STRAND 1.0: THE OLD TESTAMENT

SUBSTRAND 1.1 : THE HOLY BIBLE 

Lesson 1: The Bible as the Inspired Word of God

Ø  Introduction: Begin by asking learners about their experiences with the Bible. Where have they encountered it? What do they know about it?

Ø  Brainstorming: Facilitate a brainstorming session on the meaning of the word "inspired." Guide them to understand it as something influenced or guided by a divine power.

Ø  Explanation: Explain that Christians believe the Bible is the inspired Word of God. This means that while human beings wrote the books, God guided their thoughts and words to communicate His truth to humanity. It's a unique partnership between God and human authors.

Ø  Scriptural Evidence: Read and discuss the following Bible verses, encouraging learners to identify how they suggest divine inspiration: 

ü  Psalm 119:160: "The entirety of Your word is truth, and every one of Your righteous judgments endures forever." (Emphasize the comprehensive truthfulness of God's word.)

ü  Psalm 12:6: "The words of the Lord are pure words, like silver refined in a furnace of clay, purified seven times." (Highlight the purity and perfection of God's words.)

ü  Isaiah 55:11: "So shall My word be that goes forth from My mouth; it shall not return to Me void, but it shall accomplish what I please, and it shall prosper in the thing for which I sent it." (Focus on the power and effectiveness of God's word.)   

ü  Jeremiah 1:9: "Then the Lord put forth His hand and touched my mouth, and the Lord said to me: 'Behold, I have put My words in your mouth.'" (Illustrates direct divine intervention in giving words to a prophet.)   

ü  (Optional) 2 Timothy 3:16-17: "All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the servant of God may be thoroughly equipped for every good work." (Highlights the divine origin and practical purpose of Scripture.)   

Ø  Activity: Learners make notes on what they understand by "The Bible as the inspired Word of God" based on the discussion and the verses read.

Ø  Conclusion: Reiterate the understanding that the Bible is not just a collection of human writings but God's message to humanity, conveyed through inspired individuals.

Lesson 2: Human Authors Inspired to Write the Holy Bible

Ø  Introduction: Remind learners that while the Bible is divinely inspired, it was written by human beings.

Ø  Research: Guide learners to search online or use library resources to identify some of the human authors of the Old Testament. Encourage them to note down the books they are traditionally credited with writing. Examples include: 

ü  Moses: First five books (Genesis, Exodus, Leviticus, Numbers, Deuteronomy)

ü  Joshua: Book of Joshua

ü  Samuel: Parts of 1 and 2 Samuel

ü  David: Many Psalms

ü  Solomon: Proverbs, Song of Songs, Ecclesiastes

ü  Various Prophets: Isaiah, Jeremiah, Ezekiel, Daniel, Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Malachi.   

Ø  Discussion: Discuss the backgrounds of some of these authors. What were their roles in society? (e.g., prophet, king, shepherd, priest). Emphasize that God chose people from diverse backgrounds to communicate His message.

Ø  The Role of Inspiration: Reiterate that these human authors wrote under the inspiration of the Holy Spirit. Their individual personalities, experiences, and writing styles are evident, but their message was guided by God.

Ø  Activity: Learners create a list of Old Testament authors they have researched and the books they wrote. They can also briefly describe the author's background or role.

Ø  Conclusion: Emphasize that God worked through real people in specific historical contexts to produce the Old Testament scriptures.

Lesson 3: Organisation of the Old Testament Books

Ø  Introduction: Explain that the Old Testament is a collection of 39 books organized into different categories based on their content and literary style.

Ø  Categorization: Introduce the main categories of the Old Testament books using charts or flashcards: 

ü  The Law (Pentateuch): These are the first five books, laying the foundation of Israel's history, laws, and covenant with God. (Genesis, Exodus, Leviticus, Numbers, Deuteronomy)

ü  Historical Books: These books narrate the history of the nation of Israel, from their entry into the Promised Land to their exile and return. (Joshua, Judges, Ruth, 1 & 2 Samuel, 1 & 2 Kings, 1 & 2 Chronicles, Ezra, Nehemiah, Esther)

ü  Poetical and Wisdom Literature: These books explore themes of wisdom, suffering, praise, and the relationship between humanity and God through poetry and wise sayings. (Job, Psalms, Proverbs, Ecclesiastes, Song of Songs)

ü  Prophetic Books: These books contain the messages and warnings of God spoken through prophets to the people of Israel and Judah. They are further divided into: 

§  Major Prophets: (Isaiah, Jeremiah, Lamentations, Ezekiel, Daniel) - Called "major" due to the length of their books.

§  Minor Prophets: (Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Malachi) - Called "minor" due to the shorter length of their books.

Ø  Activity 1 (Chart/Flashcards): Use visual aids to clearly display the categories and the books within each category. Discuss the general themes covered in each category.

Ø  Activity 2 (Jigsaw Puzzle): Create a jigsaw puzzle with the names of the Old Testament books. Learners work together to sort them into the correct categories.

Ø  Conclusion: Emphasize the importance of understanding the organization of the Old Testament to better grasp its content and message.

Lesson 4: Literary Forms Used in Writing the Bible

• Introduction: Explain that the Bible is not written in a single style but employs various literary forms to communicate its message effectively.
• Identifying Literary Forms: Guide learners to list different types of writing they encounter in everyday life (e.g., stories, poems, laws, letters, songs, proverbs, historical accounts).
• Biblical Literary Forms: Introduce and describe the common literary forms found in the Old Testament: 

ü  Narrative: Stories that recount historical events, often with a theological purpose (e.g., the creation story, the story of Abraham, the Exodus).

ü  Law: Collections of rules and regulations governing religious, social, and moral life (e.g., the laws in Exodus and Deuteronomy).

ü  Poetry: Expressive language using rhythm, imagery, and figurative language to convey emotions, praise, and wisdom (e.g., Psalms, Song of Songs, Lamentations).

ü  Prophecy: Messages from God delivered through prophets, often including warnings, encouragement, and visions (e.g., the books of Isaiah, Jeremiah, Amos).

ü  Wisdom Literature: Sayings, proverbs, and reflections on how to live a wise and righteous life (e.g., Proverbs, Ecclesiastes).

ü  Genealogy: Lists of ancestors, often used to trace lineage and highlight important figures (e.g., the genealogies in Genesis and Chronicles).

ü  Parables: Short stories used to illustrate a moral or spiritual lesson (more common in the New Testament but some elements can be found in the Old Testament).

• Activity 1 (Chart/PowerPoint): Learners work individually or in groups to describe each literary form and provide examples of books or passages where it is prominently used. They can present their findings on a chart or using PowerPoint slides.
• Activity 2 (Poster): Learners create a poster showcasing the different literary forms used in the Bible, with brief descriptions and examples of relevant books in each category.
• Conclusion: Highlight that recognizing the different literary forms helps in interpreting the Bible accurately, as each form has its own conventions and purpose.

Lesson 5: Utilizing the Poetic Form: Songs from the Book of Psalms

ü  Introduction: Focus on the poetic form and its significance in the Old Testament, particularly in the Book of Psalms. Explain that Psalms are songs and prayers expressing a wide range of human emotions and experiences in relation to God.

ü  Characteristics of Hebrew Poetry: Briefly introduce some key characteristics of Hebrew poetry (without going into excessive detail): 

Ø  Parallelism: The repetition or contrasting of ideas in successive lines. 

Ø  Synonymous Parallelism: The second line repeats the thought of the first line in different words (e.g., Psalm 19:1: "The heavens declare the glory of God; the skies proclaim the work of his hands.").

Ø  Antithetic Parallelism: The second line expresses the opposite idea of the first line (e.g., Proverbs 10:1: "A wise son brings joy to his father, but a foolish son brings grief to his mother.").

Ø  Synthetic Parallelism: The second line adds to or develops the thought of the first line (e.g., Psalm 23:1: "The Lord is my shepherd; I shall not want.").

Ø  Imagery and Figures of Speech: The use of vivid language to create mental pictures and convey deeper meaning (e.g., metaphors, similes).

ü  Activity: 

Ø  Reading Psalms: Provide learners with copies of various Psalms (e.g., Psalm 23, Psalm 100, Psalm 121).

Ø  Analysis: Guide them to identify examples of parallelism and imagery in the selected Psalms.

Ø  Song Presentation: Instruct learners to choose one of the Psalms and present it as a song. They can be creative in their presentation (e.g., singing, acting out the verses, creating a simple melody). Encourage them to consider the emotions and message conveyed in the Psalm.

ü  Acknowledgement: Facilitate a discussion on how the Psalms demonstrate the power and beauty of the poetic form in expressing faith, praise, lament, and trust in God. Reinforce the understanding that the Bible, in its various forms, is the inspired word of God that speaks to the human heart.

ü  Conclusion: Emphasize the value of engaging with the poetic sections of the Bible, particularly the Psalms, as a way to connect with God on an emotional and spiritual level. Learners should acknowledge that the diverse literary forms within the Bible all contribute to its being the inspired word of God.

SUB-STRAND 1.2: METHODS OF STUDYING THE HOLY BIBLE (8 Lessons)

Lesson 1: Sharing Experiences and Brainstorming Study Methods

• Introduction: Begin by asking learners to pair up and discuss their personal experiences (if any) of reading the Bible. What challenges or insights have they encountered?
• Sharing: Facilitate a class discussion where pairs share some of their experiences. Encourage a respectful and open atmosphere.
• Brainstorming: Lead a brainstorming session on different ways one can approach studying any book, including the Bible. Prompt them with questions like: 

ü  What do you do when you want to understand a school textbook better?

ü  How do you learn about a historical figure?

ü  How do you appreciate a piece of literature?

• Initial List: Compile a preliminary list of potential Bible study methods based on the learners' suggestions.
• Transition: Explain that there are established methods specifically designed for studying the Bible effectively.

Lesson 2 & 3: Exploring Five Methods of Studying the Bible (Research and Presentation)

• Introduction: Inform learners that they will now research specific methods of studying the Bible.
• Research Activity: Divide the class into five groups. Assign each group one of the following methods to research using the internet or library resources: 

1.   Devotional Method: Focuses on personal reflection, prayer, and application of a short passage to one's life.

2.   Topical Method: Studies what the Bible says about a specific subject by looking at various verses related to that topic.

3.   Character Study (Biographical Method): Examines the life and actions of a particular biblical character to learn from their examples (both positive and negative).

4.   Verse-by-Verse (Expository) Method: Involves a detailed examination of each verse in a specific passage or book, considering its context, meaning, and implications.

5.   Inductive Method: A careful and systematic approach that involves observation (what does the text say?), interpretation (what does it mean?), and application (how does it apply to my life?).   

• Research Guidelines: Provide each group with guidelines for their research, including: 

ü  A clear definition of the method.

ü  Steps involved in using the method.

ü  Strengths and limitations of the method.

ü  Examples of how this method can be applied to specific Bible passages.

ü  Presentation Preparation: Instruct each group to prepare a presentation (using posters, short skits, or digital slides) to explain their assigned method to the rest of the class.

ü  Presentations: In the subsequent lesson, each group presents their findings. Encourage questions and discussions after each presentation.

ü  Summary: As a class, create a summarized list of the five methods, highlighting the key aspects of each.

Lesson 4: Examining the Benefits of Studying the Holy Bible (Interview and Discussion)

• Introduction: Emphasize the importance of understanding why we study the Bible.
• Interview Preparation: Arrange for a resource person (Pastor, Priest, Chaplain, or a knowledgeable layperson) to be interviewed, either in person or virtually. Prepare a list of questions for the interview focusing on the benefits of studying the Bible. Possible questions include: 

ü  What are the spiritual benefits of reading the Bible?

ü  How does studying the Bible help in understanding God?

ü  How can the Bible guide us in our daily lives?

ü  What are the benefits of studying the Bible as a community?

ü  How can the Bible help us overcome challenges?

• Interview Session: Conduct the interview, ensuring all learners are attentive and have opportunities to ask clarifying questions.
• Note-Taking: Learners take notes during the interview, focusing on the key benefits mentioned by the resource person.
• Class Discussion: After the interview, facilitate a class discussion based on the notes taken. Encourage learners to share which benefits resonated with them the most and why.
• Personal Reflection: Ask learners to reflect on how studying the Bible might impact their own lives.

Lesson 5 & 6: Applying the Inductive Bible Study Method

• Introduction: Explain the inductive method in detail, emphasizing its three key steps: 

ü  Observation: Carefully reading the text and noting down everything you see. Ask questions like: Who? What? When? Where? How? What words or phrases are repeated? What are the main ideas? What are the connections between different parts of the text?

ü  Interpretation: Determining the meaning of the text. Ask questions like: What did the author mean by this? What was the original context? Are there any cultural or historical factors to consider? How do different parts of the passage relate to each other?

ü  Application: Discovering how the meaning of the text applies to your life today. Ask questions like: What does this passage teach me about God, humanity, or myself? How should this truth affect my thoughts, attitudes, and actions? What changes should I make in my life based on this passage?

• Group Activity 1 (Matthew 13:44-46): Divide the class into small groups and guide them to apply the inductive method to Matthew 13:44-46 (The Parables of the Hidden Treasure and the Pearl of Great Price). Provide guiding questions for each step: 

ü  Observation: What are the key elements in each parable? What actions do the men take? What is being compared to the treasure and the pearl? What is the cost involved?

ü  Interpretation: What do the treasure and the pearl likely represent? What does the men's willingness to sell everything suggest about the value of what they found? What is the main point Jesus is trying to make in these parables?

ü  Application: What "treasure" or "pearl of great price" has God offered us? What are we willing to sacrifice for it? How does this passage challenge our priorities?

• Group Activity 2 (Romans 8:28-32): Repeat the process with Romans 8:28-32 (God's Love and Purpose). Guiding questions: 

ü  Observation: What does verse 28 say God does? Who are "those who love God"? What is meant by "called according to his purpose"? What is the sequence of events described in verses 29-30? What question is asked in verse 31? What does verse 32 emphasize?

ü  Interpretation: What does it mean that God works "all things together for good"? For whom is this true? What is God's ultimate purpose for believers? What does the fact that God did not spare his own Son tell us about his love?

ü  Application: How does the truth of these verses bring comfort and hope in difficult times? How should this understanding affect our trust in God? How does God's love motivate us?

• Reflection Notes: After each group activity, instruct learners to individually write reflection notes on what they learned from the passage and how they can apply it to their own lives.

Lesson 7: Utilising the Biography Method (Book of Jonah)

• Introduction: Introduce the biographical method as a way to learn from the lives of biblical characters. Explain that the Book of Jonah provides a rich opportunity for this.
• Reading the Book of Jonah: Ensure all learners have read the entire Book of Jonah. This can be done as homework prior to the lesson or during class time.
• Character Analysis: Guide learners to focus on the character of Jonah. Ask questions to prompt their analysis: 

ü  What do we learn about Jonah's initial reaction to God's command?

ü  What actions does Jonah take? What do these actions reveal about his character?

ü  How does Jonah behave on the ship?

ü  What happens to Jonah in the belly of the big fish? How does he respond?

ü  How does Jonah react to the salvation of Nineveh? What does this reveal about his attitude?

ü  What lessons can we learn from Jonah's obedience and disobedience?

ü  What are Jonah's strengths and weaknesses as portrayed in the book?

ü  How does God interact with Jonah throughout the story? What does this tell us about God's character?

• Writing a Biography: Instruct learners to write a biography of Jonah based on their study of the book. The biography should include: 

ü  An introduction to Jonah and his role as a prophet.

ü  A chronological account of the key events in his life as described in the book.

ü  An analysis of his character, highlighting his strengths, weaknesses, and motivations.

ü  Lessons that can be learned from Jonah's life and experiences.

• Sharing (Optional): Allow learners to share their biographies in small groups or with the whole class.

Lesson 8: Desire for Daily Reading and Spiritual Growth (Reflection and Commitment)

• Introduction: Emphasize that studying the Bible is not just an academic exercise but a vital practice for spiritual growth.
• Concordance/Encyclopaedia/Online Sources Activity: Divide learners into groups and assign them the task of using a Bible Concordance, Encyclopaedia, or online Bible resources to search for verses on the themes of "integrity" and "purity."
• Note-Taking and Presentation: Each group should find several relevant verses, make notes on what these verses teach about integrity and purity, and prepare a brief presentation for the class.
• Reflection Journal: Introduce the idea of a daily reflection journal on scriptures. Explain that this is a way to engage with God's word regularly and reflect on its impact.
• Journal Prompts: Provide learners with some prompts to guide their journal entries: 

ü  What scripture did I read today?

ü  What stood out to me in this scripture?

ü  What does this scripture teach me about God, myself, or others?

ü  How can I apply this scripture to my life today?

ü  What questions do I have about this scripture?

ü  How did this scripture make me feel?

• Commitment to Daily Reading: Encourage learners to make a personal commitment to reading a portion of the Bible daily. Emphasize that even a small amount of regular reading can lead to significant spiritual growth.
• Sharing (Optional): If learners are comfortable, invite them to share how daily Bible reading has impacted their lives (or their hopes for how it will impact them).
• Conclusion: Reiterate the importance of developing a consistent habit of studying the Bible for personal growth and a deeper relationship with God. Encourage them to utilize the various methods they have learned.

SUB-STRAND 1.3: REDEMPTION AFTER THE FALL OF MAN (10 Lessons)

Lesson 1: Understanding Redemption

• Introduction: Begin by asking learners what comes to their mind when they hear the word "redemption."
• Defining Redemption: Guide learners to use a Bible dictionary to find the meaning of "redemption." Discuss the various aspects of the definition, such as: 

ü  To buy back: Suggesting a price was paid.

ü  To rescue or deliver: Implying a state of bondage or danger.

ü  To set free: Indicating liberation from captivity.

ü  To restore: Hinting at a loss that is recovered.

• Connecting to the Fall: Explain that the concept of redemption becomes significant because of an event known as "the fall of man." This event introduced sin and its consequences into the relationship between God and humanity.

Lesson 2 & 3: The Origin of Sin (Genesis 3)

• Introduction: Introduce the story of the creation of humanity and the initial state of innocence in the Garden of Eden.
• Reading Genesis 3: Guide learners to read Genesis chapter 3 carefully.
• Analyzing the Narrative: Facilitate a discussion focusing on the following aspects: 

ü  The Serpent: Its cunning nature and deceptive tactics. How did it question God's word? What did it promise?

ü  Eve: Her interaction with the serpent, her doubts, and her eventual disobedience. What motivated her to eat the forbidden fruit?

ü  Adam: His role in the disobedience. Why did he eat the fruit? What was his responsibility?

ü  The Act of Disobedience: What was the specific command that was broken? What does this reveal about God's authority and humanity's freedom?

• Identifying the Origin of Sin: Lead learners to understand that sin originated from: 

ü  Doubt in God's Word: The serpent sowed seeds of doubt about God's goodness and truthfulness.

ü  Disobedience to God's Command: Humanity chose to go against God's clear instruction.

ü  Desire for What Was Forbidden: A temptation arose to have what God had withheld.

ü  Influence of External Temptation: The serpent played a significant role in leading Eve astray.

Lesson 4 & 5: The Consequences of Sin (Genesis 3 and Beyond)

• Review: Briefly recap the story of the fall.
• Analyzing the Consequences (Genesis 3): Guide learners to identify the immediate and long-term consequences of sin as described in Genesis 3: 

ü  Shame and Guilt: Adam and Eve became aware of their nakedness and hid from God.

ü  Fear and Alienation from God: Their relationship with God was broken, leading to fear.

ü  Broken Harmony in Relationships: Tension arose between Adam and Eve, and between humanity and nature.

ü  Pain in Childbearing (for Eve): A consequence specific to the woman.

ü  Hardship in Work (for Adam): The ground would now yield its produce with difficulty.

ü  Physical Death: The introduction of mortality.

ü  Expulsion from the Garden of Eden: Loss of paradise and direct communion with God.

• Exploring Further Consequences (Other Passages): Discuss how sin continued to manifest and its wider consequences as seen in other Old Testament narratives: 

ü  Genesis 4:1-15 (Cain and Abel): Jealousy, anger, and murder – the breakdown of brotherly love.

ü  Genesis 11:1-9 (Tower of Babel): Pride, rebellion against God's plan, and the division of humanity.

ü  Genesis 6:1-14, 17-18 (Noah's Flood): Widespread wickedness and corruption leading to divine judgment.

• General Consequences of Sin: Summarize the broader consequences of sin: 

ü  Separation from God (Spiritual Death): The primary consequence, breaking the relationship.

ü  Moral Corruption: The tendency towards evil and unrighteousness.

ü  Suffering and Pain: Physical, emotional, and relational struggles.

ü  Social Disorder: Conflict, injustice, and breakdown of community.

ü  Physical Death: The ultimate earthly consequence.

Lesson 6 & 7: God's Plan of Salvation After the Fall

• Introduction: Emphasize that even after humanity's disobedience, God did not abandon them but initiated a plan of salvation, demonstrating His love and mercy.
• Initial Acts of Grace (Genesis 3): Point out the early signs of God's redemptive plan in Genesis 3: 

ü  God Seeking Adam and Eve: Despite their hiding, God took the initiative to find them.

ü  Questioning and Holding Them Accountable: God addressed them directly, giving them an opportunity to confess.

ü  The Promise of the Seed (Genesis 3:15): This is considered the first hint of the gospel – a future descendant of the woman who would defeat the serpent (symbolically referring to Jesus Christ).

ü  Providing Garments of Skin: An act of care and provision, symbolizing God's covering of their sin.

• Three Steps to God's Redemptive Work (New Testament Perspective): Introduce key New Testament verses that highlight the core of God's redemptive plan fulfilled in Jesus Christ: 

ü  John 1:14: "The Word became flesh and made his dwelling among us. We have seen his glory, the glory of the one and only Son, who came from the Father, full of grace and truth." (God became a man named Jesus Christ – Incarnation).   

ü  Colossians 1:13-14: "For he has rescued us from the dominion of darkness and brought us into the kingdom of the Son he loves, in whom we have redemption, the forgiveness of sins." (Jesus Christ died on the cross to redeem us – Atonement).   

ü  1 Corinthians 15:45: "So it is written: 'The first man Adam became a living being'; the last Adam, a life-giving spirit." (Connecting Jesus as the "last Adam" who brings life through his resurrection).

ü  Isaiah 63:5: "I looked, but there was no one to help, I was appalled that no one gave support; so my own arm achieved salvation for me, and my own wrath sustained me." (Emphasizes God's initiative in salvation).   

ü  2 Peter 3:9: "The Lord is not slow in keeping his promise, as some understand slowness. Instead he is patient with you, not wanting anyone to perish, but everyone to come to repentance." (Highlights God's desire for all to be saved).   

ü  Ephesians 1:7: "In him we have redemption through his blood, the forgiveness of sins, in accordance with the riches of God’s grace." (Redemption through Christ's sacrifice).   

• Explanation of the Three Steps: Discuss each step in detail: 

ü  Incarnation: God, in His love, took on human form in the person of Jesus Christ to identify with humanity and bridge the gap created by sin.

ü  Atonement (Death on the Cross): Jesus' death on the cross was the ultimate sacrifice, paying the penalty for humanity's sin and reconciling us to God. "Redemption through his blood" signifies the cost of our freedom from sin.

ü  Resurrection: Jesus' resurrection from the dead conquered sin and death, offering the promise of eternal life to those who believe. He became the "life-giving spirit," offering new life.

Lesson 8 & 9: Christian Responses to God's Redemptive Work

• Introduction: Explain that God's redemptive work calls for a response from humanity.
• Pair Discussion (John 12:24-25): Have learners read John 12:24-25 ("Very truly I tell you, unless a kernel of wheat falls to the ground and dies, it remains only a single seed. But if it dies, it produces many seeds. Anyone who loves their life will lose it, while anyone who hates their life in this world will keep it for eternal life.") Discuss how this passage illustrates the principle of sacrifice and surrender in following Christ.   
• Brainstorming Christian Responses: Facilitate a class brainstorming session on how Christians should respond to God's redemptive work. Guide them to think about different aspects of their lives.
• Categorizing Responses: Organize the brainstormed ideas into categories, such as: 

ü  Faith and Belief: Accepting Jesus Christ as Lord and Savior, trusting in His sacrifice for forgiveness.

ü  Repentance: Turning away from sin and seeking God's forgiveness.

ü  Gratitude and Thankfulness: Expressing appreciation for God's love and sacrifice through worship, prayer, and praise.

ü  Obedience: Striving to live according to God's commands and teachings.

ü  Love for God and Others: Reflecting God's love in our relationships with others, showing compassion and forgiveness.

ü  Service and Witness: Sharing the good news of redemption with others and serving God in various ways.

ü  Living a Transformed Life: Allowing God's grace to change our character and behavior.

ü  Sacrifice and Self-Denial: Being willing to put God's will and the needs of others before our own desires (as suggested in John 12:24-25).

ü  Hope and Perseverance: Looking forward to the fullness of redemption in eternal life and persevering in faith despite challenges.

• Presentation (Charts/PowerPoint): Learners work in pairs to create charts or PowerPoint slides summarizing the different ways Christians respond to God's redemptive work, providing brief explanations and relevant Bible verses.

Lesson 10: Embracing God's Redemptive Work in Daily Life

• Review: Briefly recap God's redemptive plan and the expected Christian responses.
• Personal Reflection (John 3:16): Have learners read and reflect on John 3:16 ("For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life."). Emphasize the depth of God's love and the invitation to believe.   
• Composing Songs: In groups, learners compose songs expressing God's love for humankind and their personal response to His redemptive work. Encourage creativity and heartfelt expression.
• Personal Reflection Journal: Instruct learners to write a personal reflection journal entry on how they can actively embrace God's redemptive work in their day-to-day lives. Prompt them with questions like: 

ü  How can I show gratitude for God's love today?

ü  What sins do I need to repent of?

ü  How can I love and serve others as Christ loved?

ü  What steps can I take to grow in my faith?

ü  How can I share God's love with those around me?

• Desire for God's Word: Encourage learners to cultivate a desire to know God more through His Word and to allow His redemptive work to transform their lives from the inside out.
• Conclusion: Emphasize that God's redemptive work is an ongoing process in the lives of believers, requiring a continuous response of faith, obedience, and love.

SUB-STRAND 1.4 STEWARDSHIP OVER CREATION (8 lessons)

Lesson 1: Defining Good Stewardship

• Introduction: Begin by asking learners what the word "steward" or "stewardship" means to them in everyday language.
• Using a Bible Dictionary: Guide learners to use a Bible dictionary to find the specific meaning of "stewardship" in a biblical context. Discuss the key elements of the definition, such as: 

ü  Management: The act of overseeing and directing something that belongs to another.

ü  Responsibility: The obligation to care for and be accountable for what has been entrusted.

ü  Trusteeship: Holding something in trust, not as an owner but as someone responsible for its well-being.

• Defining "Good Stewardship": Based on the dictionary definition and initial thoughts, collaboratively define "good stewardship" in the context of creation. Emphasize that it involves responsible and careful management of God's creation, recognizing that it ultimately belongs to Him.
• Sharing Experiences: Encourage learners to share any experiences they have had (at home, school, church, or in the community) where they have seen or practiced good stewardship, whether related to resources, the environment, or other responsibilities.

Lesson 2: Biblical Basis for Stewardship (Genesis 1:26-28)

• Introduction: Explain that the concept of stewardship over creation is rooted in the very beginning of humanity's relationship with God as described in the book of Genesis.
• Reading Genesis 1:26-28: Guide learners to read Genesis 1:26-28 carefully.
• Analyzing the Scripture: Discuss the key points in these verses: 

ü  "Let us make mankind in our image, in our likeness..." (verse 26): This highlights humanity's unique position and value in God's creation, reflecting His attributes.

ü  "...and let them rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals, and over all the creatures that move along the ground." (verse 26): This indicates God's delegation of authority and responsibility to humanity over the rest of creation. The word "rule" implies responsible care and management, not exploitation.

ü  "God blessed them and said to them, 'Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.'" (verse 28): The command to "subdue" and "rule" should be understood within the context of God's blessing and the inherent value of creation. It implies responsible development and care, not destruction.   

• Making Notes: Learners make notes on their understanding of God's mandate to humanity in these verses regarding creation.

Lesson 3: Biblical Basis for Stewardship (Genesis 2:15-16)

• Review: Briefly remind learners of the discussion on Genesis 1:26-28.
• Reading Genesis 2:15-16: Guide learners to read Genesis 2:15-16.
• Analyzing the Scripture: Discuss the key points in these verses: 

ü  "The Lord God took the man and put him in the Garden of Eden to work it and take care of it." (verse 15): This verse explicitly states humanity's role as caretakers and cultivators of God's creation. "Work it" suggests responsible use of resources, and "take care of it" emphasizes the responsibility for its preservation and well-being.

ü  "And the Lord God commanded the man, 'You are free to eat from any tree in the garden; but you must not eat from the tree of the knowledge of good and evil, for when you eat from it you will certainly die.'" (verse 16-17): While primarily about obedience, this also highlights God's ownership and boundaries within creation. Humanity was given freedom but also responsibility and accountability.   

• Connecting to Stewardship: Discuss how this passage further clarifies humanity's role as stewards – those entrusted with the care and responsible use of God's creation.
• Making Notes: Learners add to their notes, focusing on the specific responsibilities highlighted in Genesis 2:15-16.

Lesson 4: Principles of Good Stewardship

• Introduction: Explain that the scriptures provide underlying principles that guide good stewardship.
• Brainstorming Application: In groups, learners brainstorm ways to apply the concepts from Genesis 1:26-28 and 2:15-16 in their daily activities, chores, and studies. For example: 

ü  "Rule/Take care": How can we care for our school environment? How can we use resources responsibly at home? How can we manage our time effectively as students?

ü  "Subdue/Work it": How can we use our talents and skills to improve our community? How can we approach our studies with diligence and effort?

• Identifying Four Principles: Guide the discussion to deduce four key principles of good stewardship: 

1.   Ownership Belongs to God: Recognizing that God is the ultimate owner of all creation, and we are merely caretakers.

2.   Responsibility Entrusted to Humanity: Understanding that God has given us the duty to care for and manage His creation responsibly.

3.   Accountability to God: Knowing that we will be held accountable for how we have managed what has been entrusted to us.

4.   Benefit for All Creation: Acting in ways that promote the well-being and sustainability of all aspects of creation, not just for our own immediate benefit.

• Discussion: Discuss each principle in detail, using examples from the scriptures and daily life.

Lesson 5 & 6: Qualities of Good Stewardship

• Introduction: Explain that good stewardship is not just about actions but also about the character and attitude with which we approach our responsibilities.
• Brainstorming Qualities: Ask learners to brainstorm qualities they think are important for someone who is a good steward.
• Using Bible Resources: Guide learners to use a Bible Concordance or Encyclopaedia to find verses that relate to the following qualities of good stewardship: 

ü  Selflessness: Putting the needs of creation and others before our own selfish desires (e.g., Philippians 2:3-4).

ü  Humility: Recognizing our place as caretakers and not owners, acknowledging God's ultimate authority (e.g., Micah 6:8).

ü  Wisdom: Using knowledge and understanding to make sound decisions about the use and preservation of resources (e.g., Proverbs 3:19-20).

ü  Long-suffering (Patience): Persevering in the work of stewardship even when it is challenging or the results are not immediate (e.g., Galatians 6:9).

ü  Forbearing (Tolerance): Showing understanding and restraint in our interactions with creation and others (e.g., Colossians 3:13).

ü  Cheerful Giver: Willingness to share resources, time, and effort for the benefit of creation and others (e.g., 2 Corinthians 9:7).

• Verse Analysis: Discuss the verses found for each quality, explaining how they relate to good stewardship.
• Modeling Qualities: Encourage learners to reflect on how they can cultivate these qualities in their daily lives.

Lesson 7: Expressing Stewardship Through Poetry

• Introduction: Explain that poetry can be a powerful way to express our understanding and commitment to important values.
• Group Activity: Composing a Poem: Divide learners into groups and instruct them to compose a poem on the theme of good stewardship over creation. Encourage them to incorporate the principles and qualities discussed in previous lessons. The poem can address: 
  • God's creation and its beauty.
  • Humanity's role and responsibility.
  • The importance of caring for the environment.
  • The qualities of a good steward.
  • The impact of good or bad stewardship.
• Recitation: Allow each group to recite their poem to the class. Provide constructive feedback and appreciation for their efforts.

Lesson 8: Documenting Good Stewardship in Daily Life

• Introduction: Emphasize that good stewardship is not just a theoretical concept but a practical way of living.
• Using a Diary: Instruct learners to use a diary for a specific period (e.g., one week) to document how they exercise good stewardship in their daily activities. Encourage them to record specific actions related to: 

ü  Resource Management: Saving water and electricity, reducing waste, using materials responsibly.

ü  Environmental Care: Picking up litter, planting trees, caring for plants and animals.

ü  Personal Responsibilities: Managing time effectively, caring for personal belongings, being responsible in their studies.

ü  Community Involvement: Participating in environmental initiatives, helping others in need.

• Reflection and Sharing (Optional): After the documentation period, encourage learners to reflect on their experiences. In a class discussion or small groups, they can share some of the ways they practiced good stewardship and any challenges they faced.
• Conclusion: Reinforce the idea that good stewardship is a continuous practice that requires conscious effort and a commitment to valuing and caring for God's creation in all aspects of life.

SUB-STRAND 1.5 THE EXODUS 

Lesson 1: The Call of Moses (Exodus 3:1-22)

• Introduction: Begin by introducing the historical context of the Exodus – the Israelites' slavery in Egypt and God's plan to deliver them.
• Reading Exodus 3:1-22: Guide learners to read Exodus chapter 3 carefully.
• Dramatization: Divide the class into groups and assign roles (Moses, the burning bush/God, perhaps some background Israelites). Instruct them to role-play the call of Moses based on the scripture. Encourage them to pay attention to: 

ü  The unusual sight of the burning bush that was not consumed.

ü  God's initiative in calling Moses by name.

ü  God's self-identification ("I am the God of your father, the God of Abraham, the God of Isaac, and the God of Jacob").

ü  God's awareness of the Israelites' suffering.

ü  God's plan to bring them out of Egypt to the Promised Land.

ü  Moses' initial reluctance and excuses.

• Peer Critique: After each group's performance, facilitate a peer critique session focusing on how accurately they portrayed the biblical account and the emotions of the characters.

Lesson 2: The Discourse Between God and Moses (Exodus 4:1-19)

Ø  Review: Briefly recap the call of Moses from Exodus 3.

Ø  Reading Exodus 4:1-19: Guide learners to read Exodus 4:1-19. Alternatively, they can watch a relevant video depicting these events.

Ø  Analyzing the Discourse: Discuss the continued conversation between God and Moses, focusing on: 

ü  Moses' Doubt and Objections: His concern about the Israelites not believing him and his lack of eloquence.

ü  God's Responses and Reassurance: 

Ø  The signs given to Moses: the staff turning into a snake and back, his hand becoming leprous and then healed. Discuss the significance of these signs as demonstrations of God's power and confirmation of Moses' mission.

Ø  God's promise to be with Moses' mouth and teach him what to say.

Ø  The provision of Aaron as his spokesman.

ü  Lessons Learnt: Guide learners to outline the lessons they can learn from this discourse about: 

Ø  God's patience and understanding of human weakness.

Ø  God's provision and equipping those He calls.

Ø  The importance of obedience despite fear and doubt.

Ø  God's sovereignty and ability to work through imperfect people.

Ø  Using Bible Commentary: Encourage learners to consult reputable Bible commentaries to gain deeper insights into the meaning and significance of this dialogue.

Lesson 3 & 4: The Ten Plagues (Exodus 7:14 - 11:10)

Ø  Introduction: Explain that when Pharaoh refused to let the Israelites go, God sent a series of ten plagues upon Egypt to demonstrate His power and compel Pharaoh to obey.

Ø  Brainstorming the Meaning of "Plague": Discuss the meaning of the word "plague" – a widespread affliction, calamity, or contagious disease.

Ø  Reading and Summarizing: Divide the class into ten groups, assigning each group one of the ten plagues to research by reading the corresponding sections in Exodus (Exodus 7:14 – 11:10). Each group should summarize the details of their assigned plague.

Ø  Sketching/Drawing the Plagues: In their groups, learners sketch or draw a visual representation of their assigned plague.

Ø  Showcasing and Describing: Each group presents their sketch/drawing to the class and briefly describes the plague they researched.

Ø  Listing the Ten Plagues: As a class, create a comprehensive list of the ten plagues in order: 

1.   Water turned to blood

2.   Frogs

3.   Gnats (or lice)

4.   Flies

5.   Death of livestock

6.   Boils

7.   Hail

8.   Locusts

9.   Darkness

10.                 Death of the firstborn

Lesson 5: Attributes of God from the Ten Plagues

• Review: Briefly list the ten plagues.
• Identifying God's Attributes: Guide learners to analyze each plague and identify the attributes of God that are revealed through them. Use charts or PowerPoint slides to record these attributes: 

ü  Power/Omnipotence: God's ability to control nature and bring about extraordinary events (evident in all plagues).

ü  Justice: God's judgment on the oppression of the Israelites and the idolatry of Egypt.

ü  Sovereignty: God's ultimate control over Pharaoh and the events that unfolded.

ü  Faithfulness: God's commitment to His promise to deliver the Israelites.

ü  Knowledge/Omniscience: God's awareness of the suffering of His people and His precise plan for deliverance.

ü  Holiness: God's separation from and opposition to sin and injustice.

ü  Mercy (towards Israel): God's protection of the Israelites from some of the plagues.

• Discussion: Discuss how each plague specifically demonstrates these attributes. For example, the severity and scope of each plague showcased God's immense power. The targeting of Egyptian gods through some plagues (e.g., the Nile god) demonstrated His sovereignty and judgment against false worship.

Lesson 6: The Passover and Foreshadowing of Christ's Atonement (Exodus 12:1-31)

• Reading Exodus 12:1-31: Guide learners to read the account of the institution of the Passover.
• Making Notes on the Passover: Learners make notes on the key elements of the Passover: 

ü  The instructions for each household to take a lamb.

ü  The lamb had to be without blemish, a year old, male.

ü  The lamb was to be slaughtered at twilight.

ü  Its blood was to be applied to the doorframes of each house.

ü  The Israelites were to eat the lamb with unleavened bread and bitter herbs.

ü  This was to be a lasting ordinance, a memorial feast.

• Defining Atonement: Use a Bible dictionary to define "atonement" – the reconciliation between God and humanity through the sacrifice of Jesus Christ. Discuss the idea of making amends for sin.
• Relating the Passover Lamb to Jesus Christ: Guide learners to see the parallels between the Passover lamb and Jesus Christ: 

ü  The Lamb without Blemish (Exodus 12:5, 1 Peter 1:18-19): Symbolizes Jesus' sinless nature.

ü  The Sacrifice of the Lamb (Exodus 12:6, John 1:29): Foreshadows Jesus' sacrificial death for the sins of the world. John the Baptist called Jesus "the Lamb of God who takes away the sin of the world."

ü  The Blood for Protection (Exodus 12:7, 13): The blood of the lamb brought deliverance from death; similarly, Jesus' blood brings salvation and protection from God's judgment on sin.

ü  The Lamb Not Having Its Bones Broken (Exodus 12:46, John 19:36): A specific detail that was also fulfilled in Jesus' crucifixion.

ü  The Passover Meal (Exodus 12:8, Luke 22:15): Jesus' Last Supper was a Passover meal, where He instituted the new covenant in His blood.

• Reflection Journal: Learners write a reflection journal entry on how the Passover foreshadows Christ's atonement and its significance for Christians today.

Lesson 7: God's Care for the Israelites During the Exodus

• Introduction: Emphasize that God's deliverance of the Israelites was not just about bringing them out of Egypt but also about sustaining and caring for them on their journey.
• Using a Bible Map: Use a Bible map to locate the Red Sea and the general route of the Exodus.
• Group Research and Presentation: Divide the class into four groups, assigning each group one of the following ways God cared for the Israelites: 

ü  The Crossing of the Red Sea (Exodus 14:5-31): God's miraculous parting of the waters to provide a way of escape and His destruction of the pursuing Egyptian army.

ü  Provision of Water (Exodus 15:22-27; 17:1-7): God's provision of drinkable water at Marah (making bitter water sweet) and striking the rock at Horeb.

ü  Provision of Manna and Quails (Exodus 16:1-36): God's daily provision of food in the wilderness, demonstrating His sustenance.

ü  Defeat of the Amalekites (Exodus 17:8-16): God's help in battle through Moses' lifted hands and Joshua's leadership.

• Group Work: Each group reads the assigned passage, brainstorms the details of God's care, and makes notes for a presentation.
• Presentations: Each group presents their findings to the class.
• Watching a Movie (Optional): If resources allow, watching a reputable movie depicting the Exodus can help visualize God's care and power.

Lesson 8: Recognizing God's Power and Deliverance

• Review: Briefly summarize the key events of the Exodus – the plagues, the Passover, and God's provision in the wilderness.
• Drawing/Sketching Miraculous Acts: In groups, learners create drawings or sketches depicting God's miraculous acts during the Exodus (e.g., the burning bush, a plague, the parting of the Red Sea, manna falling from heaven).
• Discussion: Facilitate a discussion focusing on: 

ü  How the Exodus demonstrates God's immense power over nature and human rulers.

ü  How God's actions reveal His love, faithfulness, and commitment to His people.

ü  The significance of God's deliverance for the Israelites and its parallels to God's saving acts in the present day.

ü  How the Exodus serves as a reminder of God's ability to bring freedom and hope in difficult circumstances.

• Personal Application: Encourage learners to reflect on times in their own lives or in the world where they can see God's power and desire for deliverance.
• Conclusion: Emphasize that the Exodus is a foundational story in the Old Testament that reveals God's character as a powerful deliverer who cares deeply for His people. It serves as a testament to His ability to overcome any obstacle and bring about salvation.

SUB-STRAND 1.6 THE SINAI COVENANT (8 lessons)

Lesson 1: Introduction to the Sinai Covenant

• Review: Briefly recap the Exodus story, leading up to the Israelites' arrival at Mount Sinai. Emphasize God's deliverance and their journey towards the Promised Land.
• Brainstorming: In groups, learners brainstorm what they understand by the term "covenant" in general (an agreement, a pact, a formal binding agreement between two or more parties).
• Introducing the Sinai Covenant: Explain that the Sinai Covenant was a special and significant agreement established between God and the people of Israel at Mount Sinai. It formed the basis of their relationship and their identity as God's chosen people.

Lesson 2: The Making of the Sinai Covenant (Exodus 19:3-24)

• Reading Exodus 19:3-24: Guide learners to read Exodus 19:3-24 carefully.
• Discussion and Note-Taking: Facilitate a discussion focusing on the key events in the making of the covenant: 

ü  God's Initiative: God calls Moses up the mountain and proposes the covenant.

ü  God's Promises: God reminds Israel of what He has done for them (delivering them from Egypt) and promises to make them His treasured possession, a holy nation, and a kingdom of priests if they obey His voice and keep His covenant.

ü  Israel's Response: The people respond with a unified "All that the Lord has spoken we will do." This signifies their initial willingness to enter into the agreement.

ü  Preparation for God's Presence: God instructs Moses to have the people consecrate themselves (wash their clothes and abstain from sexual relations) in preparation for His holy presence.

ü  The Theophany (Manifestation of God): Describe the dramatic scene at Mount Sinai – thunder, lightning, a thick cloud, a very loud trumpet blast, and the mountain quaking. This emphasized the power and holiness of God.

ü  Setting Boundaries: God commands Moses to set boundaries around the mountain to prevent the people from breaking through and perishing, highlighting the need for reverence and respect for God's holiness.

• Watching a Video (Optional): If available, show a short video depicting the events at Mount Sinai to enhance understanding.
• Making Notes: Learners take notes on the key steps and significance of the making of the Sinai Covenant.

Lesson 3 & 4: The Ten Commandments (Exodus 20:1-17)

• Reading Exodus 20:1-17: Guide learners to read the Ten Commandments as recorded in Exodus 20:1-17.
• Understanding the Commandments: Discuss each commandment in detail, ensuring learners understand its meaning and implications: 

1.   No other gods: Emphasizes God's exclusivity and the prohibition of idolatry.

2.   No idols: Forbids the creation and worship of graven images.

3.   Do not misuse God's name: Calls for reverence and respect for God's holy name.

4.   Keep the Sabbath holy: Sets aside a day for rest and worship.

5.   Honor your father and mother: Establishes the importance of family respect.

6.   Do not murder: Protects the sanctity of human life.

7.   Do not commit adultery: Upholds the sanctity of marriage.

8.   Do not steal: Protects property rights.

9.   Do not give false testimony: Emphasizes truthfulness and integrity.

10.                 Do not covet: Addresses the root of sin – desire for what belongs to others.

• Creating Tablets: Using locally available materials (e.g., cardboard, clay), learners create a representation of the tablets on which the Ten Commandments were written. They then write the Ten Commandments on their tablets.
• Classroom Display: Display the learners' "tablets" in the classroom as a visual reminder of the core principles of the Sinai Covenant.
• Applying the Commandments: In pairs, learners discuss practical ways they can apply each of the Ten Commandments in their daily lives at home, school, and in their interactions with others. Share some of these applications with the class.

Lesson 5: The Breaking of the Sinai Covenant (Exodus 32)

• Review: Briefly remind learners of the covenant agreement and the Ten Commandments.
• Reading Exodus 32: Guide learners to read Exodus chapter 32, which recounts the incident of the golden calf.
• Analyzing the Narrative: Discuss the events that led to the breaking of the covenant: 

ü  Moses' Absence: His extended stay on Mount Sinai.

ü  The People's Impatience: Their longing for a visible god and their pressure on Aaron.

ü  Aaron's Weakness: His yielding to the people's demands and crafting the golden calf.

ü  The Act of Idolatry: The people's worship and sacrifices to the golden calf, attributing their deliverance from Egypt to it.

ü  God's Anger and Judgment: God's reaction to Israel's blatant breach of the covenant.

ü  Moses' Intercession: His pleading with God to have mercy on the people.

ü  Moses' Anger and Action: His breaking of the stone tablets (symbolizing the broken covenant) and his confrontation with the people.

• Role-Playing: Divide the class into groups and have them role-play the breaking of the Sinai Covenant, focusing on the emotions, motivations, and consequences of the people's actions and Moses' response.

Lesson 6: The Renewal of the Sinai Covenant (Exodus 34)

• Review: Recap the breaking of the covenant and Moses' initial response.
• Reading Exodus 34: Guide learners to read Exodus chapter 34.
• Analyzing the Renewal: Discuss the events of the covenant renewal: 

ü  God's Initiative: God calls Moses back up the mountain and instructs him to prepare two new stone tablets.

ü  God's Mercy and Forgiveness: God reveals His compassionate and gracious nature to Moses.

ü  The Repetition of the Commandments: God writes the same commandments on the new tablets, signifying the restoration of the covenant relationship.

ü  The Covenant Laws: God also gives further instructions and laws that are part of the renewed covenant.

ü  Moses' Radiant Face: The encounter with God leaves Moses' face radiant, symbolizing the renewed relationship and God's glory.

• Watching a Video (Optional): Show a short video on the renewal of the covenant to reinforce understanding.
• Note Key Points: Learners note the key aspects of the covenant renewal, emphasizing God's mercy and the restoration of the relationship.
• Why the Renewal? Discuss why the covenant needed to be renewed: to offer forgiveness and a fresh start after Israel's disobedience, and to reaffirm God's commitment and their responsibilities.

Lesson 7: Israelite Worship in the Wilderness (Exodus 25-40)

• Brainstorming Worship: In groups, learners brainstorm the meaning of the word "worship" (showing reverence and adoration for God, expressing love and obedience).
• Reading and Discussing Exodus 25-40 (Focus on Specifics): Guide learners to read and discuss sections from Exodus 25-40 that describe the elements of Israelite worship in the wilderness, particularly focusing on Exodus 25:8-9 (the tabernacle), Exodus 27:20-21 (the lampstand), Exodus 30:1-10 (the altar of incense), Exodus 35-40 (the construction of the tabernacle and its furnishings).
• Key Elements of Wilderness Worship: Through their reading and discussion, help learners identify the key elements of Israelite worship: 

ü  The Tabernacle: The portable sanctuary that served as God's dwelling place among His people. Discuss its significance as a symbol of God's presence.

ü  The Ark of the Covenant: The sacred chest containing the tablets of the Law, symbolizing God's covenant and presence.

ü  The Offerings and Sacrifices: Various types of offerings (burnt, grain, peace, sin, guilt) as ways of expressing worship, seeking forgiveness, and fellowship with God.

ü  The Priesthood: The appointed individuals (Aaron and his descendants) who were responsible for leading worship and offering sacrifices.

ü  Rituals and Ceremonies: Specific procedures and practices for worship.

ü  The Importance of God's Instructions: Emphasize that the Israelites followed God's detailed instructions in building the tabernacle and conducting worship.

• Composing and Presenting a Praise Song: In groups, learners compose a praise song reflecting on God's presence, guidance, and faithfulness during the wilderness journey. They then present their song to the class. Peers can provide feedback using an observation schedule focusing on the song's message, creativity, and presentation.

Lesson 8: Participating in Worship Today

• Review: Briefly summarize how the Israelites worshipped God in the wilderness.
• Connecting to Modern Worship: Discuss how the principles of worship remain relevant today, even though the forms may have changed. Emphasize the importance of: 

ü  Reverence and Awe for God: Approaching God with respect and recognizing His holiness.

ü  Gratitude and Praise: Expressing thankfulness for God's blessings and acts of salvation.

ü  Obedience to God's Word: Living according to His teachings.

ü  Fellowship with Believers: Worshipping together as a community.

ü  Sacrifice and Service: Offering our time, talents, and resources to God.

ü  Remembering God's Saving Acts: Reflecting on God's deliverance through Jesus Christ.

• Anecdotal Record: Learners write a short anecdotal record describing how they participate in worshipping God in their daily lives at home, school, and in church. Encourage them to reflect on the meaning and impact of their worship.
• Conclusion: Emphasize that worship is a vital aspect of the relationship between God and humanity, both in the Old Testament and today. It is a way to honor God, connect with Him, and grow in faith.

SUB-STRAND 1.7 LOYALTY TO GOD 

Lesson 1: Modern Forms of Idol Worship and Religious Extremism

• Introduction: Begin by discussing the concept of loyalty and what it means to be loyal to someone or something. Connect this to loyalty to God.
• Brainstorming: Lead a brainstorming session on modern forms of idol worship, religious extremism, radicalization, cults, and devil worship in society today. Encourage learners to think broadly beyond traditional idols. Examples might include: 

ü  Materialism: Excessive focus on wealth, possessions, and consumerism.

ü  Power and Status: Obsessive pursuit of influence and social standing.

ü  Self-Worship: Excessive pride, narcissism, and placing oneself above God and others.

ü  False Teachings and Cults: Groups that distort biblical truth and demand absolute allegiance to a human leader or ideology.

ü  Religious Extremism: Holding and acting upon extreme religious beliefs, often involving violence or intolerance towards others.

ü  Radicalization: The process of adopting increasingly extreme political, social, or religious ideals and beliefs.

ü  Devil Worship/Occult Practices: Engaging in rituals and practices that venerate Satan or demonic forces.

ü  Addictions: Dependence on substances or behaviors that take priority over God.

ü  Ideologies: Placing political or social ideologies above God's teachings.

• Discussion: Discuss the characteristics and potential dangers of these modern forms of misplaced loyalty.

Lesson 2: Discerning and Avoiding Ungodly Groups

• Introduction: Emphasize the importance of discernment for Christians to remain loyal to God and avoid harmful groups and practices.
• Reading Scripture: Guide learners to read and discuss the following passages: 

ü  1 Timothy 4:1-3: Warns about false teachings and deceptive spirits in the last days. Discuss the characteristics mentioned (forbidding marriage, abstaining from certain foods).

ü  James 2:19-24: Highlights the importance of actions alongside faith and warns against a demonic "belief" that doesn't lead to obedience.

ü  Matthew 7:15-20: Warns about false prophets who appear harmless but have evil intentions. Emphasizes judging them by their "fruit" (their actions and the impact of their teachings).

• Brainstorming Discernment Methods: Based on the scriptures and general knowledge, brainstorm ways Christians can discern and avoid joining idol worship, cults, religious extremism, and devil worship: 

ü  Thorough Knowledge of Scripture: Studying the Bible diligently to know the true teachings of God and identify deviations.

ü  Prayer and Seeking Guidance from the Holy Spirit: Relying on God's wisdom and discernment.

ü  Sound Doctrine and Teaching: Adhering to the core beliefs of orthodox Christianity as taught by reputable pastors and theologians.

ü  Examining the "Fruit": Observing the actions, character, and impact of individuals and groups. Do they promote love, peace, and righteousness?

ü  Accountability and Community: Being part of a healthy church community that provides support and accountability.

ü  Critical Thinking: Evaluating claims and teachings with a discerning mind, not blindly accepting everything.

ü  Caution Regarding Secretive or Authoritarian Groups: Being wary of groups that demand absolute loyalty, isolate members, or have controlling leaders.

ü  Focus on Jesus Christ: Ensuring that Jesus Christ is central to all teachings and practices.

Lesson 3 & 4: Elijah's Fight Against Baalism (1 Kings 18)

• Introduction: Introduce the prophet Elijah and the historical context of his ministry in Israel under King Ahab and Queen Jezebel, who promoted the worship of the Canaanite god Baal.
• Reading 1 Kings 18: Guide learners to read 1 Kings chapter 18, which recounts Elijah's confrontation with the prophets of Baal on Mount Carmel.
• Analyzing the Narrative: Discuss the key events and their significance: 

ü  The Drought: God's judgment on Israel for their idolatry.

ü  Elijah's Challenge: His bold confrontation with Ahab and the 450 prophets of Baal.

ü  The Contest on Mount Carmel: The test to see which god would answer by fire.

ü  Baal's Failure: The prophets of Baal's frantic but futile attempts to invoke their god.

ü  Elijah's Prayer and God's Response: Elijah's simple yet powerful prayer and God's dramatic answer by sending fire from heaven.

ü  The People's Response: Their acknowledgment of Yahweh as the true God ("The Lord—he is God! The Lord—he is God!").

ü  The Slaughter of Baal's Prophets: Elijah's decisive action to eliminate the false prophets.

ü  The End of the Drought: God's provision of rain after the defeat of Baal.

• Watching a Video (Optional): Show a video depicting the Mount Carmel contest to enhance understanding.
• Dramatization: Divide the class into groups and have them dramatize the Mount Carmel contest. Encourage them to portray the emotions, tension, and significance of the event.
• Peer Assessment: Use a checklist to guide peers in rating each group's performance based on accuracy, portrayal of characters, and conveying the message.
• Making Notes: Learners make notes on the key events, Elijah's actions, and the significance of this confrontation in demonstrating loyalty to God.

Lesson 5: Elijah's Flight to Mount Horeb (1 Kings 19)

• Review: Briefly recap Elijah's victory on Mount Carmel.
• Reading 1 Kings 19: Guide learners to read 1 Kings chapter 19.
• Outlining Circumstances: Discuss the events that led to Elijah's flight to Mount Horeb: 

ü  Jezebel's Threat: Her furious reaction to the defeat of Baal's prophets and her vow to kill Elijah.

ü  Elijah's Fear and Discouragement: Despite his great victory, Elijah became afraid and fled for his life.

ü  His Journey into the Wilderness: His physical and emotional exhaustion.

ü  God's Provision: God's care for Elijah by providing food and water through an angel.

ü  His Journey to Mount Horeb: His arrival at the same mountain where God had made the covenant with Moses.

ü  His Complaint to God: Elijah's feelings of isolation and failure, believing he was the only one left loyal to God.

ü  God's Gentle Revelation: God's powerful yet gentle appearance (not in the wind, earthquake, or fire, but in a gentle whisper).

ü  God's Reassurance and New Mission: God's assurance that there were still 7,000 faithful in Israel and His commissioning of Elijah for further tasks.

• Analyzing Elijah's Experience: Discuss the lessons we can learn from Elijah's experience about: 

ü  The reality of discouragement and burnout even after great spiritual victories.

ü  God's compassionate care and provision in times of weakness.

ü  The importance of listening for God's still, small voice.

ü  The fact that we are often not alone in our loyalty to God.

Lesson 6 & 7: Elijah's Fight Against Injustices (1 Kings 21)

• Introduction: Explain that loyalty to God also involves standing up for what is right and just, as demonstrated by Elijah's confrontation with King Ahab over Naboth's vineyard.
• Reading 1 Kings 21: Guide learners to read 1 Kings chapter 21 or download and watch a video clip depicting this story.
• Analyzing the Injustice: Discuss the events: 

ü  Naboth's Vineyard: His inheritance and his refusal to sell it to King Ahab according to God's law.

ü  Ahab's Despair and Jezebel's Wicked Plan: Jezebel's manipulation and orchestration of Naboth's false accusation and murder.

ü  Ahab's Seizure of the Vineyard: His taking possession of the stolen property.

ü  Elijah's Prophetic Confrontation: God's command for Elijah to confront Ahab and pronounce judgment upon him and his house for their injustice and murder.

ü  Ahab's Repentance (Partial): Ahab's initial remorse upon hearing Elijah's prophecy.

ü  God's Response to Ahab's Humiliation: God's decision to postpone the judgment.

• Identifying the Injustice: Clearly identify the social injustice committed against Naboth – the abuse of power, disregard for law and individual rights, and murder for personal gain.
• Brainstorming Values and Life Skills: In groups, learners brainstorm values and life skills needed to address social injustices in society today. Examples include: 

ü  Justice: A commitment to fairness and righteousness.

ü  Courage: The strength to speak out against wrong.

ü  Empathy: Understanding and sharing the feelings of those who are suffering injustice.

ü  Integrity: Adhering to moral principles and honesty.

ü  Respect for Human Rights: Recognizing the inherent dignity and rights of all individuals.

ü  Critical Thinking: Analyzing situations and identifying systemic injustices.

ü  Communication Skills: Articulating concerns and advocating for change.

ü  Collaboration: Working with others to address social issues.

ü  Resilience: Persevering in the face of opposition.

ü  Advocacy: Speaking out and taking action on behalf of those who are marginalized or oppressed.

Lesson 8: Promoting Social Justice

• Review: Briefly recap Elijah's fight against injustice and the values and life skills identified.
• Designing Brochures: In groups, learners design brochures highlighting the values and life skills needed to address social injustices in the society today. The brochures should: 

ü  Clearly list the identified values and skills.

ü  Provide brief explanations of each.

ü  Suggest practical ways these can be applied in daily life at home, school, and in the community.

ü  Include a call to action encouraging others to promote social justice.

• Display on Noticeboard: Display the designed brochures on the school noticeboard to raise awareness and encourage discussion about social justice.
• Personal Commitment: Encourage learners to reflect on how they can personally contribute to promoting social justice in their own spheres of influence.
• Conclusion: Emphasize that loyalty to God calls us not only to avoid false worship but also to actively work towards a just and equitable society, reflecting God's own righteousness and love for all.

SUB-STRAND 1.7: LOYALTY TO GOD (8 Lessons)

Introduction: Loyalty to God is a central theme in the Old Testament, demonstrated through obedience, worship, and standing against anything that seeks to replace or undermine God's authority. This sub-strand explores modern challenges to this loyalty and examines the example of the Prophet Elijah in his unwavering devotion to God.

Lesson 1: Modern Forms of Idol Worship and Religious Extremism

• Loyalty to God: Unwavering devotion, obedience, and allegiance to the one true God.
• Idol Worship Today: Not just bowing to statues, but placing anything above God in our priorities and affections. Examples include: 

ü  Materialism: Excessive love of money, possessions, and consumerism (Key Inquiry 3).

ü  Power and Status: Obsessive pursuit of influence and social standing.

ü  Self-Worship: Pride, narcissism, prioritizing personal desires over God's will.

ü  Addictions: Dependence on substances or behaviors that control one's life instead of God.

ü  False Ideologies: Placing political, social, or philosophical beliefs above God's truth.

• Religious Extremism/Radicalization/Cults/Devil Worship: Groups or beliefs that deviate from mainstream Christian teachings, often characterized by: 

ü  Absolute Loyalty to a Human Leader: Placing a leader's authority above God's Word.

ü  Isolation from External Criticism: Discouraging questioning or interaction with those outside the group.

ü  Secretive Practices: Hiding beliefs or activities from outsiders.

ü  Manipulation and Control: Using psychological or emotional tactics to control members.

ü  Distorted Interpretation of Scripture: Twisting biblical texts to support their own doctrines.

ü  Intolerance and Hatred: Promoting negativity and violence towards those with different beliefs.

ü  Devil Worship/Occult Practices: Direct veneration of Satan or demonic forces.

Lesson 2: Discerning and Avoiding Ungodly Groups

• Discernment: The ability to judge rightly between truth and falsehood, good and evil.
• Ways to Discern and Avoid Ungodly Groups (Key Inquiry 1): 

ü  Know Scripture (1 Timothy 4:1-3): Study the Bible thoroughly to recognize false teachings that contradict core Christian beliefs (e.g., about Jesus, salvation, the nature of God).

ü  Examine the "Fruit" (Matthew 7:15-20): Observe the actions and character of leaders and members. Do they demonstrate love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control (Galatians 5:22-23)?

ü  Test the Spirits (1 John 4:1): Evaluate teachings based on whether they confess Jesus Christ as Lord and Savior.

ü  Seek Wise Counsel: Talk to trusted pastors, elders, or mature Christians for guidance.

ü  Be Wary of Exclusivity: Groups claiming to be the only way to God are often suspect.

ü  Avoid Isolation: Healthy Christian faith involves community and accountability.

ü  Focus on Jesus Christ (James 2:19-24): True faith leads to action and obedience, not just intellectual agreement. Demonic spirits "believe" but do not obey.

ü  Pray for Discernment: Ask God for wisdom and clarity.

Lesson 3 & 4: Elijah's Fight Against Baalism (1 Kings 18)

• Historical Context: King Ahab and Queen Jezebel promoted the worship of Baal, a Canaanite fertility god, leading many Israelites astray.
• Elijah's Challenge (1 Kings 18:1-19): Elijah confronted Ahab, holding him responsible for the spiritual apostasy in Israel.
• The Contest on Mount Carmel (1 Kings 18:20-40): 

ü  Elijah proposed a public test between Yahweh and Baal.

ü  450 prophets of Baal called on their god for hours without response.

ü  Elijah, after repairing the altar of the Lord, prayed simply, and God answered with fire, consuming the sacrifice, wood, stones, and dust.

ü  The people acknowledged Yahweh as the true God: "The Lord—he is God! The Lord—he is God!"

ü  Elijah commanded the killing of Baal's prophets, a decisive act against false worship.

• Significance: This event demonstrated God's power and sovereignty over false gods and called the Israelites back to true worship and loyalty.

Lesson 5: Elijah's Flight to Mount Horeb (1 Kings 19)

• Jezebel's Threat (1 Kings 19:1-3): Enraged by the death of Baal's prophets, Jezebel vowed to kill Elijah.
• Elijah's Fear and Flight (1 Kings 19:3-8): Despite his victory, Elijah became afraid and fled into the wilderness, becoming discouraged and wanting to die.
• God's Provision and Encouragement (1 Kings 19:5-8): God sent an angel with food and water, strengthening Elijah for a further journey.
• Journey to Mount Horeb (1 Kings 19:8): Elijah traveled to Mount Horeb (Sinai), the place where God had made the covenant with Moses.
• Elijah's Complaint (1 Kings 19:9-10): Elijah expressed his feelings of isolation and failure, believing he was the only one left loyal to God.
• God's Gentle Revelation (1 Kings 19:11-14): God revealed Himself to Elijah not in a powerful storm, earthquake, or fire, but in a gentle whisper ("still, small voice"). This emphasized that God's presence is not always in dramatic displays but can be found in quiet intimacy.
• God's Recommissioning (1 Kings 19:15-18): God gave Elijah new tasks and assured him that there were still 7,000 faithful Israelites who had not bowed down to Baal.

Lesson 6 & 7: Elijah's Fight Against Injustices (1 Kings 21)

• The Story of Naboth's Vineyard (1 Kings 21:1-16): 

ü  King Ahab desired Naboth's vineyard but Naboth refused to sell his ancestral inheritance, according to God's law.

ü  Queen Jezebel orchestrated a wicked plan, falsely accusing Naboth of blasphemy and treason, leading to his execution.

ü  Ahab then seized Naboth's vineyard.

• Elijah's Prophetic Confrontation (1 Kings 21:17-24): God sent Elijah to confront Ahab for his injustice and murder, pronouncing judgment upon him and his house.
• Ahab's Repentance (1 Kings 21:27-29): Ahab humbled himself before God upon hearing Elijah's prophecy.
• God's Mercy: God showed mercy to Ahab by postponing the judgment to his son's reign.
• Analysis: Elijah's actions demonstrate that loyalty to God includes standing up against social injustices and speaking truth to power, even when it is dangerous.

Lesson 8: Promoting Social Justice Today

• Social Justice: Upholding what is right and fair in society, ensuring that everyone has equal access to opportunities and is treated with dignity.
• Values and Life Skills Needed to Address Social Injustices: 

ü  Justice: A commitment to fairness and righteousness.

ü  Empathy: Understanding and sharing the feelings of those who are marginalized.

ü  Courage: The strength to speak out against wrong and advocate for change.

ü  Integrity: Honesty and adherence to moral principles.

ü  Respect for Human Dignity: Recognizing the inherent worth of every individual.

ü  Critical Thinking: Analyzing social issues and identifying root causes of injustice.

ü  Communication Skills: Articulating concerns and advocating for solutions.

ü  Collaboration: Working with others to bring about positive change.

ü  Advocacy: Speaking on behalf of those who are voiceless or oppressed.

• Promoting Social Justice at Home, School, and in the Community: 

ü  Challenging unfair treatment.

ü  Standing up for the rights of others.

ü  Treating everyone with respect.

ü  Being aware of and addressing inequalities.

ü  Participating in initiatives that promote fairness and justice.

ü  Educating oneself and others about social issues.

• Desire to Promote Social Justice: As Christians, our loyalty to God should inspire us to love our neighbors as ourselves and work towards a more just and compassionate world.

SUB-STRAND 1.8: THE OLD TESTAMENT PROPHETS (8 Lessons)

Introduction: Prophets played a crucial role in the Old Testament, acting as God's messengers to the people of Israel. They spoke God's word, often calling for repentance, obedience, and social justice, and sometimes foretelling future events. Understanding their role is vital for comprehending God's relationship with Israel and the foreshadowing of Jesus Christ.

Lesson 1: Understanding Prophets and Prophecy

• Prophet: A person chosen and commissioned by God to speak on His behalf. They were messengers who communicated God's will, warnings, and promises to the people. (Use Bible dictionary/online sources for a comprehensive definition).
• Prophecy: The message or revelation communicated by a prophet from God. It could involve: 

ü  Forthtelling: Speaking God's truth about the present situation, often involving calls to repentance, warnings against sin, and exhortations to righteousness. This was the primary role of most prophets.

ü  Foretelling: Predicting future events according to God's plan.

• Distinguishing True Prophets from False Prophets (Key Inquiry Question): This will be a recurring theme throughout the sub-strand.

Lesson 2: Categories of Prophets in the Old Testament

• Using Bible Commentary: Consult reputable Bible commentaries to understand the different ways Old Testament prophets are categorized.
• Categories: 

ü  Major Prophets: Isaiah, Jeremiah, Ezekiel, Daniel. These books are longer and often cover a broader scope of historical and prophetic material.

ü  Minor Prophets (The Twelve): Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Malachi. These books are shorter but contain equally important messages.

ü  Prophets Associated with Kings (Non-Writing Prophets): Individuals like Samuel, Nathan, Elijah, and Elisha who did not leave behind books of prophecy but played significant roles as God's spokespeople during the reigns of kings.

• Table Creation: Create a table in class outlining these categories and listing the prophets within each. Display this table for reference.

Lesson 3: Importance of Prophets in Israel

• God's Messengers: Prophets were the primary means by which God communicated His will and guidance to the nation of Israel.
• Covenant Keepers: They reminded the people of their covenant obligations with God, urging them to remain faithful to the Law.
• Reproof and Warning: Prophets confronted sin and warned of God's judgment if the people did not repent.
• Encouragement and Hope: They also offered messages of comfort, hope, and restoration during times of difficulty and exile.
• Social Justice Advocates: Many prophets spoke out against injustice, oppression of the poor, and corruption within society.
• Guidance for Leaders: Prophets advised kings and leaders on matters of state and God's will.
• Foretelling the Future: They revealed God's plans, including future judgment and the coming Messiah.

Lesson 4: Relationship Between Old Testament and New Testament Prophecies

• Internet/Library Search: Research specific prophecies in the Old Testament and their fulfillment or connection to events and figures in the New Testament.
• Relationships: 

ü  Fulfillment: Many Old Testament prophecies, particularly those concerning the Messiah, found their direct fulfillment in the person and work of Jesus Christ (e.g., Isaiah's prophecies of the suffering servant fulfilled in Jesus' crucifixion).

ü  Typology: Old Testament events, people, and institutions often served as types or foreshadows of greater realities in the New Testament (e.g., the Passover lamb foreshadowing Jesus as the sacrificial Lamb of God).

ü  Continuity of God's Plan: Old Testament prophecies reveal God's overarching plan of salvation that culminates in the New Testament.

ü  Foundation for the Gospel: The Old Testament prophets laid the groundwork for understanding the need for a savior and the nature of God's redemption.

Lesson 5 & 6: Characteristics of False Prophets

• Group Discussion: Based on biblical accounts and general understanding, discuss the characteristics of false prophets.
• Characteristics: 

ü  Speak for Themselves (Jeremiah 14:14): Their messages originate from their own ideas or desires, not from God.

ü  Prophesy What People Want to Hear (Jeremiah 5:31): They often deliver comforting or pleasing messages that do not challenge sin or call for repentance.

ü  Seek Personal Gain (Micah 3:11): Their motivations may be money, power, or popularity.

ü  Contradict Established Scripture: Their prophecies go against the clear teachings of the Bible.

ü  Lack of True Miraculous Confirmation (Deuteronomy 13:1-5): If they perform signs, their purpose may be to lead people astray. True miracles align with God's character and Word.

ü  Bear Bad Fruit (Matthew 7:15-20): Their lives and the lives of their followers may exhibit ungodly behavior.

ü  Their Prophecies Do Not Come True (Deuteronomy 18:21-22): A key test of a true prophet was the accuracy of their predictions.

ü  Promote Idolatry or Disobedience: They lead people away from the true worship of God and His commands.

Lesson 7: Discerning False Prophets Today

• Resource Person Engagement: Invite a pastor, theologian, or other knowledgeable Christian leader to speak to the class about ways to discern false prophets in contemporary society.
• Note-Taking: Take notes during the resource person's presentation, focusing on practical advice.
• Ways to Discern Today: 

ü  Ground Yourself in Scripture: Know the Bible well to identify deviations.

ü  Test Every Spirit (1 John 4:1): Evaluate teachings against the core doctrines of Christianity.

ü  Look at the Fruit: Examine the lives and impact of those claiming to be prophets.

ü  Be Skeptical of Sensationalism: Be wary of prophecies that are overly dramatic or fear-mongering.

ü  Value Accountability: True spiritual leaders are usually accountable to a recognized church or body.

ü  Focus on Christ: Any teaching that diminishes the centrality and authority of Jesus Christ is suspect.

ü  Pray for Wisdom: Ask God for discernment and guidance.

Lesson 8: Relevance of Prophecy to Christians Today

• Debate: Conduct a class debate on the topic: "Prophecies are still relevant to modern-day Christians."
• Arguments for Relevance: 

ü  Understanding God's Character: Old Testament prophecies reveal God's justice, love, faithfulness, and sovereignty, which are timeless.

ü  Learning from History: The consequences of disobedience and the blessings of obedience highlighted by the prophets remain relevant.

ü  Ethical Guidance: The prophets' calls for social justice and righteousness are still important for Christian living.

ü  Understanding Jesus: Old Testament prophecies provide crucial context for understanding the Messiah and His mission.

ü  Hope for the Future: Prophecies about God's ultimate plan and the coming Kingdom offer hope to believers today.

ü  Warning Against Apostasy: The prophets' warnings against idolatry and false worship are still pertinent in a world with many competing loyalties.

• Arguments Against (or Nuances): 

ü  Fulfillment of Some Prophecies: Some prophecies were specific to Old Testament Israel and have already been fulfilled.

ü  Danger of Misinterpretation: Prophecy can be easily misinterpreted or misused to create fear or division.

ü  Focus on Christ: The ultimate revelation of God is in Jesus Christ (Hebrews 1:1-2).

• Conclusion: While not all Old Testament prophecies are directly applicable in the same way today, the underlying principles, the revelation of God's character, and the lessons learned from the prophets remain vital for Christian faith and life. Discerning true and false prophecy remains a crucial skill for believers.

SUB-STRAND 1.9.1: BACKGROUND OF PROPHET AMOS (8 Lessons)

Introduction: Prophet Amos was a significant figure in the Old Testament, delivering powerful messages of judgment and social justice to the Northern Kingdom of Israel during a time of outward prosperity but deep spiritual and moral decay. Understanding his background is crucial to grasping the context and relevance of his prophecies.

Lesson 1: Tracing the Origin of Prophet Amos

• Using a Bible Atlas/Online Resources: Learners use Bible atlases and online resources to trace the origin and geographical context of Prophet Amos. Key points to note: 

ü  Tekoa: Amos' hometown, a small village in the hill country of Judah (the Southern Kingdom), located about 10-12 miles south of Jerusalem.

ü  Occupation: Amos was a shepherd and a dresser of sycamore trees (Amos 1:1, 7:14). This background as a common, rural worker highlights that God can call anyone to be a prophet.

ü  Ministry to Israel (Northern Kingdom): Despite being from Judah, Amos' prophetic ministry was directed primarily towards the Northern Kingdom of Israel. This emphasizes God's concern for all His people, even those who had strayed.

ü  Time Period: The reign of King Jeroboam II in Israel (mid-8th century BCE), a period of apparent political stability and economic prosperity.

Lesson 2: Political Background to the Call of Prophet Amos

• Brainstorming: In groups, learners brainstorm the potential political conditions during a time of outward stability.
• Political Context: 

ü  Outward Prosperity and Stability: Israel under Jeroboam II experienced territorial expansion and economic growth. This often led to a false sense of security and complacency.

ü  Weakening of Neighboring Powers: Assyria, the dominant regional power, experienced a temporary lull in its expansion, allowing Israel some respite.

ü  Internal Political Issues (Implicit): While the text doesn't detail major internal conflicts, outward prosperity can sometimes mask underlying issues of corruption and abuse of power by the ruling elite. The prophets often spoke against such injustices.

ü  Disregard for God's Law in Governance: Despite outward success, the leadership often ignored God's commands regarding justice and the care of the vulnerable.

Lesson 3: Social Background to the Call of Prophet Amos

• Brainstorming: In groups, learners brainstorm potential social issues that might arise during a time of economic prosperity but spiritual decline.
• Social Context: 
  • Economic Disparity: Growing gap between the wealthy elite and the poor. The wealthy often exploited the vulnerable for personal gain.
  • Social Injustice: Oppression of the poor, the needy, and the marginalized. This included unfair legal practices, exploitation of laborers, and disregard for the rights of the vulnerable (widows, orphans, foreigners).
  • Luxury and Indulgence: The wealthy indulged in extravagant lifestyles while neglecting the needs of the poor.
  • Moral Decay: Breakdown of ethical standards and a lack of compassion within society.
  • Complacency and Lack of Concern: A general apathy towards the suffering of others and a self-satisfied attitude due to their perceived prosperity.

Lesson 4: Religious Background to the Call of Prophet Amos

• Brainstorming: In groups, learners brainstorm potential religious issues in a society that has turned away from God.
• Religious Context: 

ü  Syncretism: The blending of the worship of Yahweh with the worship of Canaanite gods and practices (like Baal worship), despite the covenant at Sinai.

ü  Hypocrisy and Empty Rituals: Outward religious observance without genuine faith or obedience to God's commands. People may have continued to offer sacrifices but their hearts were far from God.

ü  Disregard for God's Law: Ignoring God's moral and ethical teachings while focusing on superficial religious practices.

ü  False Sense of Security in Religious Practices: Believing that their rituals would protect them despite their social injustices and spiritual unfaithfulness.

ü  Rejection of True Prophets: Resistance and hostility towards prophets like Amos who called them to repentance.

Lesson 5: The Call of Prophet Amos (Amos 1:1, 3:8, 7:10-15)

• Pair Reading and Discussion: In pairs, learners read and discuss the following passages related to Amos' call: 

ü  Amos 1:1: Introduces Amos, his origin, and the time of his prophecy ("the words of Amos, who was among the shepherds of Tekoa—the visions he saw concerning Israel in the reigns of Uzziah king of Judah and Jeroboam son of Jehoash king of Israel"). This highlights his humble beginnings and the specific time frame.

ü  Amos 3:8: "The lion has roared—who will not fear? The Sovereign Lord has spoken—who can but prophesy?" This verse emphasizes the compelling nature of God's call upon Amos. He felt an irresistible urge to speak God's message.

ü  Amos 7:10-15: This passage recounts Amos' confrontation with Amaziah, the priest of Bethel. Amaziah tries to silence Amos and reports him to King Jeroboam. Amos defends his prophetic calling, stating that he was not a professional prophet but was called by God from his ordinary life as a shepherd to prophesy to Israel. "The Lord took me from tending the flock and said to me, ‘Go, prophesy to my people Israel.’"

• Note-Taking: Learners make notes on the key aspects of Amos' call: 

ü  Divine Initiative: God called Amos; it was not his own ambition.

ü  Compelling Nature: Amos felt compelled to speak God's word.

ü  From Humble Beginnings: God chose an ordinary person.

ü  Specific Audience: His message was directed to Israel.

ü  Rejection and Opposition: Amos faced resistance for his message.

Lesson 6: The Five Visions of Prophet Amos (Amos 7:1-9, 8:1-3, 9:1-4)

• Watching a Video/PowerPoint Presentation: Learners watch a video or view a PowerPoint presentation that visually depicts and explains the five visions of Prophet Amos: 

ü  Vision 1: Locusts (Amos 7:1-3): Symbolized impending judgment and devastation upon the land. Amos interceded, and God relented.

ü  Vision 2: Fire (Amos 7:4-6): Represented another form of severe judgment. Again, Amos interceded, and God relented.

ü  Vision 3: Plumb Line (Amos 7:7-9): Showed God's standard of righteousness against which Israel was being measured. The plumb line revealed that Israel was crooked and would face judgment without repentance. No intercession is recorded here, suggesting judgment is imminent.

ü  Vision 4: Basket of Ripe Fruit (Amos 8:1-3): The ripe fruit symbolized that Israel was ripe for judgment. The time for repentance had passed, and destruction was near.

ü  Vision 5: The Lord Standing by the Altar (Amos 9:1-4): Depicted God's inescapable judgment falling upon the sinful nation. No one would escape His wrath.

• Note-Taking: Learners take notes on each vision, including the imagery and its symbolic meaning.

Lesson 7: Relevance of Prophet Amos's Visions to Christians Today

• Pair Discussion: In pairs, learners discuss the relevance of Amos's visions to Christians today.
• Relevance: 

ü  God's Standard of Righteousness: The plumb line vision reminds Christians that God has a standard of holiness and justice that we are called to live by.

ü  Consequences of Unrepentant Sin: The visions of judgment serve as a warning that unrepented sin, both individual and societal, has consequences.

ü  God's Mercy and Patience: The initial relentings in the locust and fire visions highlight God's willingness to show mercy when there is repentance.

ü  Urgency of Repentance: The later visions emphasize that there is a time limit for repentance before judgment comes.

ü  God's Justice: The visions underscore God's commitment to justice and His eventual judgment of wickedness.

ü  Social Justice: Amos's overall message calls Christians to be concerned about justice for the poor and marginalized in their own societies.

ü  Avoiding Complacency: The prosperity of Amos's time, masking deep sin, warns Christians against becoming complacent in times of ease.

Lesson 8: Avoiding God's Judgment/Wrath

• Class Discussion: Discuss ways a nation and individuals can avoid God's judgment/wrath, drawing lessons from the book of Amos.
• Ways to Avoid Judgment: 

ü  Genuine Repentance: Turning away from sin and towards God with a sincere heart.

ü  Obedience to God's Commands: Living according to God's Word in all areas of life.

ü  Justice and Righteousness: Practicing fairness, equity, and compassion, especially towards the vulnerable.

ü  Humility and Seeking God's Will: Recognizing our dependence on God and seeking His guidance.

ü  Genuine Worship: Offering God sincere worship that is reflected in our actions and attitudes.

ü  Heeding Prophetic Warnings: Paying attention to and responding to God's messengers.

ü  Intercession and Prayer: Praying for ourselves, our communities, and our nations.

• Desire for Justice: Encourage learners to cultivate a desire to exercise justice in their own lives, guided by the teachings of Prophet Amos.

SUB-STRAND 1.9.2: TEACHINGS OF PROPHET AMOS (8 Lessons)

Introduction: Prophet Amos's teachings addressed a wide range of issues prevalent in Israel during his time, many of which hold significant relevance for Christians today. He spoke powerfully against social injustice, religious hypocrisy, and the consequences of disobedience, while also offering a message of hope for a future restoration.

Lesson 1: Overview of Prophet Amos's Teachings and Relevance Today

• Listing Social Evils: Brainstorm and list social evils prevalent in society today (e.g., corruption, poverty, inequality, exploitation, discrimination, environmental degradation).
• Connecting to Amos's Time: Discuss how these modern social evils might mirror the injustices Amos addressed in ancient Israel.
• Relevance to Christians (Key Inquiry Question): Explore why Amos's message remains relevant for Christians today: 

ü  Timeless Principles of Justice: Amos's emphasis on social justice reflects God's own character and His concern for the marginalized.

ü  Warning Against Hypocrisy: His condemnation of empty religious rituals without genuine heart change is a constant warning.

ü  Understanding God's Judgment: Amos reveals God's justice and the consequences of persistent sin.

ü  Hope for Restoration: His message of a future remnant and restoration offers hope for redemption and renewal.

ü  Call to Action: Amos challenges believers to actively live out their faith by pursuing justice and righteousness.

• Concordance/Encyclopaedia/Online Search: Learners use these resources to research Prophet Amos's teachings on Social Justice and Responsibility, noting key themes and verses.

Lesson 2: Correcting Social Evils and Identifying Ungodly Groups

• Discussion: Discuss and outline practical ways social evils identified in Lesson 1 can be corrected today (e.g., advocacy, charity, ethical living, holding leaders accountable, promoting education).
• Buzz Session: Conduct a buzz session where learners briefly share their knowledge of cults and ungodly groups common in society today (building on the knowledge from Sub-strand 1.7).
• Identifying and Avoiding Ungodly Groups: Brainstorm strategies to identify and avoid cults, ungodly groups, religious extremism, and devil worship (revisiting principles from Sub-strand 1.7, such as knowing scripture, examining fruit, seeking wise counsel).

Lesson 3 & 4: Hypocritical Religion and Judgment (Amos 4:4-5, 5:1-27, 1:3-2:16, 6:1-7)

• Reading and Analyzing Amos 4:4-5: Focus on Amos's satire of Israel's empty religious practices ("Go to Bethel and sin; go to Gilgal and sin yet more! Bring your sacrifices every morning, your tithes every three years. Burn choice incense as a thank offering and loudly proclaim your freewill offerings—boast about them, you Israelites!"). Discuss the meaning of hypocritical religion – outward show without inward devotion or obedience.   
• Reading and Analyzing Amos 5:1-27: Explore Amos's call to seek the Lord and establish justice. Note his condemnation of their feasts, songs, and offerings because justice and righteousness were absent ("But let justice roll on like a river, righteousness like a never-failing stream!").
• Reading and Analyzing Amos 1:3-2:16: Examine Amos's pronouncements of judgment against Israel and surrounding nations for their specific sins (e.g., cruelty in war, injustice, oppression). This highlights God's justice extending beyond Israel.
• Reading and Analyzing Amos 6:1-7: Focus on Amos's condemnation of the complacency and self-indulgence of the wealthy leaders in Israel who were indifferent to the nation's impending doom.
• Key Teachings: 

ü  God Desires Justice and Righteousness Over Empty Rituals: Outward religious practices are meaningless without genuine heart change and ethical living.

ü  God Holds Nations Accountable for Their Sins: Judgment is not limited to individuals but can fall upon entire societies for their collective wickedness.

ü  Complacency and Indifference are Sins: Ignoring the suffering of others and being self-absorbed invites God's displeasure.

Lesson 5: Israel's Election (Amos 2:9-11, 3:1-2, 9:7)

• Defining Israel's Election: Discuss the meaning of Israel's election – God's choice of Israel to be His special people, not based on their merit but on His sovereign grace and for His purposes in salvation history.
• Brainstorming and Note-Taking: In groups, brainstorm and make notes on the following verses: 

ü  Amos 2:9-11: Recalls God's past gracious acts for Israel (destroying the Amorites, bringing them out of Egypt, raising up prophets and Nazirites). This emphasizes the privilege and responsibility that came with their election.

ü  Amos 3:1-2: "Hear this word the Lord has spoken against you, O people of Israel—against the whole family I brought up out of Egypt: ‘You only have I chosen of all the families of the earth; therefore I will punish you for all your sins.’" This highlights that Israel's special relationship with God carried greater accountability. Their sin was more serious because they knew better.   

ü  Amos 9:7: "‘Are not you Israelites the same to me as the Cushites?’ declares the Lord. ‘Did I not bring Israel up from Egypt, the Philistines from Caphtor and the Arameans from Kir?’" This verse challenges the notion of automatic privilege based on election. God's sovereignty extends to all nations, and Israel's election did not exempt them from judgment if they were disobedient.   

• Key Teachings: 

ü  Election is by God's Grace, Not Merit: God chose Israel out of His love and plan.

ü  Election Carries Greater Responsibility: Being God's chosen people meant they were held to a higher standard.

ü  Election Does Not Guarantee Exemption from Judgment: Disobedience would still be punished, regardless of their special status.

ü  God's Sovereignty Over All Nations: God's concern and authority extend beyond Israel.

Lesson 6: The Day of the Lord (Amos 5:18-20, 6:3-5, 8:5-13)

• Group Discussion: In groups, discuss the teachings of the "Day of the Lord" in Amos.
• Analyzing Verses: 

ü  Amos 5:18-20: Warns those who long for the Day of the Lord, portraying it not as a day of triumphant salvation for unrepentant Israel, but as a day of darkness and judgment.

ü  Amos 6:3-5: Criticizes those who put off the "evil day" (judgment) and indulge in selfish pleasures, highlighting their lack of awareness of impending doom.

ü  Amos 8:5-13: Describes the judgment that will come, including economic hardship, famine of the word of God, and a desperate search for spiritual sustenance.

• Key Teachings: 

ü  The Day of the Lord is a Day of Judgment: For those who are unrighteous, it will bring darkness and destruction, not salvation.

ü  Complacency Delays Awareness of Judgment: Ignoring warnings and living in self-indulgence does not avert God's judgment.

ü  Spiritual Famine is a Consequence of Rejecting God: When God's word is ignored, spiritual hunger and thirst will follow.

• Brainstorming: Discuss how Christians should prepare for the second coming of Jesus Christ in light of Amos's teachings on the Day of the Lord (e.g., living righteously, being watchful, sharing the Gospel).
• Pair Drawing/Illustrations: In pairs, learners create pictures or illustrations depicting their understanding of the Day of the Lord based on Amos's prophecies. Display these in class.

Lesson 7: Remnant and Restoration (Amos 9:8-15)

• Reading and Discussing Amos 9:8-15: Read and discuss this passage, which offers a message of hope amidst the pronouncements of judgment. Note the promise of a remnant that God will preserve and the future restoration of Israel, including the rebuilding of their ruins and their secure establishment in their land.
• Note-Taking for Presentation: Learners make notes on the key aspects of the Remnant and Restoration: 

ü  Preservation of a Remnant: Despite the widespread judgment, God promises to preserve a faithful remnant.

ü  Restoration of Israel: God will bring back the exiles and rebuild their nation.

ü  Permanent Establishment: They will be securely planted in their land and will not be uprooted again.

ü  Future Hope: This passage points towards a future of blessing and security for God's people.

• Key Teachings: 

ü  God's Mercy Amidst Judgment: Even in judgment, God remembers His promises and preserves a way for future blessing.

ü  Hope for Restoration: Despite failure and exile, God offers hope for renewal and restoration.

ü  God's Unfailing Love: God's ultimate plan is one of redemption and blessing for His people.

Lesson 8: Applying Acquired Virtues and Practicing Social Justice

• Chart Creation: Use a chart to list virtues and values acquired from the message of Prophet Amos (e.g., justice, righteousness, compassion, humility, honesty, accountability, vigilance against hypocrisy).
• Pair Discussion: In pairs, discuss practical ways to apply these virtues in day-to-day life at home, school, and in the community.
• Anecdotal Record: Learners write an anecdotal record of instances where they have practiced or can practice social justice when dealing with others, reflecting on Amos's teachings.
• Conclusion: Amos's teachings challenge Christians to live out their faith authentically, pursuing justice, rejecting hypocrisy, and holding onto the hope of God's restoration. His message remains a powerful call to genuine devotion and ethical living.