DISCOVER EXODUS 1–15...EXODUS 1–15 DISCOVER Rescued and Redeemed LEADER GUIDE SAMPLE leader Guide Exodus spEcial dElivEry Grand Rapids, Michigan 33350 DYB Exodus 1 LG_text.indd

EXODUS 1–15D I S C O V E R

Rescued and Redeemed

L E A D E R G U I D E

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leader Guide

ExodusspEcial dElivEry

Grand Rapids, Michigan

33350 DYB Exodus 1 LG_text.indd 1 11/3/11 1:36:36 PM

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“Go. I am sending you to Pharaoh to bring my people the Israelites

out of Egypt.”Exodus 3:10

We thank Carol Veldman Rudie for writing the original lesson material (1997) on which this revised study of Exodus is based. This revised edition incorporates updates and suggestions by readers and small group leaders.

Unless otherwise noted, Scripture quotations in this publication are from the Holy Bible, New International Version®, NIV® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission. All rights reserved worldwide.

Discover Your Bible series. Discover Exodus: Special Delivery (Leader Guide), © 2011 by Faith Alive Christian Resources, Grand Rapids, Michigan. All rights reserved. With the exception of brief excerpts for review purposes, no part of this book may be reproduced in any manner whatsoever without written permission from the publisher. For information or questions about use of copyrighted material please contact Permissions, Faith Alive Christian Resources, 2850 Kalamazoo Ave. SE, Grand Rapids, MI 49560; phone: 1-800-333-8300; fax: 616-726-1164; e-mail: [email protected].

Printed in the United States of America.

Cover photo: iStock

Map: Matthew P. Faber

We welcome your comments. Call us at 1-800-333-8300 or e-mail us at [email protected].

ISBN 978-1-59255-565-9

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contentsTo the Leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Lesson 1 Israel in Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Lesson 2 Moses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Lesson 3 Called to Trust in the Faithful God . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Lesson 4 But What If . . . ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Lesson 5 No Easy Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Lesson 6 The Lord Revealed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Lesson 7 Blood, Frogs, Gnats, and Flies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Lesson 8 Five More Plagues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Lesson 9 One Final Night: Passover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Lesson 10 “Up! Leave . . . ! Go . . .” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Lesson 11 Lord over Land and Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Lesson 12 Celebration and Rest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

An Invitation and Prayer of Commitment . . . . . . . . . . . . . . . . . . . . . . . . . 105

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Evaluation Questionnaire


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To the leaderprepare the lesson

This leader guide is meant to assist you as a small group leader but not to substitute for your own work. As you prepare to lead each lesson, work first through the questions in the study guide. Then use the leader material to enrich your understanding of the passage. Prepare thoroughly before leading each group session so that you can lead without frequent references to notes. This approach will free you to concentrate on leadership responsibilities, keep eye contact with group members, and listen carefully.

Get ready to lead

Learn to think in terms of questions. As you prepare to lead a lesson, ask yourself questions and try to discover the answers yourself. This will prepare you to anticipate group members’ questions and thus help others discover truths from God’s Word.

lead with Questions

Use questions to direct the group discussion. Draw out positive contributions by asking questions. Break down difficult or unclear questions into smaller, concise ones. Also use questions to respond to wrong or problematic answers. If you learn to lead others to truth by questions, you will be a good Bible discovery leader. The questions in this study are designed to be used with the New International Version of the Bible, but other translations can also be used.

Help to apply

Gently help group members discover the meaning of God’s message for their own lives. Be careful not to be judgmental of persons who may not yet seem to be applying the truths you encounter together. It’s the Spirit’s work to apply God’s Word to people’s hearts. Tactfully let the group know how the Spirit is applying the Word in your own heart and life. Pray faithfully for the Spirit’s work in others.

While giving people the time and space to apply biblical truths as the Spirit leads them, simply try to help group members see that there is a relationship between the Bible and life. Questions for reflection at the end of each session invite everyone to take time for personal reflection and optional sharing. Try to offer at least a few minutes for reflection time toward the end of each lesson, and encourage group members to do follow-up reflection at home.


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leadership Training

If more than one group in your setting is using this Bible study, we strongly encourage leaders to meet regularly for discussion of the lesson material, for prayer, and for mutual support.

If this study is being used in a Coffee Break Small Groups program, each leader should have a copy of the Coffee Break Evangelism Manual with Director’s Handbook, a basic “how-to” guide for establishing and leading a Bible discovery group. Reread the book or portions of it periodically and review it at the beginning of each season.

Leaders will also find it helpful to attend a leadership training workshop in connection with small group ministry.

For more information,

call toll-free 1-888-644-0814, e-mail [email protected], or •visit www.smallgroupministries.org

call toll-free 1-800-333-8300 or visit www.FaithAliveResources.org •(to order materials)


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introductionThe Exodus narrative is a continuation of the story begun in Genesis.

Genesis tells about the origins of the universe and human history—and particularly about God’s work to make a new nation through which he will bless all peoples (Gen. 12:1-3). Exodus continues that story by showing how God proceeds to work out his plan, over many long years, to make that nation into his chosen people, from whom the Savior of the world, Jesus Christ, would come (see Matt. 1).

Part One of this study focuses on the first fifteen chapters of Exodus, which make up one of the most memorable stories in the Bible. These chapters reveal the character of God and many of his attributes. They celebrate God as the deliverer of his people. The remaining chapters of Exodus (featured in Part Two of this study) then describe how God makes his people into a nation unlike any other—not for the purpose of being different, but ultimately to show God’s love to the world.

Taken as a whole, the narrative of Exodus mirrors the redemptive plan of God for his children, even today. It gives us a fascinating glimpse of God’s purpose throughout history—to provide a divine mediator, Jesus Christ, who frees people from slavery to sin and leads them into full life with God forever (John 8:34-36; 10:10).


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Glossary of Termsabraham—father of the Israelite nation, called by God to leave his

homeland and begin a family of people who would be faithful to the Lord and live in the land of Canaan. Abraham is renowned for his faith in God’s promises (Gen. 12:1-7; 15:6, 13-16; Heb. 11:8-16). He is also called “the father of all who believe” in Jesus Christ (Rom. 4:11).

angel of the lord—a special agent from God who represents, brings a message from, and is sometimes identified with God.

canaanites—the inhabitants of Canaan (see map), the land the Lord promised to give to Abraham and his descendants.

circumcision—removal of the male foreskin. God commanded Abraham and his descendants to do this as a sign that they belonged to God and as a symbol of the cutting away of sin from their lives (Gen. 17). In the New Testament circumcision is replaced with baptism in Christ. True circumcision is of the heart, not the flesh (Jer. 4:4; Col. 2:9-12).

consecrate—to set apart for holy purposes; to dedicate to God.covenant—a mutually binding agreement between two parties; usually

both parties agree to accept certain responsibilities.exodus—exit, departure, literally “the road out” (from Greek, ex + hodos).fear of God—To fear God means to respect and honor God with awe and

humble devotion (see Ex. 1:17; 14:31).Goshen—the land given to Jacob and his descendants (Israel) when they

came to live in Egypt (see map; Gen. 47:1-12; Ex. 8:22; 9:26).Hebrew—a general term for the descendants of Abraham, a descendant

of Eber. The NIV Study Bible states that Eber “is the origin of the Hebrew word for ‘Hebrew’” (see Gen. 10:21, 25; 11:10-12:9) and that Egyptian and Canaanite correspondence from around 1375 B.C. (about 75 years after the exodus) refer to an ominous fear of people called “Habiru” (or “Apiru”), a word probably referring to the Hebrews.

hyssop—a bush with small, closely packed branches useful for sweeping or brushing (see Ex. 12:22).

isaac—Abraham and Sarah’s son, who inherited all the promises God made with Abraham.

israel—another name for Jacob (Ex. 1:1). Later the name is more commonly used to refer to the nation of Israel that descended from Jacob’s twelve sons.

Jacob—Isaac’s son whom God renamed Israel (Gen. 32:28). The descendants of Jacob’s twelve sons became the twelve tribes of the people of Israel.


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lesson 2Exodus 2

Moses

introductory NotesIn lesson 1 we learned about the plight of the Israelites in Egypt,

suffering under Pharaoh’s schemes to try to reduce their population. In this lesson the focus of the story shifts from Pharaoh’s nationwide oppression to a remarkable experience in the life of a Hebrew slave family.

optional share QuestionHave you noticed God working behind the scenes in your life? if

so, describe an example or two.

1. Exodus 2:1-4

a. Whom do we meet in these verses, and what decisions do they make? Why?

This chapter opens with the birth of a baby boy into a Levite family. We know from later passages that the baby is the third child born into this family. He has an older brother, Aaron, and an older sister, Miriam, and his parents’ names are Amram and Jochebed (see Ex. 2:4; 4:14; 6:20; 7:7; 15:20; Num. 26:59). As we learned from Exodus 1:22, in those days any Hebrew woman who gave birth to a male child risked having her baby taken away and drowned in the Nile River.

What does the mother notice about her child, and what does •she try to do?

It’s hard to know what is meant by the phrase “a fine child” in Exodus 2:2. Other possible translations include “a goodly child,” “a beautiful child,” “so healthy a child,” a “wonderful” child, and an “exceptionally well-formed” child. Interpretations in the New Testament describe Moses as “no ordinary child” (Acts 7:20; Heb. 11:23). In any case, a caring mother would naturally want to save her baby from death, and this child seemed somehow to be special (perhaps by God-given insight).


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She aims to keep the baby and manages to hide him from danger for three months, but then finds that she can hide him no longer (2:3). She likely realizes it will grow increasingly difficult to keep the baby’s presence unknown to prying Egyptians, and suspicions may already be aroused. So the child’s mother does something unusual to give the appearance of abandonment while trying to keep her child as safe as possible.

b. What does the mother do to try to ensure the baby’s safety?

The child’s mother coats a papyrus basket with tar and pitch and places it “among the reeds along the bank of the Nile” (2:3). Papyrus is naturally buoyant, and the pitch will protect the child from getting wet. The thicket of reeds near the riverbank will keep the basket from floating away in the current. The baby’s sister, and perhaps others, are able to stand or walk nearby without being too noticeable and can keep an eye on the basket. In this way the baby can likely also be fed, if necessary. While few, if any, Egyptians would bother looking for a live Hebrew baby in the river, the story quickly grows more suspenseful as we wonder who might come by and find the child, especially if they hear it crying.

Have you ever heard of parents doing something like this in •other settings?

Every culture has situations of abandoned children, and all such accounts can be heartbreaking. Often the parents feel they can’t support the child because they have no money. In other cases, having a child might bring them shame in the community (as in birth out of wedlock)—or it might be against the law (as in nations that impose population restrictions). In some cases, a parent simply doesn’t want the child.

Quite often, though, a caring mother or father who feels they must abandon their child will place the infant in a protective box or basket in a place where they know someone will soon find the child, be stirred to compassion, and try to find a home for it.

You may wish to note that the Hebrew word tebah, translated as “basket” in Exodus 2:3, 5 is the same word used to refer to the “ark” by which God saved Noah and his family from the great flood (Gen. 6:14). If your group is familiar with the account of the flood, take a few moments to consider some similarities between the two stories.


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How did this basket and Noah’s ark both become a means of •salvation?

2. Exodus 2:5-6

a. Describe the discovery of the baby.

b. Who finds the baby, and how would you describe that person?

Note the social differences between the women who act to save the child. They represent the most and the least privileged people in the Egyptian society of that day.

How does the princess’s response compare with that of the •baby’s Hebrew caregivers?

The princess’s response shows that Pharaoh’s own daughter has compassion—and yet she is in a unique position to help: she has royal privileges that do not apply to regular Egyptian citizens and certainly not to Hebrew slaves.

some interpreters say that the child’s mother must have known •the princess bathed at this place along the river, and that the mother probably hoped for a result like this. What’s your opinion?

3. Exodus 2:7-10

a. How does the baby’s sister offer to help?

b. What are the results, and how does that help the child and his whole family?

The baby’s sister perceives a very practical problem and steps forward with a solution.

Why does the sister offer to find a Hebrew nurse for the baby? •Why would that interest the Egyptian princess?

What irony do you see in this development?•

Placing a Hebrew baby with a Hebrew nurse will help to ensure his survival, because an Egyptian nurse will not be as likely to care well for a child of the despised Hebrews. The role of nursemaid is a paid position and involves raising the child and acting as his guardian until he’s weaned, probably at about three years old.


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The wonderful irony is that this baby’s mother will now be paid to raise her own child. After a few years, however, his mother will have to give him over to the care of Pharaoh’s daughter. That will undoubtedly be difficult, but it will also mean the child will have opportunities that no slave could hope for. In many ancient cultures, parents supported adoption from the lower classes into families of the ruling class as a way to offer better opportunities for their children.

What status and protection will the child likely receive as •a member of pharaoh’s family? What might be the benefits in training and education? How might this benefit him later in life?

This boy will receive protection and education at the highest level of Egyptian society. As an adopted grandson of the king, he will become thoroughly trained in Egyptian culture and walk with confidence and privilege in places of power. No Hebrew slave upbringing could offer those benefits. In fact, few other Old Testament leaders received similar training.

What name does pharaoh’s daughter give the boy, and what •does it mean?

The name Moses is an Egyptian name, and it can mean “son of” or “is born.” The names of Egyptian pharaohs such as Thutmose and Rameses are examples of names similar to Moses. As a footnote to Exodus 2:10 in our Bibles explains, the name Moses also sounds like the Hebrew verb meaning “to draw out” or “to pull out.” Many interpreters have taken this double meaning to be ironic and prophetic, noting that this “son of” Egypt would later become God’s instrument to “draw” or “pull” his people out of Egypt.

4. Exodus 2:11-14

a. How does Moses compare himself to the Hebrew people?

b. What does this episode show us about Moses?

How old is Moses at this point in his life?•

Moses is now forty years old (see Acts 7:23). The story is moving quickly to bring readers to the main action of the exodus narrative.

As we can see in verse 11, Moses identifies with the Hebrews as “his own people.”


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Why does Moses go to visit his own people? What does he see, •and what is his reaction? What might it feel like to be the only Hebrew growing up in pharaoh’s court, and then to see how the Egyptians treated his own people?

Moses goes out to watch his people—apparently not out of mere curiosity but rather with an emotional attachment. Though Moses has had great opportunities and advantages growing up in the household of Pharaoh, there probably have been times when he felt he didn’t belong. The fact that he knew the Hebrews were “his own people” shows that his heritage was not kept secret from him. Though the text doesn’t say it, we can imagine that at times Moses was taunted or scorned by some Egyptians for being a Hebrew in Pharaoh’s court.

In this episode Moses begins to try to connect personally with his people, the Israelites. Before long he also enters personally into their struggle.

What does Moses see, and what does he do about it?•

Moses sees an Egyptian beating a Hebrew slave, and he acts with vengeance, killing the Egyptian. Then Moses tries to cover up this deed by quickly burying the dead Egyptian in the sand.

What do these actions show us about Moses?•

Moses became passionately moved at the sight of unjust treatment to a slave who was one of his own people. So he took justice into his own hands. But this method of promoting justice was immature, and he acted without direction from God. As a result, Moses would soon pay heavy consequences for this incident.

What does Moses soon learn about the Hebrews? about •himself and what he has done?

Why would the Hebrews be angry with him?•

The next day Moses sees two Hebrews fighting, so he asks the one in the wrong why he is hitting his “fellow Hebrew.” The response he gets is surprising. The man defies Moses, saying, “Who made you ruler and judge over us?” (Ex. 2:14). Then the man asks if Moses is thinking of killing him as he has done to the Egyptian. So Moses’ secret is out, and these fellow Hebrews are not happy with him.

Moses’ upbringing in the royal household apparently has not prepared him for any of these situations. He has been quickly moved to


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vengeance and has become a murderer, and he has shown surprise that his fellow Hebrews might fight with one another. Having been raised outside of the Hebrew culture for nearly forty years, Moses couldn’t really know much about their everyday life as slaves and their struggle for survival.

Moses is likely also surprised at being rejected by the Hebrews. He probably doesn’t realize he will have to win the people over before they might consider him their friend and sympathizer.

In addition, the Egyptian’s death will probably only bring more trouble for the Israelites. The Egyptians will naturally assume that a Hebrew is at fault for the Egyptian’s death, and that will just bring punishment for all of the Hebrew slaves, even if Moses’ involvement is found out.

So Moses’ rash action, even if done in the interest of justice, makes him no friend of his people and a traitor to the Egyptians. He now realizes he is in big trouble, and he becomes afraid (2:14).

Mention to your group members also that commentators have noted some irony in the Hebrew man’s taunt. In another forty years, God will appoint Moses as leader and judge over the Israelites (see Ex. 3:10; 18:13).

5. Exodus 2:15-22

a. What happens next, and where does Moses go? What does he do there?

In these verses we see Moses transformed from royalty to outcast. His fear is justified: Pharaoh turns against him personally and tries to kill him. Moses is a now a hunted fugitive, so he runs far away to the desert land of Midian (see map).

The arid, rocky wilderness of Midian is quite different from the fertile Nile delta. Unlike the cultured Egyptians, who built huge cities along dependable river valleys, the Midianites were nomads, eking out an existence as wandering herdspeople.

Some group members may recall that the Midianites, descended from Abraham through his second wife, Keturah (Gen. 25:1-4), were distant relatives of the Israelites. Some Midianites were ruthless—for example, a band of Midianite merchants had a hand in buying Joseph from his brothers and reselling him as a slave in Egypt (Gen. 37:28). In this passage, however, it appears that Moses crosses paths with a God-fearing family. Reuel is “a priest of Midian” (Ex. 2:16; see also 3:1; 18:1-12).

What happens at the well where Moses stops?•

In such a dry region, wells served as strategic gathering places for travelers and for livestock owners to water their flocks. Again Moses acts


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on behalf of others who are at a disadvantage. This time he helps the seven daughters of “a priest of Midian” (2:16-17).

Moses’ drawing water for the young women is significant, for such work was considered appropriate only for women and children. So not only does Moses intervene for them; he also performs their lowly task for them.

How do these actions compare with Moses’ actions in Egypt?•

b. How does Moses’ life change in this episode?

The priest, Reuel, whose name means “friend of God,” is grateful to Moses for helping his daughters. Reuel invites Moses to eat with his family, and soon Moses becomes a part of the household, receiving the priest’s daughter Zipporah in marriage. They have a son, whom Moses names Gershom, and Moses settles there.

Note together that again the story line moves quickly. Apart from a few brief episodes, we learn very little about Moses’ first forty years in Egypt and his next forty years in Midian (see Ex. 7:7; Acts 7:23, 30).

What does Gershom’s name mean? What does this tell us •about Moses’ sense of home at this time?

What might God be teaching Moses during this time?•

The name Gershom sounds like the Hebrew phrase for “a foreigner there.” Though in some ways Midian has become a home for Moses, we can tell he feels displaced at the time when he names his son. Moses will remain in Midian for many years, but after God calls him to lead Israel out of Egypt (Ex. 3), he and the Israelites will never stay in one place for long throughout the rest of his life.

Moses’ new, nomadic lifestyle is far different from what he knew back in Egypt. He has now become a wandering herdsman in his father-in-law’s household. This nomadic lifestyle will prepare Moses to lead an agricultural slave nation through the desert for the final forty years of his life (Deut. 34:5-7).

7. Exodus 2:23-25

a. What happens in Egypt while Moses lives in Midian?

b. What do we learn about God in these verses?

These verses provide a transition in the story, highlighting the intensifying plight of the Hebrew slaves, reporting the death of the


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vengeful pharaoh (probably Thutmose III), and pointing us finally to the promise-keeping God who cares faithfully for his people.

While this section reminds the reader of the ongoing oppression faced by Israel while Moses is in Midian, it also raises anticipation for what could happen next. Will things change for Moses and for Israel now that the slave-driving king of Egypt has died? And as we hear about God remembering his covenant with Abraham, we naturally wonder, “What will his plan be? How will God get them out of this mess?”

The text says, “God heard their groaning and he remembered •his covenant with abraham” (Ex. 2:24). does this mean God had forgotten israel for a while?

If group members aren’t familiar with the usage of “remembered” in this context, explain that when the Bible says God “remembered” someone or something, it doesn’t mean he had forgotten. It means God expressed concern or intervened in a loving (even dramatic) way. (See also Gen. 8:1; 19:29; 30:22; Ps. 105:42; Luke 1:72.) This term actually serves as a keyword to remind the reader that the Lord is faithful and keeps his promises.

As we saw in Exodus 1, the Lord was continually at work behind the scenes to bless his people in times of prosperity as well as adversity: their population grew noticeably (1:7), and when Pharaoh tried to control them with slavery, they multiplied all the more (1:12). Then, when the midwives refused to go along with Pharaoh’s plan to kill the baby boys that were born, “God was kind to the midwives and the people increased and became even more numerous” (1:20). God also blessed the midwives with “families of their own” (1:21).

Though the people continued in slavery while Moses was in Midian, we have no reason to think God had forgotten them. Note together again that while we may not understand everything about God or his ways, we are called to trust him and see that the Lord is always faithful. The reminder that we find at the end of chapter 2 reassures us that God will follow through on his promises to Abraham, Isaac, and Jacob. Encourage your group members to keep these thoughts in mind in upcoming chapters as God reveals how he will deliver his people.

Questions for Reflection

Compare Moses’ life in Pharaoh’s palace to his life in Midian. How might God have been using these life experiences to benefit Moses and his people Israel?

In what ways has God used your life experiences to mold you into the person you are today?


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an invitationListen now to what God is saying to you.You may be aware of things in your life that keep you from

coming near to God. You may have thought of God as someone who is unsympathetic, angry, and punishing. You may feel as if you don’t know how to pray or how to come near to God.

“But because of his great love for us, God, who is rich in mercy, made us alive with Christ even when we were dead in transgressions—it is by grace you have been saved” (Eph. 2:4-5). Jesus, God’s Son, died on the cross to save us from our sins. It doesn’t matter where you come from, what you’ve done in the past, or what your heritage is. God has been watching over you and caring for you, drawing you closer. “You also were included in Christ when you heard the word of truth, the gospel of your salvation” (Eph. 1:13).

Do you want to receive Jesus as your Savior and Lord? It’s as simple as A-B-C:

a• dmit that you have sinned and that you need God’s forgiveness.B• elieve that God loves you and that Jesus has already paid the price for your sins.c• ommit your life to God in prayer, asking the Lord to forgive your sins, nurture you as his child, and fill you with the Holy Spirit.

prayer of commitmentHere is a prayer of commitment recognizing Jesus Christ as Savior. If

you long to be in a loving relationship with Jesus, pray this prayer. If you have already committed your life to Jesus, use this prayer for renewal and praise.

Dear God, I come to you simply and honestly to confess that I have sinned, that sin is a part of who I am. And yet I know that you listen to sinners who are truthful before you. So I come with empty hands and heart, asking for forgiveness.

I confess that only through faith in Jesus Christ can I come to you. I confess my need for a Savior, and I thank you, Jesus, for dying on the cross to pay the price for my sins. Father, I ask that you forgive my sins and count me as righteous for Jesus’ sake. Remove the guilt that accompanies my sin, and bring me into your presence.

Holy Spirit of God, help me to pray, and teach me to live by your Word. Faithful God, help me to serve you faithfully. Make me more like Jesus each day, and help me to share with others the good news of your great salvation. In Jesus’ name, Amen.


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BibliographyBarker, Kenneth L., and John R. Kohlenberger III. Zondervan NIV Bible

Commentary. Grand Rapids, Mich.: Zondervan, 1994.Childs, Brevard S. The Book of Exodus: A Critical, Theological Commentary.

Philadelphia, Pa.: Westminster Press, 1974.Durham, John I. Exodus. Edited by David A. Hubbard, et al. Word Biblical

Commentary, vol. 3. Waco, Tex.: Word Books, 1987.Elwell, Walter A., ed. Baker Encyclopedia of the Bible. Grand Rapids, Mich.:

Baker, 1988.Fretheim, Terence E. Exodus. Edited by James Luther Mays, et al.

Interpretation: A Bible Commentary for Teaching and Preaching. Louisville, Ky.: John Knox Press, 1991.

Guthrie, D., and J. A. Motyer, eds. The New Bible Commentary: Revised. Grand Rapids, Mich.: Eerdmans, 1970.

Keil, C. F., and F. Delitzsch. Commentary on the Old Testament. Volume III. Grand Rapids, Mich.: Eerdmans, 1975.

NIV Study Bible. Grand Rapids, Mich.: Zondervan, 2011.Padfield, David. “Against all the Gods of Egypt,” 2002. www.padfield.com.


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D I S C O V E R Y O U R B I B L E S E R I E SBible Studies for Small Groups

EXODUS 1–15Exodus shows how God works to deliver God’s people! Through amazing miracles and one reluctant leader—God reveals to Egypt and all nations that the God of Israel is the one Lord over heaven and earth. The images are rich and revealing: grinding slavery, a stubborn king, ten powerful plagues, the first Passover, and the crossing of the Red Sea. All of these images and more point to the powerful presence of the Lord. Discover together a faithful God, who rescues and redeems and always fulfills God’s promises. This is Part One of the study on Exodus covering chapters 1–15.

The Discover Your Bible series inspires readers to discover together what the Bible says and means. Participants dive into the text using questions that spark meaningful conversation and personalized application. Every lesson is designed to be a framework that guides groups on a unique and transformative journey. Discover more at DiscoverYourBible.org.

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DISCOVER EXODUS 1–15...EXODUS 1–15 DISCOVER Rescued and Redeemed LEADER GUIDE SAMPLE leader Guide Exodus spEcial dElivEry Grand Rapids, Michigan 33350 DYB Exodus 1 LG_text.indd