Hearing God Prophets Bible Study Fall 2015 -- 4 Part

The Prophet’s Voice in Everyday Life

Curriculum By: Kena Hawkins

Second Year Student Candler School of Theology at Emory University High School Associate Northside UMC Intern Wesley Foundation at Georgia Tech

Fall Bible Study 2015

Hearing God: The Prophet’s Voice in Everyday Life

Course of Study, Goals, and Outline

Introduction:

Prophetic work and writings make up a significant portion of the Holy Scriptures. In fact, much of what

we understand today as the Old Testament (and by extension the majority of the Bible) was forged in

Babylonia Exile when prophesy was the primary means of God’s communication to the Jew. Yet, many

modern Christians struggle to read and interpret the work of the Prophets rendering the texts irrelevant

to their every day walk with God. This study aims to equip students with the skills necessary to

effectively engage the Prophets and by extension the Old Testament in a way that speaks to the

everyday life of believers.

Logistics:

This study will be taught for two different groups; one college and one high school so contains two

different calendars for the 11 weeks of study. Passages are designed to move student chronologically

through Biblical themes. Ideal teaching space will be comfortable and informal, but equipped with the

necessities of good instruction including: whiteboard, paper, pens, Bibles, vi deo display or media hook

up, and some art supplies. Each lesson is designed to last one hour; however, can be modified to suite

slightly larger or small time frame as needed. Lessons have specific beginning and closing exercises in

order to move students comfortably and effectively through the material.

Full Course Objectives:

1. Students should be able to Explain what a prophet is and how they fit into the chronology of the

Bible as a whole.

2. Students should be able to Apply God’s voice to real world experiences at school, in the home

and among friend groups retrospectively.

3. Students should become empowered readers and Interpreters the Bible without fear,

apprehension, or apathy. They should become comfortable with reading the Bible in general

and less intimated by the Old Testament in particular.

4. Students should develop a “Prophetic” Perspective in order to “hear God’s voice” during notable

moments of their life outside the class which will alter worldview and behavior.

5. Students should be exposed to other student’s points of view and experiences as well as

hypothetical other people (parents, teachers, the marginalized, those in power) in order to

develop Empathy for those peoples’ interpretation of the text.

6. Students will indentify and grow their unique inner voice as “Prophets” of God’s Kingdom by

promoting Self-Knowledge. Such knowledge should be beneficial in developing a since of

personal vocation when considering future choices in college, career, and re lationships.


Course Outline

High School Fall Bible Study at Northside UMC – Wednesdays 6:30-7:30 pm

# Date Prophet Bible Text God’s Voice is… Period Goal

1 9/16 Elijah 1 Kings 18:20-40 Powerful Kingdom 3, 4,6

2 9/23 Elijah 1 Kings 19:1-3, 9-18 Quiet Kingdom 2,4,6

3 9/30 Amos Amos 5:18-24 Righteous and Just Pre-exile Judah 3,4, 5

4 10/7 Hosea Hosea 11 Tender Israel 2,3,6,

5 10/14 Isaiah 1 Isaiah 6:1-13; 11:1-10 Transformative Exiling 2,3,6

6 10/21 Joel Joel 2:12-17, 18, 19-29 Passionate Exile 3,4,6

7 10/28 Jeremiah Jeremiah 29 Surprising Exile Beginning 2,3,6

8 11/4 Daniel Daniel 1:17-21; 6:1-28 Empowering Exile Middle 1,5,6

9 11/18 Ezekiel Ezekiel 11 Restorative Exile Ending 2,4,5

---- 11/25 ------------ -------Thanksgiving-------------- ------------------- -------------- ------

10 12/2 Malachi Malachi 3 Generous Rebuilding 1,4,5

11 12/9 3rd Isaiah Isaiah 53 Redeems Future 1,5,6

College Bible Study at Georgia Tech Wesley Foundation – Thursdays 8-9pm

# Date Prophet Bible Text God’s Voice Period Goal

1 9/10 Elijah 1 Kings 18:20-40 Powerful Kingdom 3, 4,6

2 9/17 Elijah 1 Kings 19:1-3, 9-18 Quiet Kingdom 2,4,6

3 9/24 Amos Amos 5:18-24 Righteous and Just Pre-exile Judah 3,4, 5

4 10/1 Hosea Hosea 11 Tender Israel 2,3,6,

5 10/8 Isaiah 1 Isaiah 6:1-13; 11:1-10 Transformative Exiling 2,3,6

6 10/15 Joel Joel 2:12-17, 18, 19-29 Passionate Exile 3,4,6

7 10/22 Jeremiah Jeremiah 29 Surprising Exile Middle 2,3,6

8 10/29 Daniel Daniel 1:17-21; 6:1-28 Empowering Exile Middle 1,5,6

9 11/5 Ezekiel Ezekiel 11 (Judgment) Restorative Exile Ending 2,4,5

---- 11/12 ------------ ------Tech vs. Virginia---------- --------------------- -------------- ------

10 11/19 Malachi Malachi 3 Generous Rebuilding 1,4,5

----- 11/26 ------------ ---------Thanksgiving---------- ---------------------- ------------ ------

11 12/3 3rd Isaiah Isaiah 53 Redeems Future 1,5,6


God’s Voice is Powerful PROPHET ELIJAH – 1 KINGS 18:20-40 – THE KINGDOM PERIOD – 9TH CENTURY BC

Learning Objectives:

Students’ prejudices, unfamiliarity, and discomfort with the Old Testament will be addressed. Students should be able to understand what a prophet is in relation to the Bible as a whole and

to the period of the kings in particular.

Students will gain perspective on the difference between half-hearted devotion and whole

hearted devotion in relation to a God who is truly powerful.

Begin by having students brainstorm what they think a prophet is. Have them look-up the word

“prophet” in a dictionary and Bible dictionary for help. (Need books/cell phones for research)

(7 Minutes)

Discuss the chronology of the Bible by drawing a timeline from Abraham to David/Solomon area on the

board. Have students help fill in major points along the way that led to the rise of the kings and division

of the kingdom. (Need whiteboard, markers)

(8 Minutes)

Fill-in any specific background information needed for the 1 Kings 18 text (Ahab is a bad king; leading

the people to worship other Gods; Elijah is Yahweh’s prophet; name means “my God is Yahweh”).

Read 1 Kings 18:-20 by dividing the text between 4 readers. After the text is read, assign groups and

partners to come up with a theme verse or word from their portion. Present and discuss.

Possible outcomes:

How long? --- No voice. --- Israel shall be… --- The Lord is God!

(20 Minutes)

Watch Coach Boons’ Speech from Remember the Titans here. (Need video hook-up)

Compare and contrast the features and circumstances of Coach Boon’s speech and Elijah’s interaction

with the people of Israel: pivotal decision; halfhearted devotion to a cause; ultimatum; possibility of

failure if things don’t change. Why won’t we make the change to whole hearted devotion?

Elijah: How long will you go limping with two different opinions? If the Lord is God, follow him; but if Ba′al,

then follow him.

Boon: If we don't come together right now on this hallowed ground, we too will be destroyed, just l ike

they were. (20 Minutes)

Close by having students write reflective prayer on an index card using the following prompt:

Lord, your power compels my devotion because…

(5 Minutes)

https://youtu.be/HIeLiPjgAbQ


God’s Voice is Quiet PROPHET ELIJAH – 1 KINGS 19:1-18 – THE KINGDOM PERIOD – 9TH CENTURY BC


Students should be able to recognize the need for rest, quite and retreat in our lives; especially

in order that we may move into the work God has prepared for us.

Student should cultivate an attention to the “Still, small voice” of God which we encounter in

our lives; particularly in our moments of weakness and fatigue.

Begin by reading as a group; assigning a narrator, Elijah, angel, Jezebel and “Word of the Lord.”

(10 Minutes)

Address the text in two groups by having students create an outline for the text (19:1-8 and 19:9-18). Be sure to explain what an outline is and give them time to present. (Need Paper and Pens)

(15 Minutes)

Apply this story to students’ lives by having them reflect on a time in their lives when they experienced a great crisis. Consider if they heard God’s voice, felt God’s direction, or needing God’s comfort. As a group, fill out the following chart for the “Elijah” column. Then in pairs, have students fill out the second column for themselves. Present and discuss as students feel comfortable.

Question Elijah the Prophet Us Today

What was Elijah feeing when this story beings? How did you feel in your story?

What was causing crisis or feeling of depression in your/Elijah’s life?

What was your/Elijah’s initial reaction when encountering crisis or depression?

In what context did you/Elijah not hear God’s voice? Why?

In what context did you/Elijah hear God’s voice (explicitly or as a feeling)?

What was the change that occurred because of your/Elijah’s encounter with God?

(20 Minutes)

Listen to the text read with sound effects here. While listening, have students create a response to the passage by using paper and markers by drawing, writing key words, or journaling. Have students present the responses to the group. (Need Audio Hook-Up)

(10 Minutes)

Close using the Prayer of Confession on the worksheet. (5 Minutes)

https://youtu.be/fEVI3Cgm4vE


Worksheet: God’s Voice is Quiet PROPHET ELIJAH – 1 KINGS 19:1-18 – THE KINGDOM PERIOD – 9TH CENTURY BC

Question Elijah the Prophet Us Today

What was Elijah feeing when this story beings? How did you feel in your story?

What was causing crisis or feeling of depression in your/Elijah’s life?

What was your/Elijah’s initial reaction when encountering crisis or depression?

In what context did you/Elijah not hear God’s voice? Why?

In what context did you/Elijah hear God’s voice (explicitly or as a feeling)?

What was the change that occurred because of your/Elijah’s encounter with God?

Prayer of Confession We come seeking God in mighty earthquakes.

We come listening for God in resounding

thunder.

We come expecting God in sweeping victories.

Yet God is found in a baby's touch.

Yet God speaks in silence.

Yet God is found in the least of these.

Save us, O God, from our aimless wandering.

Save us, O God, from our idols.

Save us, O God, from our self-induced chaos.

God, in your mercy,

Hear our prayer.

Amen.


God’s Voice is Righteous and Just PROPHET AMOS – AMOS 5 – PRE-EXILE; FROM JUDAH IN ISRAEL – 8TH CENTURY BC


Students should be able to explain what righteousness and justice are and understand how they

can cultivate these virtues in their own lives as an act of worship.

Students should develop a perceptive on what proper worship of God is in relation to traditional

conceptions of worship (music, prayer, giving) and doing good works (justice, righteousness).

Students should gain insight into Amos’ unique voice in advocating for justice and righteousness

and his impact on our world.

Begin introducing the text by giving some general background information on Amos and how it/he fits

into the overarching narrative of the Exile:

From Judah working in Israel – prophesies concern Israel and Judah as God’s people, and neighbors – In

North because more powerful leadership and became rich because emergence of trade routes – huge

class dived developed. (5 Minutes)

Read the text aloud to students, then split them into groups and have students highlight key words or

phrases that stick out to them. Write some of the key phrases on the board, especially: Seek the Lord

and Live; The Day of the Lord; Justice; Righteousness. Discuss the possible meanings of the phrases and

why they were included in the text.

(20 Minutes)

Engage students by asking them to brainstorm what people might have said to him. Would they have

believed Amos? Would they agree with him? What would they have labeled him? How is Amos’

message different from Elijah’s? (Need Whiteboard)

(5 Minutes)

Explore the texts connection to the Civil Rights Movement by reading the selected portion of Rev. Dr.

Martin Luther Kings Jr.’s Letter from the Birmingham Jail. On the board, write the word “extremist” and

then have students compare the “extremist” Amos w ith the “extremist” Dr. King.

(20 Minutes)

Close by connecting the following verses using a coin to illustrate how they are like two sides to the

same commandment. Give them a circle of paper to illustrate Righteousness or Love God on one side

and Justice or Love Others on the other, OR have them hold a coin while you pray the following verse:

Amos 5: 24 – “But let justice roll down like waters, and righteousness l ike an everflowing stream”

Luke 10:27 – He answered, "'Love the Lord your God with all your heart and with all your soul and with all

your strength and with all your mind'; and, 'Love your neighbor as yourself.'"

(10 Minutes)


Reading: God’s Voice is Righteous and Just Rev. Dr. Martin Luther King Jr. Letter from the Birmingham Jail

Oppressed people cannot remain oppressed forever. The yearning for freedom eventually manifests

itself, and that is what has happened to the American Negro. Something within has reminded him of his

birthright of freedom, and something without has reminded him that it can be gained. ... So I have not

said to my people: "Get rid of your discontent." Rather, I have tried to say that this normal and healthy

discontent can be channeled into the creative outlet of nonviolent direct action. And now this approach

is being termed extremist. But though I was initially disappointed at being categorized as an extremist,

as I continued to think about the matter I gradually gained a measure of satisfaction from the label. Was

not Jesus an extremist for love: "Love your enemies, bless them that curse you, do good to them that

hate you, and pray for them which despitefully use you, and persecute you." Was not Amos an extremist

for justice: "Let justice roll down like waters and righteousness like an ever flowing stream." Was not

Paul an extremist for the Christian gospel: "I bear in my body the marks of the Lord Jesus." Was not

Martin Luther an extremist: "Here I stand; I cannot do otherwise, so help me God." And John Bunyan: "I

will stay in jail to the end of my days before I make a butchery of my conscience." And Abraham Lincoln:

"This nation cannot survive half slave and half free." And Thomas Jefferson: "We hold these truths to be

self evident, that all men are created equal . . ." So the question is not whether we will be extremists,

but what kind of extremists we will be. Will we be extremists for hate or for love? Will we be extremists

for the preservation of injustice or for the extension of justice? In that dramatic scene on Calvary's hill

three men were crucified. We must never forget that all three were crucified for the same crime--the

crime of extremism. Two were extremists for immorality, and thus fell below their environment. The

other, Jesus Christ, was an extremist for love, truth and goodness, and thereby rose above his

environment. Perhaps the South, the nation and the world are in dire need of creative extremists.


God’s Voice is Tender PROPHET HOSEA – HOSEA 11 – PRE-EXILE; FROM ISRAEL IN ISRAEL—8TH CENTURY BC


Students will gain insight into the character of God as the text illustrates God’s deliberation,

anguish and decision making in regards to Israel’s rebellion.

Student will be able to connect God’s Parenthood with the nature of their own parents and see

consistency of the parent theme throughout scripture.

Begin by brainstorming with the class what the perfect parent is like. Acknowledge that many students

may have non-traditional or bad experiences with parents.

(10 Minutes)

Explain some basic background information for the Book of Hosea: Only Prophetic text from Israel –

marries Gomer to illustrate Israel’s unfaithfulness – what Ephraim is as presented in the text – touch on

the significance of Egypt and Assyria.

(7 Minutes)

Read Hosea 11 one verse at a time as a group.

(8 Minutes)

Explore the text by providing students with a printed copy of the text and splinting them into two

groups. Have one group highlight all the verbs attributed to God and another highlight all the verbs

attributed to Israel. Have them list the verbs or make a chart as they see fit. Present and discuss using

following questions: (Need Pens/Paper)

What verbs do you find most striking? Why?

Which verbs did you find most confusing? Why?

How would you characterize Israel’s verbs? God’s verbs?

(15 Minutes)

Describe what kind of parent God is in this passage as a group. Is this consistent with the “perfect

parent” that was discussed at the beginning of class? Why or why not?

(10 Minutes)

Connect the text with student’s lives by having them write themselves into the text using the Hosea 11

worksheet. Explain that they should fill in the blanks with solid lines using their names and the dotted

lines should be filled in with things that distract from bring faithful to God. (Need Pens/Paper)

Close by allowing for prayerful reflection on their completed worksheet. Conclude by praying: Our

Father, who art in heaven, hallowed by thy name. Amen.

(10 Minutes)


Worksheet: God’s Voice is Tender PROPHET HOSEA – HOSEA 11 – PRE-EXILE; FROM ISRAEL IN ISRAEL —8TH CENTURY BC

11 When __________ was a child, I loved her,

and out of Egypt I called my daughter. 2 The more I called her,

the further she went from me;

she kept sacrificing to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _,

and she kept worshiping _ _ _ _ _ _ _ _ _ _ _ _ _. 3 Yet it was I who taught ____________ to walk;

I took her up in my arms,

but she did not know that I healed her. 4 I led her

with bands of human kindness,

with cords of love.

I treated her like those

who lift infants to their cheeks;

I bent down to them and fed her.

--------------------------------------------

8 How can I give you up, ____________?

How can I hand you over, __________l?

…My heart winces within me;

my compassion grows warm and tender.


Worksheet: God’s Voice is Tender PROPHET HOSEA – HOSEA 11 – PRE-EXILE; FROM ISRAEL IN ISRAEL —8TH CENTURY BC

11 When ______________ was a child, I loved him,

and out of Egypt I called my son. 2 The more I called him,

the further he went from me;

he kept sacrificing to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _,

and he kept worshiping _ _ _ _ _ _ _ _ _ _ _ _ _. 3 Yet it was I who taught ________________ to walk;

I took him up in my arms,

but he did not know that I healed him. 4 I led him

with bands of human kindness,

with cords of love.

I treated him like those

who lift infants to their cheeks;

I bent down to them and fed him.

--------------------------------------------

8 How can I give you up, _________________?

How can I hand you over, _______________?

…My heart winces within me;

my compassion grows warm and tender.

Documents

Hearing God Prophets Bible Study Fall 2015 -- 4 Part