Scripture: 1 Kings 11:1-13; 41-43
Memory Verse for this rotation: “So I say to you, Ask, and it will be given, seek and you will find, knock and the door will be opened to you. Luke 11:9 “
Materials:
• Doughnuts, Water, Glasses, & Napkins (found in the kitchen)
• Journals (with Shepherd)
• Pencils (with Shepherd)
• Stretchy cord
• Bracelet clasps
• Beads
• Mother’s Day Card to personalize
• Memory Verse Prompts
Objectives:
• Students will review the story of Solomon
• Students will consider the negative effects of turning from God.
• Students will create a Mother’s Day bracelet for their Mothers
• Students will participate in a reflection/closing prayer time.
Presenter Preparation:
Prior to Sunday Morning:
1. Read the scripture passages and do the Leader’s Bible Study
2. Read through the lesson plan provided and ask Stacy about any questions you have.
3. Plan your opening and closing prayers, if you decide not to use those provided.
4. Consider the age group you’ll be working with each week and any adjustments you’d like to make to the lesson.
Sunday Morning:
1. Get cups, doughnuts, and pitcher(s) of water from the kitchen.
2. Be sure the room is set up as you desire.
3. Look through supply box to familiarize yourself with its contents
4. Do any other preparations you feel necessary.
5. Know that we are thankful you are teaching!
Procedure:
A. Welcome & Introductions at approximately 9:50 a.m.
1. Have the appropriate number of snacks available for each of the participants prepared before they arrive.
2. Greet the children and introduce yourself, wear a name tag if possible. Shepherds have name tags for the children in their bags. If necessary, ask the shepherd to supply children without tags with a temporary badge.
3. Open with a brief prayer. An example might be: God, we want to follow you, and listen closely to what you teach. Please help us to learn all that you have to teach. Amen.
4. Give the students their snack While we’re eating our snack let’s review what we’ve learned already about Solomon. We have learned some good lessons from Solomon. When given a chance to ask for anything in the whole world, he asked God to give him wisdom to rule the country. He also built a beautiful temple church for god. It took seven years to build. It must have been a magnificent thing to see! We’ve learned that Solomon loved God, but today we’re going to learn how he slowly started to love other things and people ahead of God. Can you think of what sort of things or people Solomon might have loved more than God? Allow answers.
B. Bible Reading at approximately 9:55 a.m.
1. Older kids (Readers)—Have them look up the story in the Bible and read it aloud to them while they follow along, or allow the confident readers to read it aloud. Be sure to go through the steps of finding scripture. Find the book (1 Kings), then the Chapter (11), and the Verse (1-13, 41-43).
Younger Kids (Non-readers)—While you may show them where to find it in bible, you can read the summary below to spare some of the words that might not be age appropriate.
STORY SUMMARY
Solomon had more money than any other person in the world. He also had many beautiful things. Solomon also did something that God asked him not to do. He had many wives from foreign Countries.
Back in Solomon’s time Kings would sometimes make treaties with other countries. To seal the treaty, the king would marry the other ruler’s daughter. Solomon had foreign wives even though God asked him not to. God knew that only trouble would come from foreign wives who did not worship God.
Solomon loved his wives. Believe it or not, he had 700 wives! Unfortunately, his wives led him away from God. He started worshipping fake gods instead of God. Solomon’s heart no longer was totally devoted to God. He even built special buildings for his wives’ false gods.
God was very sad and angry with Solomon. He was hurt that Solomon no longer came to him for help. God wanted to keep their relationship strong, but Solomon turned away from God. Instead of listening to God, Solomon did things his own way. God told Solomon that because of his sin and attitude, He would divide the kingdom into two parts.
Just as God said, when Solomon died, the kingdom was divided into two countries. The southern part was called Judah and the northern part was called Israel. Each country had its own king. Unfortunately, most the kings did not love God.
C. Application at approximately 10 a.m.
1. We can learn lessons from Solomon’s life. What are some of the ways that Solomon stopped following God? Took foreign wives, even though God told him not to, started worshiping other gods, not turning to God for help. He stopped following God and horrible consequences happened. He also sinned against God by having foreign wives. This caused him to turn from God. We must remember to always follow God and listen to His voice. We must obey his ways and He will help us choose right paths. We cannot let anything be more important than God.
2. Just as Solomon sinned, we sin too. Our wrongs separate us from God. What are some of the ways you can think that we might sin? Allow answers; not honoring our Father and Mother, putting other things before God; using God’s name badly. God does not want to be separated from us, so He thought of a plan to help bring us back to Himself. God sent His only Son, Jesus, to take the blame for our wrongs. Jesus never did anything wrong. He was willing to die on the cross for all our sins. Because we have sinned against God, we are separated from God, who is holy and pure. The only way we can get to God is to be cleaned of our sin. If we trust in Jesus and believe that He died for our sin, we must ask Him to forgive our mistakes and come into our heart.
3. God gave us Jesus to save us from our sins. He also put other people in our lives to guide us in how to live. Can you think of who some of those people are for you? Pastors, Grandparents, Moms, Dads, other answers. One of the people that spends a lot of time trying to teach us to live the way Jesus wants us to is our Moms. That’s pretty nice of them, isn’t it!? Today is Mother’s Day, so let’s make our Moms a gift to let them know that we appreciate them helping to teach us how to live and how to love Jesus.
6. Craft Project—Mother’s Bracelet
A. Give each child a piece of stretchy cord with the clasp on one of the ends ready to go.
B. Pass out the beads…they should get one boy or girl for each child their Mother has…please be sensitive to the fact that some children may want to acknowledge mis-carriages, children no longer living, or children that do not live with their mother. In addition, many children have more than one person they call “Mother”…encourage them to finish one, then if they have time make another.
C. Put out the colored and silver beads as spacers for them to utilize, as well.
D. Allow them to string their bracelet.
E. When they have finished, assist them in putting the clasp on the other end.
F. If they have time, they may color/personalize a card for their Mother.
D. Reflection at approximately 10:10 a.m.
1. Ask the students to name one thing they learned today. If time, allow them to write it/draw it in their journals.
E. Closing at approximately 10:19 a.m.
1. Ask the students to close their journals and sit quietly.
2. Recite the Bible memory verse using the prompts provided.: “So I say to you, Ask, and it will be given, seek and you will find, knock and the door will be opened to you. Luke 11:9 “
3. Close with a prayer. Encourage children to offer petitions. An example might be: God, we are thankful for the many stories your Bible holds that help us to learn the right way to live. Please help us to be children who do what you say. Amen.
F. Tidy and Dismissal at 10:20 a.m.:
Ask children to help clean up before they go. Be sure that they find a responsible person and that everyone has found one such person before you depart. Please take all supplies and put them in the cardboard box and return the box to the white cart.
THANK YOU FOR SHARING YOUR FAITH WITH OUR YOUNG PEOPLE!
Wednesday, September 14, 2011
Week Three--Solomon Builds a Temple
Scripture: 1 Kings 6:1-14; 8:22-66
Memory Verse for this rotation: “So I say to you, Ask, and it will be given, seek and you will find, knock and the door will be opened to you. Luke 11:9 “
Materials:
• Doughnuts, Water, Glasses, & Napkins (found in the kitchen)
• Journals (with Shepherd)
• Pencils (with Shepherd)
• Coloring sheet of the temple
• Glue sticks to affix journal sheets
• Drawing of the temple
• Memory Verse Prompts
LARGE GROUP MATERIALS—STACY WILL TAKE CARE OF
• Computer with Internet Access linked to Solomon's Temple Tour
• Projector
• Information to share with the group about what they are seeing.
Objectives:
* Students will review the story of Solomon that they have learned.
* Students will read about Solomon’s Temple
* Students will work together to re-create Solomon’s Temple
* Students will participate in a reflection/closing prayer time.
Presenter Preparation:
Prior to Sunday Morning:
1. Read the scripture passages and do the Leader’s Bible Study
2. Read through the lesson plan provided and ask Stacy about any questions you have.
3. Plan your opening and closing prayers, if you decide not to use those provided.
4. Consider the age group you’ll be working with each week and any adjustments you’d like to make to the lesson.
Sunday Morning:
1. Get cups, doughnuts, and pitcher(s) of water from the kitchen.
2. Be sure the room is set up as you desire.
3. Look through supply box to familiarize yourself with its contents
4. Do any other preparations you feel necessary.
5. Know that we are thankful you are teaching!
Procedure:
A. Welcome & Introductions at approximately 9:50 a.m.
1. Have the appropriate number of snacks available for each of the participants prepared before they arrive.
2. Greet the children and introduce yourself, wear a name tag if possible. Shepherds have name tags for the children in their bags. If necessary, ask the shepherd to supply children without tags with a temporary badge.
3. Open with a brief prayer. An example might be: God, we want to follow you, and listen closely to what you teach. Please help us to learn all that you have to teach. Amen.
4. Give the students their snack
5. While we’re eating, let’s review what we’ve learned the last few weeks. The first week we learned about what Solomon wanted from God. Who remembers what he asked for? Wisdom. Solomon then made a wise decision with two women; what do you remember about that story? Allow answers. Today we’re going to talk about something else Solomon did with God’s help.
B. Bible Reading at approximately 9:55 a.m.
1. Prep for learning—
A. During this time I want you to remember to keep lifting your right arm up and down in a flexing state. Never stop flexing that arm.
B. I will also call out other tasks for you to do while you flex that arm.Call out activities for them to do in addition to flexing…jumping, singing a ‘Jesus loves me’, etc. when you’ve gotten them to forget to keep flexing while doing the other activities you may continue with…Why was it difficult to keep flexing for that entire time? Because you told us to do other things. You distracted us. Life can be like that, can’t it…sometimes its difficult to keep focused on something. Let’s read from the Bible and find out if Solomon was able to keep focused on what the Lord asked him to do.
2. Read the Story
Older kids (Readers)—Have them look up the story in the Bible (1 Kings 6) and note how detailed the plan was…Solomon did it just as the Lord had instructed! Have them look over Chapter 6, 7, and 8, highlighting the point that there WAS a plan and Solomon stuck by it, then, in the interest of time, read the story summary below.
Younger Kids (Non-readers)—Read the story below to the children.
STORY SUMMARY
David was a king before Solomon. David loved God and tried to live his life for God. One thing David really wanted to do was build a beautiful temple church for god. He spent much time designing a wonderful building for God.
God, however, told David that he would not be the one to build the temple. God told David that his son, who would be the next king, would build the temple for Him.
David gave the plans for the building to his son, Solomon. Two weeks ago, we learned how Solomon asked for wisdom and God was pleased with his request. Solomon started building the temple of God four years after he became king. It took them seven years to complete the amazing temple. Solomon listened and built it exactly like God wanted.
The temple was rectangular and had 3 areas or rooms. The first area was like a porch. The next area was an area where they worshiped God. The third area was a private area called the “Holy of Holies”. This was where they thought god would “stay”.
The special holy room as lined with beautiful wood with gold over it. Carved angels called cherubim were there also.
Solomon used the finest woods and materials to build the temple. He also used the best crafts men to build the temple. In fact, he would not allow them to use hammers to build the temple so that it would be quiet and respectful for God.
After the temple was built, Solomon asked the priests to come to dedicate the temple to God. The priests brought the special box called the ark of the covenant. It was important to God’s people. It contained the ten commandment from Moses’ time and God’s presence was very strong wherever the box traveled.
When the box was placed in the temple, a big cloud filled the temple and Solomon rejoiced that god’s presence was there. They praised the Lord and thanked him for keeping his promise to his people.
Solomon kneeled before the altar and prayed to God. He praised God for being god and thanked Him for always keeping His promises. After that, they had a huge party to celebrate. It lasted 14 days! It was a special time to thank God and be joyful. Everyone was happy and glad for all the things that God had done.
C. Application at approximately 10 a.m.
1. Solomon started and finished a special project for God. In fact, he finished God’s temple before he started his own living place. When we start a project, it is important for us to finish it. How was that like when I told you to keep flexing…it was difficult to remember to keep doing the thing you were told to do, wasn’t it? Sometimes it is easy to get sidetracked or give excuses why it is hard. God wants us to do our best like Solomon and complete a task. Three times in Chapter 6 it mentions that Solomon completed the temple. That was important. We must also complete things that we start.
2. In the story I mentioned a special place for God called the “holy of holies”. Back in Solomon’s time, God was separated from His people. Priests took the people’s requests, or prayers, to God. Something happened to change that. Does anyone know what happened to make it so we can talk directly to God in prayer? Allow answers. When Jesus died on the cross, the curtain separating the “holy of holies” was torn in two from the top to the bottom. God opened a way for us to come to Him. He did this through His Son, Jesus. Jesus died on a cross for all the wrong things we have done. If we come to Him and ask forgiveness for our wrongs, He will clean us and come into our lives. Because Jesus came back to life 3 days later, we know that with His help, we can live for Him and one day go to Heaven.
3. Let’s take some time and look at a somewhat simpler drawing of the temple and talk about the different pieces of it. Remember to be like Solomon and not to get side-tracked!
4. Pass out copies of the temple drawings. Run through what each says briefly. We will plan to begin the web tour no later than 10:10 a.m.
When the tour is over, you may have time to head back to your classrooms. When there you can…
D. Reflection at approximately 10:15 a.m.
1. Pass out the journals and ask shepherds to pass out pencils.
i. Younger Students: Have the students color in their picture of the temple and affix it to the journal.
ii. Older Students: Have the students draw out the temple in their journal.
E. Closing at approximately 10:19 a.m.
1. Ask the students to close their journals and sit quietly.
2. Recite the Bible memory verse using the prompts provided.: “So I say to you, Ask, and it will be given, seek and you will find, knock and the door will be opened to you. Luke 11:9
3. Close with a prayer. Encourage children to offer petitions. An example might be: God, we are thankful for the many stories your Bible holds that help us to learn the right way to live. Please help us to be obedient children. Amen.
F. Tidy and Dismissal at 10:20 a.m.:
Ask children to help clean up before they go. Be sure that they find a responsible person and that everyone has found one such person before you depart. Please take all supplies and put them in the cardboard box and return the box to the white cart.
THANK YOU FOR SHARING YOUR FAITH WITH OUR YOUNG PEOPLE!
Memory Verse for this rotation: “So I say to you, Ask, and it will be given, seek and you will find, knock and the door will be opened to you. Luke 11:9 “
Materials:
• Doughnuts, Water, Glasses, & Napkins (found in the kitchen)
• Journals (with Shepherd)
• Pencils (with Shepherd)
• Coloring sheet of the temple
• Glue sticks to affix journal sheets
• Drawing of the temple
• Memory Verse Prompts
LARGE GROUP MATERIALS—STACY WILL TAKE CARE OF
• Computer with Internet Access linked to Solomon's Temple Tour
• Projector
• Information to share with the group about what they are seeing.
Objectives:
* Students will review the story of Solomon that they have learned.
* Students will read about Solomon’s Temple
* Students will work together to re-create Solomon’s Temple
* Students will participate in a reflection/closing prayer time.
Presenter Preparation:
Prior to Sunday Morning:
1. Read the scripture passages and do the Leader’s Bible Study
2. Read through the lesson plan provided and ask Stacy about any questions you have.
3. Plan your opening and closing prayers, if you decide not to use those provided.
4. Consider the age group you’ll be working with each week and any adjustments you’d like to make to the lesson.
Sunday Morning:
1. Get cups, doughnuts, and pitcher(s) of water from the kitchen.
2. Be sure the room is set up as you desire.
3. Look through supply box to familiarize yourself with its contents
4. Do any other preparations you feel necessary.
5. Know that we are thankful you are teaching!
Procedure:
A. Welcome & Introductions at approximately 9:50 a.m.
1. Have the appropriate number of snacks available for each of the participants prepared before they arrive.
2. Greet the children and introduce yourself, wear a name tag if possible. Shepherds have name tags for the children in their bags. If necessary, ask the shepherd to supply children without tags with a temporary badge.
3. Open with a brief prayer. An example might be: God, we want to follow you, and listen closely to what you teach. Please help us to learn all that you have to teach. Amen.
4. Give the students their snack
5. While we’re eating, let’s review what we’ve learned the last few weeks. The first week we learned about what Solomon wanted from God. Who remembers what he asked for? Wisdom. Solomon then made a wise decision with two women; what do you remember about that story? Allow answers. Today we’re going to talk about something else Solomon did with God’s help.
B. Bible Reading at approximately 9:55 a.m.
1. Prep for learning—
A. During this time I want you to remember to keep lifting your right arm up and down in a flexing state. Never stop flexing that arm.
B. I will also call out other tasks for you to do while you flex that arm.Call out activities for them to do in addition to flexing…jumping, singing a ‘Jesus loves me’, etc. when you’ve gotten them to forget to keep flexing while doing the other activities you may continue with…Why was it difficult to keep flexing for that entire time? Because you told us to do other things. You distracted us. Life can be like that, can’t it…sometimes its difficult to keep focused on something. Let’s read from the Bible and find out if Solomon was able to keep focused on what the Lord asked him to do.
2. Read the Story
Older kids (Readers)—Have them look up the story in the Bible (1 Kings 6) and note how detailed the plan was…Solomon did it just as the Lord had instructed! Have them look over Chapter 6, 7, and 8, highlighting the point that there WAS a plan and Solomon stuck by it, then, in the interest of time, read the story summary below.
Younger Kids (Non-readers)—Read the story below to the children.
STORY SUMMARY
David was a king before Solomon. David loved God and tried to live his life for God. One thing David really wanted to do was build a beautiful temple church for god. He spent much time designing a wonderful building for God.
God, however, told David that he would not be the one to build the temple. God told David that his son, who would be the next king, would build the temple for Him.
David gave the plans for the building to his son, Solomon. Two weeks ago, we learned how Solomon asked for wisdom and God was pleased with his request. Solomon started building the temple of God four years after he became king. It took them seven years to complete the amazing temple. Solomon listened and built it exactly like God wanted.
The temple was rectangular and had 3 areas or rooms. The first area was like a porch. The next area was an area where they worshiped God. The third area was a private area called the “Holy of Holies”. This was where they thought god would “stay”.
The special holy room as lined with beautiful wood with gold over it. Carved angels called cherubim were there also.
Solomon used the finest woods and materials to build the temple. He also used the best crafts men to build the temple. In fact, he would not allow them to use hammers to build the temple so that it would be quiet and respectful for God.
After the temple was built, Solomon asked the priests to come to dedicate the temple to God. The priests brought the special box called the ark of the covenant. It was important to God’s people. It contained the ten commandment from Moses’ time and God’s presence was very strong wherever the box traveled.
When the box was placed in the temple, a big cloud filled the temple and Solomon rejoiced that god’s presence was there. They praised the Lord and thanked him for keeping his promise to his people.
Solomon kneeled before the altar and prayed to God. He praised God for being god and thanked Him for always keeping His promises. After that, they had a huge party to celebrate. It lasted 14 days! It was a special time to thank God and be joyful. Everyone was happy and glad for all the things that God had done.
C. Application at approximately 10 a.m.
1. Solomon started and finished a special project for God. In fact, he finished God’s temple before he started his own living place. When we start a project, it is important for us to finish it. How was that like when I told you to keep flexing…it was difficult to remember to keep doing the thing you were told to do, wasn’t it? Sometimes it is easy to get sidetracked or give excuses why it is hard. God wants us to do our best like Solomon and complete a task. Three times in Chapter 6 it mentions that Solomon completed the temple. That was important. We must also complete things that we start.
2. In the story I mentioned a special place for God called the “holy of holies”. Back in Solomon’s time, God was separated from His people. Priests took the people’s requests, or prayers, to God. Something happened to change that. Does anyone know what happened to make it so we can talk directly to God in prayer? Allow answers. When Jesus died on the cross, the curtain separating the “holy of holies” was torn in two from the top to the bottom. God opened a way for us to come to Him. He did this through His Son, Jesus. Jesus died on a cross for all the wrong things we have done. If we come to Him and ask forgiveness for our wrongs, He will clean us and come into our lives. Because Jesus came back to life 3 days later, we know that with His help, we can live for Him and one day go to Heaven.
3. Let’s take some time and look at a somewhat simpler drawing of the temple and talk about the different pieces of it. Remember to be like Solomon and not to get side-tracked!
4. Pass out copies of the temple drawings. Run through what each says briefly. We will plan to begin the web tour no later than 10:10 a.m.
When the tour is over, you may have time to head back to your classrooms. When there you can…
D. Reflection at approximately 10:15 a.m.
1. Pass out the journals and ask shepherds to pass out pencils.
i. Younger Students: Have the students color in their picture of the temple and affix it to the journal.
ii. Older Students: Have the students draw out the temple in their journal.
E. Closing at approximately 10:19 a.m.
1. Ask the students to close their journals and sit quietly.
2. Recite the Bible memory verse using the prompts provided.: “So I say to you, Ask, and it will be given, seek and you will find, knock and the door will be opened to you. Luke 11:9
3. Close with a prayer. Encourage children to offer petitions. An example might be: God, we are thankful for the many stories your Bible holds that help us to learn the right way to live. Please help us to be obedient children. Amen.
F. Tidy and Dismissal at 10:20 a.m.:
Ask children to help clean up before they go. Be sure that they find a responsible person and that everyone has found one such person before you depart. Please take all supplies and put them in the cardboard box and return the box to the white cart.
THANK YOU FOR SHARING YOUR FAITH WITH OUR YOUNG PEOPLE!
Week Two--Solomon Makes a Wise Decision
Scripture: 1 Kings 3:16-28
Memory Verse for this rotation: “So I say to you, Ask, and it will be given to you; search, and you will find; knock, and the door will be opened to you.” Luke 11:9
Materials:
• Doughnuts, Water, Glasses, & Napkins (found in the kitchen)
• Journals (with Shepherd)
• Pencils (with Shepherd)
• Solomon’s Robe & Crown
• Real Mother’s Robe
• Fake Mother’s Robe
• Baby
• Soldier’s robe
• Sword
• Coloring sheet—younger kids, 1 per student
• Wordsearch Sheet—older kids, 1 per student
• Gluesticks—1 per student
• Memory Verse Prompts
Objectives:
* Students will read the story of Solomon’s wise decision
* Students will re-enact the story of Solomon’s decision.
* Students will participate in a reflection/closing prayer time.
Presenter Preparation:
Prior to Sunday Morning:
1. Read the scripture passages and do the Leader’s Bible Study
2. Read through the lesson plan provided and ask Stacy about any questions you have.
3. Plan your opening and closing prayers, if you decide not to use those provided.
4. Consider the age group you’ll be working with each week and any adjustments you’d like to make to the lesson.
Sunday Morning:
1. Get cups, doughnuts, and pitcher(s) of water from the kitchen.
2. Be sure the room is set up as you desire.
3. Look through supply box to familiarize yourself with its contents
4. Do any other preparations you feel necessary.
5. Know that we are thankful you are teaching!
Procedure:
A. Welcome & Introductions at approximately 9:50 a.m.
1. Have the appropriate number of snacks available for each of the participants prepared before they arrive.
2. Greet the children and introduce yourself, wear a name tag if possible. Shepherds have name tags for the children in their bags. If necessary, ask the shepherd to supply children without tags with a temporary badge.
3. Open with a brief prayer. An example might be: God, we want to follow you, and listen closely to what you teach. Please help us to learn. Amen.
4. Give the students their snack
5. While we’re eating let’s review what we learned last week. Who were we learning about? Solomon. What did God offer to Solomon? To give him anything he wanted. What did Solomon ask for? Wisdom so he could rule over his kingdom. What did God think about Solomon’s request? He liked it. Was wisdom all Solomon was given? No, he was given wisdom, AND riches and a long life.
6. Today we’re going to learn about a wise decision that Solomon made.
B. Bible Reading at approximately 9:55 a.m.
1. Older kids (Readers)—Have them look up the story in the Bible and read it aloud to them while they follow along, or allow the confident readers to read it aloud. Be sure to go through the steps of finding scripture. Find the book (1 Kings), then the Chapter (3), and the Verse (16-23).
Younger Kids (Non-readers)—Read the story to the children. You can also use the story listed below, if you like.
STORY SUMMARY
Later, two women came to Solomon and stood before him. The one woman said, “Please, my King, this woman and I live in the same house; and I gave birth while she was in the house. Then on the third day after I gave birth, this woman also gave birth. We were together; there was no one else with us in the house. Then this woman’s son died in the night, because she lay on him. She got up in the middle of the night and took my son from beside me while I was asleep. She laid him beside her and laid the dead baby beside me. When I woke up I saw that he was dead; but when I looked at him closely I could see it was not my son. But the other woman argued and said, “No, the living son is mine, and the dead son is yours.” So they argued before the king.
Then the king said, “Bring me a sword and they did. The king said, dividing the living boy in two; then give half to the one, and half to the other. But the woman whose son was alive said to the king—because compassion for her son burned within her—“Please, my lord, give her the living boy; please do not kill him!” The other said, “It shall either be mine nor yours; divide it.” Then Solomon responded: “Give the first woman the living boy; do not kill him. She is his mother.” All Israel heard of the judgment that Solomon and made and they stood in awe of the king because they understood that the wisdom of God was in him.
C. Application at approximately 10 a.m.
1. Why was Solomon’s decision wise? Because he knew that only the true mother would care more about her son’s life than whether or not she got to be his mother.
2. Let’s act out the story…
A. Divide up the roles. You’ll need: Solomon, Real Mother, Fake Mother, Baby, Soldier to give sword, and Israelites to be in awe of the judgment.
B. Give them costumes to wear.
C. Using the story summary above read through the play, giving verbal cues to help them, when needed.
D. If necessary, have the students switch roles, so that each child gets an opportunity to act out a part.
D. Reflection at approximately 10:15 a.m.
1. Pass out the journals and ask shepherds to pass out pencils.
i. Younger Students: Have the students color the sheet provided. When they finish use the glue sticks to affix the coloring sheet to their journals.
ii. Older Students: Have the students work on their journal sheet. When finished use the glue sticks to affix the coloring sheet to their journals. (Coloring pages taken from online)
D. Closing at approximately 10:19 a.m.
1. Ask the students to close their journals and sit quietly.
2. Recite the Bible memory verse using the prompts provided.: “So I say to you, Ask, and it will be given to you; search, and you will find; knock, and the door will be opened to you.” Luke 11:9
3. Close with a prayer. Encourage children to offer petitions. An example might be: God, we are thankful for the many stories your Bible holds that help us to learn the right way to live. Please help us to be obedient children. Amen.
E. Tidy and Dismissal at 10:20 a.m.:
Ask children to help clean up before they go. Be sure that they find a responsible person and that everyone has found one such person before you depart. Please take all supplies and put them in the cardboard box and return the box to the white cart.
THANK YOU FOR SHARING YOUR FAITH WITH OUR YOUNG PEOPLE!
Memory Verse for this rotation: “So I say to you, Ask, and it will be given to you; search, and you will find; knock, and the door will be opened to you.” Luke 11:9
Materials:
• Doughnuts, Water, Glasses, & Napkins (found in the kitchen)
• Journals (with Shepherd)
• Pencils (with Shepherd)
• Solomon’s Robe & Crown
• Real Mother’s Robe
• Fake Mother’s Robe
• Baby
• Soldier’s robe
• Sword
• Coloring sheet—younger kids, 1 per student
• Wordsearch Sheet—older kids, 1 per student
• Gluesticks—1 per student
• Memory Verse Prompts
Objectives:
* Students will read the story of Solomon’s wise decision
* Students will re-enact the story of Solomon’s decision.
* Students will participate in a reflection/closing prayer time.
Presenter Preparation:
Prior to Sunday Morning:
1. Read the scripture passages and do the Leader’s Bible Study
2. Read through the lesson plan provided and ask Stacy about any questions you have.
3. Plan your opening and closing prayers, if you decide not to use those provided.
4. Consider the age group you’ll be working with each week and any adjustments you’d like to make to the lesson.
Sunday Morning:
1. Get cups, doughnuts, and pitcher(s) of water from the kitchen.
2. Be sure the room is set up as you desire.
3. Look through supply box to familiarize yourself with its contents
4. Do any other preparations you feel necessary.
5. Know that we are thankful you are teaching!
Procedure:
A. Welcome & Introductions at approximately 9:50 a.m.
1. Have the appropriate number of snacks available for each of the participants prepared before they arrive.
2. Greet the children and introduce yourself, wear a name tag if possible. Shepherds have name tags for the children in their bags. If necessary, ask the shepherd to supply children without tags with a temporary badge.
3. Open with a brief prayer. An example might be: God, we want to follow you, and listen closely to what you teach. Please help us to learn. Amen.
4. Give the students their snack
5. While we’re eating let’s review what we learned last week. Who were we learning about? Solomon. What did God offer to Solomon? To give him anything he wanted. What did Solomon ask for? Wisdom so he could rule over his kingdom. What did God think about Solomon’s request? He liked it. Was wisdom all Solomon was given? No, he was given wisdom, AND riches and a long life.
6. Today we’re going to learn about a wise decision that Solomon made.
B. Bible Reading at approximately 9:55 a.m.
1. Older kids (Readers)—Have them look up the story in the Bible and read it aloud to them while they follow along, or allow the confident readers to read it aloud. Be sure to go through the steps of finding scripture. Find the book (1 Kings), then the Chapter (3), and the Verse (16-23).
Younger Kids (Non-readers)—Read the story to the children. You can also use the story listed below, if you like.
STORY SUMMARY
Later, two women came to Solomon and stood before him. The one woman said, “Please, my King, this woman and I live in the same house; and I gave birth while she was in the house. Then on the third day after I gave birth, this woman also gave birth. We were together; there was no one else with us in the house. Then this woman’s son died in the night, because she lay on him. She got up in the middle of the night and took my son from beside me while I was asleep. She laid him beside her and laid the dead baby beside me. When I woke up I saw that he was dead; but when I looked at him closely I could see it was not my son. But the other woman argued and said, “No, the living son is mine, and the dead son is yours.” So they argued before the king.
Then the king said, “Bring me a sword and they did. The king said, dividing the living boy in two; then give half to the one, and half to the other. But the woman whose son was alive said to the king—because compassion for her son burned within her—“Please, my lord, give her the living boy; please do not kill him!” The other said, “It shall either be mine nor yours; divide it.” Then Solomon responded: “Give the first woman the living boy; do not kill him. She is his mother.” All Israel heard of the judgment that Solomon and made and they stood in awe of the king because they understood that the wisdom of God was in him.
C. Application at approximately 10 a.m.
1. Why was Solomon’s decision wise? Because he knew that only the true mother would care more about her son’s life than whether or not she got to be his mother.
2. Let’s act out the story…
A. Divide up the roles. You’ll need: Solomon, Real Mother, Fake Mother, Baby, Soldier to give sword, and Israelites to be in awe of the judgment.
B. Give them costumes to wear.
C. Using the story summary above read through the play, giving verbal cues to help them, when needed.
D. If necessary, have the students switch roles, so that each child gets an opportunity to act out a part.
D. Reflection at approximately 10:15 a.m.
1. Pass out the journals and ask shepherds to pass out pencils.
i. Younger Students: Have the students color the sheet provided. When they finish use the glue sticks to affix the coloring sheet to their journals.
ii. Older Students: Have the students work on their journal sheet. When finished use the glue sticks to affix the coloring sheet to their journals. (Coloring pages taken from online)
D. Closing at approximately 10:19 a.m.
1. Ask the students to close their journals and sit quietly.
2. Recite the Bible memory verse using the prompts provided.: “So I say to you, Ask, and it will be given to you; search, and you will find; knock, and the door will be opened to you.” Luke 11:9
3. Close with a prayer. Encourage children to offer petitions. An example might be: God, we are thankful for the many stories your Bible holds that help us to learn the right way to live. Please help us to be obedient children. Amen.
E. Tidy and Dismissal at 10:20 a.m.:
Ask children to help clean up before they go. Be sure that they find a responsible person and that everyone has found one such person before you depart. Please take all supplies and put them in the cardboard box and return the box to the white cart.
THANK YOU FOR SHARING YOUR FAITH WITH OUR YOUNG PEOPLE!
Solomon's Temple Tour Information
There is a great website called the 3D Bible Project where you can tour Moses' Tabernacle, Noah's Ark, & Solomon's Temple.
Here is the outline that I shared with the kids as I gave them a tour of the temple using the projector.
The Outer Court (2 Chronicles 4:9; 2 Kings 23:12)
The outer court was for the people of Israel while only the priests could enter the inner court. Both courts were surrounded by three rows of stones and entered through gates. Cedar beams were placed on top of the three rows of stone for protection and beautification.
The East Gate of the Outer Court (1 Chronicles 26:12-18)
The East Gate was the main entrance to the Outer Court; it had six guard posts, as opposed to four at the North Gate and the South Gate (1 Chronicles 26:17).
The North Gate of The Outer Court (1 Chronicles 26:12-18)
This gate, as well as the South Gate, had four guard posts;
The West Gates of The Outer Court (1 Chronicles 26:12-18)
The west side had two gates: the West Gate and the Shalleketh Gate on the upper road. There were two guards at the court itself and four at the road.
The South Gate of The Outer Court (1 Chronicles 26:12-18)
The palace of Solomon was south of the temple mount. The South Gate would be the main one used by the king. Therefore it was a great honor to be assigned the responsibility of guarding this gate.
The Inner Court (2 Chronicles 4:9; 1 Kings 6:36; 7:12)
The inner court was strictly for the priests and levites and for their ministries. In Jeremiah 36:10 the inner court is also called "the higher court". This would indicate that it was on a higher level than the outer court. The inner court was surrounded by three rows of stones with cedar beams placed on top. There were surrounding rooms within these walls to provide more living space.
The Bronze Altar (2 Chronicles 4:1)
In the inner court was the great altar of bronze. Fire was kept burning upon the altar continually, it must not go out. Its measurements were 20 cubits (30 feet) square, and 10 cubits (15 feet) high, made after the pattern in the Tabernacle. It had horns at its four corner, signifying strength and salvation. It was on this altar that the five offerings were made.
Bronze reminds us of God's judgement. The Bronze Altar therefore speaks of Jesus bearing the judgement of God for our sins.
The Molten Sea (2 Chronicles 4:2-6, 15; 1 Kings 7:23-26, 44; 1 Chronicles 18:8)
The molten sea was a large basin made of bronze. It was 5 cubits (7.5 feet) high and 10 cubits (15 feet) in diameter at the brim. The sea holds 3,000 baths (about 17,500 gallons) of water. The brim was made like the brim of a cup. Under the brim, it was decorated with two rows of 300 gourds. This great sea rested on the backs of twelve bronze oxen which, in groups of three, faced the north, south, east and west. The very purpose of this great sea was for the priests to wash themselves before entering into the Temple.
The Basins (2 Chronicles 4:6, 14-18; 1 Kings 7:27-39)
The bronze basins were supported by movable stands made in bronze. The stands were 4 cubits (6 feet) square and 3 cubits (4.5 feet) high. The basins were 4 cubits (6 feet) in diameter at the brim, and hold 40 baths (230 gallons). The stands looked like four-wheeled carriages so that the basins could be transported around the Temple. They stood on four supports attached to the axles so that the ornamented side panels were raised above the wheels. On the top of the stand there was a circular opening where the basin was set into. The basin was supported underneath by cast supports. (Touch the brim of the basin to raise it.) Things belonged to the burnt offering were washed at the basins.
Bronze Pillar – Boaz/Jachin (1 Kings 7:15-22)
Placed in front of the entrance of the Temple were two great pillars made of bronze. The one on the South side was named "Jachin", and the one on the North was named "Boaz". Boaz probably means "he establishes" and Jachin probably means "in Him is strength". Each pillar was 18 cubits (27 feet) high and 12 cubits (18 feet) around. The top of each pillar was decorated with a lily-shaped capital. Each capital was 5 cubits (7.5 feet) high.
The Porch (1 Kings 6:3; 2 Chronicles 3:4)
The porch was 20 cubits (30 feet) wide and 10 cubits (15 feet) deep, and probably 20 cubits (30 feet) high. The inside was overlaid with pure gold. There has been some disagreement over the excessive height of the porch as recorded in 2 Chronicles 3:4. The record says the height was 120 cubits (180 feet). If this was correct then the porch would have been a tall tower, 4 times as high as the Temple. Some have taken this literally (e.g. see Phoenixmasonry). However, some ancient version (see NIV) omitted the "hundred" and read "the height was 20 cubits", which is more in keeping with the temple itself.
The Holy Place Door (1 Kings 6:33-35)
The entrance was made of fir, with side posts of olive wood, and overlaid with gold. There were two two-leaved or two folding doors, therefore a total of four doors. The doors were carved with open flowers, palm trees and cherubim. The meaning of the word "one-fourth" in 1 Kings 6:33 is not clear. Some Bible translations (such as NKJV) have the door posts measured as one-fourth of the wall, that is, a fourth of 20 cubits (30 feet) or 5 cubits (7.5 feet) wide. Some other Bible translations (such as NASB and NIV) rendered the entrance having four-sided door posts.
The Holy Place (1 Kings 6:15, 17-18, 21-22, 29-30; 2 Chronicles 3:3-7)
The interior measurements of the Holy Place were 40 cubits (60 feet) long, 20 cubits (30 feet) wide and 30 cubits (45 feet) high. Everything inside the Temple was either made of pure gold or overlaid with gold. Even the walls, the ceiling and floor were overlaid with fine gold. The walls were richly ornamented with precious stones, palm trees and chains and carved with gourds, open flowers and cherubim (1 Kings 6:18, 29; 2 Chronicles 3:5-7).
The Tables of Showbread (1 Kings 7:48; 2 Chronicles 4:8, 19)
Though not specifically mentioned in the Bible, we may safely assume that these tables, as the golden lampstands and the golden altar of incense, were made after the pattern given to Moses in Mt Sinai (Exodus 25:23-30). The tables were of wood, 2 cubits (3 feet) long, 1 cubit (1.5 feet) wide and 1.5 cubits (2.25 feet) high. It was overlaid with gold. On each of the table were 12 loaves of bread (see Leviticus 24:5-9), for a total of 120 loaves in all, symbolizing the bread of life given by God.
The Golden Lampstands (1 Kings 7:49-50; 2 Chronicles 4:7, 19-22)
These lampstands must have been after the same pattern as that given to Moses (Exodus 25:31-40). The entire lampstand was made from one piece of hammered work of pure gold. The lamps were oil lights, not candles, and they were to burn continually, never to be extinguished (Leviticus 24:1-4). They illumined the Holy Place so that the priests could walk and minister in the light. Every morning and evening the priests would tend to the lamps - trim the lamps, take away the ashes and supply the oil to keep the lamps burning. The lamps symbolized God's guidance and revelation through His word (Psalm 119:105). The lampstands also speak of Jesus Christ Himself, the light of the world (John 8:12).
The Altar of Incense (1 Kings 6:20, 22; 7:48; 2 Chronicles 4:19)
The altar was made of wood and overlaid with gold. It was 1 cubit (1.5 feet) square, and 2 cubits (3 feet) high. It also had four horns on its four corners, signifying power, authority and kingship. A gold molding was around the top of the altar. In contrast to the one in the Tabernacle, this one probably did not have the two gold rings and carrying poles since there was no more need to carry it around. The priest had to burn incense at this altar in the morning and at twilight. The rising smoke from the burning incense symbolized the prayers offered to God(Psalm 141:2; Revelation 5:8). More...
The Most Holy Place Door (1 Kings 6:31-32; 2 Chronicles 3:14)
We have another two sets of folding doors for the entrance into the Most Holy Place. The materials and ornamentation were the same as that of the Holy Place entrance - doors of fir with side posts of olive wood, and overlaid with gold, carved with open flowers, palm trees, and cherubim. The meaning of the word "one-fifth" in 1 Kings 6:31 is not clear. Some Bible translations (such as NKJV) have the door posts being one-fifth of the wall, that is, a fifth of 20 cubits (30 feet) or 4 cubits (6 feet) wide. Some other translations (such as NASB and NIV) rendered the entrance having five-sided door posts.
The Veil (2 Chronicles 3:14)
The veil was made the same way as the veil of the Tabernacle (Exodus 26:31-35), which was of blue, purple, scarlet and fine linen, and with cherubim design. Whether it was placed in front of the doors or behind the doors is hard to say.
Here, before the veil, the ordinary priests had to stop and proceed no further. Because within the veil, in the Most Holy Place, lay the Ark of the Covenant. The Ark represents God's presence and no one, no one except the High Priest, would be allowed to see the Ark. And he only saw it once a year on the Day of Atonement. The veil separated God and man. But when Christ died on the cross, the veil (of Herod's Temple) was torn apart from top to bottom by God, declaring that man can now access into His presence freely through Christ Jesus (Hebrews 10:19-25).
The Most Holy Place (1 Kings 6:16, 19-30; 2 Chronicles 3:8-13)
The Most Holy Place was a perfect cube of 20 x 20 x 20 cubits (30 x 30 x 30 feet). This was the very place where the Ark of the Covenant and the Mercy Seat were placed. Once a year the High Priest entered on the Day of Atonement and met God amidst the smoke of burning incense (Leviticus 16).
Inside the Most Holy Place, there was no window and no lampstand. There was no other light source except the light coming from the glory of God shone from the Mercy Seat. Two great cherubim stood facing the Holy Place, overshadowing the Ark of the Covenant.
The Ark of the Covenant (Exodus 25:10-22; 37:1-9)
Inside the Most Holy Place was the magnificent Ark of the Covenant. Its measurements were 2.5 cubits (3.75 feet) long, 1.5 cubits (2.25 feet) wide and high. It consisted of a rectangular chest made of shittim wood and overlaid with gold. The Mercy Seat was a lid which closed the Ark from above (click the Mercy Seat to raise it up.) The Ark was placed under the wings of the two great cherubim. When the Ark was finally placed here the only contents were the two tablets of the law of God (2 Chronicles 5:10). The golden pot of manna and the budding rod of Aaron were removed. More...
The Mercy Seat (Exodus 25:10-22; 37:1-9)
The covering or lid of the Ark was the Mercy Seat with two cherubim on each end, all beaten out of one piece of pure gold. The cherubim were facing each other and their wings overshadowed the Mercy Seat.
The Mercy Seat was where the blood of the slain bullock was sprinkled as atonement for the sin of the nation, once a year on the Day of Atonement
The Cherubim
No one knows exactly how cherubim are supposed to look like. Historically cherubim were portrayed as naked little children with halos and wings, frequently found on Valentine's Day cards. However modern interpretation has rendered the cherubim as winged sphinx-like creatures.
The Bible made a special note about the two great cherubim in the Most Holy Place concerning their posture (2 Chronicles 3:13); they stood on their feet facing the Holy Place, as if they were guarding the place. In contrast, the two cherubim of the Mercy Seat were facing each other towards the Mercy Seat - not guarding, but serving God. Instead of standing up, they would be set in a more humble posture, probably lying down.
The High Priest (Exodus 28)
The High Priest was a religious person of a high rank who has the authority to perform the services in the Temple. He was in charge of the priests and was allowed to enter the Most Holy Place once a year on the Day of Atonement.
The High Priest had two sets of uniforms:
1. Golden Garments which he wore all year round;
2. White Garments which was worn only on the Day of Atonement.
The Side Chambers (1 Kings 6:5-8)
Surrounding the walls of the Temple were side chambers for the priests, Levites, and for storage. The chambers were three stories high. These three stories were made accessible first by the door located at the south side of the Temple, and then inside by winding stairs. These stairs began in the lowest story, winding up through and into the middle story, and then from the middle story into the third story. 1 Kings 6:8 implies that the winding stairs were located next to the door at the lowest story. The most logical place for the stairs would be at the east end of the chambers. Based on this information we re-constructed the door near the east end of the south wall.
Here is the outline that I shared with the kids as I gave them a tour of the temple using the projector.
The Outer Court (2 Chronicles 4:9; 2 Kings 23:12)
The outer court was for the people of Israel while only the priests could enter the inner court. Both courts were surrounded by three rows of stones and entered through gates. Cedar beams were placed on top of the three rows of stone for protection and beautification.
The East Gate of the Outer Court (1 Chronicles 26:12-18)
The East Gate was the main entrance to the Outer Court; it had six guard posts, as opposed to four at the North Gate and the South Gate (1 Chronicles 26:17).
The North Gate of The Outer Court (1 Chronicles 26:12-18)
This gate, as well as the South Gate, had four guard posts;
The West Gates of The Outer Court (1 Chronicles 26:12-18)
The west side had two gates: the West Gate and the Shalleketh Gate on the upper road. There were two guards at the court itself and four at the road.
The South Gate of The Outer Court (1 Chronicles 26:12-18)
The palace of Solomon was south of the temple mount. The South Gate would be the main one used by the king. Therefore it was a great honor to be assigned the responsibility of guarding this gate.
The Inner Court (2 Chronicles 4:9; 1 Kings 6:36; 7:12)
The inner court was strictly for the priests and levites and for their ministries. In Jeremiah 36:10 the inner court is also called "the higher court". This would indicate that it was on a higher level than the outer court. The inner court was surrounded by three rows of stones with cedar beams placed on top. There were surrounding rooms within these walls to provide more living space.
The Bronze Altar (2 Chronicles 4:1)
In the inner court was the great altar of bronze. Fire was kept burning upon the altar continually, it must not go out. Its measurements were 20 cubits (30 feet) square, and 10 cubits (15 feet) high, made after the pattern in the Tabernacle. It had horns at its four corner, signifying strength and salvation. It was on this altar that the five offerings were made.
Bronze reminds us of God's judgement. The Bronze Altar therefore speaks of Jesus bearing the judgement of God for our sins.
The Molten Sea (2 Chronicles 4:2-6, 15; 1 Kings 7:23-26, 44; 1 Chronicles 18:8)
The molten sea was a large basin made of bronze. It was 5 cubits (7.5 feet) high and 10 cubits (15 feet) in diameter at the brim. The sea holds 3,000 baths (about 17,500 gallons) of water. The brim was made like the brim of a cup. Under the brim, it was decorated with two rows of 300 gourds. This great sea rested on the backs of twelve bronze oxen which, in groups of three, faced the north, south, east and west. The very purpose of this great sea was for the priests to wash themselves before entering into the Temple.
The Basins (2 Chronicles 4:6, 14-18; 1 Kings 7:27-39)
The bronze basins were supported by movable stands made in bronze. The stands were 4 cubits (6 feet) square and 3 cubits (4.5 feet) high. The basins were 4 cubits (6 feet) in diameter at the brim, and hold 40 baths (230 gallons). The stands looked like four-wheeled carriages so that the basins could be transported around the Temple. They stood on four supports attached to the axles so that the ornamented side panels were raised above the wheels. On the top of the stand there was a circular opening where the basin was set into. The basin was supported underneath by cast supports. (Touch the brim of the basin to raise it.) Things belonged to the burnt offering were washed at the basins.
Bronze Pillar – Boaz/Jachin (1 Kings 7:15-22)
Placed in front of the entrance of the Temple were two great pillars made of bronze. The one on the South side was named "Jachin", and the one on the North was named "Boaz". Boaz probably means "he establishes" and Jachin probably means "in Him is strength". Each pillar was 18 cubits (27 feet) high and 12 cubits (18 feet) around. The top of each pillar was decorated with a lily-shaped capital. Each capital was 5 cubits (7.5 feet) high.
The Porch (1 Kings 6:3; 2 Chronicles 3:4)
The porch was 20 cubits (30 feet) wide and 10 cubits (15 feet) deep, and probably 20 cubits (30 feet) high. The inside was overlaid with pure gold. There has been some disagreement over the excessive height of the porch as recorded in 2 Chronicles 3:4. The record says the height was 120 cubits (180 feet). If this was correct then the porch would have been a tall tower, 4 times as high as the Temple. Some have taken this literally (e.g. see Phoenixmasonry). However, some ancient version (see NIV) omitted the "hundred" and read "the height was 20 cubits", which is more in keeping with the temple itself.
The Holy Place Door (1 Kings 6:33-35)
The entrance was made of fir, with side posts of olive wood, and overlaid with gold. There were two two-leaved or two folding doors, therefore a total of four doors. The doors were carved with open flowers, palm trees and cherubim. The meaning of the word "one-fourth" in 1 Kings 6:33 is not clear. Some Bible translations (such as NKJV) have the door posts measured as one-fourth of the wall, that is, a fourth of 20 cubits (30 feet) or 5 cubits (7.5 feet) wide. Some other Bible translations (such as NASB and NIV) rendered the entrance having four-sided door posts.
The Holy Place (1 Kings 6:15, 17-18, 21-22, 29-30; 2 Chronicles 3:3-7)
The interior measurements of the Holy Place were 40 cubits (60 feet) long, 20 cubits (30 feet) wide and 30 cubits (45 feet) high. Everything inside the Temple was either made of pure gold or overlaid with gold. Even the walls, the ceiling and floor were overlaid with fine gold. The walls were richly ornamented with precious stones, palm trees and chains and carved with gourds, open flowers and cherubim (1 Kings 6:18, 29; 2 Chronicles 3:5-7).
The Tables of Showbread (1 Kings 7:48; 2 Chronicles 4:8, 19)
Though not specifically mentioned in the Bible, we may safely assume that these tables, as the golden lampstands and the golden altar of incense, were made after the pattern given to Moses in Mt Sinai (Exodus 25:23-30). The tables were of wood, 2 cubits (3 feet) long, 1 cubit (1.5 feet) wide and 1.5 cubits (2.25 feet) high. It was overlaid with gold. On each of the table were 12 loaves of bread (see Leviticus 24:5-9), for a total of 120 loaves in all, symbolizing the bread of life given by God.
The Golden Lampstands (1 Kings 7:49-50; 2 Chronicles 4:7, 19-22)
These lampstands must have been after the same pattern as that given to Moses (Exodus 25:31-40). The entire lampstand was made from one piece of hammered work of pure gold. The lamps were oil lights, not candles, and they were to burn continually, never to be extinguished (Leviticus 24:1-4). They illumined the Holy Place so that the priests could walk and minister in the light. Every morning and evening the priests would tend to the lamps - trim the lamps, take away the ashes and supply the oil to keep the lamps burning. The lamps symbolized God's guidance and revelation through His word (Psalm 119:105). The lampstands also speak of Jesus Christ Himself, the light of the world (John 8:12).
The Altar of Incense (1 Kings 6:20, 22; 7:48; 2 Chronicles 4:19)
The altar was made of wood and overlaid with gold. It was 1 cubit (1.5 feet) square, and 2 cubits (3 feet) high. It also had four horns on its four corners, signifying power, authority and kingship. A gold molding was around the top of the altar. In contrast to the one in the Tabernacle, this one probably did not have the two gold rings and carrying poles since there was no more need to carry it around. The priest had to burn incense at this altar in the morning and at twilight. The rising smoke from the burning incense symbolized the prayers offered to God(Psalm 141:2; Revelation 5:8). More...
The Most Holy Place Door (1 Kings 6:31-32; 2 Chronicles 3:14)
We have another two sets of folding doors for the entrance into the Most Holy Place. The materials and ornamentation were the same as that of the Holy Place entrance - doors of fir with side posts of olive wood, and overlaid with gold, carved with open flowers, palm trees, and cherubim. The meaning of the word "one-fifth" in 1 Kings 6:31 is not clear. Some Bible translations (such as NKJV) have the door posts being one-fifth of the wall, that is, a fifth of 20 cubits (30 feet) or 4 cubits (6 feet) wide. Some other translations (such as NASB and NIV) rendered the entrance having five-sided door posts.
The Veil (2 Chronicles 3:14)
The veil was made the same way as the veil of the Tabernacle (Exodus 26:31-35), which was of blue, purple, scarlet and fine linen, and with cherubim design. Whether it was placed in front of the doors or behind the doors is hard to say.
Here, before the veil, the ordinary priests had to stop and proceed no further. Because within the veil, in the Most Holy Place, lay the Ark of the Covenant. The Ark represents God's presence and no one, no one except the High Priest, would be allowed to see the Ark. And he only saw it once a year on the Day of Atonement. The veil separated God and man. But when Christ died on the cross, the veil (of Herod's Temple) was torn apart from top to bottom by God, declaring that man can now access into His presence freely through Christ Jesus (Hebrews 10:19-25).
The Most Holy Place (1 Kings 6:16, 19-30; 2 Chronicles 3:8-13)
The Most Holy Place was a perfect cube of 20 x 20 x 20 cubits (30 x 30 x 30 feet). This was the very place where the Ark of the Covenant and the Mercy Seat were placed. Once a year the High Priest entered on the Day of Atonement and met God amidst the smoke of burning incense (Leviticus 16).
Inside the Most Holy Place, there was no window and no lampstand. There was no other light source except the light coming from the glory of God shone from the Mercy Seat. Two great cherubim stood facing the Holy Place, overshadowing the Ark of the Covenant.
The Ark of the Covenant (Exodus 25:10-22; 37:1-9)
Inside the Most Holy Place was the magnificent Ark of the Covenant. Its measurements were 2.5 cubits (3.75 feet) long, 1.5 cubits (2.25 feet) wide and high. It consisted of a rectangular chest made of shittim wood and overlaid with gold. The Mercy Seat was a lid which closed the Ark from above (click the Mercy Seat to raise it up.) The Ark was placed under the wings of the two great cherubim. When the Ark was finally placed here the only contents were the two tablets of the law of God (2 Chronicles 5:10). The golden pot of manna and the budding rod of Aaron were removed. More...
The Mercy Seat (Exodus 25:10-22; 37:1-9)
The covering or lid of the Ark was the Mercy Seat with two cherubim on each end, all beaten out of one piece of pure gold. The cherubim were facing each other and their wings overshadowed the Mercy Seat.
The Mercy Seat was where the blood of the slain bullock was sprinkled as atonement for the sin of the nation, once a year on the Day of Atonement
The Cherubim
No one knows exactly how cherubim are supposed to look like. Historically cherubim were portrayed as naked little children with halos and wings, frequently found on Valentine's Day cards. However modern interpretation has rendered the cherubim as winged sphinx-like creatures.
The Bible made a special note about the two great cherubim in the Most Holy Place concerning their posture (2 Chronicles 3:13); they stood on their feet facing the Holy Place, as if they were guarding the place. In contrast, the two cherubim of the Mercy Seat were facing each other towards the Mercy Seat - not guarding, but serving God. Instead of standing up, they would be set in a more humble posture, probably lying down.
The High Priest (Exodus 28)
The High Priest was a religious person of a high rank who has the authority to perform the services in the Temple. He was in charge of the priests and was allowed to enter the Most Holy Place once a year on the Day of Atonement.
The High Priest had two sets of uniforms:
1. Golden Garments which he wore all year round;
2. White Garments which was worn only on the Day of Atonement.
The Side Chambers (1 Kings 6:5-8)
Surrounding the walls of the Temple were side chambers for the priests, Levites, and for storage. The chambers were three stories high. These three stories were made accessible first by the door located at the south side of the Temple, and then inside by winding stairs. These stairs began in the lowest story, winding up through and into the middle story, and then from the middle story into the third story. 1 Kings 6:8 implies that the winding stairs were located next to the door at the lowest story. The most logical place for the stairs would be at the east end of the chambers. Based on this information we re-constructed the door near the east end of the south wall.
Week One--Solomon Asks for Wisdom
Scripture: 1 Kings 3:3-14, 4:29-34
Memory Verse for this rotation: “So I say to you, Ask, and it will be given to you; search, and you will find; knock, and the door will be opened to you.” Luke 11:9
Materials:
• Doughnuts, Water, Glasses, & Napkins (found in the kitchen)
• Journals (with Shepherd)
• Pencils (with Shepherd)
• Vanilla Pudding—1 per student
• Graham Crackers—1 per student
• Spoons—1 per student, plus one for sand
• Sand
• Piece of paper to place sand on—1 per student
• Memory Verse Prompts
Objectives:
* Students will consider what they would ask of God if they could have anything.
* Students will consider that Solomon’s wisdom was as vast as the grains of sand on the shore.
* Students will participate in a reflection/closing prayer time.
Presenter Preparation:
Prior to Sunday Morning:
1. Read the scripture passages and do the Leader’s Bible Study
2. Read through the lesson plan provided and ask Stacy about any questions you have.
3. Plan your opening and closing prayers, if you decide not to use those provided.
4. Consider the age group you’ll be working with each week and any adjustments you’d like to make to the lesson.
Sunday Morning:
1. Get cups, doughnuts, and pitcher(s) of water from the kitchen.
2. Be sure the room is set up as you desire.
3. Look through supply box to familiarize yourself with its contents
4. Do any other preparations you feel necessary.
5. Know that we are thankful you are teaching!
Procedure:
A. Welcome & Introductions at approximately 9:50 a.m.
1. Have the appropriate number of snacks available for each of the participants prepared before they arrive.
2. Greet the children and introduce yourself, wear a name tag if possible. Shepherds have name tags for the children in their bags. If necessary, ask the shepherd to supply children without tags with a temporary badge.
3. Open with a brief prayer. An example might be: God, we want to follow you, and listen closely to what you teach. Please help us to learn. Amen.
4. Give the students their snack
5. While we’re eating our snack let’s go around and say one thing we would ask for if we could have ANYTHING in the world. Allow the students to share what they would ask for if they could have anything. Be sure to encourage them to keep eating while listening to their peers.
B. Bible Reading at approximately 9:55 a.m.
1. Today we’re going to learn about a king named Solomon. God actually said to Solomon in a dream, “Ask for anything you want. I will give it to you.” Let’s find out what Solomon asked for…
Older kids (Readers)—Have them look up the story in the Bible and read it aloud to them while they follow along, or allow the confident readers to read it aloud. Be sure to go through the steps of finding scripture. Find the book (1 Kings), then the Chapter (3), and the Verse (3-14).
Younger Kids (Non-readers)—Read the story to the children. You can also use the story listed below, if you like.
STORY SUMMARY
David was a wonderful king. When he died, one of his sons, Solomon, became king. Now, Solomon was a young man and he didn’t feel very confident about being the king. One day he went to sacrifice some of his animals to God. This was a way that he could tell God how much he loved Him. That night something happened….while Solomon was asleep, he had a dream. In his dream God asked him a question. God said, “Ask for anything you want. I will give it to you.” Wow! Can you believe it? Solomon could ask for ANYTHING he wanted.
Solomon answered, “God I am like a child. I do not have the wisdom I need to run the kingdom. I ask that you give me wisdom to rule Your kingdom.” God was so pleased with Solomon’s answer. God was proud of Solomon because he didn’t choose a long life or riches. Because of this God gave Solomon wisdom—and riches and honor.
C. Application at approximately 10 a.m.
1. What does it mean to be wise? Allow answers. Is it the same thing as being smart? This is a difficult concept for kids to grasp. You may need to use examples. Smart means that a person knows lots of information/facts. Wisdom means that a person knows what to say and how to act in different situations. Usually a wise person is older and has been through lots of experiences. He knows what to do. Solomon loved God and thanked Him for the gifts. He went to church and worshipped God and told Him that he loved Him.
2. Pour a spoonful of sand in front of each student. Have them try to count the grains of sands in front of them. Then read 1 Kings 4:29… “God gave Solomon very great wisdom and understanding that was as vast as the sand on the seashore”…imagine each grain of sand being each piece of wisdom Solomon had…it was difficult to count the pieces in front of you; imagine the number of grains of sand on a beach! Today we’re going to make sandy treats to remind us of the incredible wisdom Solomon had.
3. Give each student vanilla pudding and graham crackers. Have them crush their graham crackers “sand” and pour into their pudding. They may eat their snack when they are ready.
D. Reflection at approximately 10:10 a.m.
1. Pass out the journals and ask shepherds to pass out pencils.
i. Younger Students: Have the students draw Solomon asking God for wisdom.
ii. Older Students: After learning about what Solomon asked for, and reading the story, would you change your answer of what you’d like to ask for from the beginning? If yes, what would you change to and why?
D. Closing at approximately 10:19 a.m.
1. Ask the students to close their journals and sit quietly. Recite the Bible memory verse using the prompts provided.: “So I say to you, Ask, and it will be given to you; search, and you will find; knock, and the door will be opened to you.” Luke 11:9
2. Close with a prayer. Encourage children to offer petitions. An example might be: God, we are thankful for the many stories your Bible holds that help us to learn the right way to live. Please help us to be obedient children. Amen.
E. Tidy and Dismissal at 10:20 a.m.:
Ask children to help clean up before they go. Be sure that they find a responsible person and that everyone has found one such person before you depart. Please take all supplies and put them in the cardboard box and return the box to the white cart.
THANK YOU FOR SHARING YOUR FAITH WITH OUR YOUNG PEOPLE!
Memory Verse for this rotation: “So I say to you, Ask, and it will be given to you; search, and you will find; knock, and the door will be opened to you.” Luke 11:9
Materials:
• Doughnuts, Water, Glasses, & Napkins (found in the kitchen)
• Journals (with Shepherd)
• Pencils (with Shepherd)
• Vanilla Pudding—1 per student
• Graham Crackers—1 per student
• Spoons—1 per student, plus one for sand
• Sand
• Piece of paper to place sand on—1 per student
• Memory Verse Prompts
Objectives:
* Students will consider what they would ask of God if they could have anything.
* Students will consider that Solomon’s wisdom was as vast as the grains of sand on the shore.
* Students will participate in a reflection/closing prayer time.
Presenter Preparation:
Prior to Sunday Morning:
1. Read the scripture passages and do the Leader’s Bible Study
2. Read through the lesson plan provided and ask Stacy about any questions you have.
3. Plan your opening and closing prayers, if you decide not to use those provided.
4. Consider the age group you’ll be working with each week and any adjustments you’d like to make to the lesson.
Sunday Morning:
1. Get cups, doughnuts, and pitcher(s) of water from the kitchen.
2. Be sure the room is set up as you desire.
3. Look through supply box to familiarize yourself with its contents
4. Do any other preparations you feel necessary.
5. Know that we are thankful you are teaching!
Procedure:
A. Welcome & Introductions at approximately 9:50 a.m.
1. Have the appropriate number of snacks available for each of the participants prepared before they arrive.
2. Greet the children and introduce yourself, wear a name tag if possible. Shepherds have name tags for the children in their bags. If necessary, ask the shepherd to supply children without tags with a temporary badge.
3. Open with a brief prayer. An example might be: God, we want to follow you, and listen closely to what you teach. Please help us to learn. Amen.
4. Give the students their snack
5. While we’re eating our snack let’s go around and say one thing we would ask for if we could have ANYTHING in the world. Allow the students to share what they would ask for if they could have anything. Be sure to encourage them to keep eating while listening to their peers.
B. Bible Reading at approximately 9:55 a.m.
1. Today we’re going to learn about a king named Solomon. God actually said to Solomon in a dream, “Ask for anything you want. I will give it to you.” Let’s find out what Solomon asked for…
Older kids (Readers)—Have them look up the story in the Bible and read it aloud to them while they follow along, or allow the confident readers to read it aloud. Be sure to go through the steps of finding scripture. Find the book (1 Kings), then the Chapter (3), and the Verse (3-14).
Younger Kids (Non-readers)—Read the story to the children. You can also use the story listed below, if you like.
STORY SUMMARY
David was a wonderful king. When he died, one of his sons, Solomon, became king. Now, Solomon was a young man and he didn’t feel very confident about being the king. One day he went to sacrifice some of his animals to God. This was a way that he could tell God how much he loved Him. That night something happened….while Solomon was asleep, he had a dream. In his dream God asked him a question. God said, “Ask for anything you want. I will give it to you.” Wow! Can you believe it? Solomon could ask for ANYTHING he wanted.
Solomon answered, “God I am like a child. I do not have the wisdom I need to run the kingdom. I ask that you give me wisdom to rule Your kingdom.” God was so pleased with Solomon’s answer. God was proud of Solomon because he didn’t choose a long life or riches. Because of this God gave Solomon wisdom—and riches and honor.
C. Application at approximately 10 a.m.
1. What does it mean to be wise? Allow answers. Is it the same thing as being smart? This is a difficult concept for kids to grasp. You may need to use examples. Smart means that a person knows lots of information/facts. Wisdom means that a person knows what to say and how to act in different situations. Usually a wise person is older and has been through lots of experiences. He knows what to do. Solomon loved God and thanked Him for the gifts. He went to church and worshipped God and told Him that he loved Him.
2. Pour a spoonful of sand in front of each student. Have them try to count the grains of sands in front of them. Then read 1 Kings 4:29… “God gave Solomon very great wisdom and understanding that was as vast as the sand on the seashore”…imagine each grain of sand being each piece of wisdom Solomon had…it was difficult to count the pieces in front of you; imagine the number of grains of sand on a beach! Today we’re going to make sandy treats to remind us of the incredible wisdom Solomon had.
3. Give each student vanilla pudding and graham crackers. Have them crush their graham crackers “sand” and pour into their pudding. They may eat their snack when they are ready.
D. Reflection at approximately 10:10 a.m.
1. Pass out the journals and ask shepherds to pass out pencils.
i. Younger Students: Have the students draw Solomon asking God for wisdom.
ii. Older Students: After learning about what Solomon asked for, and reading the story, would you change your answer of what you’d like to ask for from the beginning? If yes, what would you change to and why?
D. Closing at approximately 10:19 a.m.
1. Ask the students to close their journals and sit quietly. Recite the Bible memory verse using the prompts provided.: “So I say to you, Ask, and it will be given to you; search, and you will find; knock, and the door will be opened to you.” Luke 11:9
2. Close with a prayer. Encourage children to offer petitions. An example might be: God, we are thankful for the many stories your Bible holds that help us to learn the right way to live. Please help us to be obedient children. Amen.
E. Tidy and Dismissal at 10:20 a.m.:
Ask children to help clean up before they go. Be sure that they find a responsible person and that everyone has found one such person before you depart. Please take all supplies and put them in the cardboard box and return the box to the white cart.
THANK YOU FOR SHARING YOUR FAITH WITH OUR YOUNG PEOPLE!
Solomon--Leader's Bible Study & Workshop Summary
Note: As a Sunday school leader I take my role of educating our youth about Jesus very seriously. As such, I feel it necessary to dig deeper into the stories I have known throughout my life to really have a strong background and grasp on the stories, concepts, and possible life applications that can be drawn. Therefore, the following is my own quest for that knowledge prepared for you in “Bible study” form. I encourage you to learn and grow as much as you feel called to in order that you might not only feel prepared to teach and share with our children, but that you may also be filled and renewed in your study of God’s Word. This is not meant to be an exhaustive of the text, but notes to help provide context and background for leaders.
Objectives:
• Provide leaders with a historical context for understanding.
• Provide leaders with a Biblical context for reaching and teaching.
• Provide a theological basis for the concepts to be taught to the children.
• Serve as a renewal and time of reflection to strengthen leaders to serve.
Scripture: 1 Kings 2-11.
Focus texts are:
Week One: 1 Kings 3:3-14, 4:29-34
Week Two: 3:16-28
Week Three: 6:1-14; 8:22-66
Week Four: 11:1-13; 41-43
Memory Verse for this rotation: “So I say to you, Ask, and it will be given to you; search, and you will find; knock, and the door will be opened to you.” Luke 11:9
Historical/Theological/Biblical Contexts
Authorship, Date, & Background on the book 1 Kings
In the Hebrew canon 1 and 2 Kings were accounted as one book. The title “The Kings” is appropriate since the two books comprised a history of the Israelite people from the death of David and accession of Solomon to the defeat of Judah before the armies of Nebuchadnezzar in 586 B.C. In the Septuagint, which divided the books of Samuel and Kings into the Books of Kingdoms, 1 and 2 Kings were the Third and Fourth Books of Kingdoms.
The period of these two books ranged from the accession of Solomon in 971 B.C. to Jehoaichin in 562 B.C.—more than four centuries. A composite authorship of the book is obvious, for nothing in the text attributes the composition of a single person. It was a compilation of writings which undoubtedly were composed by different prophets across the years who were intent on preserving the religious history of the Jewish people. Prior written documents were used when 1 and 2 Kings was finally put together. The book itself mentions the use of the Book of the Acts of Solomon (1 Kings 11.41), the Book of the Annals of the Kings of Judah (e.g., 1 Kings 14.29). In addition, large sections of Isaiah 36-39 are found in 2 Kings 18-20. These segments were probably copied from Isaiah and not vice versa.
Talmudic tradition associated Jeremiah the prophet with the book of Kings except for the final chapter. Since the book was written from a prophetic standpoint, either he or a number of prophets like him wrote the accounts from which the compiler produced the final product and the last chapter. A Sixth century B.C. date for the final composition is likely, although much of the material used by the writer existed earlier.
Characteristics and Content:
1 and 2 Kings are characterized by consistent methodology of handling the reigns of the various monarchs. In general, the accounts report the length of each reign for Judah and Israel. In the case of Judah, the reader is told the name of the monarch’s mother and the age of the king at the time of his accession. For the kings who were assassinated, the formula is not used. Each king is appraised in his relationship to God and the covenant (something a court historian would likely not do). The kings of Israel beginning with Jeroboam were all idolaters who broke the first commandment and were unfaithful to God’s covenant with his people. Persistent apostasy marked the northern kingdom once the division took place after Solomon’s reign. The story of the judgment of God against Israel and its dissolution in 722 B.C. with the fall of Samaria into the hands of Sennacherib is recounted in all of its tragic dimensions.
Prior to the division of the kingdom, 1 Kings depicts the golden age of Solomon. He erected his own palace and built the temple. His ventures in commerce and his international relations marked the highest tide in the fortunes of the Israelites. Despite his gift of wisdom, Solomon in his later years was unfaithful to God, largely through the influence of his many foreign wives and concubines who led him into idolatry. Solomon gave recognition to Astarte the goddess of the Sidonians, Molech, the god of the Ammonites, and Chemosh the god of the Moabites, for whom he built shrines east of Jerusalem and within sight of the temple. This remained a source of spiritual temptation for more than three and a half centuries before it was done away with during the reign of Josiah (2 Kings 23:13).
1 and 2 Kings constantly reinforce the notion that Jerusalem was the only true place of worship. Whoever constructed other shrines or engaged in idolatrous worship was looked upon with a critical eye. Kings endorsed every reform movement in which idolatry was stamped out and when the covenant between God and his people was renewed or took on new force. The kingdom of Judah differed from that of Israel (Samaria) in that it experienced periodic revival under good kings such as Asa, Jehoshaphat, Ussiah, Hezekiah, and Josiah. Hezekiah and Josiah were the only kings of Judah the book of 2 Kings approves wholeheartedly. Jehoram, Ahaz, and Manasseh receive the harshest denunciations for the iniquitous conduct.
1 and 2 Kings also tell the story of the two greatest prophets of Israelite history after the death of David: Elijah and his successor, Elisha. 1 Kings recount the miracles and ministry of Elijah; 2 Kings picks up the story of Elisha. Four clusters of miracles mark the progress of God’s scheme of redemption. The first series came during Moses’ day; the second cluster of miracles occurred under the ministries of Elijah and Elisha; the third cluster came in the life of Jesus; and the fourth cluster appeared in the ministry of the apostles in the early church. Other miraculous events are scattered through the Bible, of course, but they do not come in marked numbers.
The red thread running through 1 and 2 Kings consistently is the spiritual decline of God’s people and their loss of affection for God’s covenants and his commandments. During this period, as during the forty years in the wilderness, the people of God turned away from him and finally ended up in captivity.
Structure/Outline
I. The end of David’s reign (1.1-2.46)
II. The Solomonic reign (3.1-11.43)
III. The divided kingdom (12.1-22.53)
Text Study
Suggested reading: 1 Kings 2:1 through 11:43 from his charge through his death
From Halley’s Bible Handbook
Chapters 1, 2. Solomon Becomes King
Born of Bathsheba, to whom David had no right, and, though not in line for the succession, yet he was chosen by David, and approved of God, to be David’s successor (1:30, I Chronicles 22:9,10).
Adonijah, David’s 4th son, it seems, was heir expectant to the throne (2:15, 22; II Samuel 3:3, 4); for Amnon, Absalom, and probably Chiliab, were dead. So, while David was on his deathbed, and before Solomon was formally anointed king, Adonijah plotted to seize the kingdom. But the plot was thwarted by Nathan the prophet. Solomon was generous in his treatment of Adonijah. But Adonijah persisted in his effort to steal the throne, and it was not long till he suffered death.
Chapter 3. Solomon’s Choice of Wisdom
This was at Gibeon (3:4), where the Tabernacle and the Brazen Altar were at the time (I Chronicles 21:29) about 10 miles northwest of Jerusalem; although the Ark was at Jerusalem. God told Solomon to ask what he would. Solomon asked for wisdom to govern his people. That pleased God, and God richly rewarded him (10-12). “No fairer promise of true greatness, or more beautiful picture of youthful piety is known in history.”
Chapter 4. Solomon’s Power, Wealth, and Wisdom
He had inherited the throne of the most powerful kingdom then existent. It was an era of peace and prosperity. Solomon had vast business enterprises, and was famous for his literary attainments. He wrote 3000 proverbs, 1005 songs, and scientific works on botany and zoology (32, 33). He wrote three of the Bible books: Proverbs, Ecclesiastes, and Song of Solomon.
Chapters 5, 6, 7, 8. Solomon builds the Temple
Chapters 9,10. Splendor of Solomon’s Kingdom
These two chapters are an expansion of Chapter 4. Solomon devoted himself to commerce and gigantic public works. He made a deal with the king of Tyre, to use his navy on the Mediterranean. He had a navy at Ezion-geber, and controlled the trade route South through Edom to the coasts of Arabia, India, and Africa. He built his empire by peaceful commerce.
This era of David and Solomon was the Golden Age of Hebrew history. David was a warrior. Solomon was a builder. David made the Kingdom. Solomon built the Temple. In the outside world, this was the age of Homer, the beginning of Greek history. Egypt, Assyria, and Babylon, at the time, were weak. Israel was the most powerful kingdom in all the world; Jerusalem the most magnificent city, and the Temple the most splendid building on earth. They came from the ends of the earth to hear Solomon’s wisdom and see his glory. The famous Queen of Sheba exclaimed, “The half was not told me.”
Chapter 11. Solomon’s Wives and Apostasy
Solomon’s glorious reign was clouded by a grand Mistake: his marriage to idolatrous women. He had 700 wives and 300 concubines, which, in itself, was an enormous crime, both against himself and his women. This wise man of the ages, in this respect at least, we think, was just a common fool. Many of these women were idolaters, daughters of heathen princes, wedded for the sake of political alliance. For them, he, who had built God’s Temple, built alongside of it heathen altars. Thus, idolatry, which David had been so zealous to suppress, was re-established in the palace. This brought to a close the glorious era ushered in by David, and started the nation in its road to ruin: the Sunset of Israels’ Golden Age. The besotted apostasy of Solomon’s old age is one of the most pitiful spectacles in the Bible. Perhaps the account of it was intended of god to be an example of what luxury and ceaseless rounds of pleasure will do to even the best of men.
See copied pages from Who’s Who in the Bible Pages 405-410 to read more about Solomon and explanations.
Phrases/Ideas for Thought and Reflection (using NRSV)/Questions to Consider:
• Solomon was the son of Bethsheba…how do you imagine his felt about becoming King simply because his mother had a sin-filled relationship with King David? Have you ever felt that God has called you to do something “above” your station in life?
• Solomon asked for wisdom when God told him to ask for anything he wanted. If we read further we can understand Solomon’s reasons for asking…do you think that this was at all connected to the chance that Solomon did not feel up to God’s calling?
Closing Prayer
Lord, you’ve told us that while on this earth we will know only in part and understand only in part, but in the end we will see all and be like you in our understanding. God we pray that you will fill us as completely as needed to share this information with our youth. We ask that you would fill us with what you want taught and how we can best relate to our youth. We also ask that you would help us to live out what we are teaching in our daily lives. Finally, Father, we thank you for our youth. We pray that they and their parents would find their way to Sunday school each week so that they can grow in the fulfillment of your plan for them. We pray that they would take the lessons learned and always apply them to the lives they are living for you.
We ask this all in your name, amen.
WORKSHOP SUMMARIES
How We are Sharing the Good News with Hope Kids
Opening Songs/Prayers/Activities: Students will have the opportunity sing songs
Enforcing the ideas of the scripture, take part in enrichment activities regarding the story, and pray and praise as a group. Offerings will be taken, Birthdays recognized, and memory verse introduced and rehearsed. They will also receive their Sunday school dollars at this time in the morning.
This rotation we will be covering several stories from Solomon’s reign and so the children will stay in the same room, with, hopefully, the same teacher throughout the four weeks. The four stories they will cover are:
Week One: Solomon asks for Wisdom
Week Two: Solomon makes a wise decision
Week Three: Solomon builds a temple
Week Four: Solomon turns from God
In writing the four lessons all efforts will be made to provide ideas/options for insuring learning from PreK to 6th graders. It is hoped that the teacher of each age group will have the ability and fore-sight to consider their audience when preparing their lessons to make them age/personality specific.
REFERENCES/RESOURCES:
Halley, Dr. Henry H. Halley’s Bible Handbook. Twenty-Fourth Edition, Copyright 1965 by Halley’s Bible Handbook, Inc. Zondervan Publishing House 1415 Lake Dr. S.E. Grand Rapids, Michigan 49606.
NRSV Harper Study Bible. Copyright 1991 by Zondervan Corporation
Objectives:
• Provide leaders with a historical context for understanding.
• Provide leaders with a Biblical context for reaching and teaching.
• Provide a theological basis for the concepts to be taught to the children.
• Serve as a renewal and time of reflection to strengthen leaders to serve.
Scripture: 1 Kings 2-11.
Focus texts are:
Week One: 1 Kings 3:3-14, 4:29-34
Week Two: 3:16-28
Week Three: 6:1-14; 8:22-66
Week Four: 11:1-13; 41-43
Memory Verse for this rotation: “So I say to you, Ask, and it will be given to you; search, and you will find; knock, and the door will be opened to you.” Luke 11:9
Historical/Theological/Biblical Contexts
Authorship, Date, & Background on the book 1 Kings
In the Hebrew canon 1 and 2 Kings were accounted as one book. The title “The Kings” is appropriate since the two books comprised a history of the Israelite people from the death of David and accession of Solomon to the defeat of Judah before the armies of Nebuchadnezzar in 586 B.C. In the Septuagint, which divided the books of Samuel and Kings into the Books of Kingdoms, 1 and 2 Kings were the Third and Fourth Books of Kingdoms.
The period of these two books ranged from the accession of Solomon in 971 B.C. to Jehoaichin in 562 B.C.—more than four centuries. A composite authorship of the book is obvious, for nothing in the text attributes the composition of a single person. It was a compilation of writings which undoubtedly were composed by different prophets across the years who were intent on preserving the religious history of the Jewish people. Prior written documents were used when 1 and 2 Kings was finally put together. The book itself mentions the use of the Book of the Acts of Solomon (1 Kings 11.41), the Book of the Annals of the Kings of Judah (e.g., 1 Kings 14.29). In addition, large sections of Isaiah 36-39 are found in 2 Kings 18-20. These segments were probably copied from Isaiah and not vice versa.
Talmudic tradition associated Jeremiah the prophet with the book of Kings except for the final chapter. Since the book was written from a prophetic standpoint, either he or a number of prophets like him wrote the accounts from which the compiler produced the final product and the last chapter. A Sixth century B.C. date for the final composition is likely, although much of the material used by the writer existed earlier.
Characteristics and Content:
1 and 2 Kings are characterized by consistent methodology of handling the reigns of the various monarchs. In general, the accounts report the length of each reign for Judah and Israel. In the case of Judah, the reader is told the name of the monarch’s mother and the age of the king at the time of his accession. For the kings who were assassinated, the formula is not used. Each king is appraised in his relationship to God and the covenant (something a court historian would likely not do). The kings of Israel beginning with Jeroboam were all idolaters who broke the first commandment and were unfaithful to God’s covenant with his people. Persistent apostasy marked the northern kingdom once the division took place after Solomon’s reign. The story of the judgment of God against Israel and its dissolution in 722 B.C. with the fall of Samaria into the hands of Sennacherib is recounted in all of its tragic dimensions.
Prior to the division of the kingdom, 1 Kings depicts the golden age of Solomon. He erected his own palace and built the temple. His ventures in commerce and his international relations marked the highest tide in the fortunes of the Israelites. Despite his gift of wisdom, Solomon in his later years was unfaithful to God, largely through the influence of his many foreign wives and concubines who led him into idolatry. Solomon gave recognition to Astarte the goddess of the Sidonians, Molech, the god of the Ammonites, and Chemosh the god of the Moabites, for whom he built shrines east of Jerusalem and within sight of the temple. This remained a source of spiritual temptation for more than three and a half centuries before it was done away with during the reign of Josiah (2 Kings 23:13).
1 and 2 Kings constantly reinforce the notion that Jerusalem was the only true place of worship. Whoever constructed other shrines or engaged in idolatrous worship was looked upon with a critical eye. Kings endorsed every reform movement in which idolatry was stamped out and when the covenant between God and his people was renewed or took on new force. The kingdom of Judah differed from that of Israel (Samaria) in that it experienced periodic revival under good kings such as Asa, Jehoshaphat, Ussiah, Hezekiah, and Josiah. Hezekiah and Josiah were the only kings of Judah the book of 2 Kings approves wholeheartedly. Jehoram, Ahaz, and Manasseh receive the harshest denunciations for the iniquitous conduct.
1 and 2 Kings also tell the story of the two greatest prophets of Israelite history after the death of David: Elijah and his successor, Elisha. 1 Kings recount the miracles and ministry of Elijah; 2 Kings picks up the story of Elisha. Four clusters of miracles mark the progress of God’s scheme of redemption. The first series came during Moses’ day; the second cluster of miracles occurred under the ministries of Elijah and Elisha; the third cluster came in the life of Jesus; and the fourth cluster appeared in the ministry of the apostles in the early church. Other miraculous events are scattered through the Bible, of course, but they do not come in marked numbers.
The red thread running through 1 and 2 Kings consistently is the spiritual decline of God’s people and their loss of affection for God’s covenants and his commandments. During this period, as during the forty years in the wilderness, the people of God turned away from him and finally ended up in captivity.
Structure/Outline
I. The end of David’s reign (1.1-2.46)
II. The Solomonic reign (3.1-11.43)
III. The divided kingdom (12.1-22.53)
Text Study
Suggested reading: 1 Kings 2:1 through 11:43 from his charge through his death
From Halley’s Bible Handbook
Chapters 1, 2. Solomon Becomes King
Born of Bathsheba, to whom David had no right, and, though not in line for the succession, yet he was chosen by David, and approved of God, to be David’s successor (1:30, I Chronicles 22:9,10).
Adonijah, David’s 4th son, it seems, was heir expectant to the throne (2:15, 22; II Samuel 3:3, 4); for Amnon, Absalom, and probably Chiliab, were dead. So, while David was on his deathbed, and before Solomon was formally anointed king, Adonijah plotted to seize the kingdom. But the plot was thwarted by Nathan the prophet. Solomon was generous in his treatment of Adonijah. But Adonijah persisted in his effort to steal the throne, and it was not long till he suffered death.
Chapter 3. Solomon’s Choice of Wisdom
This was at Gibeon (3:4), where the Tabernacle and the Brazen Altar were at the time (I Chronicles 21:29) about 10 miles northwest of Jerusalem; although the Ark was at Jerusalem. God told Solomon to ask what he would. Solomon asked for wisdom to govern his people. That pleased God, and God richly rewarded him (10-12). “No fairer promise of true greatness, or more beautiful picture of youthful piety is known in history.”
Chapter 4. Solomon’s Power, Wealth, and Wisdom
He had inherited the throne of the most powerful kingdom then existent. It was an era of peace and prosperity. Solomon had vast business enterprises, and was famous for his literary attainments. He wrote 3000 proverbs, 1005 songs, and scientific works on botany and zoology (32, 33). He wrote three of the Bible books: Proverbs, Ecclesiastes, and Song of Solomon.
Chapters 5, 6, 7, 8. Solomon builds the Temple
Chapters 9,10. Splendor of Solomon’s Kingdom
These two chapters are an expansion of Chapter 4. Solomon devoted himself to commerce and gigantic public works. He made a deal with the king of Tyre, to use his navy on the Mediterranean. He had a navy at Ezion-geber, and controlled the trade route South through Edom to the coasts of Arabia, India, and Africa. He built his empire by peaceful commerce.
This era of David and Solomon was the Golden Age of Hebrew history. David was a warrior. Solomon was a builder. David made the Kingdom. Solomon built the Temple. In the outside world, this was the age of Homer, the beginning of Greek history. Egypt, Assyria, and Babylon, at the time, were weak. Israel was the most powerful kingdom in all the world; Jerusalem the most magnificent city, and the Temple the most splendid building on earth. They came from the ends of the earth to hear Solomon’s wisdom and see his glory. The famous Queen of Sheba exclaimed, “The half was not told me.”
Chapter 11. Solomon’s Wives and Apostasy
Solomon’s glorious reign was clouded by a grand Mistake: his marriage to idolatrous women. He had 700 wives and 300 concubines, which, in itself, was an enormous crime, both against himself and his women. This wise man of the ages, in this respect at least, we think, was just a common fool. Many of these women were idolaters, daughters of heathen princes, wedded for the sake of political alliance. For them, he, who had built God’s Temple, built alongside of it heathen altars. Thus, idolatry, which David had been so zealous to suppress, was re-established in the palace. This brought to a close the glorious era ushered in by David, and started the nation in its road to ruin: the Sunset of Israels’ Golden Age. The besotted apostasy of Solomon’s old age is one of the most pitiful spectacles in the Bible. Perhaps the account of it was intended of god to be an example of what luxury and ceaseless rounds of pleasure will do to even the best of men.
See copied pages from Who’s Who in the Bible Pages 405-410 to read more about Solomon and explanations.
Phrases/Ideas for Thought and Reflection (using NRSV)/Questions to Consider:
• Solomon was the son of Bethsheba…how do you imagine his felt about becoming King simply because his mother had a sin-filled relationship with King David? Have you ever felt that God has called you to do something “above” your station in life?
• Solomon asked for wisdom when God told him to ask for anything he wanted. If we read further we can understand Solomon’s reasons for asking…do you think that this was at all connected to the chance that Solomon did not feel up to God’s calling?
Closing Prayer
Lord, you’ve told us that while on this earth we will know only in part and understand only in part, but in the end we will see all and be like you in our understanding. God we pray that you will fill us as completely as needed to share this information with our youth. We ask that you would fill us with what you want taught and how we can best relate to our youth. We also ask that you would help us to live out what we are teaching in our daily lives. Finally, Father, we thank you for our youth. We pray that they and their parents would find their way to Sunday school each week so that they can grow in the fulfillment of your plan for them. We pray that they would take the lessons learned and always apply them to the lives they are living for you.
We ask this all in your name, amen.
WORKSHOP SUMMARIES
How We are Sharing the Good News with Hope Kids
Opening Songs/Prayers/Activities: Students will have the opportunity sing songs
Enforcing the ideas of the scripture, take part in enrichment activities regarding the story, and pray and praise as a group. Offerings will be taken, Birthdays recognized, and memory verse introduced and rehearsed. They will also receive their Sunday school dollars at this time in the morning.
This rotation we will be covering several stories from Solomon’s reign and so the children will stay in the same room, with, hopefully, the same teacher throughout the four weeks. The four stories they will cover are:
Week One: Solomon asks for Wisdom
Week Two: Solomon makes a wise decision
Week Three: Solomon builds a temple
Week Four: Solomon turns from God
In writing the four lessons all efforts will be made to provide ideas/options for insuring learning from PreK to 6th graders. It is hoped that the teacher of each age group will have the ability and fore-sight to consider their audience when preparing their lessons to make them age/personality specific.
REFERENCES/RESOURCES:
Halley, Dr. Henry H. Halley’s Bible Handbook. Twenty-Fourth Edition, Copyright 1965 by Halley’s Bible Handbook, Inc. Zondervan Publishing House 1415 Lake Dr. S.E. Grand Rapids, Michigan 49606.
NRSV Harper Study Bible. Copyright 1991 by Zondervan Corporation
Pontius Pilate--Leader's Bible Study & Workshop Summary
Note: As a Sunday school leader I take my role of educating our youth about Jesus very seriously. As such, I feel it necessary to dig deeper into the stories I have known throughout my life to really have a strong background and grasp on the stories, concepts, and possible life applications that can be drawn. Therefore, the following is my own quest for that knowledge prepared for you in “Bible study” form. I encourage you to learn and grow as much as you feel called to in order that you might not only feel prepared to teach and share with our children, but that you may also be filled and renewed in your study of God’s Word. This is not meant to be an exhaustive of the text, but notes to help provide context and background for leaders.
Objectives:
• Provide leaders with a historical context for understanding.
• Provide leaders with a Biblical context for reaching and teaching.
• Provide a theological basis for the concepts to be taught to the children.
• Serve as a renewal and time of reflection to strengthen leaders to serve.
Scripture: Luke 23:1-25, Matthew 27: 11-26, Mark 15:2-15, John 18:29-40 are all accounts of the story. The one that contains the most conversation is the John account, which is the one we’ll focus on in terms of the Biblical Context.
Memory Verse for this rotation: NOT APPLICABLE
Concepts to be learned by children:
• Jesus was “on trial” by Pontius Pilate.
• Pilate wanted to let Jesus go.
• We must be responsible for our actions.
• Jesus died for our sins.
Historical/Theological/Biblical Contexts
Authorship, Date, & Background on the book of John
John is one of the four gospels. The authorship of it cannot be determined from the material in the book itself, as the author isn’t directly named, however, there are enough hints to determine that it was John, the son of Zebedee and Salome (most likely the sister of Mary, mother of Jesus, thereby making Salome Jesus’ aunt and John his cousin), as the author. It is certain that the writer was a Palestinian Jew and an eyewitness who was familiar with Jewish customs and traditions.
The book was probably written in Ephesus (Asia Minor) and can be dated in the last decade of the first century (A.D. 90-95). The date is important because this Gospel is quite different from Matthew, Mark and Luke. Those three have been called the “synoptic Gospels” (meaning having the same or common views); John’s work does not fit this pattern. The easiest explanation is that he was familiar with the other Gospels and felt compelled by the Holy Spirit to fill in some gaps and stress more specifically what the other Gospels only hinted at. It was un-necessary for him to repeat what was already widely known and read. Moreover, some time had passed since the writing of the other Gospels, and the theology of the church was developing. John’s writing has some to contribute in the way of theology.
Characteristics and Content:
John presents Jesus as true God and a true human being. At least five times he repeats his witness and that of others, together with the teaching of Jesus himself, about the deity of Jesus: 1) He “was God” (John 1:1-2); 2) “before Abraham was, I am” (John 8:58); 3) “the Father and I are one” (10:30); 4) “whoever has seen me has seen the Father” (14.9); 5) Thomas said, “My Lord and my God!” (20.28). He also emphasizes the humanity of Jesus when he speaks of him as tired, hungry, troubled, loyal to his friends, loving, and brave. John shows that Jesus, as the God-man, was subordinate to his Father. He was obedient and did His will, even unto death on the cross. Moreover, he accomplished the Father’s work, which was to bring life to sinful people (John 10:10).
John states his purpose for writing the book explicitly: “Now Jesus did many other signs in the presence of his disciples, which are not written in this book. But these are written so that you may come to believe that Jesus is the Messiah, the Son of God, and that through believe you may have life in his name” (John 20:30-31). In these verses John uses three of the words which constitute the dominant these of the book: 1) Miracles or signs; 2) faith or believing on Jesus; 3) life, which is the result of faith in him. John thus declares that sinners need not believe without evidence. He presents seven miracles as evidence and expects that as a result of them, sinners ought to have faith in Jesus. Those signs were: changing water into wine, healing the government official’s son, healing the paralyzed man, feeding the 5,000, walking on the water, healing the man born blind, raising Lazarus from the dead. Five of these seven do not appear in the other Gospels. Are seven were performed publicly to help people or were for the benefit of other people.
John also records the seven “I ams” of Jesus (in addition to “I am” standing by itself in 8.58). “I am the bread of life” (6.35); “I am the light of the world” (8.12); “I am the gate for the sheep” (10.7); “I am the good shepherd” (10.11-14); “I am the resurrection and the life” (11. 25); “I am the way, and the truth, and the life” (14.6); “I am the true vine” (15.1).
Structure
I. Prologue (1.1-18)
II. Revelation to old Israel: the public ministry (1.19-12.50)
III. Revelation to new Israel: disclosures to the disciples (13.1-20.29)
IV. Conclusion (20.30-31)
V. Epilogue (21.1-25)
Text Study
Phrases/Ideas for Thought and Reflection (using NRSV)/Questions to Consider:
PILATE from Halley’s Bible Handbook Pg. 450
Pilate was Roman governor of Judea, 26-37 A.D. He assumed office about the time that Jesus began his public ministry. His official residence was at Caesarea. He came to Jerusalem at time of Feasts to keep order. He was merciless, cruel, noted for his habitual brutality. Like the Roman emperors of his day, he rather enjoyed the spectacle of the torture and death of a man. At one time he had mingled the blood of the Galileans with the sacrifices, Luke 13:1.
One of the strangest pictures in history is the impression that Jesus made on this hard-hearted Roman governor. Whether Jesus was erect and handsome, as one tradition has it, or stop-shouldered and ugly, as another tradition has it, there must have been something about his countenance and bearing so divine, so commanding, that although he was dressed in the robes of mock royalty, with the crown of thorns on his head, and the blood streaming down his face, Pilate could not keep his eyes off him.
Pilate’s effort to get out of crucifying Jesus is a pitiful story. He did not want to do it. He appealed from the Jewish rulers to Herod. Then from Herod back to the rulers. Then from the rulers to the multitudes. Then when the multitudes turned against Jesus, Pilate tried to appeal to their pity, by having Jesus scourged, in hope that they would be satisfied with partial punishment, and not require him to go all the way to crucifixion. Failing in that, he did not finally make up his mind to crucify Jesus till the Jews threatened to report him to Caesar. Not till it began to look as if it might cost him his position as Governor of Judea did he at last give his consent to the death of Jesus.
Pilate is said to have committed suicide.
Pilate’s wife, Procula, tradition says, became a Christian.
MATTHEW 27:1-2 and 11-26—account that includes hand washing
Verse 1: “They conferred together against Jesus in order to bring about his death” They did not have the authority themselves to execute Jesus, so they sought to induce the Roman government to sentence him to death.
Verse 19: Pilate gets word from his wife, Claudia, that he should have nothing to do with Jesus, “that innocent man”…that she has suffered terribly in a dream about him. This lone voice is speaking against the mass of people outside. How do you think her thoughts affect Pilate’s decision? Did they matter at all? Do you have anyone in your life that carries weight in regards to your decision making?
Verse 24: Pilate took water and showed the entire crowd that he “was innocent of this man’s blood; see to it yourselves”…do you feel that this act exempts him from any sort of blame in regards to Jesus’ crucifixion? Does keeping a riot from beginning justify the death of Jesus, or any living person, for that matter? How would you have responded as Pilate?
Verse 26: Scourging usually preceded capital punishment. In this case Pilate seems to have hoped that the multitudes would consider it to be sufficient punishment. Scourging was done with a whip which was made of a number of leather thongs weighted with pieces of lead or sharp metal. The victim was stripped to the wait, then bound, in a bent over position, to a post, and beaten on the bare back with the scourge till the flesh was torn open. Sometimes death resulted.
MARK 15:1-15—most brief account
Verse 1: Pilate was the Roman procurator (governor) over the territory formerly ruled by Herod’s on, Archelaus. Judea, Idumea, and Samaria were part of that territory. Nothing is known of Pontius Pilate’s origins, although procurators usually came from the Roman equestrian class. Pilate’ rule began about the time John the Baptist started preaching. He was responsible for the financial administration of the territory and for the collection of taxes. The Jewish Sanhedrin exercised great power, except that it did not have the right o impose a death sentence without and appeal to the procurator, who then carried out executions. Pilate and the Jews were often at odds with each other. In the case of Jesus, Pilate wanted to release him, but he finally capitulated to their demands that Jesus be crucified, putting aside any sense of justice and moral rectitude for personal and political reasons. After ten years’ service he was removed from the procuratorship.
Verse 7: Barabbas was a well-known revolutionary who probably led the revolt mentioned in Luke 23. 18, 29, 25. In John 18.40 he called a “bandit” (Gk. lestes), a word used by Josephus to describe rebels against Roman authority. The same word is used to describe the two thieves crucified on either side of Jesus. We know nothing more about Barabbas than is found in Scripture. Some manuscripts call him “Jesus Barabbas”.
LUKE 23:1-25
Verse 3: “You say so”. This is an enigmatic statement. It may mean, “Can you prove it?’ Or, “Have you any evidence?” or, “it is as you say. I am but over Israel and not as a rival to Rome.”
Verse 16: If Jesus was innocent of the charges, Pilates’ offer to the crowd to chastise him before releasing him was motivated by political equivocation and personal enhancement of his career.
JOHN 18:28-19:16
Chapter 18
Verse 28: to avoid ritual defilement. By Jewish law, entering the house of a Gentile was a serious offense.
Verse 32: he indicated the kind of death he was to die, i.e., this fulfilled Jesus’ prediction concerning the crucifixion as the method of his execution (see 3.14; 8.28;12.32, 34; Mt. 20.19) Normal Jewish execution was by stoning (cf 8.5, Acts 7.58-59).
Verse 36: my kingdom. Christ is king, though is kingdom is not of this world system. His is a spiritual and eternal kingdom. A kingship implies three things: (1) The king must be sovereign (2) he must have a people to rule over, and (3) He must have a territory under his control. Spiritually, Christ has all of these now. He is seated at the right hand of the Father on this throne (Acts 2.34, Heb 1.3; Rev. 3.21), he has people in the church who are his subjects, and the Father has given him authority. He came to wrest the kingdoms of this world of darkness from their rulers and to present them to the Father at the end of time. He fights against Satan, ruler of this present world (12.31). His second coming will mark his visible glory and irresistible power as the King of kings and Lord of the whole universe (Phil. 2.10, 11; Rev. 19.16).
Chapter 19
Verse 1 had him flogged. Flogging was a dreadful punishment. The Romans normally used a weapon weighted by pieces of bone and metal. Some victims even died during flogging. Jesus was flogged, then forced to carry his cross, and at least fastened to the cross to die. His suffering for us is beyond human imagination.
Verse 10: Pilate was disturbed that Jesus refused to answer his question. It appeared as an affront to him who had great power and was accustomed to having people answer him quickly. Perhaps he was thinking that since he knew Jesus was innocent and wished to set him free (Lk 23.20), Jesus ought to speak in his own defense and thus help Pilate acquit him. But Jesus would not and could not do this, for he had come to die. Boastfully and arrogantly Pilate asked Jesus a question: “Do you not know that I have power to release you, and power to crucify you?” In reply, Jesus indicated that no one has authority or power except be given by God. Every ruler is under a higher power and rules only by divine consent (Rom 13.1-5).
Verse 11: The one. Some think Jesus meant Caiaphas the high priest, under whose direction the Jews handed Jesus over to Pilate. If so, Caiaphas gave the orders for Jesus’ arrest and condemnation. Other think Jesus meant Judas Iscariot, who betrayed Jesus to the Jews.
Closing Prayer
Lord, you’ve told us that while on this earth we will know only in part and understand only in part, but in the end we will see all and be like you in our understanding. God we pray that you will fill us as completely as needed to share this information with our youth. We ask that you would fill us with what you want taught and how we can best relate to our youth. We also ask that you would help us to live out what we are teaching in our daily lives. Finally, Father, we thank you for our youth. We pray that they and their parents would find their way to Sunday school each week so that they can grow in the fulfillment of your plan for them. We pray that they would take the lessons learned and always apply them to the lives they are living for you.
We ask this all in your name, amen.
WORKSHOP SUMMARIES
How We are Sharing the Good News with Hope Kids
Opening Songs/Prayers/Activities:
Students will have the opportunity sing songs
Enforcing the ideas of the scripture, take part in enrichment activities regarding the story, and pray and praise as a group. Offerings will be taken, Birthdays recognized, and memory verse introduced and rehearsed. They will also receive their Sunday school dollars at this time in the morning.
Grades 1-6: Students will participate in the putting together of our Easter Pageant about Pilate. They will also engage in creating costumes, props, and other items for the event.
PreK/K:
Week 1—They will learn the story of Pilate and create the story in comic strip format.
Week 2—They will watch a video and discuss what being responsible means and determine if Pilate was acting responsibly.
Week 3—They will make their signs and props for their part in the pageant.
Week 4—They will take part in the pageant rehearsal.
REFERENCES/RESOURCES:
Halley, Dr. Henry H. Halley’s Bible Handbook. Twenty-Fourth Edition, Copyright 1965 by Halley’s Bible Handbook, Inc. Zondervan Publishing House 1415 Lake Dr. S.E. Grand Rapids, Michigan 49606.
NRSV Harper Study Bible. Copyright 1991 by Zondervan Corporation
Objectives:
• Provide leaders with a historical context for understanding.
• Provide leaders with a Biblical context for reaching and teaching.
• Provide a theological basis for the concepts to be taught to the children.
• Serve as a renewal and time of reflection to strengthen leaders to serve.
Scripture: Luke 23:1-25, Matthew 27: 11-26, Mark 15:2-15, John 18:29-40 are all accounts of the story. The one that contains the most conversation is the John account, which is the one we’ll focus on in terms of the Biblical Context.
Memory Verse for this rotation: NOT APPLICABLE
Concepts to be learned by children:
• Jesus was “on trial” by Pontius Pilate.
• Pilate wanted to let Jesus go.
• We must be responsible for our actions.
• Jesus died for our sins.
Historical/Theological/Biblical Contexts
Authorship, Date, & Background on the book of John
John is one of the four gospels. The authorship of it cannot be determined from the material in the book itself, as the author isn’t directly named, however, there are enough hints to determine that it was John, the son of Zebedee and Salome (most likely the sister of Mary, mother of Jesus, thereby making Salome Jesus’ aunt and John his cousin), as the author. It is certain that the writer was a Palestinian Jew and an eyewitness who was familiar with Jewish customs and traditions.
The book was probably written in Ephesus (Asia Minor) and can be dated in the last decade of the first century (A.D. 90-95). The date is important because this Gospel is quite different from Matthew, Mark and Luke. Those three have been called the “synoptic Gospels” (meaning having the same or common views); John’s work does not fit this pattern. The easiest explanation is that he was familiar with the other Gospels and felt compelled by the Holy Spirit to fill in some gaps and stress more specifically what the other Gospels only hinted at. It was un-necessary for him to repeat what was already widely known and read. Moreover, some time had passed since the writing of the other Gospels, and the theology of the church was developing. John’s writing has some to contribute in the way of theology.
Characteristics and Content:
John presents Jesus as true God and a true human being. At least five times he repeats his witness and that of others, together with the teaching of Jesus himself, about the deity of Jesus: 1) He “was God” (John 1:1-2); 2) “before Abraham was, I am” (John 8:58); 3) “the Father and I are one” (10:30); 4) “whoever has seen me has seen the Father” (14.9); 5) Thomas said, “My Lord and my God!” (20.28). He also emphasizes the humanity of Jesus when he speaks of him as tired, hungry, troubled, loyal to his friends, loving, and brave. John shows that Jesus, as the God-man, was subordinate to his Father. He was obedient and did His will, even unto death on the cross. Moreover, he accomplished the Father’s work, which was to bring life to sinful people (John 10:10).
John states his purpose for writing the book explicitly: “Now Jesus did many other signs in the presence of his disciples, which are not written in this book. But these are written so that you may come to believe that Jesus is the Messiah, the Son of God, and that through believe you may have life in his name” (John 20:30-31). In these verses John uses three of the words which constitute the dominant these of the book: 1) Miracles or signs; 2) faith or believing on Jesus; 3) life, which is the result of faith in him. John thus declares that sinners need not believe without evidence. He presents seven miracles as evidence and expects that as a result of them, sinners ought to have faith in Jesus. Those signs were: changing water into wine, healing the government official’s son, healing the paralyzed man, feeding the 5,000, walking on the water, healing the man born blind, raising Lazarus from the dead. Five of these seven do not appear in the other Gospels. Are seven were performed publicly to help people or were for the benefit of other people.
John also records the seven “I ams” of Jesus (in addition to “I am” standing by itself in 8.58). “I am the bread of life” (6.35); “I am the light of the world” (8.12); “I am the gate for the sheep” (10.7); “I am the good shepherd” (10.11-14); “I am the resurrection and the life” (11. 25); “I am the way, and the truth, and the life” (14.6); “I am the true vine” (15.1).
Structure
I. Prologue (1.1-18)
II. Revelation to old Israel: the public ministry (1.19-12.50)
III. Revelation to new Israel: disclosures to the disciples (13.1-20.29)
IV. Conclusion (20.30-31)
V. Epilogue (21.1-25)
Text Study
Phrases/Ideas for Thought and Reflection (using NRSV)/Questions to Consider:
PILATE from Halley’s Bible Handbook Pg. 450
Pilate was Roman governor of Judea, 26-37 A.D. He assumed office about the time that Jesus began his public ministry. His official residence was at Caesarea. He came to Jerusalem at time of Feasts to keep order. He was merciless, cruel, noted for his habitual brutality. Like the Roman emperors of his day, he rather enjoyed the spectacle of the torture and death of a man. At one time he had mingled the blood of the Galileans with the sacrifices, Luke 13:1.
One of the strangest pictures in history is the impression that Jesus made on this hard-hearted Roman governor. Whether Jesus was erect and handsome, as one tradition has it, or stop-shouldered and ugly, as another tradition has it, there must have been something about his countenance and bearing so divine, so commanding, that although he was dressed in the robes of mock royalty, with the crown of thorns on his head, and the blood streaming down his face, Pilate could not keep his eyes off him.
Pilate’s effort to get out of crucifying Jesus is a pitiful story. He did not want to do it. He appealed from the Jewish rulers to Herod. Then from Herod back to the rulers. Then from the rulers to the multitudes. Then when the multitudes turned against Jesus, Pilate tried to appeal to their pity, by having Jesus scourged, in hope that they would be satisfied with partial punishment, and not require him to go all the way to crucifixion. Failing in that, he did not finally make up his mind to crucify Jesus till the Jews threatened to report him to Caesar. Not till it began to look as if it might cost him his position as Governor of Judea did he at last give his consent to the death of Jesus.
Pilate is said to have committed suicide.
Pilate’s wife, Procula, tradition says, became a Christian.
MATTHEW 27:1-2 and 11-26—account that includes hand washing
Verse 1: “They conferred together against Jesus in order to bring about his death” They did not have the authority themselves to execute Jesus, so they sought to induce the Roman government to sentence him to death.
Verse 19: Pilate gets word from his wife, Claudia, that he should have nothing to do with Jesus, “that innocent man”…that she has suffered terribly in a dream about him. This lone voice is speaking against the mass of people outside. How do you think her thoughts affect Pilate’s decision? Did they matter at all? Do you have anyone in your life that carries weight in regards to your decision making?
Verse 24: Pilate took water and showed the entire crowd that he “was innocent of this man’s blood; see to it yourselves”…do you feel that this act exempts him from any sort of blame in regards to Jesus’ crucifixion? Does keeping a riot from beginning justify the death of Jesus, or any living person, for that matter? How would you have responded as Pilate?
Verse 26: Scourging usually preceded capital punishment. In this case Pilate seems to have hoped that the multitudes would consider it to be sufficient punishment. Scourging was done with a whip which was made of a number of leather thongs weighted with pieces of lead or sharp metal. The victim was stripped to the wait, then bound, in a bent over position, to a post, and beaten on the bare back with the scourge till the flesh was torn open. Sometimes death resulted.
MARK 15:1-15—most brief account
Verse 1: Pilate was the Roman procurator (governor) over the territory formerly ruled by Herod’s on, Archelaus. Judea, Idumea, and Samaria were part of that territory. Nothing is known of Pontius Pilate’s origins, although procurators usually came from the Roman equestrian class. Pilate’ rule began about the time John the Baptist started preaching. He was responsible for the financial administration of the territory and for the collection of taxes. The Jewish Sanhedrin exercised great power, except that it did not have the right o impose a death sentence without and appeal to the procurator, who then carried out executions. Pilate and the Jews were often at odds with each other. In the case of Jesus, Pilate wanted to release him, but he finally capitulated to their demands that Jesus be crucified, putting aside any sense of justice and moral rectitude for personal and political reasons. After ten years’ service he was removed from the procuratorship.
Verse 7: Barabbas was a well-known revolutionary who probably led the revolt mentioned in Luke 23. 18, 29, 25. In John 18.40 he called a “bandit” (Gk. lestes), a word used by Josephus to describe rebels against Roman authority. The same word is used to describe the two thieves crucified on either side of Jesus. We know nothing more about Barabbas than is found in Scripture. Some manuscripts call him “Jesus Barabbas”.
LUKE 23:1-25
Verse 3: “You say so”. This is an enigmatic statement. It may mean, “Can you prove it?’ Or, “Have you any evidence?” or, “it is as you say. I am but over Israel and not as a rival to Rome.”
Verse 16: If Jesus was innocent of the charges, Pilates’ offer to the crowd to chastise him before releasing him was motivated by political equivocation and personal enhancement of his career.
JOHN 18:28-19:16
Chapter 18
Verse 28: to avoid ritual defilement. By Jewish law, entering the house of a Gentile was a serious offense.
Verse 32: he indicated the kind of death he was to die, i.e., this fulfilled Jesus’ prediction concerning the crucifixion as the method of his execution (see 3.14; 8.28;12.32, 34; Mt. 20.19) Normal Jewish execution was by stoning (cf 8.5, Acts 7.58-59).
Verse 36: my kingdom. Christ is king, though is kingdom is not of this world system. His is a spiritual and eternal kingdom. A kingship implies three things: (1) The king must be sovereign (2) he must have a people to rule over, and (3) He must have a territory under his control. Spiritually, Christ has all of these now. He is seated at the right hand of the Father on this throne (Acts 2.34, Heb 1.3; Rev. 3.21), he has people in the church who are his subjects, and the Father has given him authority. He came to wrest the kingdoms of this world of darkness from their rulers and to present them to the Father at the end of time. He fights against Satan, ruler of this present world (12.31). His second coming will mark his visible glory and irresistible power as the King of kings and Lord of the whole universe (Phil. 2.10, 11; Rev. 19.16).
Chapter 19
Verse 1 had him flogged. Flogging was a dreadful punishment. The Romans normally used a weapon weighted by pieces of bone and metal. Some victims even died during flogging. Jesus was flogged, then forced to carry his cross, and at least fastened to the cross to die. His suffering for us is beyond human imagination.
Verse 10: Pilate was disturbed that Jesus refused to answer his question. It appeared as an affront to him who had great power and was accustomed to having people answer him quickly. Perhaps he was thinking that since he knew Jesus was innocent and wished to set him free (Lk 23.20), Jesus ought to speak in his own defense and thus help Pilate acquit him. But Jesus would not and could not do this, for he had come to die. Boastfully and arrogantly Pilate asked Jesus a question: “Do you not know that I have power to release you, and power to crucify you?” In reply, Jesus indicated that no one has authority or power except be given by God. Every ruler is under a higher power and rules only by divine consent (Rom 13.1-5).
Verse 11: The one. Some think Jesus meant Caiaphas the high priest, under whose direction the Jews handed Jesus over to Pilate. If so, Caiaphas gave the orders for Jesus’ arrest and condemnation. Other think Jesus meant Judas Iscariot, who betrayed Jesus to the Jews.
Closing Prayer
Lord, you’ve told us that while on this earth we will know only in part and understand only in part, but in the end we will see all and be like you in our understanding. God we pray that you will fill us as completely as needed to share this information with our youth. We ask that you would fill us with what you want taught and how we can best relate to our youth. We also ask that you would help us to live out what we are teaching in our daily lives. Finally, Father, we thank you for our youth. We pray that they and their parents would find their way to Sunday school each week so that they can grow in the fulfillment of your plan for them. We pray that they would take the lessons learned and always apply them to the lives they are living for you.
We ask this all in your name, amen.
WORKSHOP SUMMARIES
How We are Sharing the Good News with Hope Kids
Opening Songs/Prayers/Activities:
Students will have the opportunity sing songs
Enforcing the ideas of the scripture, take part in enrichment activities regarding the story, and pray and praise as a group. Offerings will be taken, Birthdays recognized, and memory verse introduced and rehearsed. They will also receive their Sunday school dollars at this time in the morning.
Grades 1-6: Students will participate in the putting together of our Easter Pageant about Pilate. They will also engage in creating costumes, props, and other items for the event.
PreK/K:
Week 1—They will learn the story of Pilate and create the story in comic strip format.
Week 2—They will watch a video and discuss what being responsible means and determine if Pilate was acting responsibly.
Week 3—They will make their signs and props for their part in the pageant.
Week 4—They will take part in the pageant rehearsal.
REFERENCES/RESOURCES:
Halley, Dr. Henry H. Halley’s Bible Handbook. Twenty-Fourth Edition, Copyright 1965 by Halley’s Bible Handbook, Inc. Zondervan Publishing House 1415 Lake Dr. S.E. Grand Rapids, Michigan 49606.
NRSV Harper Study Bible. Copyright 1991 by Zondervan Corporation
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