Young Teen (Junior High) Teacher

Bible HeroesFall Quarter, 2021

Quarterly Objective: Observing character traits of great Bible personalities

September 5 Enoch—The Man Who Walked with God ................................. 9 Genesis 5:22-24; Ephesians 2:10; Hebrews 11:5

September 12 Noah—The Man Who Found Grace in the Eyes of the Lord .................................................................... 13 Genesis 6:8, 9; Hebrews 11:7

September 19 Abraham—The Friend of God ................................................... 17 Genesis 12:1-3; Romans 4:3; James 2:23; Hebrews 11:8-12

September 26 Moses—The Deliverer of Israel ................................................ 21 Exodus 3:1, 2, 9, 10; Hebrews 11:24-29

October 3 Joshua—The Courageous Hero ................................................ 27 Joshua 1:8; 3:7; Numbers 32:12; Hebrews 11:30

October 10 Deborah—The Effective Encourager ....................................... 31 Judges 4:4, 5; 5:1-3October 17 David—The Man After God’s Own Heart ................................ 35 1 Samuel 16:7, 13; Hebrews 11:32-34October 24 Solomon—The Wise King .......................................................... 39 1 Kings 1:47, 48; Nehemiah 13:26; Romans 7:21October 31 Elijah—The Mighty Prophet ...................................................... 43 1 Kings 18:21-40

November 7 Isaiah—God’s Willing Messenger ............................................. 49 Isaiah 6:8; Romans 1:15

November 14 Daniel—God’s Dedicated Representative ................................ 53 Daniel 1:8; Hebrews 11:33

November 21 Nehemiah—God’s Capable Motivator ..................................... 57 Nehemiah 1:3, 4; 2:17, 18; 6:15, 16

November 28 John the Baptist—God’s Herald ............................................... 61 John 1:15, 20, 23, 27; 3:30

The Lives of Enoch, Noah, Abraham,

and Moses

(Unit 1)

The Lives of Joshua, Deborah, David,

Solomon, and Elijah

(Unit 2)

The Lives of Isaiah, Daniel, Nehemiah,

and John the Baptist

(Unit 3)

Volume 24, No. 4, Fall Quarter, 2021Writer: Weeks DuBose

Editor in Chief: Kyle Elkins, kyle.elkins@bogardstore.org

Business Manager: Dean Grigsby, dean.grigsby@bogardstore.org

© 2021, Bogard Press, 4605 N. State Line Ave. Texarkana, TX 75503-2928www.bogardpress.org ; www.bogardstore.org; 1-800-264-2482

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Unit Theme:

The Lives of Enoch, Noah, Abraham, and Moses

PREVIEWING THE UNIT— Young teens’ heroes tend to be sports figures, rock stars, or movie celebrities. However, most of

their heroes rise like rockets but quickly fall like rocks. Young teens need heroes upon whom they

can depend, who will not let them down. They need heroes such as Enoch who obediently walked

with God or Noah who stood alone for God in a world where men’s thoughts were only evil contin-

ually. Young teens need heroes such as Abraham whose faith qualified him to be called the friend

of God or Moses who courageously led God’s people from slavery to freedom and communicated to

them God’s Law.

The lessons in Unit 1 help students identify and discuss the character traits of Enoch, Noah,

Abraham, and Moses and encourage young teens to consider these men the kind of heroes after

whom they should pattern their lives.

Lesson 1

Lesson 2

Lesson 3

Lesson 4

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Lesson Posters for Unit 1

The challenge— Seventy-two percent of the parents who responded to a survey said that, when they were teens, their heroes were parents or teachers. This is not the case with young teens today. Because their peers hold television and movie celebrities and rock stars in such high esteem, even young people who have been raised in church see nothing wrong with patterning their lives after men and women who make weak role models. Young teens need a firm foundation upon which to build their lives. As their teacher, you have the responsibility of explaining why they should look to men and women of God as the best examples of true heroes. Hopefully, not all young people arrive in the teenage department biblically challenged. Unfortunately, some do. Ask any group of young teens a series of questions relating to the Bible and you will find that a few of the students can give you the correct answers. A large number of them may know they have studied about the events or the characters, but they cannot remember enough details to answer the questions correctly. How can we help young teens retain the vital information in our lessons? Discover what motivates learning. As young teens want to know how learning algebra will help them when they grow up, they also want to know why coming to church and attending Sunday School is important to them and how it will help them later in life. Showing students how to apply the lessons to their lives increases how much of the lessons they retain. A teacher can do a masterful job of standing before his class giving one biblical fact after another, but what good has that accom-plished if he does not tell his students how those facts relate to their lives? Young teens want some-one to believe in. They want heroes whose examples can make an impact on their lives. A teacher’s challenge is to introduce his students to biblical characters who qualify to serve as role models.

Tackling the problem— By now you should be convinced that active learning is at least one answer to the problem of get-ting young teens interested in the lesson. Writing, reading, experimenting, and reflecting are four functions involved in the teaching process. The reason active learning is a successful teaching tech-nique is that it incorporates these four functions and practically eliminates classroom distractions because it mirrors the methods people use to learn when they are out of a classroom environment. Active learning requires students to do more than listen. They must answer questions with more than a simple yes or no. Some students may not like the idea of having so much class participation. If your students challenge you on requiring that they get involved in finding answers to difficult questions, ask them which they would rather do—hear a description of how to eat a bowl of ice cream or eat a bowl of ice cream. Active learning is eating the ice cream. Explain that you want them to take an active part in the class because they learn more when they get involved in debates or discussions, role playing, and discussing ways in which they can apply the lesson to their lives.

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Vocabulary Builder— At the beginning of each lesson, there will be a box containing difficult words you might use in presenting the lesson. The box will also contain simple definitions to help you convey the meaning of each word to your students.

LESSON 1 Young Teen (Junior High) TeacherSeptember 5, 2021

Enoch—The Man Who Walked with God

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u Quarterly Theme: Bible Heroes

u Unit Theme: The Lives of Enoch, Noah, Abraham, and Moses

u Unit Objective: Young teens will identify and discuss the character traits of Enoch, Noah, Abraham, and Moses.

u Lesson Theme: The benefits of a consistent walk with God

u Lesson Objective: Students will discuss how young teens today can walk close to God.

u Bible Principle: God desires continual fellowship with His children.

u Bible Text: Genesis 5:22-24; Ephesians 2:10; Hebrews 11:5

o Life Application: By the aid of the Holy Spirit, I will pattern my life after Enoch and try to walk close to God every day.

Vocabulary Builder—Enmity: positive, active and typically mutual hatred or ill willFellowship: an association of common interest and comraderyCommunion: intimate fellowship or rapport

WALKING WITH GOD

According to Genesis 5:24, “Enoch walked with God: and he was not; for God took him.” What does the Scripture mean when it says “Enoch walked with God?” Most of the time the Bible uses the word walk strictly in a literal sense that means “to move along or make one’s way.” However, occasionally in the Bible this word refers to the whole manner of a man’s life and conduct and the attitude God takes toward him. Enoch is one of two men in the Old Testament that is said to have “walked with God.” God rewarded Enoch’s fellowship and obedience by taking him to Heaven—and Enoch did not have to die. In the New Testament epistles, walking in a metaphoric sense speaks of believers living according to a new way of life. Paul called this new conduct a “walk in the Spirit” (Gal. 5:16, 25) and contrasted it with walking after the flesh—Paul’s way of describing a believer’s conduct before his salvation (Rom. 8:1; 1 Peter 4:3). Believers should also “walk by faith” (2 Cor. 5:7). Their everyday living should be exemplified by an explicit trust in God. Believers are commanded to “walk circumspectly” (Eph. 5:15) and “walk in the light” (1 John 1:7). These are a few passages in which the term walk is a synonym for live. Vine’s Complete Expository Dictionary of Old and New Testament Words, page 664, states that when used figuratively the Greek word for walk signifies “the whole round of the activities of the individual life, whether of the unregenerate . . . or of the believer.” A walk with God is a manner of personal conduct in which a believer, in a day-by-day step-by-step experience, receives instructions from God, obeys them and then enjoys the rewards of his obedience. The literal meaning of the word walk implies movement or activity. This is also true when the word is used figuratively. Walking with God speaks of a believer’s moving along in fellowship and obedience with God.

HELP FOR THE LESSON PRESENTATION

WALKING WITH GOD SPEAKS OFRESTORED FELLOWSHIP

A walk with God speaks of fellowship and obedience. Adam, because of his disobedience to God’s instructions, infected his descen-dants with a nature that is at enmity with God. The psalmist wrote, “The wicked are estranged from the womb: they go astray as soon as they be born, speaking lies” (Psalm 58:3). Paul referred to this condition as being at “enmity” with God (Rom. 8:7). Being at enmity with God, Adam could no longer walk with God as he did before he sinned. After his act of disobedience, Adam’s enmity manifested itself when God came to walk with him in the garden. Out of fellowship with the Creator because of sin, Adam hid himself from God instead of running to Him in repentance (Gen. 3:8-10). The ability of this enmity to enslave is broken when a person is saved, and it is gradually weakened in his life as he grows in grace and walks daily with God (2 Cor. 4:16).

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Applying the Lesson—The Christian life is a walk—a walk “in newness of life” (Rom.6:4), a walk

“in the light” (1 John 1:7), a walk “in truth” (3 John 4), a walk “in the Spirit” (Gal. 5:25). Walking

suggests activity. Walking with someone on a regular basis implies friendship, companionship,

fellowship, and agreement. A believer experiences all of these on a spiritual level when he walks with God. A

young teen can maintain a consistent Christian walk by faith (2 Cor. 5:7; Phil. 4:13). A strong faith is also the

believer’s defense against the sins that can interrupt his walk with God.

TEACHINGTIP

Four steps to good Bible interpretation and application—

1. Find the main point of the passage.2. Determine the context.3. Interpret the part by considering the whole.4. Ask, “What is God say -ing to me in this passage?”

WALKING WITH GOD REQUIRES FAITH

All we know about Enoch is contained in a few short verses. One of these verses informs us that while he lived on earth, Enoch “walked with God” (Gen. 5:22). Hebrews 11:5 testifies that Enoch’s reward for walking with God was that “he should not see death” and that his accomplishment and reward were the result of his faith. Paul wrote in Colossians 2:6, “As ye have therefore received Christ Jesus the Lord, so walk ye in him.” How do we receive Christ? We receive Him by faith. Hebrews 11:6 states, “Without faith it is impossible to please him.” So, a walk with God requires not only saving faith but also faith with which to handle our daily lives.

WALKING WITH GOD IMPLIESAGREEMENT

Amos asked, “Can two walk together, except they be agreed?” (Amos 3:3). This is a question to which a negative response is expected. Amos denounced the children of Israel for their sins and warned of judgment. Amos was a common herdsman and farmer from

Judah with no formal training as a prophet. What right did he have to make such stern pronouncements? Amos was God’s messenger, and in spite of his lowly background, God shared His secrets with him (verse 7). God could talk with Amos because they walked together. They walked together because they were in agreement. In a friendship two individuals agree on issues that are of mutual interest and share a bond of unity. The psalmist wrote, “Behold, how good and how pleasant it is for brethren to dwell together in unity!” (Psalm 133:1). When Christians walk with God in unity, they experience the joy that accompanies true friendship.

q Devotional: Walking Like Jesus, 1 John 2:6.

Jesus was totally man, but He was also totally God. So how is it possible for anyone to walk “as he walked”? John’s command does not mean that we should try to be mirrored imitations of the Lord. To walk as Christ walked means to follow His example of obedience to God and His commitment to help others.

Focus—(10 Minutes)

Put the Quarterly Theme Poster, the Unit 1 Poster and Lesson 1 Poster in prom inent positions.

Give each student a 3'' x 5'' index card and a pencil.

Explain and conduct the exercise.

Examine—(15 Minutes)

Hand out student leaflets.

Student leaflet, page 1. Read the article on page 1. Enoch did not live on earth as long as some of his relatives. What made up for his living only a short time?

Questions for consideration: Since the human race was still young, was walking with God easier for Enoch than it is for us today?

Lesson Strategy

FOCUS

+ Display the Quarterly Theme Poster, the Unit 1 Poster and  Lesson 1 Poster in prominent positions.+ Introduce the lesson by giving each student a 3'' x 5''index card and a pencil. Say: Pretend you must make a long, cross-country hike. The trip could be dangerous because you know absolutely nothing about the terrain you must cross. You have no idea whether the people you meet will be friendly and give you the information you need for your journey or if they will be hostile and give you false information that will lead you astray. However, you may choose someone to walk with you. What qualifications and character traits would you look for in a person to accompany you? On the index cards list those qualifications and character traits in the order of their importance. Write no more than five. When everyone has finished, divide the class into at least two groups—more if the class is large. Have members of each group discuss the characteristics and traits they chose and then decide on three that the group feels are absolutely essential. Bring the students together and have each group read their decisions. Ask students to tell why they want the person who accompanies them to possess these qualifications. + Our earthly life is a journey of unknown length and will be made through unfamiliar territory. We will face dangerous situations, and we will encounter people who may or may not be our friends. We do not have to make the trip alone. We can choose whom we want to walk with us. Which characteristics and traits chosen by the students are applicable to the Lord? Which ones are different?

EXAMINE

+ Student leaflet, page 1. The article on page 1 relates several things about Enoch. Even though he did not live on earth as long as his contemporaries, Enoch walked with God, and God rewarded his faith-walk by taking him to Heaven without his having to die. + Answer to the question for consideration: Enoch lived in the day just prior to the flood in a time when the human race was growing more and more wicked. In spite of the fact that the human race was young, considering the condition of mankind, probably it was no easier to walk with God then than it is now. Read Genesis 6:5, 6; Luke 17:26, 27.

+ Student leaflet, page 2. What is the Christian walk all about? The first exercise on page 2 contains seven descriptive terms. The ones which describe the Christian walk are a wrestling match, a fight, a walk, and a race. The passages that verify these answers are Ephesians 6:12, 1 Timothy 6:12, Colossians 1:9, 10, and Hebrews 12:1. Answers to the True or False statements are 1. False, 2. False, 3. True, 4. False, 5. True, and 6. False.+  An individual’s desires are things he longs for and craves. Not all desires are sinful. Some desires are righteous and aid in a closer walk with God (Rom.

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. Supplies you will need for this lesson:

4 Quarterly Theme Poster, Unit 1 Poster and Lesson 1 Poster4 3' x 5'' index cards and pencils4 student leaflets4 copies of Photomasters 1-1 and 1-2

Student leaflet, page 2. Conduct the exercises in col-umn one. The answers are in the Lesson Strategy. Conduct the True or False exercise. Check the Lesson Strategy for answers.

Ask: How do the desires of an individual affect his walk with God?

Student leaflet, page 3. Complete the two exercises.

Hand out copies of Photomaster 1-1.

Define—(10 Minutes)

Apply—(10 Minutes)

Student leaflet, page 4. See Lesson Strategy for an explanation of the exercises.

Hand out copies of Photomaster 1-2.

Close the lesson by suggesting that young teens discover ways they can walk more closely with God.

10:1; Gal. 4:19, 20). Others are generated by the flesh and are of a sinful nature (James 1:14) and will hinder a Christian’s walk with God.

+ Student leaflet, page 3. The first exercise on page 3 should cause students to consider their dreams and ambitions. Give students the opportunity to share their answers to the second exercise. Ask them to explain their answers to the last statement.

+ Photomaster 1-1 may be used either as a transparency or a handout. Read the seven statements that define the meaning of walking with God. Scriptures associated with the statements are (1) Ephesians 2:10, (2) 1 Corin thians 2:10-13, (3) 1 John 1:3, 6, 7, (4) Amos 3:3, (5) 2 Corinthians 5:6; Colossians 2:6, (6) 2 Peter 3:18; 1 Peter 2:2, (7) Matthew 28:19, 20.

DEFINE

+ Define and discuss the three words in the Vocabulary Builder. Explain that each word is used often in a discussion about an individual’s walk with God. • An illustration of enmity: if a person is working with wood, he should work in the direction of the grain of the wood. If he goes against the grain, he will damage the wood’s surface. In a person’s relationship with God, enmity is going against the grain of God’s will. • Fellowship is more than a covered-dish dinner. It is a relationship of friendship and agreement. • In this context communion does not refer to the Lord’s Supper but to fel-lowship at a deeper and more intimate level.

APPLY

+ Student leaflet, page 4. The anecdote is intended to show that walking with God involves total commitment, not just sacrificing a few things. Have students read “The Rewards of Walking with God” and then complete the final exercise.+ Have students complete the True or False exercise in Photomaster 1-2. All the statements are false.

+ Applying the Lesson in the teacher’s help section offers additional summary ideas for making an appropriate closing.

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Vocabulary Builder—

Enmity: positive, active, and typi-cally mutual hatred or ill will

Fellowship: an association of common interest and comradery

Communion: intimate fellowship or rapport