Exploring the Old Testament Books of History

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Leader’s GuideExploring the Old Testament Historical Books

A 13-Week Adventurein the NIV Discovery Study Bible

ObjectivesThrough this 13-week course your group members will:• Read major portions of the historical books of the Old Testament for

themselves• Actively study persons and events that convey vital lessons for God’s

people of every era• Grow closer to God as they hear and respond to his Word

MaterialsFOR THE LEADER• An NIV Discovery Study Bible• A notebook for recording study insights • This free on-line Leader’s Guide

FOR EACH GROUP MEMBER• An NIV Discovery Study Bible• A notebook for recording study insights

ProcedureDuring the week before each group session, group members will complete the Assignments in one or twoof the Study Centers built into the NIV Discovery Study Bible and record their discoveries in a notebook.During the group session, you will ensure that your group members understand the significance of whatthey have studied and help them grasp contributions to their personal relationship with the Lord.

Lesson PlansEach lesson plan for Exploring the Old Testament Historical Books states specific goals for that group ses-sion and lays out a variety of activities that will help you reach those goals. The group session will usuallyinclude five segments: Introduce, Inform, Interact, Internalize and Inspire.

Why teach the NIVDiscovery Study Bible?

• You teach the Bible—just the Bible!

• You get your groupmembers into God’sWord!

• You can teach thewhole Bible in eight13-week courses!

IntroduceYou will choosefrom several activi-ties that will getthe group sessionstarted.

InformYou will provideinput (such as amini-lecture orchalkboard illustra-tion) that will bringthe significance ofthe Bible passagesinto clear focus.

InteractYou will activelyinvolve your groupmembers in prob-ing the passagesthey have studied.Each lesson plangives you severalactivities to choosefrom.

Internal izeYou will provideyour group mem-bers with an oppor-tunity to exploretheir own experi-ences and person-alize the truthsstudied. (This is an optional sectionthat may be usedfor groups thatmeet for longerthan one hour.)

InspireYou will encouragepersonal applica-tion of the truthsstudied and moti-vate your groupmembers for thefollowing week’sfresh discoveries in God’s Word.

Getting StartedWITH AN ESTABLISHED GROUPSix weeks before the first group session, tell your group members about the exciting opportunity they haveto explore God’s Word using the unique NIV Discovery Study Bible. Determine how many NIV DiscoveryStudy Bibles you will need to order.

Two weeks before the first group session, distribute the NIV Discovery Study Bibles and inexpensiveloose-leaf or spiral-bound notebooks. Ask your group members to read the NIV Discovery Study Bible’sIntroduction to the Historical Books (page 259) and complete Assignments 1–4 in Study Center 21 (Jos1–12) in preparation for the first group session. Encourage them to use their notebooks to record discover-ies, thoughts and any questions they may have.

WITH A NEW GROUPEight weeks before the first group session, begin promoting the NIV Discovery Study Bible and the Exploringthe Old Testament Historical Books elective. Encourage potential group members to sign up immediately.

Five weeks before the first group session, order NIV Discovery Study Bibles for those who have signedup. You may also wish to order additional Bibles for late enrollees.

Two weeks before the first group session, distribute the NIV Discovery Study Bibles and inexpensiveloose-leaf or spiral-bound notebooks. Ask your group members to read the NIV Discovery Study Bible’sIntroduction to the Historical Books (page 259) and complete Assignments 1–4 in Study Center 21 (Jos1–12) in preparation for the first group session. Encourage them to use their notebooks to record discover-ies, thoughts and any questions they may have.

A 13-Week OverviewThe NIV Discovery Study Bible contains 20 built-in Study Centers to be used in conjunction with this“Exploring the Old Testament Historical Books” course. You will cover the 20 Study Centers in just 13 groupsessions. Your group members will be asked to complete selected Study Center Assignments before eachgroup session and review three Study Centers on their own. Although they will not necessarily read everyword in the Old Testament Historical Books, they will read and study the key passages that are essential forunderstanding the message of the Historical Books of the Old Testament.

Exploring the Old Testament Historical Books

LESSON STUDY CENTER REFERENCE FOCUS

1 21 Jos 1–12 The Conquest of Canaan

2 22 Jos 13–24 Occupying Canaan

3 23 Jdg 1:1—3:6; 17–21 The Era of the Judges25* Ru 1–4* The Story of Ruth

4 24 Jdg 3:7—16:31 Meet the Judges

5 26–27 1Sa 1–15 Samuel and Saul

6 28 1Sa 16–31; 1Ch 1–10 Saul and David

7 29–30 2Sa 1–21; 1Ch 11–20 David’s Successes and Failures31* 2Sa 22–24; 1Ch 21–29* David’s Last Days

8 32 1Ki 1–11; 2Ch 1–9 Solomon’s Reign

9 33, 35 1Ki 12–22; 2Ki 1–17 The Northern Kingdom

10 34, 36 2Ki 18–20; 2Ch 10–32 The Southern Kingdom

11 37–38 2Ki 21–25; 2Ch 33–36 The Fall of Judah

12 39 Ezr 1–10; Ne 1–13 Return to Judah40* Est 1–10* The Story of Esther

13 Review

* optional reading and study to be done on their own

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LESSON 1

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The Conquest of CanaanLESSON AIMS• To appreciate the historical and theological significance of the Israelites’ conquest of Canaan• To sense the necessity of obedience for victorious Christian living

PREPARATION• Read the Introduction to the Historical Books (page 259 in the NIV Discovery Study Bible).• Read the Background and Mastery Keys in Study Center 21.• Complete Assignments 1–4 in Study Center 21.• Create your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceSet Goals. Quickly review the Introduction to the Historical Books with your group members. State the ben-efit of studying the Historical Books by quoting from the Introduction: “You will have a grasp of the flow ofthe Old Testament’s story. But even more, you will learn truths from the experience of others that canchange your life here and now.”

InformTime Line Preview. Draw a time line identifying pivotal points in Old Testament history. This time line willsupplement material in the NIV Discovery Study Bible’s Introduction to the Historical Books (page 259),which your group members should have read before the group session. Encourage your group members tocopy the time line in their notebooks. Draw on material from the Introduction to comment briefly on thesignificance of each pivotal point.

InteractTeam Bible Study. Divide into teams of five or six persons to work on the Assignments in Study Center 21. Have a third of the teams work on Assignment 2, a third work on Assignment 3, and a third work onAssignment 4. Each team is to answer the questions in their Assignment and determine what they canapply from the reported incident to their lives. Have the teams report to the group.

Internal ize (OPTIONAL)

To reach your goals in this course, it is essential to actively involve your group members not only in explor-ing the events recorded in the Historical Books, but in applying them to their lives as well.

Role-Play. Assign half of your group to play the role of Rahab (Jos 2) and half to play the role of othercitizens of Jericho. Give your group members five minutes to read Joshua 2 and take on their roles. Then

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1400 B.C. 1050 1010–970 970–930 930 722 586 538 458 444

ConquestEra ofJudges

SaulCrowned

DavidKing

SolomonKing

Israel falls to Assyria

BabylonianCaptivity

Returnto Judah

Ezra NehemiahJudah fallsto Babylon

Canaan Won Anarchy Monarchy United Kingdom Divided Kingdom

ISRAEL Northern Kingdom

JUDAH Southern Kingdom

have the Rahabs and the other citizens discuss the following questions from their own viewpoints: What do we know about the Israelites? About their God? How does this make us feel? How should we respondwhen the Israelites come? Why would we make this choice?

After thoroughly exploring these questions, have your group members drop their roles and answer thefollowing questions: What was the critical difference between Rahab and the other citizens of Jericho? Whatcan we apply to our lives from her story?

InspireOption 1Summarize. Joshua 21:45 expresses the spiritual significance of the story of the conquest: “Not one of allthe LORD’s good promises . . . failed.” The story of the conquest also taught important lessons:

• Through Rahab, we are reminded of the importance of trust.• Through Jericho, we are reminded of the importance of obedience.• Through the story of the Gibeonites, we are reminded of the importance of seeking God’s

leading before making important decisions.

Promise your group members that during this study they will learn important truths about their relation-ship with God and their relationships with others.

Option 2Responsive Reading. Psalm 105 celebrates events that culminate in the conquest of Canaan. Read thispsalm responsively, alternating the reading of verses between yourself and the group.

Close in prayer, thanking God for each group member and for the confidence that he will enrich eachlife as you study his Word together.

ASSIGNMENTAs background, have your group members carefully read the Landmark “The Abrahamic Covenant” atGenesis 12 and the Landmark “The Law Covenant” at Exodus 20. They should then study the MasteryKeys in Study Center 22 and complete Assignments 1–5. Encourage your group members to take theSelf-Test (located in the back of the NIV Discovery Study Bible) when they complete the Assignments ineach Study Center.

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LESSON 2

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Occupying CanaanLESSON AIMS• To understand the significance of the Abrahamic covenant and the law covenant as background to the

conquest and the Historical Books• To see the distributed land as a direct gift of God• To have each group member sense his or her special place in life as a gift from God’s hand

PREPARATION• Prepare a background lecture from material in the Landmarks “The Abrahamic Covenant” at Genesis 12

and “The Law Covenant” at Exodus 20.• Read the Background and Mastery Keys in Study Center 22.• Complete Assignments 1–5 in Study Center 22.• Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceRecall. Break into groups of three persons. Have each person share with the other persons in the groupwhat he or she dreamed of being during his or her teen years. Then have each one share his or herresponse to the question, Has life turned out to be disappointing or satisfying?

InformIn Canaan the Israelites were sure they were exactly where God wanted them to be. As background, yourgroup members need to understand the Abrahamic covenant. It is equally important for your group mem-bers to understand the relationship between the Abrahamic covenant and the law covenant.

Option 1Illustrated Discussion. Discuss the Landmark “The Abrahamic Covenant” at Genesis 12. On the chalkboardlist the column headings “Promises for Abraham’s Lifetime” and “Promises Beyond Abraham’s Lifetime.”Together list appropriate promises under each heading. Carefully go over how the “beyond” promises arebeing fulfilled in history, noting especially the promise of the land of Canaan in Genesis 12:7.

Although Israel’s occupation of Canaan in 1400 B.C. was not complete fulfillment of Genesis 12:7, it wasa fulfillment—evidence of God’s commitment to his people and to the promises he had made Abrahamand his descendants.

Option 2Illustrated Mini-Lecture. The conquest was possible only because the new generation of Israelites was obe-dient to God. Help your group members see the critical difference between the Abrahamic (promise)covenant and the law covenant, as explained in the Landmark “The Law Covenant” at Exodus 20. Focus onthe relationship of the law to the promises given to Abraham for the generations of Jews who lived beforethe final fulfillment at history’s end.

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The Two Covenants

You may wish to refer to Galatians 3:17–23, which emphasizes the temporary nature of the law and thefact that it was in force only until Christ.

Be sure that your group members understand the relationship between eschatological blessings (bless-ings at history’s end) promised in the Abrahamic covenant and the contemporary blessing available to gen-erations of Israelites who were faithful to God and kept his law. Use the following illustration: Suppose ateen has a trust fund of one hundred million dollars that will be turned over to him at age 50. It is his mon-ey—but he will only receive it when he reaches age 50. Suppose, however, that under certain conditions hewill receive the interest earned by the trust before age 50. The Abrahamic covenant is like the one hundredmillion dollars; it is to be paid out at history’s end. The Mosaic Law is like a statement of the conditionsunder which the Israelites would receive “interest” on the promises—blessings in their here and now.

The conquest generation had been obedient—they were where God wanted them to be, and God hadblessed them by giving them the land. In fact, the history of Israel demonstrates the following principle:When Israel obeyed, the people were blessed; when they failed to obey, they knew troubles and tragedy.

InteractOption 1Assignment Response. Ask your group members about the events recorded in Joshua 22. What do theyreveal about the dedication of the Israelites at that time? What was the significance of the replica of thealtar?

Option 2Assignment Response. Ask your group members about their discoveries as they completed Assignment 5.What is meant by “covenant renewal”? What seems significant about the chapters in which covenantrenewal is mentioned? Let your group members discuss whether something similar might be significant forbelievers today—whether for individuals, local churches or the entire Christian community.


Mini-Lecture. In Psalm 16 David praises God, saying, “You have assigned me my portion and my cup; youhave made my lot secure. The boundary lines have fallen for me in pleasant places; surely I have a delight-ful inheritance” (Ps 16:5–6). David was looking back to the conquest and referring to the fact that the landwas distributed by lot (Jos 14:1–2; cf. Pr 16:33).

To the Israelites this implied that God had personally given each tribe, each clan, even each family, itsown homestead—its own place in the promised land. David applied this image to his own life. God hadassigned him his portion in life and his cup (his experiences). God established the boundary lines withinwhich David lived and had worked to accomplish whatever purpose he had in David’s life.

This is an important truth for us to apply to our lives. God has assigned to each of us our role in life. It may not be the role we dreamed of, but he is the one who has established the boundary lines withinwhich we live. Within those boundary lines we can find our fulfillment and our role in his plan. Ask yourstudents to meditate on these verses in Psalm 16 and silently thank God for the place he has prepared for them.

InspireResponsive Reading. Read Psalm 16 responsively, as an expression of praise.

ASSIGNMENTRead the Background and Mastery Keys in Study Center 23. Complete the Assignments. Be prepared to discuss Assignment 2, 3 or 4 in depth.

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c. 1830 B.C. c. 1400 B.C. Christ History’s end

Abrahamic ____________________________________________________ FulfilledLaw______________________|

LESSON 3

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The Era of the JudgesLESSON AIMS• To provide an overview of conditions during the era of the judges• To understand the causes of the spiritual breakdown during this era• To identify the consequences of the spiritual breakdown during this era• To relate characteristics of the era of the judges to our own time

PREPARATION• Read the Introduction to Judges and the Background and Mastery Keys in Study Center 23.• Complete Assignments 1–4 in Study Center 23.• Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceEvaluate. Draw a horizontal line on the chalkboard. At the right end of the line, write “Holy”; at the left endof the line, write “Corrupt.” Label the line with the present year. Ask your group members to mentally placea mark on the line, indicating where they feel our current society falls on the continuum. Then ask eachgroup member to indicate where he or she wants you to place his or her mark, giving one or two reasonswhy he or she chose that point.

Leave this marked continuum line on the chalkboard.

InformFor several hundred years after the death of Joshua, the Israelites lived as separate, rather than united,tribes with no central government. During those centuries, the failures described in Judges 1:1—3:6 directlyled to the terrible religious, moral and social corruption of Israel described in Judges 17–21.

Option 1Group Bible Study. Identify the causes of the dark days of the judges. As you work through Judges 1:1—3:6together, be sure that your group members understand that while the Canaanites had been defeated byJoshua, not all were driven from the land. As a tribe grew in number, it was expected to take and occupymore of the land it had been given (Jdg 1:1–26). But in time, rather than driving out the Canaanites, theIsraelites allowed them to stay on as forced labor (Jdg 1:27–36). An angel then confronted the Israelites,identified their sin (2:1–5; cf. Jos 23:1–7), and spelled out the consequences that would follow (2:11–23).The remaining Canaanites would corrupt Israel’s faith and lead God’s people into idolatry and immorality.

Option 2Mini-Lecture. Cover the material from Option 1 in a mini-lecture.

InteractTeam Study. Divide into teams of five or six persons. Give each team one of the following three sets ofquestions to discuss and report on to the group.

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Team 1: Review Judges 17–18. List evidence that the faith of Israel had been corrupted.What beliefs and actions show an ignorance of God’s laws? What impact did thisignorance have on individuals and even tribes? Where on the continuum linebetween “Holy” and “Corrupt” would you locate Israel in the time of the judges?

Team 2: Review Judges 19. List evidence of moral corruption in Israel. What actions wereclear violations of God’s laws? What actions would violate anyone’s sense ofmorality? Where on the continuum line between “Holy” and “Corrupt” would youlocate Israel in the time of the judges?

Team 3: Review Judges 20–21. List evidence of a breakdown in Israel’s society as awhole. What actions taken by the tribe of Benjamin were wrong? What actionstaken by the other tribes were wrong? Where on the continuum line between“Holy” and “Corrupt” would you locate Israel in the time of the judges?


Option 1Revisit the Continuum. Draw another continuum line above the one drawn at the beginning of the groupsession. Label this line “1950.” Ask each group member to decide where he or she would place our societyon the 1950 continuum line. Record each group member’s mark along this new continuum. Then comparethe two lines. Where do most marks fall on the present-day continuum? On the 1950 continuum? Is oursociety becoming more holy or more corrupt?

Option 2Discuss. In view of the causes of the moral corruption of Israel’s society in the era of the judges, what canbe done to prevent a similar slide into corruption by our nation today?

InspirePreview. Give a brief preview of the book of Ruth, which pictures a godly family living in the dark days ofthe judges. Even in a corrupt society, individuals can live lives that honor God. Encourage your group mem-bers to look at the book of Ruth on their own (see Study Center 25), even though the book of Ruth will notbe covered in a group session.

ASSIGNMENTExamine the Background and Mastery Keys in Study Center 24 and complete Assignments 1–4. Encour-age your group members to spend extra time on Assignment 3.

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LESSON 4

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Meet the JudgesLESSON AIMS• To understand the repeated cycles of human failure and divine grace that marked the era of the judges• To glean lessons for our lives from the experiences of three of the major judges

PREPARATION• Read the Background and Mastery Keys in Study Center 24.• Complete Assignments 1–4.• Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceBe sure your group members understand the repeated cycles that marked this era. They reveal Israel’s fail-ure to learn from past sins and God’s patient grace in restoring his people when national disasters forced areturn to him.

Option 1Chart. Have your group members list the six elements of the cycles (see the chart “Overview of Judges” at Judges 4).

Option 2Identify. Using either Judges 3:7–11 or Judges 3:12–30, have pairs of group members work together toidentify verses or phrases that reflect each element in the cycles. Have group members report their findingsby reading the appropriate verse or verses and listing the corresponding element. Record these on thechalkboard.

Option 3Quiz. Using Judges 3:12–30, have each group member identify each element in the repeated cycles thatmarked the age of the judges. Then have them write beside each element the specific verse or verses thatdescribe that element.

InformNo judge governed all the Israelite tribes; judges governed one tribe or, at most, several tribes. The judgesin the Bible also fought against a number of different oppressors. Talk to group participants about the fol-lowing five narrative cycles that occur in the book of Judges, and the light they shed on the variety of chal-lenges faced by God’s people during this time:

1. Ehud (3:12-30), a lone hero from the tribe of Benjamin who delivered Israel fromoppression from the Moabites in the east.

2. Deborah (chs. 4-5), a woman from one of the Joseph tribes (Ephriam, west of the Jor-dan) who judged at a time when Israel was being overrun by a coalition of Canaanitesunder Sisera.

3. Gideon and his son Abimelech (chs. 6-9), whose story of battle against the Midianitesforms the central account. In many ways Gideon was the ideal judge, evoking memoryof Moses, while his son was the very antithesis of a responsible and faithful judge.

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4. Jepthah (10:6-12:7), a social outcast from the other Joseph tribe (Manasseh, east of theJordan), who judged at a time when Israel was being threatened by a coalition of pow-ers under the king of Ammon.

5. Samson (chs. 13-16), a lone hero from the tribe of Dan who delivered Israel fromoppression from the Philistines in the west.

(Above information paraphrased from the Zondervan NIV Study Bible, p. 328. © 2002 by Zondervan.)

InteractTeam Study. The experience of each judge contains spiritual lessons that Christians today can apply to theirlives. Divide into teams based on the judge each group member chose to study for Assignment 3. Giveeach team a list of questions about their chosen judge. Then have each team report to the group.

Team 1: Who was Gideon? What doubts did he have when the angel of the Lordappeared to him? How did he express his doubts (Jdg 6:11–23)? When Gideonrealized that the Lord had called him, how did he show both faith and fear (Jdg6:24–36)? Did Gideon seek a sign from God before or after he obeyed God’scommand? What was the purpose of putting out the fleece (Jdg 6:37–40)? Whydid God reduce the size of Gideon’s army so greatly (Jdg 7:1–8a)? Why do yousuppose God let Gideon overhear the dream he had given to a Midianite (Jdg7:8b–15)? Go back over each passage indicated above and list lessons that canbe applied to our lives today.

Team 2: Who was Jephthah? Why wasn’t he acceptable to his half brothers (Jdg 11:1–2)?Why did the elders later appeal to Jephthah? How did Jephthah respond? Whydid he respond this way (Jdg 11:3–11)? What does Jephthah’s letter to theAmmonite ruler reveal about his knowledge of, and his relationship with, the Lord(Jdg 11:14–27)? What was the nature of Jephthah’s vow? Why do you supposehe made it? Why do you suppose both he and his daughter were committed tokeeping the vow (Jdg 11:29–40)? Go back over each passage indicated aboveand list lessons that can be applied to our lives today.

Team 3: Who was Samson? What was unusual about Samson’s birth and upbringing (Jdg13:1–25)? What did Samson’s passion for a Philistine woman reveal about hischaracter? How and why do you suppose God intended to use this particular pas-sion of Samson’s (Jdg 14:1–7; 15:1–5)? How do you explain Samson’s failure tobe supported by his fellow Israelites when the Philistines set out to capture him(Jdg 15:6–17)? What does Samson’s end reveal about him and his judgeship(Jdg 16:21–31)? Go back over each passage indicated above and list lessons thatcan be applied to our lives today.

InspireOption 1Mini-Lecture. The era of the judges underlined realities stated in the law covenant (cf. Dt 28): Faithfulnessto God brings blessing; disobedience brings defeat. The persistent repetition of these cycles demonstrateshow deeply sin is ingrained in the human heart. It also reveals the fact that sinners always seem to expecttheir actions to have no consequences. What is amazing is the fact that God remained faithful to his peopledespite their repeated apostasies and failures. He was ever ready to deliver them whenever they turnedback to him. What a hope we have in him! We will fail at times, and sometimes we will fail repeatedly. ButGod keeps on loving us, and when we turn to him, he will again pick us up and bless us.

Option 2Responsive Reading. Read responsively Psalm 107:10–16. Then close in prayer.

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ASSIGNMENTNext week we will look at the end of the era of the judges and Israel’s transition to a monarchy. The twokey figures in the transitional process were Samuel, the last judge, and Saul, Israel’s first king. Groupmembers are to read the Background and Mastery Keys of Study Centers 26–27 and complete Assign-ments 1–4 in Study Center 26 and Assignments 1–6 in Study Center 27.

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LESSON 5

26–27

Samuel and SaulLESSON AIMS• To understand the factors in Israel’s transition from leadership by judges to leadership by kings• To understand the strengths, weaknesses and transitional roles of Samuel and Saul• To draw personal applications from the transitional period and its leading figures

PREPARATION• Read the Background and Mastery Keys in Study Centers 26–27.• Complete Assignments 1–4 in Study Center 26 and Assignments 1–6 in Study Center 27.• Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceMini-Lecture. Point out that Samuel was Israel’s most effective judge. Under his leadership the Philistineswere defeated and a spiritual revival brought a lengthy period of peace. But when Samuel was old, his sons displayed a very different character, and the people demanded a king. The king they were given wasSaul, a man who looked the part but whose flaws made him ineffective and disqualified him as ruler ofGod’s people.

InformAssignment Discussion. Write the questions from Assignments 1–6 in Study Center 27 on the chalkboard.Invite volunteers to answer the questions. Listen to various viewpoints, but make sure each volunteer canpoint to evidence in Scripture for his or her contribution.

InteractTeam Study. Have your group members look closely at the following incidents to see what God was teach-ing his Old Testament people—and us. Divide into teams of five or six persons for these explorations. Haveeach team report its findings to the group.

Team 1: The Capture of the Ark of the CovenantHave these teams focus on the following verses and talk about their implications:1 Samuel 4:1–11; 5:1–8; 6:1–21. These teams should see that both thePhilistines and the Israelites confused the ark of the covenant with God. We arenot to rely on a symbol but on the reality of God’s presence and power.

Team 2: The Desire for a KingHave these teams focus on the following verses and talk about their implications:1 Samuel 8:1–9; 8:19–22; 10:17–26. These teams should see that the Israeliteswere unwilling to trust God to provide what they needed (including leadership);therefore, they wanted a hereditary monarchy like the nations around them. Weare not to rely on a particular form of government or on human leaders. We areto rely on God.

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Team 3: Saul’s FlawsHave these teams focus on the following verses and talk about their implications:1 Samuel 13:1–15; 15:1–31. These teams should see that an inability to trustGod in difficult circumstances and a desire to please people rather than obeyGod are serious flaws in spiritual leaders. For spiritual leaders to succeed, theymust trust God and be committed to doing his will, whatever others may think.


Personalize. Divide into teams of three persons. Have each team come up with two lessons that Christianstoday can learn from one of the following persons featured 1 Samuel 1–15: Hannah, Samuel or Saul.

Let each team briefly share its lessons with the group.

InspireHannah’s Prayer. Have your group members silently read Hannah’s prayer (1Sa 2:1–10). Have them pick aphrase in the prayer that expresses a spiritual principle illustrated in the story of Samuel or that of Saul. Leteach group member share the verse he or she chose and relate an incident or story that illustrates the prin-ciple. Then close in prayer.

ASSIGNMENTAfter Saul failed as king, Samuel was sent to anoint a person who would become the Old Testament’sprototype king and the ancestor of Jesus, the promised Messiah. Your group members are to read theBackground and Mastery Keys in Study Center 28 and the Landmark “David” at 1 Samuel 17 and com-plete Assignments 1–4 in Study Center 28.

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LESSON 6

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Saul and DavidLESSON AIMS• To introduce David, one of the major figures of the Old Testament• To contrast the relationships that David and Saul had with the Lord• To draw personal applications from the stories recorded in 1 Samuel 16–31

PREPARATION• Read the Background and Mastery Keys in Study Center 28.• Complete Assignments 1–4 in Study Center 28.• Read the Landmark “David” at 1 Samuel 17.• Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceOption 1Comment. Have your group members briefly respond to the question, What would be the best thing abouthaving a person like David as a friend?

Option 2Comment. Have your group members briefly respond to the question, What quality of David do you mostadmire?

InformFirst Samuel powerfully contrasts David and Saul as persons and their relationships with God.

Option 1Mini-Lecture. Prepare a brief mini-lecture contrasting the relationships David and Saul had with God.

Option 2Reports. Ask three group members to read aloud the paragraphs they wrote contrasting David and Saul(Assignment 3).

Option 3List. Invite your group members to list the contrasts between David and Saul that they identified whencompleting Assignment 3.

InteractStories about David in 1 Samuel 16–31 reveal much about David’s character and his relationship with God.They also illustrate spiritual truths that we can apply in our lives today.

Team Bible Study. Divide into teams of five or six persons. Assign each team one of the following pas-sages describing an incident in David’s life. Each team is to title its passage and then come up with princi-ples for living that can be applied to our lives today. Encourage your group members to look for more thanone principle in each incident. Have each team briefly describe the incident and list the principles theydefined. Feel free to change or add to the passages suggested below.

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Team 1: 1 Samuel 17:1–55This team might come up with principles such as:

• Keep your eyes fixed on God, not your circumstances.• Learning God’s faithfulness in small things prepares us to trust him

when big challenges come.Team 2: 1 Samuel 22:6–23

This team might come up with principles such as:• Don’t ignore first impressions.• Accept responsibility for your errors in judgment.

Team 3: 1 Samuel 23:14This team might come up with principles such as:

• Don’t rely on the gratitude of those you have helped.• Keep seeking guidance from God every step of the way.


• Carefully evaluate the advice of your friends before acting on it.• Don’t act hastily; trust God to deal with your enemies in his own time.


• Don’t expect too much of godly people; every believer is vulnerable to doubt or depression at times.

• One wrong choice often leads to others.

InspireUnison Reading. The superscription to Psalm 57 tells us that this psalm reflects David’s emotions and hisprayer when he rejected the opportunity to kill Saul in a cave (1Sa 24). Remind your group members thatit is often difficult to do the right thing—but it is vital if we are to maintain a right relationship with God andright relationships with others.


Self-Examination. Ask each group member to silently examine his or her own life by reflecting quietly onthe question, Are any of the principles shared in this group session relevant to you today? Have each groupmember meditate on this question and pray silently. Then close in prayer.

ASSIGNMENTStudy the Background and Mastery Keys in Study Centers 29–30. Complete Assignments 1–4 in StudyCenter 29 and Assignments 1–4 in Study Center 30. Tell your group members to be prepared for a quizcovering these Assignments at the beginning of the next group session.

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LESSON 7

29–30

David’s Successes and FailuresLESSON AIMS• To understand David’s accomplishments in unifying Israel• To understand the significance of the Davidic covenant• To realize that the greatest of saints may also be flawed• To apply lessons drawn from David’s experience to our lives today

PREPARATION• Read the Background and Mastery Keys in Study Centers 29–30.• Complete Assignments 1–4 in Study Center 29 and Assignments 1–4 in Study Center 30.• Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceThere is much critical content that needs to be covered in this group session if your group members are tohave an understanding of the Old Testament Historical Books.

Option 1Time Line. Reproduce the time line introduced in Lesson 1. Locate David and the establishment of the unit-ed Hebrew kingdom on the time line.

Option 2Quiz. Have your group members list from memory David’s accomplishments (see Assignment 3 in StudyCenter 29). Go over the list together, commenting briefly on each accomplishment. Be sure your groupmembers realize that David’s unification of Israel as a nation is a turning point in the history of God’s OldTestament people.

InformThe Davidic covenant represents a further revelation of how God intends to keep the promises given toAbraham (see the Landmark “The Abrahamic Covenant” at Genesis 12).

Option 1Discussion. Look together at the Landmark “The Davidic Covenant” at 2 Samuel 7. Read it aloud and com-ment on key provisions.

Option 2Mini-Lecture. Give a mini-lecture on the historic and prophetic significance of the Davidic covenant, specifi-cally relating this promise covenant to the earlier Abrahamic covenant.

Option 3Group Bible Study. Follow the Repeated Theme “Davidic covenant” in the side column at 2 Samuel7:11–12. Read selected verses in the chain that reflect the prophets’ portrayal of this covenant as one beingworked out in future history.


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InteractDavid was committed to God, but he was also a flawed human being. As Martin Luther reminds us, believ-ers are both saints and sinners. Only of Jesus can we say that it was impossible for him to sin.

Option 1Discuss. Divide into teams of five or six persons. Each team is to identify David’s weaknesses and how theyaffected his personal life, his family and his nation.

Option 2Team Study. As a group, come up with a list of David’s flaws and weaknesses. Then divide into teams offive or six persons to answer the following questions:

Team 1: How did David’s weaknesses affect his personal life?Team 2: How did David’s weaknesses affect his family?Team 3: How did David’s weaknesses affect his nation?

Have each team give a brief report on how David’s weaknesses affected him, his family and his nation.


Meditative Scripture Reading. From David we learn that even the greatest saints are vulnerable to sin, andwe learn how gracious God is to forgive us when we turn to him. Read aloud Psalm 32:1–7. Before youbegin reading, tell your group members that you will pause for 15–20 seconds after each verse to allowthem time to meditate.

InspireMini-Lecture. David originally tried to deal with his sins by denial. Finally, in confession, he found forgive-ness and peace. Encourage your group members to learn from David’s experience that sins do have conse-quences—for those we love as well as for ourselves. Encourage them to face and deal with any sins byadmitting them and seeking the forgiveness God is so eager to provide. Incorporate verses from Psalm 32and Psalm 51 into this mini-lecture. Invite volunteers to close with sentence prayers.

Close in prayer. Ask God to help your group members make wise choices and avoid sin. Ask God tosoften their hearts so they will quickly admit their failure and come to him for forgiveness.

ASSIGNMENTGroup members are to complete Assignments 1–4 in Study Center 32. They may look at Study Center31 on their own whenever they choose, as that material will not be covered in a group session.

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LESSON 8

32

Solomon’s ReignLESSON AIMS• To understand the significance of the temple Solomon constructed in Jerusalem • To develop lessons from Solomon’s life that we can apply to our lives today

PREPARATION• Read the Background and Mastery Keys in Study Center 32.• Complete Assignments 1–4 in Study Center 32.• Study the Closer Look “Solomon’s Greatness” at 1 Kings 3:10 and the Closer Look “Solomon’s Last

Years” at 1 Kings 11:4. • Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceSolomon was an individual who began his reign with an unquestioned commitment to God. But he lost hisbearings and ended his life alienated from the Lord and miserable.

Option 1Brainstorm. Draw a time line of Solomon’s reign. Label the left side of the line “970 B.C.” (when Solomonbegan his reign) and the right side of the line “930 B.C.” (when Solomon died). Have your group memberssuggest critical events and choices in Solomon’s life (see Assignment 1). Estimate the location of theseevents and choices along the time line. How might we characterize Solomon’s life? What seems to standout?

Option 2Time Line and Mini-Lecture. Draw a time line depicting Solomon’s reign, as in Option 1 (above). Brieflydescribe critical events and choices in Solomon’s life, such as those found in 1 Kings 3:4–9; 6:1; 8:15–21;8:22–61; 9:3–5; 11:1–3; 11:4–8; 11:9–13. How might we characterize Solomon’s life? What seems tostand out?

InformSolomon maintained and strengthened the united Hebrew kingdom forged by his father, David. UnderSolomon, Israel became wealthy as well as strong. Although Solomon unwisely introduced oppressive taxesto support his building projects, his greatest contribution was the construction of the Jerusalem temple.

Mini-Lecture. Read 2 Chronicles 7:1–3. The phrase “glory of the LORD” in the Old Testament indicatesthe Lord’s presence in a special way. God answered Solomon’s prayer to be present for his people in thetemple. From that time on, sacrifices and offerings were to be made only at the Jerusalem temple, andpraying toward the temple symbolized appealing to Israel’s God rather than another deity. From the tem-ple’s dedication to its destruction in 586 B.C., the temple was the focal point of Israel’s worship, and thespiritual condition of Israel was reflected in the people’s abandonment of, or emphasis on, temple worship.

s t u d y e n t e r

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InteractTeam Bible Study. Divide your group members into teams of five or six persons. Have each team go overeither Assignment 2 or Assignment 3 in Study Center 32. Allow teams to give brief reports.

Team(s) 1: Review the accounts of God’s communication with Solomon. What impres-sions do you have of each account? What are possible implications of the factthat God spoke to Solomon directly rather than through prophets?

Team(s) 2: Review Solomon’s blessing of the people and his prayer at the dedication ofthe temple. What seems most significant about his prayer? What does it sug-gest about Solomon’s relationship with God at that time?


Share. Invite your group members to share any lessons they have learned from the life of Solomon. Sumup by pointing out how important it is to remain committed to the Lord and not be distracted by accom-plishments or turn aside to sin. Read Ecclesiastes 2:1–11 to illustrate how much we lose when we turn ourbacks on God. Close in prayer, asking God to powerfully apply the lessons that relate to each group mem-ber’s life.

InspireAntiphonal Scripture Readings. Divide your group into two teams. Team 1 is to read 1 Kings 11:1–11, andTeam 2 is to read Ecclesiastes 2:1–11. After Team 1 reads 1 Kings 11:1, Team 2 will read Ecclesiastes 2:1.The two groups are to continue reading, alternating between the passages, reading one verse at a time.Have volunteers close in prayer.

ASSIGNMENTNext week we arrive at another critical point in Israel’s history—the division of the united Hebrew king-dom of David and Solomon into the northern and southern kingdoms of Israel and Judah. Assign StudyCenters 33 and 35. Your group members should complete Assignments 1–4 in Study Center 33 andAssignments 1 and 3 in Study Center 35.

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LESSON 9

33, 35

The Northern KingdomLESSON AIMS• To understand the reasons for the division of Solomon’s kingdom• To understand the features of the counterfeit religion of the northern kingdom• To understand the ministry of the prophets to the northern kingdom• To review the two-century history of the northern kingdom• To apply lessons from the northern kingdom’s experience to group members’ lives

PREPARATION• Read the Background and Mastery Keys in Study Centers 33 and 35.• Complete Assignments 1–4 in Study Center 33 and Assignments 1 and 3 in Study Center 35.• Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceDuring its entire two-century history, the northern Hebrew kingdom (“Israel”) was not ruled by a single godly king!

Option 1Time Line and Discussion. Reproduce the time line introduced in Lesson 1. Focus attention on the dividedkingdom, specifically the line depicting Israel, the northern kingdom. Ask group members to list impressionsthey gained of the northern kingdom while completing this week’s assignment.

Option 2Time Line and Mini-Lecture. Reproduce the time line introduced in Lesson 1. Focus attention on the divid-ed kingdom, specifically the line depicting Israel, the northern kingdom. During the two centuries of its exis-tence, the northern kingdom had nine different dynasties and nineteen kings: eight kings died a naturaldeath; seven were assassinated; one was a suicide; one was killed in battle; one died of injuries suffered ina fall; and the last disappeared into captivity. Scripture says that they all “did evil in the eyes of the LORD.”

InformSolomon’s sins led to the division of his kingdom; however, it was the false religious system instituted byJeroboam that set a religious course that doomed the northern kingdom.

Option 1 Team Bible Study. Look together at the account in 1 Kings 12 that records the division of the kingdom afterSolomon’s death. First read the promise God made to Jeroboam (1Ki 11:37–39). Have your group mem-bers read Jeroboam’s response (1Ki 12:25–33) and list the elements of the counterfeit religion Jeroboamestablished in the northern kingdom. These include the following: worship at Bethel and Dan rather thanJerusalem, erection of calf-idols, ordination as priests of men who were not descendants of Aaron, estab-lishment of alternate religious holidays, and offering sacrifices on altars besides the altar of the Jerusalemtemple. Each element of his system directly violated Moses’ law.


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Option 2Mini-Lecture. Review 1 Kings 11:37–39; 12:25–33. List the elements of the counterfeit religion Jeroboamestablished. Note that every ruler of the northern kingdom maintained this counterfeit religion.

InteractDespite the persistent rebellion of kings who did evil in God’s eyes, the Lord sent prophet after prophet tothe northern kingdom in futile attempts to turn that nation back to him.

Option 1Preview. Have two or three group members give their impressions of the difference between David’sresponse to Nathan and the response of Israel’s kings to the prophets God sent them.

Option 2Team Bible Study. Divide into teams of five or six persons. Each team will look at one ministry of a prophetto Israel. Each team is to (1) describe the nature of the prophet’s ministry (e.g., warning, giving military aid,etc.), (2) relate the response of the king, and (3) describe how this ministry showed that God was graciousto Israel and her kings despite their rebellion against him. Have teams report their findings to the group.

Team 1: Ahijah (1Ki 14:1–20)Team 2: Jehu (1Ki 16:1–6)Team 3: Elijah (1Ki 18:16–44)Team 4: Micaiah (1Ki 22)Team 5: Elisha (2Ki 5:1–19)Team 6: Elisha (2Ki 6:8–23)

Option 3Share. Give your group members the opportunity to share their impressions of the kings of Israel and thehistory of that nation. Discuss lessons from Israel’s history that nations today would be wise to apply.

InspireOne of the consequences of the religious apostasy of the kings and the people of the northern Hebrewkingdom was the corruption of their society.

Review. Briefly review the religious, moral and social corruption that marked the era of the judges as aresult of a failure to obey God (see Study Center 23). Then read aloud the description of Israel’s society inthe time of Jeroboam II, as recorded by the prophet Amos (Am 5:4–15; 6:1–8).


Epitaph. Have your group members read the summation of Israel’s fall found in 2 Kings 17:7–23. Haveeach group member write an epitaph that might well have been engraved on the tomb of the northernkingdom. After the epitaphs have been read aloud, ask each group member to write the epitaph he or shewould like on his or her own tombstone.

Close in prayer, asking that the personal history of each member of your group be the opposite of thehistory of the fallen northern kingdom of Israel.

ASSIGNMENTNext week your group members will look at the southern kingdom (“Judah”). They are to study the Back-ground and Mastery Keys in Study Centers 34 and 36 and complete Assignments 1–3 in Study Center34 and Assignments 1–4 in Study Center 36. Remind your group members of the option of college certi-fication for completing this study. Have enrollment forms available for those who may want them.

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LESSON 10

34, 36

The Southern KingdomLESSON AIMS• To gain an overview of the history of Judah to approximately 700 b.c.• To learn the elements of the revivals that preserved the southern kingdom• To apply lessons from Judah’s history to the lives of Christians today

PREPARATION• Read the Background and Mastery Keys in Study Centers 34 and 36.• Complete Assignments 1–3 in Study Center 34 and Assignments 1–4 in Study Center 36.• Memorize the characteristics of revivals identified in the Closer Look “Revivals” at 2 Chronicles 15:1–19.• Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceWhile some of the kings of the southern kingdom were evil, it was the dedication of godly rulers who stim-ulated spiritual revivals that preserved Judah as a nation when the northern kingdom fell.

Option 1 Brainstorm. Have your group members suggest critical differences between the kings and kingdom ofJudah and the kings and kingdom of Israel. List these on the chalkboard.

Option 2Reasoning. Have your group members raise their hands to indicate whether they would have preferred tolive in Judah or Israel had they lived in 800 B.C. Ask group members to explain their choices. List their rea-sons on the chalkboard.

InformThe critical difference between the northern and southern Hebrew kingdoms was spiritual. This is seen atthe division of the kingdom and throughout each kingdom’s history.

Option 1Mini-Lecture. After Solomon’s death Rehoboam of Judah ruled a single tribe, while Jeroboam of Israel ruledten tribes. But the numerical dominance of Israel was not as great as one might assume. When Jeroboamset up his counterfeit religion, a significant number in Israel slipped over the border and settled in Judah,where they could worship God as he had commanded. At the time of the division, Judah was able to fieldan army of only 180,000 (2Ch 11:1). Just 18 years later, the army numbered 400,000 (2Ch 13:3).

Judah’s greatest advantage was spiritual. Judah was not only populated by many individuals who trulyloved and worshiped God, but it also had a number of godly kings who provided spiritual, as well as politi-cal, leadership.


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Option 2Judah Overview. Each group member made a chart of the kings of Judah in Assignment 2 in Study Center34 and in Assignment 1 in Study Center 36. Before the group session begins, place the framework for sucha chart on the chalkboard (see below) and list the names of the selected kings. Have your group fill in thecells in the chart, indicating (1) whether the ruler was godly, evil or a mixture; (2) what happened to theking; and (3) what happened to the nation under his leadership.

Chart Framework

KING Abijah Asa Jehoshaphat Jehoram Ahaziah Joash Uzziah HezekiahGOOD/BAD

KING ?

NATION ?

When the chart is complete, have your group members identify any patterns that appear. Discuss thesignificance of these patterns.

InteractAlthough the kings and people of Judah often drifted away from God, repeated revivals led by godly kingsin times of national distress preserved the nation. We, too, may drift away; and we, too, can be revived.

Option 1Quiz. Assignment 3 in Study Center 34 instructed your group members to memorize the characteristics ofrevivals stated in the Closer Look “Revivals” at 2 Chronicles 15:1–19. Ask each group member to look at theaccount of King Jehoshaphat (2Ch 17; 19–20) and identify verses in which each characteristic is men-tioned.

Either have group members exchange papers or have them grade their own papers as the groupnames the characteristics of revivals and identifies verses in which these characteristics appear in theaccount of Jehoshaphat.

Option 2Quiz. Assignment 3 in Study Center 34 instructed your group members to memorize the characteristics ofrevivals stated in the Closer Look “Revivals” at 2 Chronicles 15:1–19. Have each group member list thesecharacteristics from memory.

Have each group member check his or her own quiz answers. Then, as a group, work through theaccounts of King Asa (2Ch 14–16) and King Jehoshaphat (2Ch 17; 19–20) to identify these characteristicsin the revivals led by these two kings of Judah.


Ultimately it was trust in God and reliance on him that made the difference in Judah—as it makes the differ-ence in our lives as well.

Group Bible Study. Have group members identify references to “trust” and “depend” in 2 Kings 18–20(see Assignment 3 in Study Center 36). Invite volunteers to share the paragraph they wrote on the signifi-cance of trust in saving Judah. Then lead a discussion on the importance of trust in our lives today.

InspireResponsive Reading. Read Psalm 37:1–17 responsively. Ask volunteers to close in prayer, expressing theirpersonal commitment to trust in the Lord.

ASSIGNMENTNext week begins a study of the last years of Judah’s existence and includes an important review. AssignStudy Centers 37–38, including all Assignments. Also take this opportunity to promote the next “Explor-ing” course from the NIV Discovery Study Bible.

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LESSON 11

37–38

The Fall of JudahLESSON AIMS• To understand conditions in the southern kingdom between 700 and 586 b.c.• To begin the process of reviewing the Old Testament Historical Books

PREPARATION• Read the Background and Mastery Keys in Study Centers 37–38.• Complete Assignments 1–4 in Study Center 37 and Assignments 1–4 in Study Center 38.• Duplicate the list “People and Events in the Historical Books” (located at the end of this lesson plan)

for each group member. • Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceDespite the revivals led by Hezekiah and Josiah, the last 120 years of Judah’s existence were marked byprecipitous spiritual, moral and social decline.

Option 1Recall. Assignment 1 in Study Center 37 instructed your group members to pay careful attention to Man-asseh and Josiah, two kings of Judah who ruled during this period. Write the names of these two kings onthe chalkboard. Under each name write everything that your group members can recall about the king andhis rule.

Option 2Discuss. Who do your group members think had a greater impact on Judah’s future, Manasseh or Josiah?Have group members support their opinions with details from the rules of these kings, from the later histo-ry of Judah, and from the writings of the prophets Habakkuk, Ezekiel and Jeremiah (see Assignments 3–4in Study Center 37).

InformAfter the fall of Israel to the Assyrians, Judah, now commonly called the “surviving kingdom,” lasted for justover 150 years.

Option 1Mini-Lecture Review. Despite the revival under Hezekiah that preserved Judah and Jerusalem from theAssyrians (700 B.C.), the nation experienced a steady decline. This was accelerated during the 55-year ruleof Manasseh. Despite Manasseh’s late conversion and his futile efforts to undo the harm he had caused,the revival led by the passionate king Josiah, and the ministry of the prophets Habakkuk and Jeremiah inJudah, the people and society of the “surviving kingdom” were too committed to their sinful ways to turnback to God.

God had given Judah repeated opportunities to truly repent. But when God’s grace is persistentlyrejected, a line is finally crossed, and judgment is assured.


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Option 2Silent Scripture Reading. After the mini-lecture review, have your group members silently read the accountof the fall of Jerusalem that is found in Jeremiah 52.

InteractReview is vital in learning any subject matter. It is especially important in understanding the Historical Booksof the Old Testament.

Option 1Kingdom Time Line Review. Assignment 2 in Study Center 38 instructed your group members to draw atime line covering the kingdom period (1050–586 B.C.). Ask a volunteer to duplicate his or her time line onthe chalkboard, including approximate dates of significant events. Then ask another volunteer to add signifi-cant people to the time line.

Option 2Expanded Time Line Review. Ask another volunteer to expand the time line to include the period from theconquest to the establishment of the monarchy (c. 1450–1050 B.C.).

Option 3Challenge. When the expanded time line is on the chalkboard, challenge your group members to locateadditional persons, events or Old Testament books along the time line. Present these one at a time, lettinggroup members volunteer. Be sure each group member has an opportunity to go to the chalkboard andwrite in at least one person, event or Old Testament book (select from the list “People and Events in theHistorical Books,” which is located at the end of this lesson plan).

InspireOption 1Brainstorm. With the time line complete, have your group members suggest lessons that believers todaymight learn from either the history of Israel, specific events or the lives of individuals.

Option 2Handout. Hand out the list “People and Events in the Historical Books,” which is located at the end of thislesson plan. Encourage your group members to use the list for review, placing each item along an expand-ed time line (1450–586 B.C.).

ASSIGNMENTThe people of Judah languished in Babylon for some 70 years. Then Cyrus the Great of Persia, who tookthe Babylonian Empire, permitted captive peoples to return to their homelands. Group members are tostudy the Background and Mastery Keys in Study Center 39 and complete Assignments 1–4 in StudyCenter 39.

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People and Events in the Historical BooksBe prepared to identify and locate each item on a time line covering 1450–586 b.c.

MAJOR FIGURES MAJOR EVENTS OLD TESTAMENT BOOKS*

Abner Counterfeit religion set up in Israel JoshuaAbsalom David becomes king JudgesAhab Davidic covenant established 1 SamuelAhijah Death of Joshua/covenant renewal 2 SamuelAmnon Defeat at Ai 1 KingsAsa Establishment of the monarchy 2 KingsAthaliah Fall of Jericho 1 ChroniclesBathsheba God saves Jerusalem from the Assyrians 2 ChroniclesCaleb Hezekiah’s revival EzraDavid Jerusalem established as the capital NehemiahDeborah Jerusalem temple dedicated EstherEli Josiah’s revivalElijah Manasseh’s evil ruleElisha Northern kingdom fallsGideon Philistines capture the arkGoliath Southern kingdom fallsHabakkuk United kingdom dividesHannahHezekiahIsaiahJehoshaphatJehuJephthahJeremiahJeroboam IJezebelJoabJoashJonathanJoshuaJosiahManassehNaomiNathanNebuchadnezzarOmriRahabRehoboamRuthSamsonSamuelSaulSennacheribSolomon

*Know the approximate time period covered and the major figures featured.

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LESSON 12

39

Return to JudahLESSON AIMS• To understand the impact of the captivity on the Jewish people• To understand the nature of the return from captivity in Babylon• To continue to review and apply lessons from the Old Testament Historical Books

PREPARATION • Read the Background and Mastery Keys in Study Center 39.• Complete Assignments 1–4 in Study Center 39.• Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

IntroduceAfter the Babylonian captivity, nothing would be the same for the Jewish people.

Option 1Mini-Lecture. Only a small number of Jews returned to what became the tiny district of Judah in the vastPersian Empire. The Jews would not have a truly independent nation of their own until the establishment ofmodern Israel in 1948. Yet the captivity proved to be a turning point in other respects. No longer were theJewish people attracted to idolatry, the sin that had led to their exile from the promised land. And while thetemple was rebuilt, the captivity had seen the invention of the synagogue and a renewed focus on theScriptures. The scribal movement—the development of a class of professional students of Scripture—broughta renewed respect for, and focus on, Old Testament law, and many dedicated themselves to obey God’scommands.

Despite these positive developments, the last books of the Old Testament show a spiritual decline simi-lar to the earlier books of history. God would have to do something truly radical to bring the inner transfor-mation that he desired in his people.

Option 2Impressions. Invite your group members to share their impressions of the return based on Assignments1–4 in Study Center 39. Take as much time as needed to ensure that your group members have an accu-rate picture of the return and of the social and spiritual conditions of the little colony of Jews who lived inJudah at this time in history.

Option 3Expand Time Line. On the chalkboard expand the time line to cover the captivity and the return and to indi-cate key events and people (see below).

Have your group members expand their own time lines to include the period from the return to Judahto the close of the Old Testament (Malachi). Also have them add the events and persons on this time lineto the list “People and Events in the Historical Books,” which you handed out last week.

s t u d y e n t e r

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586 B.C. 538 515 458 444

Judah falls (Captivity) First return Temple rebuilt Second return Walls rebuilt(Zerubbabel) (Haggai, Zechariah) (Ezra) (Nehemiah)

InteractOption 1Team Quiz-Down. Draw a time line on the chalkboard covering the period from 1450 to 444 B.C. Divideinto teams of five or six persons. Be sure to have an even number of teams. Each team is to choose tenpersons or events found in the Historical Books, at least eight of these must be on the “People and Eventsin the Historical Books” list that was handed out at the last group session. Each team is to pick one personto represent it in the quiz-down.

Prepare numbered slips of paper. Have as many slips as there are teams. The representatives shoulddraw slips. The representative who draws number one will compete with the representative who drawsnumber two, number three will compete with number four, etc.

To conduct the quiz-down, the representative of Team 1 will select one of his team’s ten persons orevents and challenge the representative of Team 2 to identify the person or event correctly and to approxi-mately locate the person or event on the time line. The representative of Team 2 then selects from histeam’s list and challenges the representative of Team 1. The first person to fail to identify a person or eventcorrectly or to approximately locate the person or event on the time line is eliminated. Note: If a represen-tative is about to use all ten of the persons or events selected by his team, his teammates may select fivemore persons or events and pass them to their representative.

This same procedure is followed for the remaining teams. The winners of the various matches thenplay each other, until only one representative remains.

Option 2Group Quiz-Down. Have the whole group participate individually in the quiz-down. Using this format, youselect the persons or events that group members are to identify and locate on a time line. Seat your groupmembers in a circle and question them from left to right. Be sure to prepare your list of individuals andevents before the group session begins, beginning with relatively easy items. Also, go back to the text andcome up with 10–15 persons or events that are not on the “People and Events in the Historical Books” list.Use these when only a few group members remain. The winner is the last person remaining after all theothers have been eliminated.

Note: In the quiz-down, it is not only permissible to have co-winners, it is desirable!

InspireEncourage. There is nothing as motivating as success! Praise your group members for their understandingof the Old Testament Historical Books. Encourage everyone to keep up the good work as they prepare forthe last group session.

Close in prayer, thanking God that he speaks to us today through the Word he gave so long ago.

ASSIGNMENTYour group members are to review the Background and Mastery Keys for Study Centers 21–39. Theyshould also add any persons or events to their time line. Finally, they should make a list of lessons forChristians found in the Old Testament Historical Books. These lessons may be drawn from the stories ofindividuals in the Historical Books or from any events recorded there. Study Center 40 introduces thebook of Esther. Esther became queen of Persia some 20 years before Ezra led the second group of Jew-ish exiles back to Judah. Emphasize that Study Center 40 is an optional study that will not be covered ina group session.

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LESSON 13

ReviewLESSON AIMS• To conduct a final review of the Old Testament Historical Books• To gain an appreciation for the many lessons God can teach believers today through these books

of Scripture• To share what God has been teaching group members through this study

PREPARATION• Continue to review the time line showing persons, events and Old Testament books.• Develop your own complete list of lessons for Christians found in the Old Testament Historical Books.• Develop your own lesson plan by selecting from the options below.• Pray daily for your group members.

InteractLet your group members know that this group is dedicated to review and celebration. Divide your timebetween any or all of the options below.

Option 1Team Quiz-Down. Draw a time line on the chalkboard covering the period from 1450 to 444 B.C. Divideinto teams of five or six persons. Be sure to have an even number of teams. Each team is to choose tenpersons or events found in the Historical Books, at least eight of these must be on the “People and Eventsin the Historical Books” list that was handed out at the last group session. Each team is to pick one personto represent it in the quiz-down.

Prepare numbered slips of paper. Have as many slips as there are teams. The representatives shoulddraw slips. The representative who draws number 1 will compete with the representative who draws num-ber 2, number 3 will compete with number 4, etc.

To conduct the quiz–down, the representative of Team 1 will select one of his team’s ten persons orevents and challenge the representative of Team 2 to identify the person or event correctly and to approxi-mately locate the person or event on the time line. The representative from Team 2 then selects from histeam’s list and challenges the representative of Team 1. The first person to fail to identify a person or eventcorrectly or to approximately locate the person or event on the time line is eliminated. Note: If a represen-tative is about to use all ten of the persons or events selected by his team, his teammates may select fivemore persons or events and pass them to their representative.

This same procedure is followed for the remaining teams. The winners of the various matches thenplay each other, until only one representative remains.

Option 2Group Quiz-Down. Have the group participate individually in the quiz-down. Using this format, you selectthe persons or events that group members are to identify and locate on a time line. Seat your group mem-bers in a circle and question them from left to right. Be sure to prepare your list of individuals and eventsbefore the group session begins, beginning with relatively easy items. Also, go back to the text and comeup with 10–15 persons or events that are not on the “People and Events in the Historical Books” list. Usethese when only a few group members remain. The winner is the last person remaining after all the othershave been eliminated.

Note: In the quiz–down, it is not only permissible to have co-winners, it is desirable!

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Option 3List. Seat your group members in a circle. Appoint two secretaries to write down the lessons Christians canlearn from the Old Testament Historical Books as suggested by your group members. Continue around thecircle, with each person adding a lesson that has not previously been mentioned.

Ask the secretaries to give you their lists. Promise your group members that you will combine andorganize the lists of lessons and duplicate a copy for each group member.


Personal Praise. Go around the circle again, asking each group member to share one blessing he or shehas derived from this study and for which he or she praises God. When all your group members haveshared, close with a time of spontaneous prayer.

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Exploring the Old Testament Books of History

Documents

Transcript of Exploring the Old Testament Books of History