pair-Share activity using the Dawkins and Strobel quotes found on the lesson slides. They then come up with one or more follow-up questions they’d like to ask Richard Dawkins and/or Lee Strobel.

Students use the CPX Easter Survey Infographic (lesson 3 slides) to examine how people responded to the question “Did Jesus rise from the dead?”.

Students write a response to, or discuss, the following questions.

1. Do these results surprise you? Why or why not?
2. What answer would you give to this question?

Use some, or all, of these resources as a basis for the following learning activities.

• Clip: An historian examines the resurrection (4:46)
• Clip: The criterion of embarrassment (2:33)
• Clip: Miracle stories: The resurrection of Jesus (2:21)
• Article: Is it sane to believe in the resurrection? (4 minute read)
• Article: The long weekend that changed the world (4 minute read)
• Article: Fairies at the bottom of the garden (5 minute read)

In small groups, students fill out an ‘Evidence Response Table’ (lesson 3 slides) based on the different pieces of evidence given in the CPX content to support the historicity of the resurrection.

Students complete a ‘Take Note’ Thinking Routine for Natasha Moore’s article ‘Fairies at the bottom of the garden’ (5 min).

Natasha writes: “I believe that Jesus rose from the dead for what I sincerely believe to be historical, evidence-based reasons. But not only for those reasons.”

Students consider the articles ‘Fairies at the bottom of the garden’ (5 min) and ‘Is it sane to believe in the resurrection?’ (4 min) and produce a written response to the question:

“Do you think there are other good reasons to believe in the resurrection (other than historical reasons)?”

Students read 1 Corinthians 15:3-8, 14-20 and answer the following questions:

1. Why do you think Paul might have emphasised all the people Jesus appeared to after his resurrection, and mention that most of them were still living at the time of writing?
2. Why does Paul say that the Christian faith is “useless” if the resurrection didn’t really happen?
3. Does it seem like Paul just wants to believe in the resurrection out of wishful thinking? From this passage, what might we conclude about Paul’s beliefs and what he bases them on?

Students look at the Timothy Keller and Craig Keener quotes (lesson 3 slides). Students imagine finding one of those quotes on Instagram, they then compose a comment to the post, or they create a reel responding to the quote and share with the group.

Students write a paragraph answering this question:

“If Jesus did rise from the dead, what difference might that make to life today?”

Supplementary resources for those that would like to read more:

• How do we find joy at a funeral? (4 min)
• Easter promises us that death is not extinction (2 min)
• Is resurrection the theme of 2022? (3 min)

Using a suitable digital discussion platform students share their current opinions on the resurrection, giving reasons. Class members react and respond to one another’s perspectives.

Students create some slides that outline the evidence for and against Jesus’ resurrection, using information discovered from their own research as well as the CPX material.