Highway 157 Church of Christ Teacher s Guide. Book 7

Transcription

1 Highway 157 Church of Christ Teacher s Guide Book 7 Lessons th 8 th Grades Israel s Wickedness Esther

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3 SUBJECT: Israel s Wickedness Sixth - Eighth Grade Lesson # 79 I Kings and II Kings 9-10:11 Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: To understand that God s will cannot be defeated by wicked men. Objectives: 1. Tell the prophesy concerning Ahab's death. 2. Tell how Ahab responded to the prophesy concerning his own death. 3. Tell how Ahab died and when the prophesy was fulfilled completely. Memory Verse: Romans 6:4 Therefore we were buried with Him through baptism into death, that just as Christ was raised from the dead by the glory of the Father, even so we also should walk in newness of life. (NKJ) Suggested Activities 1. Read I Kings and list how many times Ahab was the worst king Israel ever had. Available Materials: Grade6_8_79.doc Page 1 of 5

4 SUBJECT: Israel s Wickedness Sixth - Eighth Grade Lesson # 79 I Kings and II Kings 9-10:11 Outline: I. The Reigns of Two Kings in Judah (I Kings 15:1-24) A. Reign of Abijam in Judah (I Kings 15:1-8) B. Reign of Asa in Judah (I Kings 15:9-24) 1. Obedience of Asa (I Kings 15:9-15) 2. Disobedience of Asa (I Kings 15:16-22) 3. Death of Asa (I Kings 15:23, 24) II. The Reign of Five Kings in Israel (I Kings 15:25-16:28) A. Reign of Nadab in Israel (I Kings 15:25-31) B. Reign of Baasha in Israel (I Kings 15:32-16:7) C. Reign of Elah in Israel (I Kings 16:8-14) D. Reign of Zimri in Israel (I Kings 16:15-20) E. Reign of Omri in Israel (I Kings 16:21-28) III. The Reign of Ahab in Israel (I Kings 16:29-22:40) A. Sin of Ahab (I Kings 16:29-34) B. The Ministry of Elijah (I Kings 17:1-19:21) C. Wars with Aram (I Kings 20:1-43) D. Murder of Naboth (I Kings 21:1-16) E. Death of Ahab (I Kings 21:17-22:40) Grade6_8_79.doc Page 2 of 5

5 SUBJECT: Israel s Wickedness Sixth - Eighth Grade Lesson # 79 I Kings and II Kings 9-10:11 IV. The Reign of Jehoshaphat in Judah (I Kings 22:41-50) V. The Reign of Ahaziah in Israel (I Kings 22:51-53) VI. The Reign of Ahaziah in Judah (II Kings 8:28-9:29) A. Spiritual Evaluation of Ahaziah (II Kings 8:25-27) B. Political Situation Under Ahaziah (II Kings 8:28-9:26) C. Death of Ahaziah (II Kings 9:27-29) VII. The Reign of Jehu in Israel (II Kings 9:30-10:36) A. Fulfillment of Elijah s Prophecy (II Kings 9:30-10:28) B. Spiritual Evaluation of Jehu (II Kings 10:29-31) C. Political Situation Under Jehu (II Kings 10:32-33) D. Death of Jehu (II Kings 10:34-36) VIII. The Reign of Queen Athaliah in Judah (II Kings 11:1-16) A. Salvation of Joash (II Kings 11:1-3) B. Overthrow of Athaliah by Jehoiada (II Kings 11:4-12) C. Death of Athaliah (II Kings 11:13-16) IX. Renewal of the Covenant Under the Reign of Joash in Judah (II Kings 11:17-21) Grade6_8_79.doc Page 3 of 5

6 SUBJECT: Israel s Wickedness Sixth - Eighth Grade Lesson # 79 I Kings and II Kings 9-10:11 NAME DATE: 1. Who was Zimri and how did he die? 2. Who reigned over Israel after Zimri's death? 3. What city did Omri purchase? 4. Who was Omri's son? 5. What was the primary reason Ahab was cursed? 6. Name 2 specific things Ahab did to provoke God unrelated to idol worship? 7. What did Ahab do when Naboth refused to sell the vineyard? 8. How did Jezebel kill Naboth? 9. Why did the prophet in I Kings 20:35 ask the man to strike him? 10. What happened to Micaiah when he predicted defeat for Israel? 11. Why was Jezebel not buried? Grade6_8_79.doc Page 4 of 5

7 SUBJECT: Israel s Wickedness Sixth - Eighth Grade Lesson # 79 I Kings and II Kings 9-10:11 ANSWERS Grade6_8_79.doc Page 5 of 5

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9 SUBJECT: The Kings of Judah Sixth - Eighth Grade Lesson # 80 II Kings and II Chronicles Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: 1. Explain God's pattern of repentance and forgiveness throughout the days of Judah. 2. Tell the prophesy concerning the fall of Judah 3. Tell who was king when the prophecy concerning Judah's destruction was given. Memory Verse: Romans 6:4 Therefore we were buried with Him through baptism into death, that just as Christ was raised from the dead by the glory of the Father, even so we also should walk in newness of life. (NKJ) Suggested Activities 1. Discuss the prophesy of Judah's destruction. Why did God send prophets to Judah after this prophesy still urging them to repent? 2. Review the Bible Facts contained at the end of this lesson. Do this on a weekly basis. Available Materials: Some materials may be attached. There is one Poster available in resource room. P Grade6_8_80.doc Page 1 of 14

10 SUBJECT: The Kings of Judah Sixth - Eighth Grade Lesson # 80 II Kings and II Chronicles Outline: I. The Reign of Queen Athaliah in Judah (II Kings 11:1-16; II Chronicles 22:10-32:15) II. The Reign of Joash in Judah (II Kings 17-12:21; II Chronicles 23:16-24:27) III. The Reign of Amaziah in Judah (II Kings 14:1-22; II Chronicles 25:1-28) IV. The Reign of Azariah in Judah (II Kings 15:1-7) V. The Reign of Jotham in Judah (II Kings 15:32-38; II Chronicles 27:1-9) VI. The Reign of Ahaz in Judah (II Kings 16:1-20; II Chronicles 28:1-27) VII. The Reign of Hezekiah in Judah (II Kings 18:1-20:21; II Chronicles 29:1-32:33) A. Invasion of Israel by Assyria (II Kings 18:9-12) B. The Invasions of Judah by Assyria (II Kings 18:13-19:37) C. Miraculous Recovery of Hezekiah (II Kings 20:1-11) D. Judah s Wealth Is Exposed to Babylon (II Kings 20:12, 13) E. Babylonian Exile Is Prophesied (II Kings 20:14-19) VIII. The Reign of Manasseh in Judah (II Kings 21:1-18; II Chronicles 33:1-20) IX. The Reign of Amon in Judah (II Kings 21:19-26; II Chronicles 33:21-25) X. The Reign of Josiah in Judah (II Kings 22:1-23:30; II Chronicles 34:1-25:27) A. Renewal of the Covenant by Josiah (II Kings 22:3-23:27) Grade6_8_80.doc Page 2 of 14

11 SUBJECT: The Kings of Judah Sixth - Eighth Grade Lesson # 80 II Kings and II Chronicles Kings Before Division of Kingdom Saul: First King of Israel; son of Kish; father of Ish-Bosheth, Jonathan and Michal. Ish-Bosheth (or Eshbaal): King of Israel; son of Saul. David: King of Judah; later of Israel; son of Jesse; husband of Abigail, Ahinoam, Bathsheba, Michal, etc.; father of Absalom, Adonijah, Amnon, Solomon, Tamar, etc. Solomon: King of Israel and Judah; son of David; father of Rehoboam. Rehoboam: Son of Solomon; during his reign the kingdom was divided into Judah and Israel. XI. Kings of Judah (Southern Kingdom) Rehoboam: First King. Abijah (or Abijam or Abia): Son of Rehoboam. Asa: Probably son of Abijah. Jehoshaphat: Son of Asa. Jehoram (or Joram): Son of Jehoshaphat; husband of Athaliah. Ahaziah: Son of Jehoram and Athaliah. Athaliah: Daughter of King Ahab of Israel and Jezebel; wife of Jehoram; only queen to occupy the throne of Judah. Joash (or Jehoash): Son of Ahaziah. Amaziah: Son of Joash. Uzziah (or Azariah): Son of Amaziah. Jotham: Regent, later King; son of Uzziah. Ahaz: Son of Jotham. Hezekiah: Son of Ahaz; husband of Hephzi-Bah. Manasseh: Son of Hezekiah and Hephzi-Bah. Amon: Son of Manasseh. Josiah (or Josias): Son of Amon. Jehoahaz (or Joahaz): Son of Josiah. Jehoiakim: Son of Josiah. Jehoiachin: Son of Jehoiakim. Zedekiah: Son of Josiah; kingdom overthrown by Babylonians under Nebuchadnezzar. Grade6_8_80.doc Page 3 of 14

12 SUBJECT: The Kings of Judah Sixth - Eighth Grade Lesson # 80 II Kings and II Chronicles Grade6_8_80.doc Page 4 of 14

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21 SUBJECT: The Kings of Judah Sixth - Eighth Grade Lesson # 80 II Kings and II Chronicles NAME DATE: 1. When Joash heard of Elisha's illness, what did he do? 2. What symbolical prophecy did the prophet cause the king to act? 3. Was Elisha's prophecy fulfilled in the days of Joash? Explain. 4. What promise had the Lord given Jehu? 5. What action did Hezekiah take against the idols? 6. What did Hezekiah do when he was sick and near death? 7. Describe Manasseh and his character. Grade6_8_80.doc Page 13 of 14

22 SUBJECT: The Kings of Judah Sixth - Eighth Grade Lesson # 80 II Kings and II Chronicles ANSWERS Grade6_8_80.doc Page 14 of 14

23 SUBJECT: Job Sixth - Eighth Grade Lesson # 81 Job 1 2 and Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: 1. Explain the basic reason God allowed Satan to tempt Job. 2. Explain the basic reason God allows Satan to tempt mankind. 3. Tell shy Job questioned God. 4. Tell what Job learned from God's answer to his questions. Memory Verse: 1 Corinthians 10:13- There hath no temptation taken you but such as is common to man: but God is faithful, who will not suffer you to be tempted above that ye are able; but will with the temptation also make a way to escape, that ye may be able to bear it. (KJV) Suggested Activities 1. Discuss why God allowed Job to be tempted. 2. Why was Christ allowed to be tempted? Why does God allow us to be tempted? 3. Research other Bible characters that questioned God. Be sure to distinguish between "doubting" and "questioning." 4. Review the Bible Facts contained at the end of this lesson. Do this on a weekly basis. Available Materials: Some materials may be attached. Grade6_8_81.doc Page 1 of 10

24 SUBJECT: Job Sixth - Eighth Grade Lesson # 81 Job 1 2 and Outline: I. The Dilemma of Job (Job 1:1-2:13) A. The Circumstances of Job (Job 1:1-5) B. The First Assault of Satan (Job 1:6-22) C. The Second Assault of Satan (Job 2:1-10) D. The Arrival of Job s Friends (Job 2:11-13) II. The Deliverance of Job (Job 38:1-42:17) A. The First Controversy of God with Job (Job 38:1-40:5) 1. God s First Challenge to Job (Job 38:1-40:2) 2. Job s First Answer to God (Job 40:3-5) B. The Second Controversy of God with Job (Job 40:6-42:6) 1. God s Second Challenge to Job (Job 40:6-41:34) 2. Job s Second Answer to God (Job 42:1-6) Grade6_8_81.doc Page 2 of 10

25 SUBJECT: Job Sixth - Eighth Grade Lesson # 81 Job 1 2 and NAME DATE: 1. Explain the "roles" of God and Satan in chapters 1&2. 2. Explain the "roles" of God and Satan today. 3. What are the names of Job's three friends? 4. As you perform your daily reading you will see that chapters 4-31 can be broken down into a series of three debates between Job and his friends. As you read, write down the basic idea presented to Job by each of his friends and Job's response. First Cycle of speeches: Second cycle of speeches: Third cycle of speeches: Eliphaz ch 4-5 Eliphaz ch 15 Eliphaz ch 22 Job's response ch 6-7 Job's response ch Job s response ch Bildad ch 8 Bildad ch 18 Bildad ch 25 Job's response ch 9-10 Job's response ch 19 Job s response ch Zophar ch 11 Zophar ch 20 Job's response ch Job's response ch Who speaks to Job in chapters 38-40? 6. In chapter 1:22 and 8:10 we are told "In all this Job did not sin..."however in 42:6, Job repents. What does Job repent of? 7. Why was the Lord s wrath aroused against Eliphaz and his two friends? 8. What is the message of the book of Job? 9. What can we learn from Job? Postive and negative. Grade6_8_81.doc Page 3 of 10

26 SUBJECT: Job Sixth - Eighth Grade Lesson # 81 Job 1 2 and Grade6_8_81.doc Page 4 of 10

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33 SUBJECT: Parent / Child Relationships Sixth - Eighth Grade Lesson # 82 Proverbs 4:1-7; 20:11; 1:7-10; 6:16-23; 3:10 Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: 1. List the words that describe a son or daughter with the incorrect attitude toward parents' instruction. 2. Describe the attitude a child should have toward his parents' instruction and the blessings he will have for his obedience. Memory Verse: Psalms 119:105 Thy word is a lamp unto my feet, and a light unto my path. (KJV) Suggested Activities 1. Make a list of the words describing obedient and disobedient sons form Proverbs 13:1, 18; 15:10-12; 19:26; 20:20; 4:1-7; 6:20-24 and 23: Complete your lesson with each student analyzing their responses in light of Psalms 6: Review the Bible Facts contained at the end of this lesson. Do this on a weekly basis. Available Materials: Some materials may be attached. Resource Room Christian Attitudes 9 Books B113.3 Resource Room Christian Attitudes 10 Posters P113.3 Resource Room Home & Family 1 book B113.7 Resource Room Home & Family 1 visual aid VA Resource Room 7 Books Youth Topics B Resource Room 3 Posters Youth Topics P113.3 Grade6_8_82.doc Page 1 of 5

34 SUBJECT: Parent / Child Relationships Sixth - Eighth Grade Lesson # 82 Proverbs 4:1-7; 20:11; 1:7-10; 6:16-23; 3:10 Outline: I. Proverbs to the Youth (Proverbs 1:1-9) A. The Purpose of Proverbs (Proverbs 1:1-7) B. Obey Parents (Proverbs 1:8, 9) II. Benefits of Wisdom (Proverbs 3:1-26) III. Father Says Get Wisdom (Proverbs 4:1-13) IV. Do Not Be Lazy (Proverbs 6:6-23) V. Make Yourself Known (Proverbs 20:11) Grade6_8_82.doc Page 2 of 5

35 SUBJECT: Parent / Child Relationships Sixth - Eighth Grade Lesson # 82 Proverbs 4:1-7; 20:11; 1:7-10; 6:16-23; 3:10 NAME DATE: 1. What is the implied responsibility of a father (parent) in Proverbs 4:1-7? 2. In Proverbs 20:11 it is often said that people are defined by their actions; meaning, a person s true character, beliefs and convictions are made known by the things he/she does, places he/she goes, etc. Do you think this is a true statement? Do you think this statement can be applied to all people young and old? (why or why not) 3. Your actions as a youth are reflective upon whom? How do we know this? (Prov. 1:8-9) 4. According to Proverbs 1:7, fear of the Lord is the beginning of knowledge. Explain this. 5. According to Proverbs 6:16-23, what are the six things the Lord hates? What is the seventh? 6. What is meant by a proud look? 7. If the parents responsibility is to instruct their children, what is the child's responsibility? 8. When do we cease to be children? 9. Do we ever reach a point in our lives when our parents no longer have the responsibility to instruct us? 10. Make a list of the words used to describe an obedient son and a disobedient son in the following passages: Proverbs 13:1,18; 15:10-12; 19:26; 20:20; 4:1-7; 6:20-24; 23: Grade6_8_82.doc Page 3 of 5

36 SUBJECT: Parent / Child Relationships Sixth - Eighth Grade Lesson # 82 Proverbs 4:1-7; 20:11; 1:7-10; 6:16-23; 3: How are we to react to discipline/correction from God? From our parents? 12. Why does God correct us when we're wrong? 13. How does He correct us? 14. Why do our parents correct us when we're wrong? Grade6_8_82.doc Page 4 of 5

37 SUBJECT: Parent / Child Relationships Sixth - Eighth Grade Lesson # 82 Proverbs 4:1-7; 20:11; 1:7-10; 6:16-23; 3:10 Answer Page Grade6_8_82.doc Page 5 of 5

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39 SUBJECT: Purity Sixth - Eighth Grade Lesson # 83 Proverbs 4:10-27; 5:15-21; 6:25-33; 7:1-5 Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: 1. Write a short essay describing the effects and punishment of fornication given in Proverbs 6. Memory Verse: Ecclesiastes 12:13 Let us hear the conclusion of the whole matter: Fear God, and keep his commandments: for this is the whole duty of man. (KJV) Suggested Activities 1. Discuss the seriousness involved in the sin of fornication. there is a permanent physical and emotional scaring from this sin. See I Cor 6:18 and Proverbs 6: Review the Bible Facts contained at the end of this lesson. Do this on a weekly basis. Available Materials: Some materials may be attached. There are 9 Books and 10 Posters available on the topic of Christian Attitudes in the resource room. B 113.3, P There is 1 Book and one Visual Aid available on the topic of Home & Family in the resource room. B113.7, VA There are 7 Books and 3 Posters available on the topic of Youth Topics in the resource room. B , P Grade6_8_83.doc Page 1 of 5

40 SUBJECT: Purity Sixth - Eighth Grade Lesson # 83 Proverbs 4:10-27; 5:15-21; 6:25-33; 7:1-5 Outline: I. Proverbs to the Youth (Proverbs 4:10-27) A. Father Says Get Wisdom (Proverbs 4:1-13) B. Avoid the Wicked (Proverbs 4:14-22) C. Watch Over Your Heart (Proverbs 4:23-27) II. Do Be Faithful to Your Spouse (Proverbs 5:15-23) III. Do Not Commit Adultery (Proverbs 6:20-27) Grade6_8_83.doc Page 2 of 5

41 SUBJECT: Purity Sixth - Eighth Grade Lesson # 83 Proverbs 4:10-27; 5:15-21; 6:25-33; 7:1-5 NAME DATE: 1. What good consequences can be expected from following "the way of wisdom"? 2. Define AVOID 3. What is the reader admonished to avoid? 4. Compare the paths of the just versus the wicked. 5. How can we avoid the path of the wicked? 6. In what kind of a relationship between a man and a woman can true happiness and joy be found? 7. Explain verse 5:21 as it relates to verses 5: Read verses 6:20-24 and explain the consequences of verse 6:21 given in verse 6: Explain verses 6: What does this teach us? 10. What is the consequence of adultery? 11. What provides protection against sin? Grade6_8_83.doc Page 3 of 5

42 SUBJECT: Purity Sixth - Eighth Grade Lesson # 83 Proverbs 4:10-27; 5:15-21; 6:25-33; 7: Explain verses 7: Who's instruction and commands are we urged to treasure and keep near to our heart? 14. Define wisdom. 15. The proverbs contain observations on the best way to live one's life. The reader is encouraged to seek wisdom, for it is the application of wisdom that often protects us from the SNARES of sin. But consider; is the wisdom referred to in Proverbs merely ordinary human intelligence or is it more than that? (Read Proverbs 3:5-7) 16. How can we achieve such wisdom? 17. FOR THOUGHT AND DISCUSSION: Discuss with your parents the application of wisdom in male-female relationships. "These relationships can be the source of great joy or of incalculable grief, depending on whether wisdom is applied to them." - L.A. Mott. Grade6_8_83.doc Page 4 of 5

43 SUBJECT: Purity Sixth - Eighth Grade Lesson # 83 Proverbs 4:10-27; 5:15-21; 6:25-33; 7:1-5 Answer Page Grade6_8_83.doc Page 5 of 5

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45 SUBJECT: Isaiah: Introduction & Overview Sixth - Eighth Grade Lesson # 84 Isaiah1-6; 7-12 Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: Memory Verse: Suggested Activities 1. Review the Bible Facts contained at the end of this lesson. Do this on a weekly basis. Available Materials: Some materials may be attached. Grade6_8_84.doc Page 1 of 10

46 SUBJECT: Isaiah: Introduction & Overview Sixth - Eighth Grade Lesson # 84 Isaiah1-6; 7-12 Outline: I. THE AUTHOR A. Meaning of the name Isaiah 1. The Lord saves 2. His name is the epitome of his entire message to the people (Hailey, p. 36) B. He was the son of Amoz (not Amos), of whom nothing certain is known. C. Prophet to the kings. Contemporary prophets were sent to the people. D. In describing the prophet, Valeton (as quoted by Robinson, p. 22) said, Never perhaps has there been another prophet like Isaiah, who stood with his head in the clouds and his feet on sold earth, with his heart in the things of eternity and with mouth and hand in the things of time, with his spirit in the eternal counsel of God and his body in a very definite moment of history. II. THE TIMES AND DATE OF AUTHORSHIP A. Date: B.C. B. Isaiah prophesied in the days of Uzziah, Jotham, Ahaz, and Hezekiah, kings of Judah (1:1) C. Conditions of the Time: 1. In the early period, under the reign of Uzziah and Jotham, the nation had enjoyed a time of wealth and luxury. 2. But later, the former splendor quickly vanished due to wars, heavy tribute (taxes to foreign powers) and the consequences of idolatrous worship. 3. The social conditions which prevailed were almost hopeless (Robinson, p.43): a. Great wealth and extreme poverty existed side by side. b. Greed, drunkenness, immoral debauchery and a failure to distinguish between good and evil (Isa. 5:20) characterized the people. 4. Religion had become corrupt. (Ibid): Rather than export true religion, they imported false religion. a. Ahaz had introduced a stream of idolatrous practices. b. The people turned to astrology, witchcraft and idolatry instead of to God (Isa.1). c. religion and morality had become almost utterly divorced. D. Contemporary prophets: Amos and Hosea to Israel ( BC) and Micah to Israel and Juday ( BC). (See handouts and time line). III. THE PEOPLE ADDRESSED A. Primary: Judah and Jerusalem (1:1) B. The Northern Tribes - Israel (9:1-10:9) Assyrian Captivity ( BC) C. Foreign Nations (Chapters 13-23) Note: Even when Isaiah addressed other nations, Jerusalem and Judah were still at the center of his thoughts. Grade6_8_84.doc Page 2 of 10

47 SUBJECT: Isaiah: Introduction & Overview Sixth - Eighth Grade Lesson # 84 Isaiah1-6; 7-12 IV. THE MESSAGE A. The perverseness of the nation (1:2-9) and the vain formalism of their worship (1:10-15), caused the Lord to call them to an accounting (1:16-20). B. Throughout his message, the prophet emphasized the holiness and majesty of God. (see Chapter 6) The Holy One of Israel used 24 times and found throughout the book. C. The book pictures the eventual redemption of Israel (Lk. 2:21-38). D. Isaiah is predominantly a prophet of the future. E. Nowhere is the Messiah more clearly announced; his book has been called the gospel before the Gospel, because it previews so much of the coming Savior. 1. Isaiah is the prophet of universal, not merely, Jewish redemption in Christ. 2. Note the similarities between kingdom announcements in Isaiah 2, Joel 2, Daniel 2 and Acts 2. V. THE OBJECTIONS OF HIGHER CRITICISM A. Modern liberal scholars, rejecting verbal inspiration, claim the book is the work of more than one writer. 1. They fail to see how one writer who lived before so many events occurred could so minutely and accurately describe these events hundreds of years in advance. B. Defense of Isaiah s authorship: 1. Isaiah was instructed of the Lord to reveal visions given to him from the Lord. 2. Unity of Structure - the Holy One of Israel is used throughout the book (12 times in chs. 1-39) and 14 times in chs ) 3. External evidence from writers as late as the second century confirm that Isaiah was the author. 4. Among the scrolls found near the Dead Sea was the book (scroll) of Isaiah. VI. THE MAJOR DIVISIONS OF THE BOOK (Adapted from Bob Dickey) A. Part One: (Chapters 1-39) The book of Judgment 1. (1-12) Discourses and prophecies concerning Judah and Jerusalem 2. (13-23) Oracles against foreign nations in relation to Judah 3. (24-27) God s world judgment, resulting in the redemption of faithful Israel 4. (28-35) A series of prophetic warnings, with a promise to ransom Israel 5. (36-39) Historical section in the days of Hezekiah, connecting parts 1 and 2 B. Part Two: (Chapters 40-66) The book of Comfort Note: Prophecies of comfort, salvation, and of future glory awaiting Israel (Ibid, p.27) 1. (40-48) Contrast of Jehovah with idols, deliverance and restoration of exiles 2. (49-57) Servant Songs (42, 49, 52-53) Future glory of My Servant 3. (58-66) Future glory of the righteous, doom of the wicked new heaven VII. SIGNIFICANT MESSIANIC PROPHECIES A. Kingdom (2:2-4; 11:1-10) B. Virgin Birth (7:14) C. Kingly Son (9: 6-7) D. My Servant (42, 49, 53) Grade6_8_84.doc Page 3 of 10

48 SUBJECT: Isaiah: Introduction & Overview Sixth - Eighth Grade Lesson # 84 Isaiah1-6; 7-12 NAME DATE: 1. What does the name Isaiah mean? 2. To whom primarily did he prophesy? Hint: Nation and level of society. Date and Times of Isaiah: 3. Give the approximate date when Isaiah served as a prophet of God. 4. What are the political and social conditions in Judah during Isaiah's lifetime? BCV 5. What two prophets, contemporary with Isaiah, warned the northern kingdom? 6. What did God say was a problem with their worship? (1:10-15) 7. Who were other prophets who recorded kingdom announcements? 8. From what Isaiah saw in Ch. 6, what did he realize about God and himself. 9. What did Isaiah need from God? 10. Once cleansed of his sins for what did Isaiah volunteer? Grade6_8_84.doc Page 4 of 10

49 SUBJECT: Isaiah: Introduction & Overview Sixth - Eighth Grade Lesson # 84 Isaiah1-6; 7-12 Answer Page Grade6_8_84.doc Page 5 of 10

50 SUBJECT: Isaiah: Introduction & Overview Sixth - Eighth Grade Lesson # 84 Isaiah1-6; 7-12 Grade6_8_84.doc Page 6 of 10

51 SUBJECT: Isaiah: Introduction & Overview Sixth - Eighth Grade Lesson # 84 Isaiah1-6; 7-12 Grade6_8_84.doc Page 7 of 10

52 SUBJECT: Isaiah: Introduction & Overview Sixth - Eighth Grade Lesson # 84 Isaiah1-6; 7-12 Grade6_8_84.doc Page 8 of 10

53 SUBJECT: Isaiah: Introduction & Overview Sixth - Eighth Grade Lesson # 84 Isaiah1-6; 7-12 Grade6_8_84.doc Page 9 of 10

54 SUBJECT: Isaiah: Introduction & Overview Sixth - Eighth Grade Lesson # 84 Isaiah1-6; 7-12 Grade6_8_84.doc Page 10 of 10

55 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: Memory Verse: Jeremiah 31:33 "But this is the covenant which I will make with the house of Israel after those days," declares the LORD, "I will put My law within them, and on their heart I will write it; and I will be their God, and they shall be My people. Suggested Activities 1. Review the Bible Facts contained at the end of this lesson. Do this on a weekly basis. Available Materials: Some materials may be attached. Grade6_8_85.doc Page 1 of 13

56 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 Outline: I. JEREMIAH: THE MAN AND HIS TIMES. A. His Personal Life: 1. Jeremiah was born during the reign of wicked king of Judah, Manasseh. He was reared in the small town of Anathoth, in Benjamin, just a few miles north of Jerusalem. 2. His father, Hilkiah was a priest and Jeremiah was called to be a prophet (Jer. I: 1-10). He served in this capacity for nearly fifty years ( BC). 3. Jeremiah was God's spokesman to kings, rulers, nations, priests and common people. Kings, priests and false prophets strongly opposed him and his message. a. Persecution -ridiculed, beaten, misrepresented, starved, mocked and threatened by all classes of people -even those considered to be friends. (Read II: 18-23; 12:6; 18:11-18; 26:1-15; 32: 1-3; 38:6-13,28). b. Jeremiah's life was sad and he often grew discouraged (20:9) c. He shares much that is autobiographical and records several confessions and pleas for help (10:23-24; 11:18-12:6; 15:10-18; 17: 14-18; 18: 18-23; 20:7-18). 4. Lonely life -he was instructed by God not to marry and have children (16:1-4). He had one loyal companion, Baruch, the scribe who served him throughout life (read chapter 36 and 45). The two of them went into exile together in Egypt (Jer 43:6). The Bible gives no record of Jeremiah's death. B. His Character: I. Blended together in the character of Jeremiah is tenderness with strength, sensitiveness with simplicity. In him we see suffering sympathy, both with God and men, forbearance and concern for his fellows. He demonstrates guileless motive, humility and self - sacrifice. 2. Though timid by nature, God gives him a bold message to proclaim and he is faithful to proclaim it in love for God and his countrymen. He was sympathetic to the plight ofhis fellows, but unflinchingly loyal to God. C. His Times: 1. For background insights read (2 Kings 22-25). "Scarcely had Isaiah and good king Hezekiah died when idolatry and numberless heathen abominations began to flourish in the land under the reign of Manasseh, one of the worst of Judah's kings." Jensen 's Survey of the 0.7: (p.337) 2. Moral condition is described in (5:31). Fifty years of insults to God were heaped up until "there was no remedy" (2 Chron. 36: 16). 3. Judgment was postponed due to the tender heart and righteous life ofking Josiah, but 25 years after his death the kingdom of Judah was a thing of the past. 4. Much of Jeremiah's prophetic work concerned the international situation in which Judah was precariously found to be in the middle. D. His contemporaries: (study Chart 82 for historical setting) 1. Contemporary prophets -Nahum. Zephaniah, Habakkuk, Daniel and Ezekiel (See chart 82: Jeremiah and his Contemporaries). 2. Contemporary kings in Judah -Josiah ( BC), Jehoahaz (609, 3 months), Jehoiakim ( BC), Jehoiachin ( ,3 months), and Zedekiah ( BC). a. Josiah (2:1-12:17) b. Jehoiakim (13:1-20: 18; 25: ) c. Zedekiah (21: ; 27;12-39:18) Grade6_8_85.doc Page 2 of 13

57 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5: Contemporary foreign powers -in the early part of Jeremiah's prophetic work, Judah was threatened by Egypt and Assyria. Jeremiah counseled that they trust God and not either of these two powers. Later threats came from Babylon. Two events brought about that change: a. Assyria' s capital, Nineveh, fell to Babylon in 612 BC b. Egypt was defeated by the Babylonians at the battle of Carchemish in 605 BC I) Josiah lost his life near Megiddo in 609 BC while seeking to intercept Pharaoh Neco II in his efforts to fight Babylon. 2) His sons and one grandson, Jehoiachin, reigned until the destruction of Jerusalem. E. His Message: 1. Jeremiah was a prophet of doom. It was his task to say, "Give in. Surrender. Itistoo late to avoid captivity." That sounded like treason to the people of Judah. The officials would not listen. Jeremiah's life was in danger most of the time. He kept saying, "Give up, repent and you will have a city left in which to return. God would have lightened the punishment at each step of the way- if they had only listened. (Read 25: 1-14; 26: 1-6; 27:9-11, 16-18) 2. The people chose to close their ears and refuse to hear (2 Chron. 36: 15-16) years are prophesied for the length of captivity (Jer. 29: 10-14). II. JEREMIAH: THE BOOK A. "Jeremiah did not write this book overnight...many years and many experiences were the setting of its composition." The first half of the book includes the speeches or discourses. The latter half is mainly narratives (telling the story ofwhat has and will happen). The key event of the book is the fall of Jerusalem. Remember that both Daniel and Ezekiel are already in Babylon when this occurs. B. Outline: See Survey Chart 84 Chapters 2-20: Series of prophecies of doom 21-29: Nebuchadnezzar appears throughout this section 30-33: Prophecies concerning the new covenant 34-39: Siege and fall of Jerusalem described 40-44: Events after the fall of Jerusalem; rebellion against Gedaliah and flight to Egypt 45-51: Prophecies concerning foreign nations Series of prophecies of doom Nebuchadnezzar appears throughout this section Prophecies concerning the new covenant Siege and fall of Jerusalem described Events after the fall of Jerusalem; rebellion against Gedaliah and flight to Egypt Prophecies concerning foreign nations III. PROMINENT SUBJECTS A. Jeremiah's Call (1:4-19) I. Jeremiah was a young person when especially called to prophesy. God's demonstration to him is not as spectacular as ones to Moses, Isaiah and Ezekiel, but nevertheless he recognized the authority of the one for whom he was directed to speak. 2. Note some characteristics ofhis call to service: a. It was prenatal (4-5) b. He felt unqualified due to youth and inexperience (6) c. He was not excused from service (7) d. God assured him of divine protection (8) e. God touched his mouth with a divine message (9) 3. This account reemphasizes that a prophet's primary function was to speakfor God. It was God who would bring judgment upon Judah and the nations. It was God who would spare a remnant. It was God who would bring the remnant home and later would bring about a new covenant. Grade6_8_85.doc Page 3 of 13

58 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 B. Jeremiah's Message is Twofold: I. Destruction and Construction ( I: 10) 2. He expressed God's invitation for his rebellious people to return (23:5-6; 31 :31-34; 32:37-41). c. Jeremiah: The Visual Aid. Many symbols appear in the book; several are actual experiences of Jeremiah. 1. the linen waistband (girdle) ( 13: 1-11 ) 2. the potter and the clay (18:1-8) 3. the shattered jar (19:1-13) 4. celibacyofjeremiah (16: 1-9) 5. yoke of captivity (28: 1-17) 6. field of Anathoth (32: 6-44) D. Return from Captivity to the Land and the Lord I. Jeremiah and other prophets told ofa return to the land following captivity (Jer. 25,29). 2. Jeremiah, as well as other former and contemporary prophets point to a future hope beyond return to the land ofpalestine. A hope that includes a new covenant and an eternal savior (30:3; 31 :8-30, 31-37; 32:36-44; 33:6-18). Grade6_8_85.doc Page 4 of 13

59 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 NAME DATE: 1. Who was the king of Judah when Jeremiah was born and where did Jeremiah live as he grew up? 2. What work was Jeremiah called upon by God to perform while yet a youth? 3. In general, how did people respond to the prophecies of doom announced by Jeremiah? List two bcv's to prove your response to the last question. Why did Jeremiah not marry and have a family? (16:1-4) 4. What is the condition in Judah during the reign ofmanasseh? (bcv) 5. What king restores some order, spiritually, after the death ofmanasseh? 6. List three prophets contemporary with Jeremiah. 7. What was Jeremiah's message to Judah, and why did it sound like treason? What could have been avoided if the rulers had listened to Jeremiah? Grade6_8_85.doc Page 5 of 13

60 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 Answers Grade6_8_85.doc Page 6 of 13

61 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 Grade6_8_85.doc Page 7 of 13

62 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 Grade6_8_85.doc Page 8 of 13

63 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 Grade6_8_85.doc Page 9 of 13

64 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 Grade6_8_85.doc Page 10 of 13

65 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 Grade6_8_85.doc Page 11 of 13

66 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 Grade6_8_85.doc Page 12 of 13

67 SUBJECT: Jeremiah: Introduction & Overview Sixth - Eighth Grade Lesson # 85 Jer. 9,20,24,27-29 & 31;Lam. 5:1-18 Grade6_8_85.doc Page 13 of 13

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69 SUBJECT: Ezekiel: Introduction & Overview Sixth - Eighth Grade Lesson # 86 Ezekiel 2:9-3:11, 12, 18, 24 and 37 Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: Memory Verse: Jeremiah 31:33 "But this is the covenant which I will make with the house of Israel after those days," declares the LORD, "I will put My law within them, and on their heart I will write it; and I will be their God, and they shall be My people. Suggested Activities 1. Review the Bible Facts contained at the end of this lesson. Do this on a weekly basis. Available Materials: Some materials may be attached. Grade6_8_86.doc Page 1 of 10

70 SUBJECT: Ezekiel: Introduction & Overview Sixth - Eighth Grade Lesson # 86 Ezekiel 2:9-3:11, 12, 18, 24 and 37 Outline: I. EZEKIEL: Introduction A. Name- Ezekiel means "God strengthens." God made him strong to resist the opposition of a hardhearted people. (3:8-9) B. Birth -If the phrase "thirteth year" of 1 :1 refers to Ezekiel's age at that time (593 B.C.), then he was born in 623 B.C., during the reign of good king Josiah. He was a child when the book of the Law was found and the temple renovated in 621 BC. His boyhood was spent in years of reformation and return to God on the part of some. C. Family -Ezekiel, like Jeremiah, was born of a priestly heritage 1 :3; 40:46; 44: 15). Ezekiel was married, but it is not revealed ifhe had children. The darkest day ofhis life may have been when the Lord announced two tragic events to him: the siege of Jerusalem (24:2), and the death ofhis wife (24:15-18). D. His times -Ezekiel was born into a world of international tunnoil. The old world of Assyrian supremacy was collapsing and the new Babylonian Empire was ascending to greatness. Doubtless Ezekiel grew up hearing tales of the cruelty of the Assyrians and later the Babylonians as they made captives of other nations. He was also raised in an atmosphere of moral and political decay in Judah. Divine judgment would soon fall. E. Ezekiel in Exile -When Ezekiel was about 18 years old (605 BC), the Babylonians (or Chaldeans) made their first invasion into Judah after defeating the Egyptians at Carchemish. Daniel and a few others of the finest young Jews were taken captive. Eight years later (597 BC) they came again, and took Ezekiel and others captives among the upper classes (artisans, skilled trades, etc.) of Judah. Read (2 Kings 24: 10-17) to learn the historical description of this event. Many of the exiles were allowed to settle down in their own homes in various settlements of the exiles (cf. Jer. 29:1-7; Ezra 2:59; Neb. 7:61). Ezekiel was among this group. His home was in Tel-abib (Ezek. 3:15), a principal colony near the famous city, Babylon. Tel-abib was located by the canal Chebar ("Grand Canal"). F. Call and Commission -Five years after his arrival in the strange land of Babylon, Ezekiel received his call to the prophetic office, to minister to the exiles in Babylon. What he saw and heard is recorded in chapters 1-3. Twenty-two years later (see 29:17), when Ezekiel was around fifty-two years old, he was still prophesying to the exiles. G. Character- Ezekiel the prophet was fearless and strong through God's provision (3:8-9). Though his disposition was finn, he expressed a shepherd's care for his countrymen. H. His Message -Three points stressed in his teaching: 1. It was sin which brought the people's judgment of exile (cf Ch. 18). 2. The exile would last 70 years, even though false prophets were announcing an early return. A letter sent by Jeremiah (29) confinned what Ezekiel was telling the captive Jews. The 70 year captivity began in 605 with the first deportation ( Jer.25: 11-12; Zech. 7:5). Before Jews could return to Jerusalem they must return to God. 3. A remnant would return to Jerusalem and Judah after the 70 years were completed. I. Ezekiel's Mission -Ezekiel's task was two-fold: First, he was to warn Judah of the consequences ofher sinful rebellion. To those not yet taken captive, he predicted the destruction of Jerusalem. The judgment of God is sure against those who do evil. Secondly, he was to comfort and encourage those captives in Babylon who were still faithful to God. Many devout Jews had been deported to Babylon in 597 BC. They had become discouraged, saying "The way of the Lord is not just" (Ezek. 18:25). Ezekiel taught that God was indeed justified in sending his people into captivity. To prove his point, he reminded them that God had not utterly destroyed Judah, as he had other nations who had committed similar abominations. Although the captivity was just, God would someday provide a glorious for the remnant that would repent. Grade6_8_86.doc Page 2 of 10

71 SUBJECT: Ezekiel: Introduction & Overview Sixth - Eighth Grade Lesson # 86 Ezekiel 2:9-3:11, 12, 18, 24 and 37 II. II. EZEKIEL: THE BOOK A. Style of the book -Most of the book of Ezekiel consists ofdirect addresses of the Lord. The book abounds with visions, parables, allegories, apocalyptic imagery and various symbolic acts. Ezekiel demonstrates methodical recording of events and dates. There are 12 such dated messages in the book. For example (1 :1-2; 8:1; 20:1; 24:1; 26:1; 29:1 ; 30:20; 31: 1; 32: 1; 32: 17; 40: 1 ). You will also note the orderliness as we evaluate the outline of the book. B. Visions- Ezekiel is known as "The Prophet ofvisions." (C 1:1) "A vision in Bible days was a miraculous experience ofa man ofgod on a special occasion, whereby God revealed truth to him generally (A lj in some pictorial or audible foml". (Jensen: 0. T. Survey p. 365) Some of those visions include: 1. Vision of the Cherubim (1:4-28) God's throne scene. 2. Vision of the Roll or Scroll (2:9-3:3) 3. Vision of the Plain (3:22-23) 4. Visions of Jerusalem a. Four abominations in the Temple (8:1-18) b. Inhabitants Slain (9: 1-11 ) c. City destroyed by fire (10: 1-22) d. The Lord departs from the city ( II: 1-25) 5. Vision of Dry Bones (37:1-10) 6. Visions of the New Temple and associated scenes (40:1-48:35) c. Symbolic Actions -Ezekiel, perhaps inore than any other prophet, taught by symbolic actions -those strange things which God asked His prophets to do in order that His messages might impress the people vividly. God told Ezekiel, "I have set you as a sign to the house of Israel (12:6). His symbolic actions were revelatory signs. Some of these actions would be very hard and trying ( cf. 4:4-8). He would have continually exposed himself to the scorn of the skeptical. But the symbolic acts produced the desired effect causing the spiritually minded to ask what these things meant (see 12:9; 24:19; 37:18). This provided the prophet opportunities to explain their significance and drive home applications. Note these in (4:1-3,4-8,9-17). D. Allegories -stories intended to teach spiritual lessons. They have the same purpose as symbolic actions, but they teach by words, rather than actions. Examples: 1. The Vine (15:1-8) 2. The Faithless Wife (16:1-63) 3. The Two Eagles (17:1-21) 4. The Cedar (17:22-24) 5. The Two Women (23:1-49) 6. The Boiling Caldron (24:1-14) E. Apocalyptic Imagery -Apocalyptic writing announces past, present and future events by means pictorial words and symbols. Daniel and Revelation are two other Bible books accurately classified as apocalyptic. Many of the symbols used in Ezekiel are also used by the Holy Spirit in the Revelation. F. Messianic Prophecies -a couple of notable ones are found in (21:26-27; 34:11-31). G. Key Words and phrases:.son or Man -appears over 90 times. Ezekiel, the other son of man-.the word or the Lord came unto me -49 times..they shall know that I am the Lord -approximately 70 times. III. Outline of the Book A. Introduction: The prophet's call and commission (Ezek. 1:1-- 3:21) B. Prophecies against Jerusalem and Judah (Ezek. 4: 1-24:27) I. Messages of the Sth year ( 4:1-7:27) 2. Messages of the 6th year (8:1: -19:14) 3. Messages of the 1h year (20:1-23:29) 4. Messages of the 9th year (24:1-27) Grade6_8_86.doc Page 3 of 10

72 SUBJECT: Ezekiel: Introduction & Overview Sixth - Eighth Grade Lesson # 86 Ezekiel 2:9-3:11, 12, 18, 24 and 37 c. Prophecies against the surrounding nations (Ezek. 25: 1-32:32) 1. Against Ammon (25: 1-7) 2. Against Moab (25:8-11) 3. Against Edom (25:12-14) 4. Against Philistia (25:15-17) 5. Against Tyre (26: : 19) 6. Against Sidon (28: 20-26) 7. Against Egypt (29: 1-32:32) D. Prophecies concerning Israel's restoration (Ezek ) E. Prophecies concerning the new Temple of God (Ezek ) Primary sources: Irving L. lensed, Survey of the Old Testament pages NIV Study Bible, Introduction to Ezekiel Gleason L. Archer., A Survey of the Old Testament Introduction, p Grade6_8_86.doc Page 4 of 10

73 SUBJECT: Ezekiel: Introduction & Overview Sixth - Eighth Grade Lesson # 86 Ezekiel 2:9-3:11, 12, 18, 24 and 37 NAME DATE: 1. How old was Ezekiel when he began prophesying? 2. Who was king when Ezekiel was born? 3. Who was king when he was taken captive? 4. Ezekiel was from what tribe? 5. What empire ruled the region of the world where Ezekiel lived? 6. List three of the several visions that Ezekiel shares with the readers of his book. 7. List two key phrases that were used at least 70 times in the book of Ezekiel. 8. Where can we read of the coming Messiah in the pages of Ezekiel's writing? Grade6_8_86.doc Page 5 of 10

74 SUBJECT: Ezekiel: Introduction & Overview Sixth - Eighth Grade Lesson # 86 Ezekiel 2:9-3:11, 12, 18, 24 and 37 Answers Grade6_8_86.doc Page 6 of 10

75 SUBJECT: Ezekiel: Introduction & Overview Sixth - Eighth Grade Lesson # 86 Ezekiel 2:9-3:11, 12, 18, 24 and Grade6_8_86.doc Page 7 of 10

76 SUBJECT: Ezekiel: Introduction & Overview Sixth - Eighth Grade Lesson # 86 Ezekiel 2:9-3:11, 12, 18, 24 and 37 Grade6_8_86.doc Page 8 of 10

77 SUBJECT: Ezekiel: Introduction & Overview Sixth - Eighth Grade Lesson # 86 Ezekiel 2:9-3:11, 12, 18, 24 and 37 Grade6_8_86.doc Page 9 of 10

78 SUBJECT: Ezekiel: Introduction & Overview Sixth - Eighth Grade Lesson # 86 Ezekiel 2:9-3:11, 12, 18, 24 and 37 Grade6_8_86.doc Page 10 of 10

79 SUBJECT: Belshazzar Sixth - Eighth Grade Lesson # 87 Scripture References Go Here Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: Memory Verse: Daniel 2:44 And in the days of these kings, shall the God of heaven set up a kingdom which shall never be destroyed. Suggested Activities 1. Review the Bible Facts contained at the end of this lesson. Do this on a weekly basis. Available Materials: Some Materials are attatched at the end of this lesson. Resource Room P Poster Handwriting on the wall Grade6_8_87.doc Page 1 of 12

80 SUBJECT: Belshazzar Sixth - Eighth Grade Lesson # 87 Scripture References Go Here Outline: I. Belshazzar and the Handwriting on the Wall (Daniel 5:1-31) A. Belshazzar Defiles the Temple Vessels (Daniel 5:1-4) B. Belshazzar Sees the Handwriting (Daniel 5:5-9) C. Daniel Interprets the Handwriting (Daniel 5:10-29) Belshazzar Is Killed (Daniel 5:30, 31) Grade6_8_87.doc Page 2 of 12

81 SUBJECT: Belshazzar Sixth - Eighth Grade Lesson # 87 Scripture References Go Here Daniel: A Timeline: 1. THE CAPTIVITY: Nebuchadnezzar s capture of Judah and the beginnings of the exile took place over a period of 19 years and in three stages. 2 Kings 24:1-25:21; In 605, after defeating Egypt at the Battle of Carchemish in Syria, Nebuchadnezzar demanded tribute and young men from Jerusalem (Daniel, but had to hasten home to be crowned King on his father's death. In 597, King Jehoiachin and other hostages (including Ezekiel) were deported to Babylon both to ensure tribute and discourage revolt. A "puppet" was put on Judah's throne. In 587, Jerusalem was sacked and leveled, the temple destroyed, and most of the remaining population deported and resettled. Jeremiah was present in these final days, and was taken against his will to Egypt by refugees. 2. The NEO-BABYLONIAN EMPIRE: ( ) Nabopolassar ( ) Nebuchadnezzar ( ) Dream #1 c. 604; fiery furnace incident c. 599; Dream #2 & Insanity c ) Evil-Merodach ( ) Nebuchadnezzar s son was assassinated by Neriglissar ( ), Nebuchadnezzar s Son-in-law. Labashi-Marduk (556), Neriglissar's son reigned only 9 months before being overthrown by Nabonidus ( ), who ruled from Tema, with his son Belshazzar ( ) as Co-Regent in Babylon under his father. Nabonidus was quite unpopular with the people because he had abandoned Babylon's gods for Sin the moon god. 3. The MEDO-PERSIA EMPIRE:( ) Cyrus II (The great) ( ) was one of the great figures of ancient history: brave, enterprising and intelligent. Cyrus of Persia had incorporated Media into his kingdom in 550. He annexed S. Babylonia in 546. In Oct, 539 Gobryas (Darius the Mede), Cyrus' general, defeated Belshazzar at Opis. Most of Babylonia submitted. Belshazzar resisted, besieged in his citadel at Babylon. In March, 538, Babylon fell. Darius ruled and appointed governors in Babylon until Cyrus arrived about a year later. He was welcomed as a deliverer. Cyrus' Edict (538) freeing the people to return was foretold in Isaiah years earlier. Subsequent Persian monarchs are encountered in Ezra, Nehemiah and Esther. Esther was married to Xerxes, who made a disastrous invasion of Greece. 4. SUBSEQUENT KINGDOMS: Daniel's prophecies in chapters 2, 7 & 8 predict the rise of Persian, Greece and Rome, as well as the end times. Daniel 11 gives a detailed prophecy of the subsequent history of the fall of Persia to Greece and it's subsequent splintering, focusing on the Ptolemy s and Seleucids down to the time of Antiochus Epiphanies. This section is so accurate and detailed; it has led many to deny Daniel's authorship. Daniel 9 predicts Christ's coming. Grade6_8_87.doc Page 3 of 12

82 SUBJECT: Belshazzar Sixth - Eighth Grade Lesson # 87 Scripture References Go Here Daily Theme: God will bring judgment on those whose hearts persist in unrepentance and rebellion against Him. BAD NEWS WRITTEN ON A WALL a story from Daniel 5. The supernatural handwriting on the wall - announces God's judgment [the immediate fall of Babylon] - at the height of a sinful king's rebellion and mockery of God, [Contrasting Nebuchadnezzar with Belshazzar] - a prelude to the final judgment when God will come again in Glory and overthrown all man's attempts at kingdom. Obj Lesson: He Knows what lies in Darkness and Light dwells with Him. 5. Study Guide: Read Daniel 5 several times, taking appropriate notes. When Nebuchadnezzar died in 562 B.C., he was succeeded by a bloody series of several short-lived Kings. Daniel skips over them, choosing to focus on and contrast King Belshazzar with Nebuchadnezzar. In fact Belshazzar was a co-ruler under his father Nabonidus, and when he offers Daniel the third highest position in the kingdom that was the most he could offer for he was No. 2! There is no real difficulty in the references to Nebuchadnezzar as his "father" (5:11; 18, 22) as the word refers to Nebuchadnezzar as the "father" or "founder" of the Neo-Babylonian kingdom, being held up as an example of prudent rule. This is 32 years after Nebuchadnezzar s second dream - Daniel is 81 years old. But Belshazzar didn't know of him until informed of him by the Queen mother. (5:10) This chapter covers events, which happened on one night of March, 538 B.C. Already defeated by the Medo- Persians Belshazzar, is holed up in his fortress, and besieged by the armies of Cyrus, under General Darius. Read about Belshazzar, the Medes, the Persians and Cyrus the Great in a Bible dictionary or encyclopedia. 6. CHAPTER 4 1. How is Belshazzar responding to the siege of his citadel in Babylon? Perhaps the period of tragedy that has followed Nebuchadnezzar s death had its seeds in those 7 years of insanity when the king's hand was no longer on the helm. But then too, God had foretold the fall of this kingdom. (Isa 47, Jere 25:12-14) Daniel's troubled heart has received two visions during the reign of Belshazzar (chapters 7 & 8), both illustrating the wickedness and greed of man's kingdoms. God is reminding him that his hope must be fixed in the coming of the Kingdom of God. Surrounded, defeated, impotent, hours away from complete disaster - still this pitiful prince plays monarch - throwing a tremendous banquet in grand style. Where Nebuchadnezzar had nurtured education; discipline has been replaced with permissiveness and excess; the abuse of alcohol and flagrant partying with the king's harem. This is where a society goes apart from God. 2. What does the king use for tableware? Why? To what are they directing their toasts? Given the circumstances, is there sarcasm expressed? Where Nebuchadnezzar treated these with respect, Belshazzar uses them for a drunken orgy. There is no fear of God whatsoever in his heart. The wicked are often bold in treating anything associated with God with defiant sacrilege. The drunken toasts directed to his own gods were just as mocking and sacrilegious. "Belshazzar's behavior and Daniel's interpretation of it helps us understand the biblical teaching of what 'sin' is in its essential nature. Belshazzar knew what he was doing. (Vss Grade6_8_87.doc Page 4 of 12

83 SUBJECT: Belshazzar Sixth - Eighth Grade Lesson # 87 Scripture References Go Here 22,23) His sin was an absurd and deliberate choice of darkness over against the full shining of the light. What makes a sin really sin is the decision of the will, in the full light of knowledge, not to receive the grace of God, or to acknowledge his light, or to keep his law, but in hatred of Him to prefer darkness and lawlessness." Ronald S. Wallace, The Message of Daniel (Inter-Varsity Press: Bible Speaks Today Series, 1979) p What happened? Of the many present, who saw it happen? How did the King react? (Vss 6, 7, 9) Belshazzar alone saw the fingers writing on the plaster of the wall of the great banquet room. But the writing was there for all to see. 4. The queen, Belshazzar's mother told him of Daniel? How does she describe him to Belshazzar? (vss 10-12) While Daniel's wisdom and understanding had been developed with much study, it was his constant searching of the Word of God and his just as constant prayer for guidance that God blessed with the ability to interpret dreams, explain riddles and solve difficult problems. 5. What does the King offer to Daniel? What does Daniel want? Some people think they can buy their way out of any situation. Daniel however can't be bought. His reward comes from his true Lord. 6. Why does Daniel recount the story of chapter 4 to Belshazzar? What does he accuse Belshazzar of doing? This is the irrefutable word of judgment. Belshazzar knew of Nebuchadnezzar s humbling, yet has rebelled against clear knowledge and reason. (Vs 22) He has chosen to set himself against God. Vs. 23 describes God's relationship to this drunken King as...? The king praised false gods - impotent man-made idols - yet mocked the true and all-powerful God of heaven who holds his very life in His hands. The God of Daniel is the Lord of all men. 7. What was written on the wall and what did it mean? Does Daniel offer any hope of repentance and deliverance to Belshazzar? The words are Hebrew words. In their noun form they indicate weights used in the market place on the scales. But Daniel picks up on the riddle of their verbal form. "Daniel's skill consisted in drawing the connection between the sign given and the doom he knew to be imminent." Joyce Baldwin, Tyndale Old Testament Commentary: Daniel (Inter-Varsity, 1978) p. 124 Mene = "Numbered" Tekel = "assessed" Pares = "divided" God's mercy is patient, but has its limits. Weighed in God's scale, Belshazzar has failed repeatedly to tip the balance in his favor. Now his kingdom will be divided between the Medes and Persians. "We can confidently assert that the affair of the writing on the wall was only the climax of a long process in which this man had come to know exactly what he was rejecting when he refused to follow the way of Nebuchadnezzar." Wallace p Why do you think did the King reward Daniel anyway? To speak the truth to a frightened and drunken king - that His kingdom is weighed, wanting, divided - especially one who knew him not, took tremendous courage. Whatever the reason, when the city fell, welcoming its conquerors, in God's providence, Daniel, was vested with authority. His place in the government of Darius (6:2-3) was the work of God. 9. Why does this story come to such a sudden end? Grade6_8_87.doc Page 5 of 12

84 SUBJECT: Belshazzar Sixth - Eighth Grade Lesson # 87 Scripture References Go Here God's judgment has come. Secular sources, which are not very clear, record that the Persians diverted the river, which flowed under the walls through the city in order to gain access through the riverbed into the city. Apparently there was little fighting and resistance. Grade6_8_87.doc Page 6 of 12

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89 SUBJECT: Belshazzar Sixth - Eighth Grade Lesson # 87 Scripture References Go Here NAME DATE: 1. Describe Nebuchadnezzar's attitude toward himself and toward God before the events surrounding his second dream. Did he have a change of attitude as a result of his experience? If so, describe it. 2. What attitude does Belshazzar manifest toward God and the people of Israel? (note the use of the gold and silver vessels) _ 3. Does Belshazzar's attitude best resemble that of Nebuchadnezzar his father before or after his seven-year experience? 4. Can you think of a story that you've studied in Genesis in which God used a miraculous event to teach this same nation a lesson on pride and its consequences? (Gen. 11) 5. What did the people praise as they drank from the gold and silver vessels? 6. What did Belshazzar see writing on a wall? 7. What did the writing on the wall mean to Belshazzar? 8. Who read the message for the king? 9. The message told Belshazzar something would be taken away from him by another king. What was it? 10. What kind of example had Belshazzar followed in his life? 11. Who is our perfect example? Grade6_8_87.doc Page 11 of 12

90 SUBJECT: Belshazzar Sixth - Eighth Grade Lesson # 87 Scripture References Go Here Answers: Grade6_8_87.doc Page 12 of 12

91 SUBJECT: Daniel & Darius Sixth - Eighth Grade Lesson # 88 Scripture References Go Here Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: Memory Verse: Daniel 2:44 And in the days of these kings, shall the God of heaven set up a kingdom which shall never be destroyed. Suggested Activities 1. Have students research the time lapse between Nebuchadnezzar, Belshazzar and Darius. Point out Daniel's age when he dealt with each king. 2. Mark the next empire on a map and note the changes that have occurred. 3. Have the students tell the story of Daniel being thrown into the den of lions. Discuss the cause for this occurring, his willingness to follow God no matter what the eventuality and the result of his faith. 4. Review Bible Facts (contained at the end of this book). Recite these with the students each day. Available Materials: Some Materials are attatched at the end of this lesson. Resource Room M Map Persian Empire Grade6_8_88.doc Page 1 of 9

92 SUBJECT: Daniel & Darius Sixth - Eighth Grade Lesson # 88 Scripture References Go Here Outline: I. Darius s Foolish Decree (Daniel 6:1-28) A. Daniel Is Promoted (Daniel 6:1-3) B. Darius Signs the Foolish Decree (Daniel 6:4-9) C. Daniel Prays Faithfully (Daniel 6:10-15) D. Daniel Is Saved in the Lions Den (Daniel 6:16-24) E. Darius s Wise Decree (Daniel 6:25-38) II. Daniel s Vision of the Seventy Weeks (Daniel 9:1-27) A. The Understanding of Daniel (Daniel 9:1, 2) B. The Intercession of Daniel (Daniel 9:3-19) C. The Intervention of Gabriel (Daniel 9:20-23) D. The Revelation of the Seventy Weeks (Daniel 9:24-27) Grade6_8_88.doc Page 2 of 9

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97 SUBJECT: Daniel & Darius Sixth - Eighth Grade Lesson # 88 Scripture References Go Here Daniel in the Lions Den Daniel 6 (NIV) Another faithful Hebrew who was taken off captive to Babylon was Daniel. He was taken captive as a young man and God blessed him. During the reign of Nebuchadnezzar with God's help he was able to interpret a dream for the king. As a reward the king made Daniel ruler over all the other wise men. Daniel ruled in Babylon a long time and God blessed him. Eventually the city of Babylon was captured by the Medes. The king of the Medes was named Darius. He liked Daniel and made Daniel his chief ruler. This did not make everyone happy. Some were jealous of Daniel. Read the 6th chapter of Daniel to find out what they did to try to hurt Daniel and how God protected him. Solve the crossword puzzle below. Across: 1. God protected Daniel because he had in God. (vs. 23) 4. Darius appointed 120 to rule throughout the kingdom. (vs. 1) 6. Because of the decree Darius was forced to have Daniel thrown into the den. (vs. 16) 8. After Daniel was removed from the lions den Darius issued a 2nd decree that the people in his kingdom should the God of Daniel. (vs. 26) 10. Daniel ignored the kings decree and each day to God. (vs. 10) Down: 2. Daniel was. (vs. 4) 3. The king planned to make ruler over his whole kingdom. (vs. 3) 5. God the mouths of the lions so that Daniel was not hurt. (vs. 21) 7. In the morning Darius went to see what had happened to Daniel in the lions. (vs. 19) 9. King Darius made a that no one was to worship or pray to any god or man during the next 30 days except to the king. (vs. 9) Grade6_8_88.doc Page 7 of 9

98 SUBJECT: Daniel & Darius Sixth - Eighth Grade Lesson # 88 Scripture References Go Here NAME DATE: 1. Where did the Medes and the Persians come from? Label your map. 2. Compare Nebuchadnezzar's statement in Daniel 3:29-4:3 with Darius' statement in Daniel 6: What things do you think these two kings are trying to tell us as readers? 3. What are some specific things that Daniel prays for in Daniel 9? 4. What allowed Daniel to face certain death in the lion's den? 5. Why did the governors and satrap s act that way towards Daniel? 6. How old do you think Daniel is at this time? (Think of when he was brought to Babylon and how long it has been since then) 7. How do you think Darius felt when he had to put Daniel in the lion s den? 8. Did Daniel want to "get even"? Why? Grade6_8_88.doc Page 8 of 9

99 SUBJECT: Daniel & Darius Sixth - Eighth Grade Lesson # 88 Scripture References Go Here Answers: Grade6_8_88.doc Page 9 of 9

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101 SUBJECT: Ezra Sixth - Eighth Grade Lesson # 89 Ezra 1-10 Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: Memory Verse: Ezra 7:10 For Ezra had set his heart to study the law of the LORD, and to practice it, and to teach His statutes and ordinances in Israel. Suggested Activities 1. Review Bible Facts (contained at the end of this book). Recite these with the students each day. Available Materials: Some materials may be attached. There is 1 A-beka/Pictograph available in the resource room for this topic. AB There are 3 Posters available in the resource room for this topic. P Grade6_8_89.doc Page 1 of 9

102 SUBJECT: Ezra Sixth - Eighth Grade Lesson # 89 Ezra 1-10 Outline: I. ALL GOD'S PEOPLE ARE INVITED TO RETURN (Ch.l) A. Judah occupied the land area where Jerusalem was located by "all" Israelites were invited to return home. (Vs.3-5) I. It was God who stirred up the people to rebuild the temple. (v.5) B. Those Jews who chose not to go themselves, encouraged those who went (v.6). C. King Cyrus restored the sacred vessels to Sheshbazzar (vs.7-11). I. Sheshbazzar (I Chron. 3: 18 variant spelling "Shenezzar") (Ezra I :8, II; 5: 14-16) 2. Approximately a 700 mile.journey from Babylon to Jerusalem. II. EVERYONE IS IMPORT ANT (Ch. 2) A. Named many of the 42,360 (vs.64). I. Numbered the servants, singers and even the animals. 2. There was a stewardship entrusted -accountability recognized. B. Heads of households took the lead in "offering willingly...according to ability." (Vs.68-69) I. When you believe in the work of the Lord, it shows in your contributions. 2. They had already made many sacrifices to be there. m. WORK ON THE TEMPLE BEGUN (Ch. 3) A. Worship of the Lord -Leaders lead (Vs. 1-3) I. Altar and Feast " as it is written" "according to the ordinance" 2. They had, most likely, never seen it done, but they had the pattern (Ex. 23 and Lev.23). 3. Acceptable worship comes from the heart and is according to the word. B. Foundation of temple laid (vs.8-11; Zech 4:9). 1. God gets the glory and the thanks ( vs.ll ) 2. Shouts of joy and tears of sadness (Hag.2:9) a. The greatness of our work is measured by God and not by men. IV. THE WORK OPPOSED (Ch. 4) A. Cooperation (4:1-3) -as subsequent actions demonstrate they had no real desire to help I. The Devil appears to be an angel of light. (2 Cor.11: 13-14) 2. Wonderful works w/o God's authority is of no long tenn value (Mt.7:21-23). B. Intimidation (vs.4-5) 1. Threats and bullying can be effective, especially when the work is already difficult. 2. If Satan can't beguile us, he will buffet us (2 Cor.12:7) C. Legislation (4:6-24) 1. Civil governments often depart from their God-assigned role (1 Pet.2: 14) 2. Result: A Temporary victory for the Devil and his forces. 3. The enemies of God's people won because the Jews had become self-centered (Hag.l :4-9) D. Zerubbabel had not been ignorant of the devil's devices (2 Cor.2: 11 ), but he and Jeshua evidently quit building too. v. THE WORK RESUMED (Ch. 5-6:12) A. God's leaders lead by teaching and doing. (5:1-5). 1. Teachers focus on God being with them (Hag. 2:4-5) (Ezra 1-6) p.3 2. When work resumes, opposition resumes (5:3-5; Jas.4:7) 3. But this time there is a different response to opposition (5:5,11; Heb.13:5-6). a. Leaders are servants, not lords. b.they rely upon God's authority, not their own. 4. Description of the work given by enemies (5:8) 5. ~ork is still not completed -how often can that be said about our God-assigned projects'! 6. Results of the legal document search (6:6-12). Grade6_8_89.doc Page 2 of 9

103 SUBJECT: Ezra Sixth - Eighth Grade Lesson # 89 Ezra 1-10 a. Keep away from there. b. Help with tax dollars c. Consequences of disobedience VI. THE WORK FINISHED (6: 13-22) A. Leaders were successful in building because they listened to God (6: 14). 1. A man who is not keenly interested in learning all of God's will, never will be effective as a leader of God's people. a. Too many so called leaders, are stuck on milk and never advanced to meat (Heb.5:12-14). b. Once these men develop a "mind to work" with God's help, they complete in 4 years what had been neglected for the last 15 years. B. Joyous celebration occurs when doing God's will (6:16). C. Their service to God was "according to the book" (6:18). D. Worship to God involves purification and separation (6:19-22) 1. Worship is designed to draw us closer to God (vs.22) 2. The Lord is the one who causes us to rejoice. (Ph'p.4:4) Conclusion: A. Worship and Work are the fundamental assignments of God for His people. B. Men become spiritual leaders by: I. Listening to God carefully. 2. Worshiping Him fervently- according to His word. 3. Trusting Him completely, even in the midst of opposition. 4. Showing the way by doing. Grade6_8_89.doc Page 3 of 9

104 SUBJECT: Ezra Sixth - Eighth Grade Lesson # 89 Ezra Grade6_8_89.doc Page 4 of 9

105 SUBJECT: Ezra Sixth - Eighth Grade Lesson # 89 Ezra 1-10 Grade6_8_89.doc Page 5 of 9

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108 SUBJECT: Ezra Sixth - Eighth Grade Lesson # 89 Ezra 1-10 NAME DATE: 1. Who is the king of Persia when the book of Ezra begins? 2. What has God appointed him to do? 3. What are God's people invited to do? 4. What did they take back with them? 5. What was the condition of Jerusalem when they returned? 6. What did the returning Jews begin doing, according to the Law of Moses, when they arrived in Jerusalem? (3:2-5) 7. What had stopped until the reign of Darius? (4:24) 8. What did the Jews' enemies write King Darius about in Chapter 5? 9. What was completed in the 6th year of King Darius? (6: 15) 10. King Artaxerxes sent Ezra and who else to Jerusalem? (7: 13) 11. Who did Ezra and the people ask for a safe journey? (8: 21-23) 12. After arriving in Jerusalem what distressing news does Ezra hear? (9: 1-2) Grade6_8_89.doc Page 8 of 9

109 SUBJECT: Ezra Sixth - Eighth Grade Lesson # 89 Ezra 1-10 Answers: Grade6_8_89.doc Page 9 of 9

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111 SUBJECT: Nehemiah Sixth - Eighth Grade Lesson # 90 Nehemiah 1-13 Level of Understanding: General Characteristics: Energetic, independent, inquisitive, talkative, imaginative, wants to be like his peers, beginning to think abstractly, likes competition, hero worshiper, memorizes easily, attention span up to 20 minutes. Needs: Firm and loving discipline, involvement in learning activities, challenges to memorize, competition, good examples of Christian lifestyle, one teacher for 10 students. Understanding: Application of Bible to daily problems, identifying with Bible heroes, challenge to read and investigate areas of interest on own, greater awareness of sin and need for salvation. Goals: Objectives: Memory Verse: Ezra 7:10 For Ezra had set his heart to study the law of the LORD, and to practice it, and to teach His statutes and ordinances in Israel. Suggested Activities 1. Review Bible Facts (contained at the end of this book). Recite these with the students each day. Available Materials: Some materials may be attached. There are two Posters available in the resource room for this topic. P013.7 Grade6_8_90.doc Page 1 of 13

112 SUBJECT: Nehemiah Sixth - Eighth Grade Lesson # 90 Nehemiah 1-13 Outline: I. The Preparation to Reconstruct the Wall (Nehemiah 1:1-2:20) A. Discovery of the Broken Wall (1:1-3) B. Intercession of Nehemiah (1:4-2:8) 1. Nehemiah Intercedes with God (1:4-11) 2. Nehemiah Intercedes with Artaxerxes (2:1-8) C. Arrival of Nehemiah in Jerusalem (2:9-11) D. Preparation to Reconstruct the Wall (2:12-20) 1. Nehemiah Inspects the Broken Walls (2:12-16) 2. Nehemiah Exhorts the People (2:17, 18) 3. Nehemiah Answers the Enemies (2:19, 20) II. The Reconstruction of the Wall (Nehemiah 3:1-7:73) A. Record of the Builders (3:1-32) B. Opposition to the Reconstruction (4:1-6:14) 1. Opposition Through Ridicule (4:1-6) 2. Opposition Through Threat of Attack (4:7-9) 3. Opposition Through Discouragement (4:10-23) 4. Opposition Through Extortion (5:1-13) 5. Nehemiah s Unselfish Example (5:14-19) 6. Opposition Through Compromise (6:1-4) 7. Opposition Through Slander (6:5-9) 8. Opposition Through Treachery (6:10-14) Grade6_8_90.doc Page 2 of 13

113 SUBJECT: Nehemiah Sixth - Eighth Grade Lesson # 90 Nehemiah 1-13 C. Completion of the Reconstruction (6:15-19) D. Organization of Jerusalem (7:1-4) E. Registration of Jerusalem (7:5-73) 1. The Plan (Nehemiah 7:5, 6) 2. The Remnant of Known Descent (7:7-60) a) The Leaders (7:7) b) The Men of Israel (7:8-8:38) c) The Priests (7:39-42) d) The Levites (7:43-45) e) The Servants (7:46-60) 3. The Remnant of Unknown Descent (7:61-65) a) The Men of Israel (7:61, 62) b) The Priests (8:63-65) 4. The Total of the Remnant (7:66-69) 5. The Gifts of the Remnant for the Temple (7:70-73) III. The Renewal of the Covenant (Nehemiah 8:1-10:39) A. Interpretation of the Law (8:1-18) 1. Reading of the Law (8:1-8) 2. Response to the Reading (8:9-18) a) Israel Celebrates Her Understanding of the Law (8:9-12) b) Israel Obeys the Law 8:13-18) B. Reaffirmation of the Covenant (9:1-10:39) 1. Spiritual Preparation of Israel (9:1-3) 2. Reiteration of the Acts of Parties of the Covenant (9:4-31) Grade6_8_90.doc Page 3 of 13

114 SUBJECT: Nehemiah Sixth - Eighth Grade Lesson # 90 Nehemiah 1-13 a) The Great Deliverances of God (9:4-15) b) The Great Sins of Israel (9:16-31) 3. Renewal of the Covenant (9:32-38) 4. Ratifiers of the Covenant (10:1-27) 5. Stipulations of the Covenant (10:28-39) IV. The Obedience to the Covenant (Nehemiah 11:1-13:31) A. Resettlement of the People 11:1-36) 1. Plan for the Resettlement (11:1, 2) 2. Resettlement Within Jerusalem (11:3-24) 3. Resettlement Outside of Jerusalem (11:25-36) B. Register of the Priests and the Levites (12:1-26) C. Dedication of the Jerusalem Wall (12:27-47) D. Restoration of the People (13:1-31) 1. Separation from the Heathen (13:1-9) 2. Restoration of Levitical Support (13:10-14) 3. Restoration of the Sabbath (13:15-22) 4. Restoration from Mixed Marriages (13:23-29) 5. Restoration in Summary (13:30, 31) Grade6_8_90.doc Page 4 of 13

115 SUBJECT: Nehemiah Sixth - Eighth Grade Lesson # 90 Nehemiah 1-13 Grade6_8_90.doc Page 5 of 13

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