ELEMENTARY SUBJECT OVERVIEW

Bible

To equip students to begin a relationship with Christ by laying a foundational knowledge of biblical truths and the storyline of Scripture and by providing opportunities for students to understand, analyze, and apply Scripture to their lives.

Goals for Students• To equip students to read, interpret, and

apply the Word of God to their lives

• To teach Bible study skills through modeling and guidance

• To teach basic Bible doctrines

• To build the students’ belief and confidence in the authority of God’s Word

• To teach students the gospel so they can know and proclaim Christ as their Savior

• To help students trace the Creation, Fall, Redemption storyline of the Bible

• To equip students with the basics of a biblical worldview for obedient living in God’s world

Vision

ContentsProgram Approach 3

The Materials 6

The Features 8

Teacher Edition 8

Student Worktext 10

Teacher Tools Online 14

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Program ApproachThe BJU Press elementary Bible program helps to bridge the gap between head knowledge and heart knowledge by guiding students as they study, interpret, and apply a biblical worldview. Elementary Bible builds on 147 foundational Bible truths that present the Bible as a complex yet coherent story that is relevant to all people for all time. Our sequential approach to Scripture’s story and fundamental doctrines gives students a foundational understanding of God’s Word from Genesis to Revelation and offers oppor-tunities to practice comparing worldviews. When students know God’s Word, their hearts can change to love and worship God and, in turn, love others as themselves. When the Word of God changes students’ minds, hearts, and actions, they can live like Christ and share the truth of the gospel with others.

Knowing God’s WordThe Bible, the source of all knowledge and wisdom, is the heart of this course. Each lesson assigns Bible reading and recommends memory verses. By personally interacting with their Bibles in class, students will understand how biblical truths apply to daily life. Instead of emphasizing simple fact memorization, critical-thinking questions encour-age students to internalize Scripture. The teacher editions have additional information to help teachers guide students to understanding. This ad-ditional information gives clarity about cultural con-text, church history, and intertextual relationships.

Bible Study SkillsStudents learn Bible study skills effectively through modeling, which makes Bible study more manageable for students to incorporate in their own lives. In our student worktexts, the first activity page is teacher guided, and then students work independently on the second page. We use a study, interpret, apply approach to guide students in Bible study. This approach equips them for inductive Bible study. Students will practice observing biblical texts, interpreting their meaning, and applying the text to their context. Bible Tools Lessons in-troduce students to different approaches, techniques, and tools to help them understand God’s Word at a deeper and more contextual level. The student worktext encourages reading and interpretive skills through assessment questions about the students’ Bible reading. Students practice to

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understand the physical context of events in the Bible. Students learn how journaling, digital Bibles, glossaries, dictionaries, and concordances enhance Bible study. The H.A.B.I.T. sections have Bible reading schedules that help students make Scripture reading and application a habit.

Teaching Bible DoctrinesOur elementary Bible program teaches basic Bible doctrines to create a strong foundation for more complex doctrines to build on. Grades 1–3 emphasize Bible doctrines by systematically teaching and reinforcing fundamental truths

of Scripture. The Bible Truths section in the back of the student and teacher editions contains nondenomina-tional catechisms of Bible doctrines for study purposes. Each week of lessons recommends going through five catechism questions to prepare students for deeper theological study. We also teach doctrines within the context of the whole Bible through our chronological study in Grades 4–5. Socratic questioning, teacher mod-eling, guided formative assessments, and independent study expand and reinforce students’ understanding of doctrine.

Authority of God’s WordStudents learn that the Bible is the inspired and authori-tative Word of God. We desire that students develop confidence in the authority of God’s Word. In our Bible program, students learn that because God authored the Bible, it is the source of wisdom and truth. God’s inspiration of Scripture is a miracle. The structure of our program emphasizes the unity and cohesion of God’s Word in order to encourage faith in its truthfulness. Our presentation of God’s Word as the ultimate authority is not reliant on historical facts or logical arguments. It is based on faith and commitment to God and His Word as the standard.

Emphasis on the GospelIt is essential for students to understand the gospel before they can develop a personal relationship with Jesus Christ. Students must acknowledge their personal sin and recognize their need of a savior. We empha-size God’s dealings with His people through both the Old and New Testaments, showing God’s faithfulness and mercy to offer salvation to His sinful people. Our student texts provide daily journaling opportunities for students to evaluate their personal relationship with God. Students will also develop the skills to share the gospel with others. By developing 21st century skills like collaboration and communication, students practice sharing Bible truths with others. The teacher

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editions contain activities in the lessons for students to work together and solve problems related to spreading the message of the gospel.

The Creation, Fall, Redemption ModelOur Bible products consistently model the Creation, Fall, Redemption meta-narrative of Scripture. The worktexts trace the metanarrative from Genesis to Revelation in the Scriptures and explain the profound implications it has for all of life. They also trace how individual accounts fit into the Scripture’s metanarrative. Bible 4, The Pathway of Promise, follows this model through the whole Old Testament, pointing toward Jesus as the fulfillment of the Old Testament. And Bible 5, The Fullness of Time, shows how Jesus redeems His people and ultimately the whole of creation. This model can answer all major worldview questions and is the distinction between the Christian worldview and other worldviews. A chronological approach to the Bible helps students grasp the depth of mankind’s failure to fulfill God’s design and the wonder of God’s redemption. Beautiful expandable timelines, available in the back of Bible 4 and 5, help students visualize the arc of Scripture.

Biblical WorldviewOur elementary program is designed to change the way students interpret the world, and not to simply give them a list of facts about God or the Bible. We focus biblical worldview development around the themes of glory, king-dom, covenants, divine presence, law and wisdom, and the atonement in the biblical metanarrative. We shape a biblical worldview by laying a foundational understanding of the whole story of the Bible, and then in that context we encourage students to think deeply about how that applies to their life. That’s why we follow a comprehensive study of the arc of Scripture with a compara-tive, age-appropriate study of a biblical worldview and other worldviews. These questions help students understand their own actions from a biblical perspective. Our Bible 6 textbook, Basics of a Biblical Worldview, helps students practice applying their foundation of biblical worldview from Bible 1–5 by comparing a biblical worldview with other religions. The teacher editions con-tain questions to help shape worldview. Case studies, worldview dilemmas, webquests, and collaborative activities enforce the student’s understanding of the biblical worldview.

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The MaterialsBelow are the standard BJU Press elementary Bible materials provided for the elementary grades. Some grades may include additional pieces. For a comprehensive list, contact your Precept sales representative at preceptmarketing.com/locator.

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A. Student WorktextEach worktext engages the students with biblical connections throughout the big story of God’s Word. Grade-appropriate exercises increase the students’ understanding and their desire to love and serve God. The worktexts identify and follow Bible themes that weave throughout God’s redemption story—including glory, kingdom, cov-enants, divine presence, law and wisdom, and atonement and priest-hood. They develop these themes as overarching ideas throughout Creation, Fall, Redemption. They also equip students to compare a bib-lical worldview with false worldviews. These worktexts help students grasp concepts and include important formative assessments. They also include regular reviews that can be used as assessments.

B. Teacher’s EditionThe teacher editions provide clear plans for student engagement and learning. Lessons feature a variety of teaching strategies includ-ing lecture, classroom discussion, role-playing, Socratic questioning, and cooperative learning. Each teacher edition provides strategies to engage students in important conversations. The goal of the instruc-tion is to lead students to internalize and be able to articulate biblical truth. All notes, activities, and teaching strategies within the teacher editions align with educational objectives for the respective course. They also include overprint answers to worktext questions on reduced student pages. For easy grading, they include page-reference numbers to chapter review questions.

C. AssessmentsThe summative assessment packets provided in each course align with the educational objectives. They are developed from the student text review lessons for a focused assessment on main points covered in the les-sons. They assess a variety of cognitive processes including recall, applica-tion, analysis, and evaluation. The assessments allow students to demon-strate their growth in critical thinking.

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The Features

Bible 4: The Pathway of Promise

Adam and Eve: Made to Represent God

Lessons 4–5 | Worktext pages 9–10

Consider using two days for this lesson. You may end the first day’s teaching with the material about creating.

IntroductionIf you could have any job in the world when you become an adult, what job would you want?

y Choose volunteers to name jobs people do today that were not possible in Bible times and to explain their answers. Discuss the answers as needed.Who was the first person that God created? AdamWho gave Adam his first job? God

Teach for Understandingy Guide the students in reading Genesis 1:26–27.

How did God make Adam and Eve? God made them male and female in His own image.

y Remind the students that all humans are image-bearers of God and resemble Him in certain ways such as intelligence, morality, spirituality, and creativity. We also represent God in

According to Genesis 1:26, what relationship do humans have with all animals? Humans have dominion (or rule) over them.

y Read aloud Genesis 1:28.What five things did God tell Adam and his wife to do? Be fruitful, multiply, fill the earth, subdue it, and have dominion (rule) over the animals.Direct attention to Worktext page 9. Discuss the meaning of

What does it mean for humans to have dominion over the earth? We are to develop and care for every part of the world for the glory of God and the good of others.Explain that the best way to understand what the Bible says is to let the Bible interpret itself. Genesis 2 explains what God means to have dominion (or rule) over.

s, one above the other. Explain that two can be used to summarize what God

Ask for a volunteer to read Genesis 2:15 aloud.What two things did God want Adam to do in the Garden of Eden? work it and keep it

y Write for display the word Cultivate. Explain that work it and it and itkeep it convey similar ideas. Both phrases refer to taking care keep it convey similar ideas. Both phrases refer to taking care keep itof something. Cultivate means to take care of something that already exists. It is the first c word that describes what God c word that describes what God cwanted Adam to do.

y Direct the students to write Cultivate above the correct defini-tion on their Worktext page.What would you do if you were caring for a friend’s dog for a few days? Answers could include that you would make sure the dog had food and water and let it go outside. You might use a leash if the yard is not fenced in. If the dog usually stays out-side, you might need to bring it inside at night if there is cold or stormy weather.

y Choose volunteers to find in Genesis 2:9–10 and 19 what was in the Garden of Eden. Answers should include trees good for food, a river, and animals.What tasks might Adam have had to do to take care of the garden? Answers could include pick food from the trees, plant more trees and other kinds of food, collect water, and care for the animals.

y Explain that although Adam had tasks to do in caring for the garden, his work was not limited to the garden. He and his de-scendants were to have dominion over the entire world. What Adam learned in the garden was then to be applied to other parts of God’s world as Adam and his children filled the earth. Everywhere he or his children went, they were to take care of the world for God’s glory. Taking care of the world is referred to as the Creation Mandate.

y Point out that caring for things also means that we should not be wasteful or abusive.

y Read aloud Genesis 2:19–20.What did Adam do with all the animals that God brought to him? Adam named them.

y Write for display the word Create. Point out that create is the second c word. Explain that to create something is to come c word. Explain that to create something is to come cup with something that does not already exist. Adam needed

Encourage the students to follow along in their Bibles whenever Scrip-ture is read aloud.

Chapter FocusGod’s good creation was damaged by man’s sin.

Lesson FocusThe entire Bible is connected in one big story.

Objectives y Identify the three parts of the one story of the Bible y Organize events in the Bible under the headings Creation,

Fall, Redemption y Write a summary of the Bible that includes the ideas of Creation, Fall, and Redemption

Teacher Resources y Instructional Aid 1: Bible 4 Timeline

Materials y Genesis 12:3 and Matthew 1:1 for display

Chapter FocusGod’s good creation was damaged by man’s sin.

Lesson FocusThe entire Bible is connected in one big story.

Objectivesy Identify the three parts of the one story of the Bibley Organize events in the Bible under the headings Creation

Fall, Fall, Fall Redemptiony Write a summary of the Bible that includes the ideas of

Creation, Fall, and Redemption

Teacher ResourcesInstructional Aid 1: Bible 4 Timeline

MaterialsGenesis 12:3 and Matthew 1:1 for display

Memory Verse: Genesis 1:26

Bible Truths:

• Bible 4 Teacher Edition

Worktext pages 9–10 (rule) over the animals.y Direct attention to Worktext page 9. Discuss the meaning of

dominion.What does it mean for humans to have dominion over the earth? We are to develop and care for every part of the world for the glory of God and the good of others.

y Explain that the best way to understand what the Bible says is to let the Bible interpret itself. Genesis 2 explains what God means to have dominion (or rule) over.

y Write for display two Cs, one above the other. Explain that two words that begin with c can be used to summarize what God c can be used to summarize what God cmeans.

y Ask for a volunteer to read Genesis 2:15 aloud.

Identify the three parts of the one story of the BibleCreation,

Write a summary of the Bible that includes the ideas of

The Lesson Focus

is a one-sentence

statement of the main

idea of the lesson.

Teacher Edition

Consider using two days for this lesson. You may end the

Teacher Resourcesy Instructional Aid 1:

y Genesis 12:3 and Matthew 1:1 for display

Memory Verse: Genesis 1:26

Bible Truths: 1–5

Objectives identify what the student

should learn through the lesson.

8 Lessons 4–5

morality, spirituality, and creativity. We also represent God in the world.According to Genesis 1:26, what relationship do humans have with all animals? Humans have dominion (or rule) over them.Questions with a shield

icon indicate a Bible Truth question.

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Teacher Edition

Lessons 4–5 9Creation and Fall

cultivate

create

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Write your answer.

7. Compare man’s ability to build a shelter with a bird’s ability to build a shelter. Do men today make their houses the same way Adam did? Do birds today make their nests the same way the first birds did? Explain how man’s ability to build a shelter shows creativity that the bird does not have.

The ability people have to build houses has improved over time. Although different species

of birds build their homes differently, each bird follows the same pattern. You will not see a

bird trying out a foxhole for its nest.

8. What job would you like to have when you are older? Will you create, cultivate, or do both? Explain your answer.

Answers may vary.

Mark the correct answer.

1. What job has God given humans to do on the earth? ● to rule to rule ● to make friends to make friends ● to take journeys to take journeys

2. What word means “to develop and care for every part of the world for the glory of God and the good of others”?

● domino domino ● dominion dominion ● domineer domineer

Draw lines to match each picture to cultivate or create.

3. 4.

5. 6.

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Press. Reproduction prohibited.

9Bible 4: The Pathway of Promise Lessons 4–5

How did God make Adam and Eve?God made them male and female in His own image .What does it mean for humans to have dominion over the earth?

We are to develop and care for every part of the world

for the glory of God and for the good of others .

Mankind’s Job in the World

Adam and Eve: Made to Represent God

Genesis 1–2

Memory: Genesis 1:26

dominion: to rule

female God image others world

Creation of MankindComplete the answers to the Bible Truths questions.

Creation Mandate

Lesson Focus: God created people to rule over His creation.

C ultivate C reate C C : to take care of something that already exists Example: Adam tended the Garden of Eden.

Creation Mandate Creation Mandate

C C :to come up with something that does not already exist Example: Adam named the animals.

Mankind’s job in the world may be referred to as the Creation Mandate. The words Cre-ation Mandate include the idea that God cre-ated people to rule or have dominion over the earth. People rule in two ways: cultivating and creating.

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to use creativity to think of names for the animals. Having dominion over the world requires creativity.Direct the students to write Create above the correct definition on their Worktext page.Guide the students in working through a journey challenge to-gether. Ask the students to imagine that they are the grandchil-dren of Adam. They want to obey God’s command by moving away and filling every part of the earth. But there are some challenges. The students will work together to create a solution to the Flat Plains Challenge.Divide the students into groups. Assign each group to discuss and answer the Flat Plains Challenge.Direct each group to choose a spokesperson to report their solutions to the class. Flat Plains ChallengeAs you move out to fill the earth by settling in the plains re-gion, there are no obstacles to block your way. But the work of planting food in the rich soil is slow and tiring. Poking holes in the hard ground is difficult and the grass always grows faster than the crops. The grass chokes the crops so they do not grow well.

What solutions can you arrive at to obey God’s command?Answers could include to plow a field and scatter the seed behind you. Plowing will cut down on a lot of grass and allow the crops to grow better.

y Explain that in order to plow a field, you would need to invent a plow. Inventing a plow requires metal or wood. To get wood you must be able to cut down trees and shape them. You need other tools to do that. After any tool is created, you must take care of it. By cultivating tools and tool knowledge, you are able to create wooden and metal objects such as plows. Creating and cultivating are woven together in God’s design of this world.What are some items in use today that are the result of people’s creativity? Answers could include pencils, cups, shoes, phones, computers, cars, washing machines, and drones.

y Review that being an image-bearer of God means that we have dominion over God’s world by creating and cultivating.

Worktext page 10y Guide completion of the Worktext page. When the students

work on the second section, remind them to think about whether the pictures show people creating something new or taking care of something that already exists.

• Bible 4 Teacher Edition

to use creativity to think of names for the animals. Having dominion over the world requires creativity.

y Direct the students to write on their Worktext page.

y Guide the students in working through a journey challenge together. Ask the students to imagine that they are the grandchildren of Adam. They want to obey God’s command by moving away and filling every part of the earth. But there are some challenges. The students will work together to create a solution to the Flat Plains Challenge.

y Divide the students into groups. Assign each group to discuss and answer the Flat Plains Challenge.

y Direct each group to choose a spokesperson to report their

Text shaded in blue give scenarios that help the students

think critically.

Guide completion of the Worktext page. When the students work on the second section, remind them to think about whether the pictures show people creating something new or taking care of something that already exists.

Questions with a gear icon indicate

a higher-order thinking question.

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173Bible 5: The Fullness of Time

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Lesson 101

The Perfect SacrificeWhy did God’s Son have to die? Jesus’ thoughts and

actions had always been pure and righteous. He did not deserve to die.

The judgment for sin is death and separation from God. God sent Adam and Eve out from His presence after they sinned. He set a guard to keep them out of the Garden of Eden. Why? Even though God loved Adam and Eve, His holy nature could not fellowship with evil.

Jeremiah 17:9 describes the human heart as more wicked than any other thing. People with proud hearts look for their own way to restore their relationship with God. But God compares their attempts to do good and be good to filthy rags (Isaiah 64:6). Jeremiah warned that the person who trusts in human strength is cursed and shall surely fail; his heart has turned away from the Lord (Jeremiah 17:5–6).

People need to submit to God’s plan for atonement. Jesus’ crucifixion for us was God’s plan (Acts 2:23). In the Old Testament, God established the Levitical priest-hood to sacrifice animals daily for the people’s sins. Once a year, the high priest entered into God’s presence in the holy of holies. But even this special yearly sacrifice made only temporary atonement. Imperfect sacrifices had to be repeated because they were only a picture of the permanent sacrifice to come (Hebrews 10:10–14).

The Old Testament Passover lambs also foreshadowed Jesus’ death on the cross as the perfect and final Pass-over Lamb (John 1:29; 19:34–37). Jesus had no sins of His own. As a perfect man, His death could pay for the sins of mankind. But Jesus is also the eternal God. As the eternal God, His death could pay for all sins—past, pres-ent, and future.

Jesus’ perfect sacrifice made perfect atonement for mankind’s sin once and for all. John recorded an eye-witness account of the events that surrounded Jesus’ death. John described the events as planned by God and presented Jesus as the perfect Priest who offered Himself as the perfect sacrifice!

Why was Jesus crucified?

atonement: reconciling a relationship (at-one-ment); a covering-over of sin

Climax: The FinisherLuke 23:33–46; Matthew 27:46–47; John 19:25–30

Memory: Matthew 28:18–19

Student Worktext

• Bible 5 Student Worktext

The judgment for sin is death and separation from God. God sent Adam and Eve out from His presence after they sinned. He set a guard to keep them out of the Garden of Eden. Why? Even though God loved Adam and Eve, His holy nature could not fellowship with evil.

Jeremiah 17:9 describes the human heart as more wicked than any other thing. People with proud hearts look for their own way to restore their relationship with God. But God compares their attempts to do good and be good to filthy rags (Isaiah 64:6). Jeremiah warned that

Bible passages point students to the

source of the lesson material.

Essential questions guide the students during independent reading.

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His own. As a perfect man, His death could pay for the sins of mankind. But Jesus is also the eternal God. As the eternal God, His death could pay for all sins—past, present, and future.

Jesus’ perfect sacrifice made perfect atonement for mankind’s sin once and for all. John recorded an eye-witness account of the events that surrounded Jesus’ death. John described the events as planned by God and presented Jesus as the perfect Priest who offered Himself as the perfect sacrifice!

Lessons in the

student worktexts

support difficult

objectives in a

concise way.

Terms build Bible literacy.

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Student Worktext

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Press. Reproduction prohibited.Press. Reproduction prohibited.Press. Reproduction prohibited.

Match the possible sequence of events of the crucifixion with the sayings of Jesus on the cross. Two quotations are not Jesus’ sayings on the cross and will not be used.

D 1. Soldiers crucified Jesus.B 2. Jesus promised the thief eternal life.H 3. John took care of Mary.A 4. The Father poured out His wrath on His Son.G 5. Jesus had a human need.E 6. Jesus completed the atonement.I 7. Jesus voluntarily breathed His last breath.

Answer the questions.

8. What was the difference between the heart responses of the two thieves? One

believed, and one did not.

9. Why did Jesus have to die? Jesus’ sacrifice made perfect atonement for mankind’s sin

once and for all, according to God’s plan.

Mark the best answer.

What theme best relates to Jesus as the perfect sacrifice? ● ● law/wisdom law/wisdom ● atonement/priesthood atonement/priesthood● divine presence ●kingdom ●covenant

Write in your journal about your response to Jesus’ atonement for sin. Have you accepted or rejected Jesus’ offer of salvation?

A “My God, my God, why hast thou forsaken me?”B “Verily I say unto thee, to day shalt thou be with me in paradise.”C “He must increase, but I must decrease.”D “Father, forgive them; for they know not what they do.”E “It is finished.”F “. . . to die is gain.”

G “I thirst.”H “Woman, behold thy son! Behold thy mother!”I “Father, into thy hands I commend my spirit.”

• Bible 5 Student Worktext

Worktext pages allow students to

demonstrate evidences of understanding.

Mark the best answer.

10. What theme best relates to Jesus as the perfect sacrifice? ● ● glory glory glory glory●● divine presence divine presence

Write in your journal about your response to Jesus’ atonement for sin. Have you accepted or rejected Jesus’ offer of salvation?

Journal activities

encourage

internalizations of

Bible Truths.

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Bible 5: The Fullness of Time

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Why was Christ’s atonement necessary?

A PTopical: Atonement/PriesthoodIsaiah 53:3–10; Galatians 3:13; 1 John 2:1–5

Memory: Matthew 28:18–20

Redemption: The Perfect Sacrifice

God graciously made a way for people’s sins to be paid for. In the Old Testament, animal blood was shed to cover their sins (Hebrews 9:22). These sacrifices covered the problem until a permanent solution would be made. Without this lasting solution, people could not have a relationship with God.

God gave His Son so that people God gave His Son so that people could be washed forever from their sin. could be washed forever from their sin. Jesus’ sinless life as a man was a subJesus’ sinless life as a man was a sub-stitute for sinners. Jesus was righteous stitute for sinners. Jesus was righteous stitute for sinners. Jesus was righteous in practice; He was even symbolically in practice; He was even symbolically

Fall: DeathGod warned Adam that eating of

the tree of the knowledge of good and evil had a consequence—death. and evil had a consequence—death. That death included both a physicalThat death included both a physicaland a spiritual aspect. Adam died and a spiritual aspect. Adam died and a spiritual aspect. Adam died physically when his soul was sepaphysically when his soul was sepaphysically when his soul was sepa-rated from his body. Adam died rated from his body. Adam died rated from his body. Adam died spiritually because his relationship spiritually because his relationship with God, the giver of life, was browith God, the giver of life, was bro-ken. Adam was separated from God because of his unholiness. Because of the Fall, all people are in need of atonement.

Creation: PerfectCreation: PerfectIn the Garden of Eden, everyIn the Garden of Eden, every-

thing was perfect. God breathed life thing was perfect. God breathed life into Adam. Adam and Eve walked into Adam. Adam and Eve walked and talked with the Creator of all and talked with the Creator of all things and were not fearful to be things and were not fearful to be in His presence. Their fellowship in His presence. Their fellowship in His presence. Their fellowship was righteous and without any evil. was righteous and without any evil. There was no need for atonement There was no need for atonement because their relationship with God because their relationship with God was perfect.

Student Worktext

• Bible 5 Student Worktext

in practice; He was even symbolically in practice; He was even symbolically righteous by undergoing baptism. He righteous by undergoing baptism. He

225Bible 5: The Fullness of Time Lesson 133

Look It Up!Have you ever asked someone what a word means or

how to spell it only to have the person say, “Look it up”? You might look it up in an online dictionary. Dictionar-ies are great tools to help us know what a word means and how to spell it. The Bible has words in it that can be difficult. How can you know what they mean? The same way you find out what other words mean—with a dictionary.

Some Bibles have a glossary in an appendix. A glos-sary is a small dictionary of difficult or specialized words from the content of a book. Some textbooks have glossaries in them. If you find an unfamiliar word in your Bible, the first place to check is in the back to see whether it has a glossary that includes that word.

Dictionaries are whole books that explain what words mean. There are even whole dictionaries just for the Bible. These will often give extra information about the words and may give the Greek or Hebrew word behind the translated English word. They may give other verses where you can find that word. This brings us to the next

Some Bibles have a concordance in an appendix. A concordance shows the references where a word occurs in multiple places. Usually the concordance in the back of a Bible will have only a short list of words that people might be interested in studying further. If you want to search a more thorough list, there are whole books that are concordances. We talked about one of

Strong’s Exhaustive Concordance of the Bible, in the cross-reference lesson. An exhaustive concordance doesn’t mean it will make you tired. Exhaustive means it covers every word in the entire Bible! Bible scholars worked a long time ago for many years to compile these lists. Now they are available to show each occurrence of the word we are studying in the Bible. For example, do you want to know more about covenants? A concordance will show you the references where the word is used in the Bible.

What are the differences between glossaries, dictionaries, and concordances?

glossary: a small dictionary of difficult or specialized words, often in the back of a book

appendix: extra material at the end of a book

concordance: an alphabetical index of words in a book with the location of each instance

Bible Tools: Glossary, Dictionary, and Concordance

Matthew 4:4

Memory: Acts 10:43

Look it up!

There was no need for atonement because their relationship with God was perfect.Topical lessons

trace biblical

worldview themes.

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the translated English word. They may give other verses where you can find that word. This brings us to the next resource for Bible study.

Some Bibles have a concordance in an appendix. A concordance shows the references where a word occurs in multiple places. Usually the concordance in the back of a Bible will have only a short list of words that people might be interested in studying further. If you want to search a more thorough list, there are whole books that are concordances. We talked about one of these, Strong’s Exhaustive Concordance of the Biblethe cross-reference lesson. An exhaustive concordance doesn’t mean it will make you tired. it covers every word in the entire Bible! Bible scholars worked a long time ago for many years to compile these lists. Now they are available to show each occurrence of the word we are studying in the Bible. For example, do you want to know more about will show you the references where the word is used in the Bible.

Bible Tools lessons

give students helps

for navigating and

studying the Bible.

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Timeline Key

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TimeLine

• Bible 5 Student Worktext

Timeline Key

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CTriumphal EntryTriumphal Entry

Last Supper

Prayer in Gethsemane

TrialTrial

Cruci�xion

Burial

Resurrection

AscensionAscension

Seed of the WomanSeed of the Woman

Abraham; DavidAbraham; David

Silent YearsSilent Years

ShepherdsShepherds

Birth of Jesus

Wise MenWise Men

John the BaptistJohn the Baptist

Baptism

TemptationTemptation

Temple CleansingTemple Cleansing

Samaritan WomanSamaritan Woman

Synagogue at NazarethSynagogue at Nazareth

Called to Be Fishers of MenCalled to Be Fishers of Men

Man Forgiven and Healed

Sermon on the Mount

Casting Out Demons

TransfigurationTransfiguration

Lazarus’s Resurrection

Pentecost

Ethiopian Eunuch

Cornelius’s Conversion

Saul’s Conversion

Christians in Ephesus

Paul at the Temple

The Seven Churches

Tribulation Revealed to John

Second Coming

© BJU Press. Reproduction prohibited.

30 31 32 33 34

Christians in Ephesus31

Cornelius’s Conversion29

32

Saul’s Conversion30

The Seven Churches33

Tribulation Revealed to John34

Second Coming35

35

C 19

Visual sequence of Bible events

C

Indexed description of timeline panels

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