Exploring the Pentateuch

1Leaders GuideExploring the Pentateuch

A 13-Week Adventurein the NIV Discovery Study Bible

ObjectivesThrough this 13-week course your group members will: Read major portions of the first five books of the Old Testament

for themselves Actively study events that lay the foundation for understanding the

whole Bible Grow closer to God as they hear and respond to his Word

MaterialsFOR THE LEADER An NIV Discovery Study Bible A notebook for recording study insights This free on-line Leaders Guide

FOR EACH GROUP MEMBER An NIV Discovery Study Bible A notebook for recording study insights

ProcedureDuring the week before each group session, group members will complete the Assignments in one or twoof the Study Centers built into the NIV Discovery Study Bible and record their discoveries in a notebook.During the group session, you will ensure that your group members understand the significance of whatthey have studied and help them grasp contributions to their personal relationship with the Lord.

Lesson PlansEach lesson plan for Exploring the Pentateuch states specific goals for that group session and lays out aflexible plan that will help you reach those goals. The group session will usually include five segments:Introduce, Inform, Interact, Internalize and Inspire.

Why teach the NIVDiscovery Study Bible?

You teach the Biblejust the Bible!

You get your groupmembers into GodsWord!

You can teach thewhole Bible in eight13-week courses!

IntroduceYou will choosefrom several activi-ties that will getthe group sessionstarted.

InformYou will provideinput (such as amini-lecture orchalkboard illustra-tion) that will bringthe significance ofthe Bible passagesinto clear focus.

InteractYou will activelyinvolve your groupmembers in prob-ing the passagesthey have studied.Each lesson plangives you severalactivities to choosefrom.

Internal izeYou will provideyour group mem-bers with an oppor-tunity to exploretheir own experi-ences and person-alize the truthsstudied. (This is an optional sectionthat may be usedfor groups thatmeet for longerthan one hour.)

InspireYou will encouragepersonal applica-tion of the truthsstudied and moti-vate your groupmembers for thefollowing weeksfresh discoveries in Gods Word.

Getting StartedWITH AN ESTABLISHED GROUPSix weeks before the first group session, tell your group members about the exciting opportunity they haveto explore Gods Word using the unique NIV Discovery Study Bible. Determine how many NIV DiscoveryStudy Bibles you will need to order.

Two weeks before the first group session, distribute the NIV Discovery Study Bibles and inexpensiveloose-leaf or spiral-bound notebooks. Ask your group members to complete Assignments 15 in StudyCenter 1 in preparation for the first group session. Encourage them to use their notebooks to record discov-eries, thoughts and any questions they may have.

WITH A NEW GROUPEight weeks before the first group session, begin promoting the NIV Discovery Study Bible and the Explor-ing the Pentateuch elective. Encourage potential group members to sign up immediately.

Five weeks before the first group session, order NIV Discovery Study Bibles for those who have signedup. You may also wish to order additional Bibles for late enrollees.

Two weeks before the first group session, distribute the NIV Discovery Study Bibles and inexpensiveloose-leaf or spiral-bound notebooks. Ask your group members to complete Assignments 15 in StudyCenter 1 in preparation for the first group session. Encourage them to use their notebooks to record discov-eries, thoughts and any questions them may have.

A 13-Week OverviewThe NIV Discovery Study Bible contains 20 built-in Study Centers to be used in conjunction with thisExploring the Pentateuch course. You will cover the 20 Study Centers in just 13 group sessions. Yourgroup members will be asked to complete selected Study Center Assignments before each group session.Although they will not necessarily read every word in the Pentateuch, they will read and study the key pas-sages that are essential for understanding the message of the first five books of the Old Testament.

Exploring the Pentateuch

LESSON STUDY CENTER REFERENCE FOCUS

1 1 Ge 1 God, the Creator

2 23 Ge 25 God and Man

3 4 Ge 611 God, the Moral Judge

4 5 Ge 1224 Gods Covenant With Abraham6* Ge 2550*

5 78 Ex 111 God Frees the Israelites

6 910 Ex 1224 God Gives Israel Law

7 1112 Ex 2540; Lev 110 Worship and Sacrifice

8 1314 Lev 1127 Holiness

9 1516 Nu 136 The Road to Canaan

10 1718 Dt 111 Love and Law

11 19 Dt 1226 Special Instructions

12 20 Dt 2734 What Lies Ahead?

13 Celebrate!

* optional reading and study to be done on their own

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LESSON 1

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God, the CreatorLESSON AIMS To appreciate the significance of the presentation of God as Creator in Genesis 1 To sense wonder and awe at the greatness and power of our God and deepen our trust in him

PREPARATION Read the Background and Mastery Keys in Study Center 1. Complete Assignments 15 in Study Center 1. Contact four group members if you choose to use Option 2 of Interact. Gather crayons and paper or collect pictures of nature scenes if you choose to use one of the options

from Internalize. Create your own lesson plan by selecting from the options below. Pray daily for your group members.

IntroduceLaunch the group session with a general activity that will help your group members focus on the signifi-cance of Scriptures revelation of God as Creator.

Option 1Discuss. Have group members suggest possible reasons why the very first chapter in the Bible presentsGod as Creator. With regard to knowing God, how important is it that we begin with the realization that he created all things?

Option 2Brainstorm. Have your group members throw out a number of ideas concerning the following questions:What difference would it make if the universe just happened as opposed to being created by God? Whatdifference would it make in our concept of God? Our relationship with God? Our trust in him?

InformThe realization that God is the Creator underlies Scriptures revelation of God as all-powerful and is evi-dence that no limits can be placed on what he can do.

Option 1Mini-Lecture. Take five to eight minutes to make the point that the creation itself witnesses to Gods exis-tence and his power. Review Psalm 19:14 and Romans 1:1821. Then go over the Landmark NaturalRevelation at Psalm 19 and the Closer Look All Know the Creator at Romans 1:1820.

Option 2Self-Test Review. List the Self-Test questions for Study Center 1 on the chalkboard. Invite volunteers to giveanswers or go over the answers yourself. Answers are found in the following locations: (1) Mastery Key 1 inStudy Center 1; (2) Romans 1:20; (3) the Landmark Natural Revelation at Psalm 19; (4) the Closer LookAll Know the Creator at Romans 1:1820.

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InteractThe conviction that God is Creator has had a significant impact on his people throughout sacred history.Knowing God as Creator changes the way we relate to him.

Option 1Team Bible Study. Have group members form teams of five or six persons. Each team will look at one OldTestament passage to define the impact knowing God as Creator has had on believers. The passages are asfollows: Psalm 33:19; 89:513; 95:17; Isaiah 40:2631. Have each team share its findings and insightswith the group.

Option 2Reports. Before the group session, contact four persons and ask each person to take one of the passageslisted in Option 1 (above). Each person should be prepared to read his or her passage aloud and commenton what it suggests about the importance to believers of knowing God as Creator.

Internal ize (OPTIONAL)Option 1Draw Pictures. Provide paper and crayons. Ask group members to recall a time when they felt awe or won-der at something in Gods creation. Each group member will then create a picture of what stimulated his orher awe, for example, a sunset, waves pounding against a shore, etc.

When the drawings are complete, have each person show his or her picture, describe the feelings thatwere produced by the experience and share any impact the experience had on his or her sense of whoGod is.

Option 2View Pictures. Provide a number of pictures of nature scenes. Ask each group member to choose a picturethat produces a sense of awe or wonder in him or her. Have each person show the picture he or sheselected, describe the feelings produced and share the impact experiencing such scenes have had on his or her sense of who God is.

InspireGod the Creator truly is all-powerful. When we have a personal relationship with the Creator of all, we canrest in, and rely on, him.

Option 1Scripture Reading. Have your group members turn to Isaiah 40:2631. Read these verses aloud together as an affirmation of shared faith and as worship.

Option 2Scripture Praying. Invite volunteers to offer brief prayers. Each prayer should begin with Psalm 121:2 (seeStudy Center 1, Spiritual Significance) and offer praise to God for help received.

ASSIGNMENTNext week we will look at the special relationship that existed between the first pair of human beingsand God. We will also discover the impact of Adams sin. Assign Study Centers 23. Your group mem-bers should study the Mastery Keys in Study Center 2 and complete Assignment 1 in Study Center 2 andAssignments 12 in Study Center 3.

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LESSON 2

23

God and ManLESSON AIMS To understand Scriptures view of humankind as created in Gods image but fallen and spiritually dead To sense Gods initial and continuing love for all human beings

PREPARATION Read the Background and Mastery Keys in Study Centers 23. Complete Assignments 14 in Study Center 2 and Assignments 14 in Study Center 3. Create your own lesson plan by selecting from the options below. Look for newspaper clippings if you choose to use Option 2 of Introduce. Pray daily for your group members.

IntroduceHow can human beings perform loving, noble acts and also commit terrible crimes against others?

Option 1Challenge. Ask your group members how they think most people might explain the fact that human beingscan perform noble acts yet also brutalize one another. Be sure to emphasize the words most people. Forinstance, evolutionists tend to see evil as a residue of humankinds struggle upward from the animals.

Option 2Team Evaluations. Have available newspaper clippings that relate both noble and evil acts. Divide into five-person teams. Give half the teams the reports of noble acts; the other half, the reports of evil acts. Eachteam, working only from its clippings, is to answer the question, What is the nature of human beings?

InformOnly the Bible provides a realistic explanation for both the good and noble in human beings and the capa-bility of human beings to commit terrible, evil acts. Creation in Gods image is the source of the good; thesin nature inherited from Adam is the source of the evil.

Option 1Self-Test Review. Have your group members discuss the Self-Test questions for Study Centers 23. (Self-Tests are located in the back of the NIV Discovery Study Bible.) Guide the discussion, making sure that yourgroup members understand the significance of creation in Gods image/likeness and the lasting impact ofthe fall on human beings.

Option 2Illustrated Mini-Lecture. On one side of the chalkboard, near the bottom, write Good. On the other side,near the bottom, write Evil. Above Good write Image/likeness of God. Review the fact and significanceof Gods creation of human beings in his own image. Above Evil write The Fall. Review the fact and thelasting impact of the sin of Adam and Eve.

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InteractTeam Discussion. Let your group members select a topic from the following list of questions. Those select-ing the same topic are to form a team to explore that topic. If time permits, each team should give a briefreport to the group.

1. What is Gods ideal for relationships between men and women (Ge 2:1924)? Whatimpact has the fall had on those relationships (Ge 3:16)?

2. What can we learn about temptation and how to resist it from Satans approach to Eve(Ge 3:17)?

3. In what different ways has the fall affected women and men (Ge 3:1619)?4. How does the recorded history of Adam and Eves offspring demonstrate the fact that

our race is now in the grip of spiritual death (Ge 4:19,1723)?

Internal ize (OPTIONAL)Option 1Group Bible Study. Look at passages from Scripture that express the wonder that God could care so muchfor human beings. As you look at each passage, have group members suggest qualities or traits of God thatare implied in each passage. Write these on the chalkboard. The passages are: Psalm 8; Psalm 139:1316;Romans 5:78; Hebrews 2:517.

Option 2Personalize. Sit in a circle. Have each group member think of something he or she likes about himself orherselfsome positive quality or trait. Go around the circle and have each person tell his or her positivequality. As each person shares, your group members can add other positive qualities they have noticed inthat person.

When all have shared and been given feedback by the group, invite them to pray silently, acknowledg-ing God as the source of what is positive in them and thanking the Lord for the gift of his own image-likeness.

InspireA unique relationship exists between God and human beings. It is a relationship rooted in Gods steadfastlove for us.

Option 1Mini-Lecture. Portray God stooping to shape the first human beings. Then read one or more of the Scripturepassages that express wonder at Gods love for us (see Assignment 1 in Study Center 2). Point out thatGod did not abandon Adam and Eve when they sinned, but he sought them out. He himself offered thefirst sacrifice for sin to clothe them (Ge 3:21). This first sacrifice foreshadowed Christs sacrifice for sins.Conclude by reading Ephesians 2:18 in unison.

Option 2Scripture Readings. Briefly point out that the writers of Scripture were deeply touched by the story of thecreation of human beings and Gods continuing love after the fall. Read Psalm 8, Psalm 139:1316,Romans 5:78 and Hebrews 2:517. After each reading invite volunteers to offer sentence prayers express-ing thanks to God for the love that not only moved him to create human beings, but also moves him tokeep on loving us.

ASSIGNMENTThe early chapters of Genesis introduce God as the all-powerful Creator of the universe and the lovingCreator of human beings. Next week we will learn something else about God: He is the moral ruler andjudge of his universe. Your group members should review the Mastery Keys in Study Center 4 and com-plete Assignments 14 in Study Center 4.

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LESSON 3

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God, the Moral JudgeLESSON AIMS To understand that we live in a moral universe and that God will judge evil To build confidence in God, even when evil seems to triumph

PREPARATION Read the Background and Mastery Keys in Study Center 4. Complete Assignments 14 in Study Center 4. Create your own lesson plan by selecting from the options below. Pray daily for your group members.

IntroduceFocus attention on the fact that evil seems to triumph at times and the universe seems to be anything butmoral.

Option 1Case History. A drunk driver runs through a red light, killing three college students. He has a lengthy recordof DWI convictions and was driving with a suspended license. The judge gives him three yearsprobation.Was the sentence just? Is this kind of thing common? Encourage group members to share illustrations ofinjustice from their own personal experience.

Option 2Debate. Discuss the following statement: People generally get what they deserve in this life. You can leadan impromptu debate or ask several group members to prepare arguments pro and con before the groupsession.

InformGenesis 611 answers the question of whether we live in a moral universe by presenting God as the moralJudge who accepts responsibility to punish evil.

Option 1Guided Bible Study. Look with your group members at key phrases in the story of the Genesis flood. As youlist each phrase on the chalkboard, invite comments.

The situation (Ge 6:5) Evils impact on God (Ge 6:6) Gods judgment (Ge 6:7) Gods grace (Ge 6:8)

Trace the interplay of judgment and grace through Genesis 69. Be sure your group members notethat Noahs simple act of building the ark was his way of preaching Gods grace to his generation (cf. 1Pe3:1920).

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Option 2Illustrated Mini-Lecture. Cover the key phrases from Option 1 (above) in a brief lecture, writing the phrasesand verses on the chalkboard as you talk. God is moved by injustice and evil. He will punish evil, yet he willnever abandon grace.

InteractOption 1Q & A. These early Genesis passages raise many questionsabout the universality of the flood, the extend-ed ages of the preflood people, etc. You may want to let your group members discuss these questions andthe information provided in the features of the NIV Discovery Study Bible.

Option 2Group Bible Study. Together look at each New Testament passage listed in Assignment 3 in Study Center 4.It is clear that Jesus and the writers of the Epistles accepted the flood as a historic event. Together list les-sons that the New Testament writers drew from this eventabout God, about Gods intentions and aboutapplications of these lessons to believers lives.

Internal ize (OPTIONAL)Recall. Ask each group member to focus on one incident from their childhood or adulthood in which he orshe was a victim of an injustice that has affected his or her life and still is troublesome when it is remem-bered. Each person is to write a description of what happened and the feelings the experience produced.Those who wish to do so may share their experience with the group.

After volunteers have shared, ask your group members to close their eyes and picture God as Judge,seated on his throne, hearing their case. Simply try to picture him, and then in silent prayer place the entirematter in his hands for judgment.

InspireOne value of this course is that it will enable your group members to think through the first five books ofthe Old Testament, understanding the flow of events, the links between them and the significance of each.This week introduce the Thinking Through the Word feature.

Thinking Through the Word. Write the following column titles across the chalkboard: Scripture, Eventand Significance. Under Scripture list the following references: Genesis 1; Genesis 2; Genesis 3; Genesis45; Genesis 69. Together fill in the remaining two columns. Then erase the chalkboard and have eachgroup member reproduce the chart on paper from memory. (Note: A sample chart Thinking Through thePentateuch can be found at the end of Lesson 11 in this Leaders Guide.)

Allowing your group members to think through these early chapters will help them realize how muchthey are learning, reinforce what is being learned, and motivate them for next weeks study.

Invite volunteers to close in prayer.

ASSIGNMENTSacred history is about to take an important turn. Have your group members study the Background andMastery Keys for Study Centers 56. Group members should complete Assignments 14 in Study Center5. Emphasize that only Assignment 2 in Study Center 6 is required. Reading Genesis 2550 and com-pleting the other Assignments in Study Center 6 are optional.

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LESSON 4

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Gods Covenant With AbrahamLESSON AIMS To understand the pivotal role of the Abrahamic covenant in Scriptures unfolding story of redemption To deepen confidence in God as one who gives purpose and direction to human history

PREPARATION Read the Background and Mastery Keys in Study Center 5. Complete Assignments 14 in Study Center 5. Become familiar with the content of Study Center 6. Create your own lesson plan by selecting from the options below. Concentrate on the provisions of the

Abrahamic covenant and their significance. Pray daily for your group members.

IntroduceOption 1Share. Invite your group members to give their impressions of Abraham as a person.

Option 2Describe. Have each group member contribute one word that seems to best describe Abraham.

InformIt is vital that your group members understand the role and nature of the Abrahamic covenant. Establishingthis understanding is your most important goal for this group session.

Option 1Review. Discuss the Landmark The Abrahamic Covenant at Genesis 12. On the chalkboard list the columnheadings Promises for Abrahams Lifetime and Promises Beyond Abrahams Lifetime. Together listappropriate promises under each heading. Carefully go over how the beyond promises are being fulfilledin history. Then explain the concept of an eschatological complete fulfillment.

Option 2Report. Discuss the Landmark The Abrahamic Covenant at Genesis 12. Have your group members reporton what they discovered as they followed the Repeated Theme Covenant in the side column at Genesis12:13.

Option 3Summarize. Briefly state why the Abrahamic covenant is so significant. First, it specifies what God will surelyaccomplish through human history. Second, it introduces Abraham and his descendants, the chosen peoplethrough whom God will do what he has purposed and promised. Third, it is the key to understanding theOld Testament as the story of how God is working out his purposes through the Jewish people. Fourth, it isfoundational for understanding the mission and ministry of Jesus Christ, who is the focus ofand will ulti-mately bring to fulfillmentGods covenant promises.


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InteractSpend the remainder of your time discussing the topic of faith.

Option 1Team Sharing. Divide into teams of five or six persons. Each person is to share what he or she learnedfrom the Landmark Solid Faith at Genesis 15 and from the Romans and Hebrews passages listed inAssignment 3 in Study Center 5.

Option 2Define. Ask each group member to write down his or her own definition of faith. Then work together as agroup to come up with a group definition. When your group members have agreed on a definition, reviewthe Landmark Solid Faith at Genesis 15 or review Romans 4 and use it to evaluate your groups definition.Make any final changes to the group definition.

Internal ize (OPTIONAL)Mutual Ministry. Studying together in small groups often opens the door to mutual ministry and the exer-cise of spiritual gifts. Assignment 4 in Study Center 5 encouraged your students to see what they couldlearn about a life of faith through Abrahams experiences. Sharing insights God provided as they did thisassignment is one of those opportunities for mutual ministry that your group members will have as theywork together to explore the Pentateuch.

InspireThe Abrahamic covenant and its outworking in Old Testament history are evidence that God is in controland that history is moving toward his intended conclusion.

Option 1Defend. On the chalkboard write, God is in control. Ask your group members how they would use Gene-sis 12 to defend this statement. How important is it for a person to know and be convinced that God trulyis in control?

Option 2Challenge. Remind your group members that the God who has a purpose in history also has a purpose foreach of their lives. Let volunteers close in prayer, thanking the Lord that neither history nor an individualslife is meaningless. The God who created all has a purpose in all.

ASSIGNMENTAs you give next weeks assignment, fill in the historical gaps. Three generations of Abrahams descen-dants lived in Canaan, the promised land. Famine drove the family into Egypt, where they lived for some400 years, much of it as slaves. They multiplied there. When the time was right for God to act on hispromise to these descendants of Abraham, he sent Moses to Egypts ruler. Through a series of miracles,God forced Pharaoh to let Gods people go. Your group members should study the Mastery Keys inStudy Centers 78 and complete all the Assignments in Study Centers 78.

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LESSON 5

78

God Frees the IsraelitesLESSON AIMS To understand the significance of Gods revelation of his personal name To understand the relationship of Gods mighty acts in Egypt to the revelation of his name To introduce Moses, Israels deliverer and lawgiver To sense Gods living presence with each group member, both now and forever

PREPARATION Read the Background and Mastery Keys in Study Centers 78. Complete Assignments 13 in Study Center 7 and Assignments 14 in Study Center 8. Create your own lesson plan by selecting from the options below. Pray daily for your group members.

IntroduceExodus opens with the Israelites as slaves in Egypt. They have no personal experience of Gods greatnessand power.

Option 1Identify. In the book of Judges, Gideon lamented, The LORD has abandoned us (Jdg 6:13). Have yourgroup members identify feelings that Gideon might have had at that moment. When a number of feelingshave been suggested, ask your group members to identify times during which they are most likely to feelthe way Gideon did.

Option 2Discuss. Set the scene by reviewing the experience of the Israelites in Egypt. Point out that the Israeliteshad passed down the story of Gods promises to Abraham from generation to generation, but as slavesthey were hardly experiencing Gods blessings. What would have been the most probable view of God heldby the Israelite slaves? What would have shaped that view?

InformGod revealed his name and his power to, and through, the exodus generation.

Option 1Outline. List the following points and corresponding questions on the chalkboard:

Israel is enslaved. What is likely their view of God? Moses is commissioned. What is his reaction? God reveals his name. What is its significance? God performs miracles. Why were the miracles important? Israel is set free. What is their view of God now?

Review the material in these important chapters by inviting your group members to answer these ques-tions based on their study in preparation for this group session.


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Option 2Mini-Lecture. Briefly cover the significance of these opening chapters of Exodus and their impact on Biblicalfaith. Key points to cover: Gods personal name, Yahweh (I AM), identifies him as The One Who Is AlwaysPresent. Exodus 3:15 states that this is how God is to be remembered from generation to generation. Weare to know God as one who is present with us in our here and now.

The miracles God performed to free the slaves reveal his presence and his power. He is here. He haspower. He will act on behalf of his people. However weak we are or however weak we feel, we can remainconfident when we know God as The One Who Is Always Present.

InteractOption 1Group Bible Study. Assignment 1 in Study Center 7 instructed group members to underline verses thatshow how God encouraged a reluctant Moses. Turn to Exodus 34. Have your group members read aloudthe verses they underlined. Then discuss how Gods words to Moses might apply to challenges you andyour group members face today.

Option 2Essays. Assignment 4 in Study Center 8 instructed group members to look up and write about passagesthat show how Gods miracles during the exodus shaped Israels expectations of God. Let two or threegroup members read their short essays. Then look together at each text listed in Assignment 4 to pinpointthe lasting impact of the exodus miracles on Israels concept of, and expectations of, God.

Internal ize (OPTIONAL)Share. Assign each group member one of the verses listed in Assignment 4 in Study Center 8. Using theassigned passage, each person is to determine the situation and the expectation that was shaped by recall-ing Gods miracle-judgments. Have each group member share what he or she discovered. Then have eachgroup member share a personal situation and what he or she will expect in view of how God revealed him-self to his people in freeing them from Egypt.

InspireOption 1Thinking Through the Word. Have each group member write the following column titles on a piece ofpaper: Scripture, Event and Significance. Under Scripture have each group member list the followingreferences: Genesis 1; Genesis 2; Genesis 3; Genesis 45; Genesis 69; Genesis 1217; Exodus 14; Exo-dus 511. Have each group member complete the last two columns. When your group members have fin-ished, go over each passage as a group, agreeing on each entry. (Note: A completed chart ThinkingThrough the Pentateuch can be found at the end of Lesson 11 in this Leaders Guide.)

Option 2Personalize. David wrote a psalm that captures the personal significance of knowing God as The One WhoIs Always Present. Close the group session by reading Psalm 23 in unison. Then have volunteers offer sen-tence prayers of thanks for Gods presence with us today.

ASSIGNMENTNext week we will look at one of the most misunderstood themes in Scripture: the law that God gave toIsrael at Mount Sinai. Have your group members study the Background and Mastery Keys in Study Cen-ters 910 and complete all the Assignments in Study Centers 910. Encourage group members to com-plete the Self-Tests at the back of the NIV Discovery Study Bible each week.

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LESSON 6

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God Gives Israel LawLESSON AIMS To understand the historical necessity of Gods gift of law To recognize the differences between the law covenant and the Old Testament promise covenants To encourage group members to gladly choose Gods will daily


IntroduceThis weeks study focuses on the necessity for, and nature of, Old Testament law. Gods people could onlyfulfill his purposes and be blessed if they maintained a close relationship with him. (Note: A detailed studyof the Ten Commandments is reserved for Lesson 10.)

Option 1Predict. Two-year-old Matti has a mom who believes in letting her little darling do pretty much what hepleases. He stays up as late as he wants, eats only what he wishes, grabs anything that attracts his atten-tion, and generally shouts No whenever his mom tries to gain his cooperation. Invite your group mem-bers to predict the following: (1) What will Matti be like at age five? (2) What will he be like at age 15?(3) Matti has been told never to go into the street. What will Matti do if a ball hes playing with rolls intothe street?

After listening to your group members predictions, invite their opinions on the importance of rules anddiscipline in a childs life. Finally, ask them to compare the Israelites attitudes and actions as described inExodus 1218 with Mattis attitude and behavior.

Option 2Discuss. One of the Mastery Keys for Study Center 9 states, The more consistent the kindness of God is,the more rebellious the Israelites become. Ask your group members to support this statement with evi-dence from Exodus 1218 (see Assignment 1 in Study Center 9). Discuss what might have happened hadthe Israelites been permitted to continue down this path of rebellion.


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InformOption 1Illustrated Mini-Lecture. Use the chalkboard to help your group members see the critical differencebetween the Abrahamic (promise) covenant and the Mosaic (law) covenant as explained in the LandmarkThe Law Covenant at Exodus 20.

The Two Covenants

You may wish to refer to Galatians 3:1723, which emphasizes the temporary nature of the law andthe fact that it was in force only until Christ came.

Option 2Quiz. Have your group members take the following true or false quiz, which is based on the Landmark The Law Covenant at Exodus 20:

1. The law covenant states what God will surely do in the future.2. The fulfillment of the law covenant will take place at historys end.3. Israelite generations that kept the law could expect earthly blessings.4. The law was given to Israel as a way of salvation.5. The term law covenant refers only to the Ten Commandments.

Cover key points by talking through the answers. Be sure that your group members understand therelationship between eschatological blessings (the blessings at historys end) promised in the Abrahamiccovenant and the contemporary blessings available to generations of Israelites who were faithful to Godand kept his law. Use this illustration: Suppose a teen has a trust fund of one hundred million dollars thatwill be turned over to him at age 50. It is his moneybut he will only receive it when he reaches age 50.Suppose, however, that under certain conditions he will receive the interest earned by the trust before age50. The Abrahamic covenant is like the hundred million dollars; it is to be paid out at historys end. TheMosaic Law is like a statement of the conditions under which the Israelites would receive interest on thepromisesblessings in their here and now.

InteractOption 1Share. Invite comments and observations on the laws recorded in Exodus 1924.

Option 2Select. Invite each group member to select one law from Exodus 2123 that reflects Gods concern for peo-ples well-being. Have each group member state the law he or she selected and explain what the law sug-gests about the Lords concern for his people.

Internal ize (OPTIONAL)Option 1Brainstorm. Return to the illustration of Matti (see Option 1 of Introduce). Draw a time line identifying himat the following ages: 2, 5, 15 and 20. Assume that his mom, patterning her relationship with Matti onGods relationship with Israel through the law, clearly states her expectations for his behavior and disciplineshim, using both rewards and punishments. What might Matti be like at each age?

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c. 1830 B.C. c. 1400 B.C. Christ Historys end

Abrahamic ____________________________________________________ FulfilledLaw______________________|

Option 2Personal Time Line. Point out that God is at work in each of our lives to make us more like him and bringus closer to him. Ask each person to take a sheet of paper and draw a time line of his or her Christian life,identifying points at which God has disciplined or blessed him or her and noting how each experience ofdiscipline or blessing has affected his or her spiritual growth and relationship with God. When the time linesare complete, divide into teams of three or four persons, and have the group members explain their timelines to each other.

InspireOption 1Summarize. The law was given not only to show the Israelites how to live in harmony with God, but also to define Gods expectations for a people called to reveal his character to the world. The laws statement of Gods expectations provided a basis on which God could discipline his people, as it promised blessing(reward) for obedience and cursing (punishment) for disobedience. On the way to Sinai, Gods people hadacted like unruly two-year-old childrenrebellious and unresponsive to God. Through the law God was ableto guide and discipline his people.

Option 2Discuss. Ask your group members what they have learned through this weeks study. What have theylearned about the nature of the law? The purpose of the law? The historical necessity for the law? Be surethat your group members understand the points made in Option 1 (above). Point out that today, as wastrue in Old Testament times, we need to live close to the Lord and do his will if we are to be blessed.

ASSIGNMENTThere are many chapters to cover for next week. Have your group members scrutinize Study Centers1112, giving careful attention to the Background and Mastery Keys. They are to complete Assignments12 in Study Center 11 and Assignments 12 in Study Center 12.

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LESSON 7

1112

Worship and SacrificeLESSON AIMS To understand Old Testament law as a blueprint for living in harmony with God and others To understand the interrelationship of the major elements in Old Testament law To realize that a persons relationship with God is to affect all other relationships in his or her life

as well

PREPARATION Read the Background and Mastery Keys in Study Centers 1112. Complete Assignments 14 in Study Center 11 and Assignments 14 in Study Center 12. Study the Landmark The Old Testament Criminal Justice System at Leviticus 6. Develop your own lesson plan by selecting from the options below. Pray daily for your group members.

IntroduceOption 1Comments. Invite each group member to (1) state one thing that interested him or her in completing theAssignments or (2) state one new thing he or she learned.

Option 2Chalkboard Chart. Place the following chart on the chalkboard to show the interrelationship of the themescovered in these chapters:

THEME FUNCTION KEYS

Laws To state Gods expectations Everything in life is to reflectour relationship with God

Tabernacle To provide a place of worship Tabernacle design reflects relational and access to God truths, e.g., one door represents one

way to approach God

Sin Breaks fellowship with God and Merits death penaltywith others

Sacrifices To restore fellowship with God Acknowledge sin; rightness of death penalty; God accepts death of a substitute

Restitution required when others Must set things right with othersare sinned against before sacrifice is acceptable

Priesthood To offer sacrifices; to represent God alone can appointmen before God

Point out that the Mosaic Law is a complex system in which each elementlaws, worship, sacrifices,priesthood, etc.is intimately linked with every other element. We are to understand these elements intheir interrelationship with each other, not view any of them in isolation.


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InformThe law established tabernacle worship, the priesthood and sacrifice as well as ritual and moral standards.

Option 1Study Teams. Divide into teams of five or six persons. Each team is to prepare one of the following projectsby using the features and charts in the NIV Discovery Study Bible. Each team is to report its findings to thegroup. The projects are:

Draw a blueprint of the tabernacle and identify spiritual truths reflected in its design. Prepare a chart contrasting the Old Testament and the U.S. criminal justice systems. Prepare a list of lessons God taught his people through the sacrificial system.

Option 2Mini-Lecture. Briefly cover the three issues identified above (the significance of the tabernacle, the criminaljustice system and the sacrificial system).

InteractUse this activity only if you selected Option 2 as a way to cover the Inform material.

Discuss. Working from the Landmark The Old Testament Criminal Justice System at Leviticus 6, care-fully compare and contrast the U.S. and the Old Testament criminal justice systems. Discuss the pros andcons of each. What elements of the Old Testament system might be realistically applied in the U.S. system?

Internal ize (OPTIONAL)Option 1Group Bible Study. Look together at the story of the golden calf (Ex 32:134:14). What do we learn aboutGod from these chapters? About Moses? About prayer? About the need for the priesthood and sacrificialsystem?

Option 2Group Bible Study. Look together at the story of Nadab and Abihu (Lev 10:13). What lessons might theIsraelites have derived from this incident? What lessons does this incident have for us?

InspireOption 1Challenge. Remind your group members that God is concerned with every aspect of our lives. He hasexpectationsbut he has provided not only the forgiveness we need when we fail, but also access to himthrough Christ our high priest.

Option 2Thinking Through the Word. Have each group member write the following column titles on a piece ofpaper: Scripture, Event and Significance. Under Scripture have each group member list the followingreferences: Genesis 1; Genesis 2; Genesis 3; Genesis 45; Genesis 69; Genesis 1217; Exodus 14; Exo-dus 511; Exodus 1218; Exodus 1924; Exodus 2540; Leviticus 110. Have each group member com-plete the last two columns. When your group members have finished, go over each passage as a group,agreeing on each entry. (Note: A completed chart Thinking Through the Pentateuch can be found at theend of Lesson 11 in this Leaders Guide.)

ASSIGNMENTStudy the Background and Mastery Keys in Study Centers 1314. Group members should completeAssignments 14 in Study Center 13 and Assignments 13 in Study Center 14. Encourage your groupmembers to take the Self-Test for each Study Center as well.

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LESSON 8

1314

HolinessLESSON AIMS To understand ritual and moral uncleanness and the significance of the Day of Atonement To explore the Old Testament social justice system and compare it to the U.S. welfare system To sense the significance of regular, consistent worship and celebration

PREPARATION Read the Background and Mastery Keys in Study Centers 1314. Complete Assignments 14 in Study Center 13 and Assignments 13 in Study Center 14. Take the Self-Tests for Study Centers 1314 (located in the back of the NIV Discovery Study Bible). Develop your own lesson plan by selecting from the options below. Pray daily for your group members.

IntroduceThere are many important topics to cover in this group session. Select from the options below to expeditecoverage.

Option 1Quiz. Write the following questions on the chalkboard (see the Self-Tests for Study Centers 1314 at theback of the NIV Discovery Study Bible). Have group members jot down answers. Then let volunteers raisetheir hands to answer. Determine the topics on which you will need to spend most of your time by observ-ing how many hands are raised and how accurate the group members answers are.

1. How was an Israelite affected by being unclean?2. In its association with the Day of Atonement, why is the phrase all the sins important?3. How did blood sacrifice prepare Gods people for Christ?4. What New Testament book develops the significance of Christs crucifixion as a blood

sacrifice?5. What are two of the six social mechanisms in Old Testament law designed to reduce

poverty?6. Explain the economic significance of the sabbath year.7. Explain the economic significance of the Year of Jubilee.

Option 2Quiz. Give the quiz in Option 1 (above), but rather than review the answers immediately, proceed with thefirst Inform activity (below).

InformOption 1Team Study and Reports. Divide the group into teams of five or six persons to review the following topicsand report to the group:

Team 1: Explain the consequences of being unclean. List the kinds of things that couldcause ritual uncleanness according to Leviticus 1122.


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Team 2: Compare Leviticus 4:2,13,22,27; 5:15,18 with Leviticus 16:2930. Explain the sig-nificance of the differences you discover.

Team 3: Review the Landmark Blood Sacrifice at Leviticus 17. Explain how this feature ofOld Testament religion prepared Gods people to understand the meaning of thecrucifixion.

Team 4: Review the Landmark The Old Testament Social Justice System at Leviticus 25.Summarize its features, paying special attention to the economic significance ofthe sabbath year.

Team 5: Review the Landmark The Old Testament Social Justice System at Leviticus 25.Summarize its features, paying special attention to the economic significance ofthe Year of Jubilee.

Option 2Mini-Lecture. Cover each of the questions raised in the quiz (above). Have your group members check theiranswers as you cover each topic. Let your group members raise questions as you go through the answers.

InteractBible Application. Leviticus 23 reviews weekly and annual times set aside to worship. Read through thechapter together and stop any time your group members see a worship principle that Christians mightapply. For instance, verse 3 sets aside time to focus on God weekly; verses 45 set aside time to rememberand celebrate what God has done for us; verses 48 set aside periods of several days to be with otherbelievers and recall Gods grace.

Encourage discussion of how these principles might be implemented. For instance, verses 48 couldbe implemented by taking a vacation with other Christian families and holding a nightly hymn sing.

InspireOption 1Exhort. In the Old Testament, holiness required Israel to adopt a lifestyle entirely different from that of sur-rounding nations. Holiness for Christians is both different and similar to Old Testament holiness. While weare called to live among people of the world, we are also called to be different, that is, we are to live outChrists values and priorities.

Option 2Responsive Reading. Read Psalm 96 responsively, alternating the reading of verses between yourself andthe group.

ASSIGNMENTThe Israelites are about to leave Mount Sinai, where they have been camped for a year, to head towardCanaan. But Israels refusal to respond to the Lord turns a trip that should have taken only a few weeksinto a journey lasting 38 years! Have your group members examine the Background and Mastery Keys inStudy Centers 1516. They can skim the 36 chapters of Numbers, but they should do all the Assign-ments in Study Centers 1516.

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LESSON 9

1516

The Road to CanaanLESSON AIMS To understand the significance of events that took place after receiving Gods law as Israel traveled

from Mount Sinai to Canaan To sense the importance of trust in, and responsiveness to, God


IntroduceOption 1Map Study. Trace the journey of the Israelites from Mount Sinai to Canaan. On the map indicate placeswhere significant events took place, especially Israels refusal to enter Canaan (Nu 14) and Balaams curse(Nu 22).

Option 2Outline. Write on the chalkboard the following simple outline of Numbers to bring the flow of events intoclear perspective:

Numbers 110 Preparation for travel and the first census

Numbers 1114 Discontent and discipline on the way

Numbers 1521 Wanderings

Numbers 2225 Balaams empty curses

Numbers 26 The second census

Numbers 2736 Prospects of life in Canaan

Together look at the Mastery Keys in Study Centers 1516 to establish the significance of these segments.

InformFocus on four themes developed in these chapters: the introduction of discipline, the rebellion at KadeshBarnea, Balaams failed curse, and the second census. Be sure your group members understand the signifi-cance of each.

Option 1Group Bible Study. Together look up and compare the passages specified in Assignment 2 in Study Center15. Discuss the questions listed there. Your group members should see that with the law given, God had abasis for disciplining his people. It should also be clear that the Israelites needed to experience conse-quences if they were to become an obedient people whom God could bless.


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Option 2Mini-Lecture. Briefly mention Israels refusal to enter Canaan and the consequence of that decision: Thegeneration that had been freed from Egypt would die in the wilderness, but their children would enter thepromised land. Balaams curseseven his attempt to corrupt Israel and turn God against his peoplefailedbecause God was committed to keeping his promises. Note that the second census (a census of the newgeneration) indicates that the Israelites lost no numerical strength during the 38 years of wandering. Bylearning obedience, the new generation was spiritually prepared for the conquest (cf. Dt 4:4).

InteractOption 1Comparative Bible Study. Check other Old and New Testament references to the rebellion at KadeshBarnea. As you read the references, have your group members suggest lessons that believers today mightapply to their lives. Concentrate particularly on the link between disobedience and unbelief that is empha-sized in Hebrew 3.

Option 2Share. In teams of six persons or together as a group, have group members share what they discovered intheir study of Moses prayer life (see Assignment 3 in Study Center 15).

Option 3Debate. If the issue of capital punishment is a concern, invite a debate on the following proposition: Thedeath penalty should be imposed for every murder. Each side can support its position from teaching foundin Numbers 35. If you choose this option, line up debaters prior to the group session.

Internal ize (OPTIONAL)Circle Sharing. Invite each group member to share a favorite verse of Scripture and link it in some way tosomething in the first four books of the Old Testament.

InspireEncourage. Summarize the motives of Balaam and his failed attempt to turn God against the Israelites (seeAssignment 2 in Study Center 16). Emphasize Numbers 23:23. God is committed to his people and willbless them no matter how others seek to harm them. This is also true for us!

ASSIGNMENTThe book of Deuteronomy contains sermons of Moses that review Gods law and expand some ele-ments. Your group members will need to study the Mastery Keys for Study Centers 1718 and completeAssignment 1 in Study Center 17 and Assignments 14 in Study Center 18.

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LESSON 10

1718

Love and LawLESSON AIMS To identify the relationship between Old Testament law and love To gain a deeper understanding of the Ten Commandments To sense love that infuses all that the Lord asks of us

PREPARATION Read the Background and Mastery Keys for Study Centers 1718. Complete Assignment 1 in Study Center 17 and Assignments 14 in Study Center 18. Develop your own lesson plan by selecting from the options below. Pray daily for each of your group members.

IntroduceLove plays a significant and complex role in Old Testament law. Love motivated the Lord to give Israel law,for God could bless them only if they lived in fellowship with him and if their choices were in harmony withhis moral character. At the same time, only love for God rooted in awareness of who he is and what he hasdone could motivate Israels heartfelt obedience. Begin this group session by establishing these fundamen-tal concepts.

Option 1Mini-Lecture. Review references in Deuteronomy 14 to ways God has shown his love for Israel.

Option 2Recall. From their reading in Deuteronomy 511, have your group members recall links between love andlaw. As your group members suggest links, list them on the chalkboard.

InformOption 1List. Assignment 1 in Study Center 18 instructed your group members to read Deuteronomy 511 andunderline references to love. Go through these chapters together, identifying each love reference. On thechalkboard list stated or implied elements of the relationship between love and law.

Option 2Quiz. Ask your group members to list the Ten Commandments in order.

InteractOption 1Chart Study. Discuss the chart at Deuteronomy 5 that summarizes the Ten Commandments. Point out thatwhile the boundaries stated for Israel focus on behavior, each commandment has deeper implications.Encourage your group members to expand the implications suggested in the right-hand column of thechart.


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Option 2Team Study. Divide the group into teams of five or six persons. Give each team two of the commandmentsto study. Each team is to read the Biblical texts and list behaviors that are prohibited. Then each team is tolist implications of the commandment that go beyond those behaviors. Each team is then to report to thegroup.

Internal ize (OPTIONAL)Share. Read the exhortation in Deuteronomy 10:1222. Assignment 4 of Study Center 18 asked groupmembers to write several paragraphs on how they might apply Moses exhortation to their own lives. Sit ina circle and have each group member read one or two of the paragraphs he or she wrote and share furtheron how he or she sees the exhortation to Israel being applied to his or her own life.

InspireChallenge. Read the exhortation in Deuteronomy 10:1222. Ask each group member to silently apply thisexhortation to his or her own life. Have volunteers close with sentence prayers.

ASSIGNMENTThemes introduced in Deuteronomy 1226 include recognition of prophets and rules for warfare. Haveyour group members complete Assignments 13 in Study Center 19. Because they are responsible foronly one Study Center next week, have them go back and complete Assignment 2 in Study Center 17.

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LESSON 11

19

Special InstructionsLESSON AIMS To survey themes in Deuteronomy 1226 To conduct reviews that will enhance group members understanding of the Pentateuch To introduce the college certification option

PREPARATION Read the Background and Mastery Keys in Study Center 19. Complete Assignments 13 in Study Center 19. Complete Assignment 2 in Study Center 17. Duplicate the chart Thinking Through the Pentateuch (located at the end of this lesson plan)

to distribute to each group member. Develop your own lesson plan by selecting from the options below. Pray daily for your group members.

IntroduceOption 1Page Through Deuteronomy. Together page through Deuteronomy 1226. Many of the themes there arefamiliar, as they were introduced earlier in Exodus, Leviticus or Numbers. Focus attention on the newthemes: the one place of worship (Dt 12), the tests for prophets (Dt 18) and the rules for conducting war(Dt 20). The Mastery Keys indicate aspects of these themes to emphasize.

Option 2Solicit Comments. Invite your group members to comment on, or ask questions about, anything of interestthey found in Deuteronomy 1226. Be sure your group members understand the rules for identifying trueprophets and the distinction between rules for conducting war with the peoples of Canaan and those forconducting war with peoples outside Canaan.

InformDuring this and the remaining group sessions, much time should be given to various forms of review.Review is important in helping your group members achieve the goal of understanding the Pentateuch.Select at least two of the following review approaches.

Option 1Review Key Chapters. Divide your group into three-person teams. Each team is to agree on the content andsignificance of the following chapters: Genesis 1,2,3,6,12,15; Exodus 1,3,12,1920,2123,40; Leviticus3,16,23; Numbers 14,26; Deuteronomy 5,6,18. Then go over the material together as a group.

Option 2Quiz. Divide your group into teams of five or six persons. Each team is to identify the source of the follow-ing themes in a specific book and chapter of the Pentateuch. When teams are finished, go over the themesas a group and review the significance of each. The themes are: (1) the revelation of Gods personal name,Yahweh; (2) the revelation of God as Creator; (3) the revelation of salvation by faith; (4) the revelation ofGods creation of human beings in his image; (5) the revelation of Gods purposes in history; (6) the reve-lation of the impact of sin on humankind; (7) the revelation of forgiveness of even intentional sins; (8) the

s t u d y e n t e r

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revelation of Gods role as moral Judge; (9) the revelation of basic moral principles for relating to God andother persons; (10) the institution of the Passover; (11) the initiation of tabernacle worship; (12) the initia-tion of the sacrificial system; (13) the link between faith and obedience; (14) the link between love andobedience.

Option 3Thinking Through the Word. Have each group member write the following column titles on a piece ofpaper: Scripture, Event and Significance. Under Scripture have each group member list the followingreferences: Genesis 1; Genesis 2; Genesis 3; Genesis 45; Genesis 69; Genesis 1217; Exodus 14; Exo-dus 511; Exodus 1218; Exodus 1924; Exodus 2540; Leviticus 110; Leviticus 1122; Leviticus 2327;Numbers 110; Numbers 1114; Numbers 1526; Numbers 2737; Deuteronomy 14; Deuteronomy511; Deuteronomy 1226. Have each group member complete the last two columns. When your groupmembers have finished, go over each passage as a group, agreeing on each entry. (Note: A completedchart can be found following this lesson plan.)

InteractCourse Certification. Introduce the possiblity of Certificates and challenge your students to work toward cer-tification in all eight of the courses built into their Discovery Study Bibles. A certificate for this course can bedownloaded from Zondervans NIV Discovery Study Bible web site (www.zondervan.com\discoverybible), tobe signed by you and your churchs pastor.

See how many want to continue with you or another teacher in these studies, and encourge them tosign up for the next course to be offered in your congregation. If more than one course is being offered,briefly preview each so your students can make an informed choice.

InspireScripture Reading. Read Psalm 119:8996 in unison. Let group members express thanks to God in prayerfor his Word and for what it means to them personally.

ASSIGNMENTStudy the Background and Mastery Keys in Study Center 20 and complete Assignments 13 in StudyCenter 20. Encourage your group members to review the main themes of the Pentateuch several times,using the chart they created in this lesson. Give each group member a copy of the chart entitled Think-ing Through the Pentateuch. (Note: This chart can be found immediately following this lesson plan.)Compliment your group members on any progress they display.

Now is also a good time to pick another Exploring course for the next quarters study.

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Thinking Through the Pentateuch

REFERENCE CONTENT SIGNIFICANCE

Ge 1 Creation account God is all-powerful

Ge 2 Creation of humankind Human beings are special

Ge 3 The fall (Adams sin) Human beings are flawed

Ge 45 Consequences of the fall Human beings are spiritually dead

Ge 69 The Genesis flood God is the moral judge

Ge 1225 Gods covenant with Abraham God reveals his purposes in history

Ge 2550 Tracing the covenant promises Gods promises were to the Jewish people

Ex 14 God calls Moses God reveals the name Yahweh

Ex 511 God delivers the Israelites God intervenes in history to keep his covenant promises

Ex 1218 Israel journeys to Sinai Gods people are undisciplined, unresponsive

Ex 1920 God gives Israel ten commands God establishes standards

Ex 2124 God reveals case laws God applies standards to specific situations

Ex 2540 Gods people build a tabernacle Worship is vital to Gods people

Lev 110 The sacrificial system is instituted Violations of the law require blood sacrifice

Lev 1122 Old Testament holiness is defined Gods people are to be set apart

Lev 2327 An annual worship calendar is set Gods people are to celebrate and worship him

Nu 110 The Israelites prepare to travel

Nu 1114 The Israelites doubt God and rebel Unbelief and disobedience are destructive

Nu 1526 Thirty-eight years of wandering The exodus generation dies out

Nu 2737 Looking beyond the conquest Gods promises are sure and certain

Dt 14 Moses reviews sacred history God has been faithful

Dt 511 Love and law are inseparable Love motivates both God and people

Dt 1226 Moses reviews various laws

Dt 2734 Moses encourages commitment Obedience will bring blessing; before he dies disobedience will bring disaster

LESSON 12

20

What Lies Ahead?LESSON AIMS To grasp the significance of the blessings and curses predicted in Deuteronomy 28 To continue reviews that will enhance group members understanding of the Pentateuch

PREPARATION Read the Background and Mastery Keys in Study Center 20. Complete Assignments 13 in Study Center 20. Review the relationship between the Abrahamic covenant and law covenants as presented in Lesson

6 of this Leaders Guide. Be able to recall from memory the chart entitled Thinking Through the Pentateuch (located at the end

of Lesson 11 of this Leaders Guide). Develop your lesson plan by selecting from the options below. Pray daily for your group members.

IntroduceOption 1Page Through Deuteronomy. Together page through Deuteronomy 2734, allowing group members tomake observations or raise questions.

Option 2Illustrated Mini-Lecture. Use the chalkboard to help your group members see the critical differencebetween the Abrahamic (promise) covenant and the Mosaic (law) covenant, as explained in the LandmarkThe Law Covenant at Exodus 20.

The Two Covenants

You may wish to refer to Galatians 3:1723, which emphasizes the temporary nature of the law andthe fact that it was in force only until Christ.

Be sure that your group members understand the relationship between the eschatological blessingspromised in the Abrahamic covenant and the contemporary blessings available to generations of Israeliteswho were faithful to God and kept his law. Use the following illustration: Suppose a teen has a trust fund of one hundred million dollars that will be turned over to him at age 50. The money is hisbut he will onlyreceive it when he reaches age 50. But suppose that before age 50, under certain conditions, he willreceive the interest earned by the trust. The Abrahamic covenant is like the one hundred million dollarsit will be paid out at historys end. The Mosaic Law is like a statement of the conditions under which theIsraelites would receive interest on the promisesblessings in their here and now.

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c. 1830 B.C. c. 1400 B.C. Christ Historys end

Abrahamic ____________________________________________________ FulfilledLaw______________________|

InformOption 1Introduce Deuteronomy 28. Emphasize the fact that the blessings and curses in this chapter are predictive,that is, they are promises and warnings of what lies ahead for Israel depending on whether or not Godspeople remain faithful to him and his law. The prophets would later return to this passage repeatedly tointerpret national disasters. Because Israel did not remain faithful, this chapter is in essence a preview ofIsraels history.

Illustrate this concept by comparing the curses predicted in Deuteronomy 28:1568 with the eventsdescribed in Amos 4:611 (see Assignment 2 in Study Center 20).

Option 2Reports. Invite group members to report what they discovered as they followed the Repeated Theme Scat-ter in the side column at Deuteronomy 28:64 (see Assignment 2 in Study Center 20). This activity illus-trates the predictive significance of Deuteronomy 28 as well as the conditional nature of the law covenant.

InteractConduct a review of the Pentateuch, using an approach you did not use last week. Select from the follow-ing four options.

Option 1Review Key Chapters. Divide your group into three-person teams. Each team is to agree on the content andsignificance of the following chapters: Genesis 1,2,3,6,12,15; Exodus 1,3,12,1920,2123,40; Leviticus3,16,23; Numbers 14,26; Deuteronomy 5,6,18. Then go over the material together as a group.

Option 2Quiz. Divide your group into teams of five or six persons. Each team is to identify the source of the follow-ing themes in a specific book and chapter of the Pentateuch. When teams are finished, go over the themesas a group and review the significance of each. The themes are: (1) the revelation of Gods personal name,Yahweh; (2) the revelation of God as Creator; (3) the revelation of salvation by faith; (4) the revelation ofGods creation of human beings in his image; (5) the revelation of Gods purposes in history; (6) the reve-lation of the impact of sin on humankind; (7) the revelation of forgiveness of even intentional sins; (8) therevelation of Gods role as moral Judge; (9) the revelation of basic moral principles for relating to God andother persons; (10) the institution of the Passover; (11) the initiation of tabernacle worship; (12) the initia-tion of the sacrificial system; (13) the link between faith and obedience; (14) the link between love andobedience.

Option 3Thinking Through the Word. Have each group member write the following column titles on a piece ofpaper: Scripture, Event and Significance. Under Scripture have each group member list the followingreferences: Genesis 1; Genesis 2; Genesis 3; Genesis 45; Genesis 69; Genesis 1217; Exodus 14; Exo-dus 511; Exodus 1218; Exodus 1924; Exodus 2540; Leviticus 110; Leviticus 1122; Leviticus 2327;Numbers 110; Numbers 1114; Numbers 1526; Numbers 2737; Deuteronomy 14; Deuteronomy511; Deuteronomy 1226. Have each group member complete the last two columns. When your groupmembers have finished, go over each passage as a group, agreeing on each entry. (Note: A completedchart Thinking Through the Pentateuch can be found at the end of Lesson 11 in this Leaders Guide.)

Option 4Self-Test Review. Together work through the Self-Tests for Study Centers 120 that are located in the backof the NIV Discovery Study Bible.

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InspireScripture Reading. Deuteronomy 28 looks ahead at Israels future. Psalm 78 looks back at Israels past. Bothpassages relate the story of decades of tragedy and celebrate Gods faithfulness. Seat your group membersin a circle and read through Psalm 78, with each person in turn reading one verse.

ASSIGNMENTEncourage your group members to review the Mastery Keys in Study Centers 120 and take the Self-Tests located in the back of the NIV Discovery Study Bible. Also encourage them to think during theweek about what they have learned and how they have grown during this intensive study of Gods Word.

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LESSON 13

Celebrate!LESSON AIMS To confirm to each group member how much he or she has gained from this study To celebrate the Lord and his revelation of himself, his purposes and his promises in the first five books

of the Old Testament

PREPARATION Review the Mastery Keys in all 20 studies in the Pentateuch. Review the Self-Tests for all 20 studies. Pray for each of your group members daily.

IntroduceTest. Begin by giving a test, the questions for which are drawn from the Self-Tests for each study. Go overthe answers as a group, but remember that your goal is not to grade the tests, but to help your groupmembers realize how much they have learned through this study. You can simply copy the test that follows this lesson plan or prepare a test of your own that reflects themes you have emphasized in thegroup sessions.

InteractCelebrate. Celebrate by inviting your group members to share what has been special to them as you havestudied Gods Word together. Share any blessings they have received, any truths that have enriched theirlives, and any spiritual growth they have experienced.

Be sure to celebrate how preparing these studies and spending time with your group has blessed you!

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P E N T A T E U C H S T U D Y T E S T

1. What are two things that can be deduced about God from his creation?

2. What is the significance of the phrase in our image, in our likeness (Ge 1:26)?

3. Did Adam and Eve die when they ate the forbidden fruit?

4. What was the purpose of the flood described in Genesis 6?

5. Name three of the promises contained in the Abrahamic covenant.

6. What name of God was given to Moses? What is its significance?

7. Give one reason for the miracle-judgments God brought on Egypt.

8. Where were the Israelites when Gods law was given?

9. What demonstrated that the Israelites needed Gods law?

10. What kinds of sins could not be cleansed by sacrifices offered by individuals?

11. What is one distinctive of the Old Testament criminal justice system?

12. How was an Israelite affected by being unclean?

13. Identify one of the six social mechanisms in Old Testament law designed to reduce poverty.

14. What is the Old Testament distinction between murder and manslaughter?

15. What were the consequences of the disobedience at Kadesh Barnea?

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Documents

Exploring the Pentateuch