Category: Lesson Aids

Word Biblical Commentary quotes this very nice poem from W. H. Auden, “Thomas Epilogises”:   Where Job squats awkwardly upon his ashpit, Alone on his denuded battlefield, Scraping himself with blunted Occam Razors He sharpened once to shave the Absolute . . . Eliphaz, Zophar, Bildad rise together, Begin to creak a wooden sarabande; “Glory to God,” they cry, and praise his Name In epigrams that trail off in a stammer. Suave Death comes, final as a Händel cadence, And snaps their limbs like twigs across his knees, Silenus nods, his finger to his nose. One lesson on Job and, so, about one week of reading and thinking about it rather than several months is so little that it is difficult to know what to do. The scholarly material on Job is enormous. The Anchor Bible volume on Job is over 400 pages long. In Word Biblical Commentary, the bibliography of recommended reading runs to 53 pages, and there are additional bibliographies for each of the commentary’s subsections. However, even if we ignore the scholarly material in the interest of focusing on the book as material for Sunday School and for self-reflection and meditation, a week is scarcely long enough. But, of course, were we to devote all the time needed for many of our lessons, we certainly wouldn’t finish the Bible this year. We might not ever get to some of the other Standard Works. So I will bite…

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As the Old Testament tells the history, Hezekiah was the 13th king after David and the 11th king of Judah: David, then Solomon, then Rehoboam (who was king at the time of the split between Judah and Israel, and became the first king of Judah), then Abijah, then Asa, then Jehoshaphat, Joram, Ahaziah, Joash, Amaziah, Uzziah, Jotham, Ahaz, and finally Hezekiah. Hezekiah reigned from 715 B.C. to 687 B.C. King Uzziah was a successful king, but at the end of his career he came into conflict with the temple priests. Whether the description of the conflict that we see in 2 Chronicles 26:16-23 is accurate is debatable, for it is clear that, as king, David had the right to offer sacrifice and to use the Urim and Thummim. (See 1 Samuel 23:9-12; 24:7-8; and 2 Samuel 24:25. The Urim and Thummim were attached to the ephod mentioned in 1 Samuel 23 and 24.) In addition, David tells us that he was given the Melchizedek priesthood (Psalm 110:4). There can be little doubt that the king of Israel was originally a priest-king. (See 1 Chronicles 29:23, which says that Solomon sat on “the throne of the Lord.”) So it seems likely that Uzziah was not doing anything improper when he made offering in the temple. If so, then the story in chapter 29, that Uzziah was stricken with leprosy because he dared to act as a priest in the temple, was…

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A reminder: these are not notes for preparing a Sunday School lesson—though they may help a person do that. They are notes for studying the chapters assigned for reading. Arthur Bassett has pointed out these parallels between Elisha, on the one hand, and Moses and Christ, on the other. (All scripture references are to 2 Kings). Elisha parts the water [2:14] (as Moses parted the sea and Joshua and Elijah parted the Jordan)—Jesus parts the heavens at the time of his baptism in the same Jordan. He supplies water [2:19-22] (as had Moses)—Christ presents himself as the living water. Waters appear to be blood [3:21-23] (as Moses had changed the river to blood)—Jesus turns water into wine. He provides a never-ending supply of oil [an essential ingredient in bread, the staple food] for a widow [4:1-7] (as did Elijah)—Jesus provides a never-ending supply of the bread of life. He restores life to a child [4:18-37] (as had Elijah)—Jesus does the same for two. He renders poison harmless [4:38-41] (as had Moses with the snakes)—Jesus atones for the poisonous effect of sin in our lives. He feeds a multitude with twenty loaves [4:42-44]—the Savior feeds the 5,000. He heals a leper [5:1-14]—Christ heals ten lepers. He defies gravity by causing an ax head to float [6:1-7]—Jesus defies gravity by walking on water and ascending bodily into the heavens. He blinds his enemies who come searching for his life [6:18-20]—the Savior walks…

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Elijah We know from passages in the New Testament and, especially, from Latter-day revelation, that Elijah is one of the most important prophets to have lived. (In the Jewish tradition, he is second only to Moses.) Yet we know almost nothing about him. Why do you think that is? In addition to the story of his life, in these and the next few chapters of scripture, we have Malachi’s prophecy that Elijah would come to bind the hearts of the fathers and the children (Malachi 4:5), as well as the repetition of that prophecy in several places, notably in D&C 2:1-3, where we are told that his coming will bring a restoration of the sealing priesthood. (See also D&C 110:13-16). The Savior thought the prophecy was so important that he repeated it during his ministry to the Nephites. Of Elijah, Joseph Smith said: The spirit, power, and calling of Elijah is, that ye have power to hold the key of the revelations, ordinances, oracles, powers and endowments of the fulness of the Melchizedek Priesthood and of the kingdom of God on the earth; and to receive, obtain, and perform all the ordinances belonging to the kingdom of God, even unto the turning of the hearts of the fathers unto the children, and the hearts of the children unto the fathers, even those who are in heaven. (Teachings of the Prophet Joseph Smith, page 337) The Spirit of Elias is first,…

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The material of this lesson, especially that of chapters 12-13, is important to understanding the rest of Old Testament, for the eighty years that it covers details the split that occurred between the ten tribes of Israel in the north and the tribe of Judah/Benjamin in the south. Since these accounts, like the rest of the Old Testament, were edited many years later (for example, after the return from Babylon) by descendants of those in the southern kingdom, you should think about what their point of view would have been and how that might have shaped their version of the story, the only version we have. There is no factual, objective account of the division, only this one written by someone on one side of the division and later edited by people also on that side of the division. On the other hand, the fact that, apparently, the original writer continually refers to all Israel—both the northern and the southern kingdom—shows that he, at least, was not a simple propagandist for the south. He had the unification of Israel at heart. After this lesson, the material we read will often not be in chronological order. You can use the Old Testament chronology in the LDS Bible Dictionary to see how the materials we study are related to each other chronologically. The Story 1. Original Israel splits into two factions. The first, in the north, is called Israel and ruled by…

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I’m going to skip my usual whine about how much material is covered in the reading for this lesson (unless announcing that I won’t whine counts as a whine). Overview One traditional division of the book of Psalms—often called “the psalter”—divides it into five sections, on analogy with the five books of Moses: Psalms 1-41, Psalms 42-72, Psalms 73-89, Psalms 90-106; and Psalms 107-150, with Psalm 150 being the closing doxology for the whole collection. Those who accept this division understand the first and second psalms to be an introduction to the psalter as a whole, so some manuscripts give the number “1” to the psalm we number “3.” If you are reading a psalter and it the chapters and verses don’t line up with your expectations, see if adding 3 to the psalm number corrects things. It is obvious that Psalms was created from previous collections of hymns. See the psalms of Asap (Psalms 73-83) and of Korah (Psalms 42, 44-49), as well as the “Songs of Ascents” (Psalms 120-124). The duplication of some psalms is further evidence that the collection we have was created from earlier collections. Compare Psalm 14 and Psalm 53, Psalm 70 and Psalm 40:13-17 and Psalm 108 and Psalms 57:7-11 and 60:5-12. Traditionally, most of the psalms in book 1 (Psalms 1-41) are ascribed to David, and most of them address Yahweh. In contrast, in book 2 (Psalms 42-72), most of the psalms are…

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2 Samuel 11 Verse 1: What do you make of the fact that the story is set at the time of the year when “kings go forth to battle,” but David sent his army to battle and stayed behind himself? What is the writer telling us about David when he says “But David tarried still at Jerusalem”? (Note: presumably the time when battles could once again commence was at the end of the rainy season, approximately the beginning of May.) Verses 2-5: How do you suppose that David could see Bathsheba bathing? Where do you think people would usually have bathed? How do you think David’s house was situated relative to the other houses? What does verse 4 suggest about why she was bathing? Why is it significant that Uriah was a Hittite (or, more likely, descended from an earlier Hittite immigrant)? Who were the Hittites? The Hittite empire was no more at this time, so what does it mean to call Uriah a Hittite? Since the name Uriah means “the Lord is light,” he appears to be an Israelite, though calling him a Hittite makes him a foreigner. Do you think that might have had anything to do with the way that David dealt with him? How is verse 4 ironic? What would the punishment be if Bathsheba were found to be pregnant and, therefore, to have committed adultery? Does Bathsheba betray her husband willingly? In other words, given…

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I apologize for the rough status of these study notes. They are not yet finished, but they are as good as they are going to get this week. As you read these chapters, ask yourself why they are included in scripture. Do they testify of Christ? If so, how? Do they serve some other purpose? History is important in its own right, but it isn’t clear why this particular history is important as scripture. How would you explain its importance? Perhaps the answer is “Ultimately this isn’t an important story,” but that ought to be our last conclusion rather than our first, the conclusion we come to only after the others fail. After all, people have found meaning in these passages for millennia. It would be brash, to say the least, to dismiss the collective judgment of millions of people without good reasons for doing so. Though David has been anointed to be king, he does not become king immediately. A great deal happens before he is finally made king. (See the list of events at the end of these study questions.) These chapters are devoted to the events of that time. Do you think that this interval of about 10 years was necessary to David’s development? Was it necessary, instead, for some other reason? Was it, perhaps, unnecessary? Perhaps it happened but didn’t have to happen this way. <em>1 Samuel 18</em> Verses 1- 4: The language used here is…

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The story of Ruth occurs “in the days when the judges ruled” (Ruth 1:1). It is not, strictly speaking, in chronological order. Indeed, from here on out, you may wish to consult the Old Testament chronology in the Bible Dictionary if you wish to see the historical connectedness of the various stories. What do Naomi, Ruth, and Hannah have in common? Why is it appropriate that this lesson is about these three women? The story of Ruth is completely different than any of the stories we have read so far. God is only mentioned obliquely and plays no intervening role in the story, nor do any of his prophets or judges. It is not about a struggle between the forces of good and evil. It is a simple love story of sorts about common people, living common lives. They are not the heroic (or anti-heroic) individuals we have seen so far in the Old Testament. Why is this book scripture? How do we see Jesus Christ in it? Ruth is short enough to read be aloud in one sitting. Try doing so, preferably with someone else, perhaps your spouse or children, or a good friend. Try reading for the full impact of the story. If you are the reader, you may even want to practice once or twice before you read it aloud for someone else. But as you read, don’t stop here and there to discuss what this or…

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The notes this time are shorter than usual, for which you may well be grateful. I’ve had much more difficulty thinking of verse-by-verse study questions for these chapters. Judges The translation “judge” is misleading, for it suggests that the person it describes had judgment as his or her primary duty. However, the judges of Israel lived in a time before the powers of government had been separated into anything like legislative, executive, or judicial functions. As a result, “leader” or perhaps even “chief” would be a more accurate translation, for the people that the King James translation calls the judges of Israel were leaders more than they were judges. They were leaders of the groups they oversaw, persons to whom one could go for advice and good judgment, who would consult the law and use it to give wise advice or to make a wise decision—more than someone whose job was to apply the law to a case and render a judgment of guilty or innocent. And when necessary, they might act as a military leader. In addition, the word “judge” is misleading because of the way we think about law and judgment. We understand the rule of law and the function of a judge under that rule; however, the ancients did not see government as a matter of the rule of law. Of course they knew what laws were. But whereas we understand ourselves to be governed by laws…

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Background Feel free to skip this background discussion if you aren’t interested in it. You can skip to the study questions without losing anything. Before taking up two points, however, let me say that I am not generally in favor of bringing much scholarly discussion into Sunday School lessons or our study for them, I don’t think those discussions have much relevance to our understanding of the Bible as a religious text or our application of its teachings to our lives. Scholarly information and ideas have an important place in our studies and in my experience they can sometimes add significantly to our spiritual insights, but they are ultimately collateral to what we do in Sunday School. One need not be a biblical scholar to study and learn from the Bible. Point 1: The title of this book, “Deuteronomy,” is the result of a 3rd century BC Greek mistranslation of Deuteronomy 17:18. “A copy of this law” in Hebrew gets translated as “the second law”: to deuteronomion. The Hebrew title of the book is simply “These are the words,” in other words, “the words of Moses,” but it is also referred to as “Mishneh Torah,” meaning “second law,” like the Greek title. The book has the form of a farewell speech by Moses: he bids Israel farewell and binds them with covenant, calling on them to remember the Lord. (Compare King Benjamin’s speech in Mosiah). Moses’ audience is composed primarily…

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Who is Balaam? All of a sudden a non-Israelite prophet appears. Who is he? Based on Numbers 23:7, Word Biblical Commentary: Numbers, page 263) suggests that he is a Syrian. Is he really a prophet? If no, why not? If yes, in what sense of the word? (Archaeologists have discovered an inscription mentioning Balaam in a probable temple complex in Transjordan. The inscription comes from the 8th or 7th century BC—Ashley, The Book of Numbers 437.) New Testament writers took Balaam as a negative object lesson. Peter, speaking of those who left the church because of lust, refers to Balaam “preferring the wages of unrighteousness” (2 Peter 2: 15-16); Jude compares Balaam’s transgression to Cain’s (Jude 1:11); and the Lord, speaking to John on the Isle of Patmos, speaks of the doctrine of Balaam, who taught “the children of Israel to eat things sacrificed unto idols, and to commit fornication” (Rev. 2: 14). However, it is not clear from the text we have why they would do so (but as we will see, there is at least one hint). Nehama Leibowitz (New Studies in the Torah: Numbers) suggests a comparison between Balaam and other prophets. In Jeremiah 1:4, Ezekiel 1:3, Hosea 1:1, and Joel 1:1 we see the calling of a prophet described in the same way each time: “The word of the Lord came unto ______.” Or we see something like Ezekiel 1:3: “The hand of the Lord was…

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Besides the chapters of Numbers assigned for this lesson, I also recommend chapters 16, 17, and 20. It is unfortunate that we have no lessons from Leviticus. Though it is not immediately obvious how we should understand those scriptures and apply them to ourselves, the exercise of doing so can be very beneficial. I have depended on study notes prepared by my friend, Art Bassett, several years ago. But I’ve edited and expanded them since then—more than once—so I am no longer sure who wrote what. So I take responsibility for what you see here, though I’m not sure how much credit I can take. God’s Wrath It is “common knowledge” that the God of the Old Testament is a god of wrath, and the God of the New Testament is a loving God—though each is the same God. Part of this confusion may stem our not understanding the subtleties of love and what it means for God. Or we may be guilty of over-simplification, assuming that we already understand what anger is, since we have experienced it so often in our own lives. Therefore when God shows anger, we think of him as being vindictive and cruel at times. But, following Paul’s lead (found in his teachings on sorrow; see 2 Corinthians 7: 10), just as there are two types of sorrow: godly sorrow and the sorrow of the world, there might also be two types of anger: godly…

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As ever, there is a great deal of material in this reading. Perhaps the overviews I provide of each chapter (including some material on chapters 21-21) will help put matters in context. As you read the chapters ask yourselves what kinds of parallels, types, and other meanings you see. How do these things help us understand our own lives? How do they help us understand our relation to Christ? To help you think about that more profitably, also ask yourselves “What did these things mean to the Israelites when they happened?” “What might they mean to Jews today?” Thinking about how someone else understands these things might help us see things we would otherwise miss. For this lesson, rather than asking questions about each verse, I will give an overview of selected chunks of verse and then ask questions about them. I’m trying to figure out a manageable way of dealing with the large portions of text assigned. I worry that creating many pages of detailed questions about verse after verse is more likely to intimidate someone and make close scripture study less likely rather than more. So this is an attempt at a different approach. A hint for reading the story anew: as you read, remember that the story was written for theological purposes rather than for historical ones. The writer is telling the story of Israel so that we will learn something about God and his relation to…

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Genesis 34 What was the sin of Dinah’s brothers? Was it that they took vengeance? Reread the Abrahamic covenant to see what it promises, and think about that covenant as it relates to this event. Did they violate that covenant? How does this chapter portray Jacob? Beyond the rape, what does Shechem do, through his father, that is an affront to Jacob and his sons? For an excellent discussion of this chapter, read Meir Sternberg, The Poetics of Biblical Narrative 445-475. Chapters 37-47 It is obvious that, like we who try to study and teach the large amounts of material assigned for each lesson, those who created these Sunday School lessons have struggled to deal with the amount of material to be covered. They have had to divide the story of Joseph in two, chapters 37-39 in this lesson and chapters 40-45 in lesson 12, and they have had to omit the denouement of Joseph’s story, chapters 46-47 as well Jacob’s deathbed blessing of his sons and Joseph’s death (48-50). The result forces us to focus on parts of the story and, perhaps, to overlook the story as a whole—which is likely to change our understanding of the parts. However, to understand the story of Joseph, I think that we need to read it as a whole. We can understand the story as having these parts (Word Biblical Commentary 2:344):   Joseph is sold into Egypt 37:2-36   Tamar and…

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I will concentrate my questions on Genesis 25:19-34 and 27:1-45, and I will add Genesis 33:1-20 to the reading because I think it rounds out the story of Genesis 27. Chapter 25 Verse 19: We expect a genealogy to follow when we are told, “these are the generations of so-and-so,” but here none follows. What meaning does the word “generations” have in this verse? Does that tell us anything about the usual meaning of genealogy? Does it add any depth to our understanding of genealogy? The form of this genealogy is unusual in that it first mentions Isaac and then goes back to Abraham, his father, rather than going immediately to Isaac’s descendants. How would you explain this unusual form? Verse 20: Why do you think the writer mentions Isaac’s age when he married? Why is it important that we know the ethnic identify of Bethuel—and therefore also Rebekah and Laban? (See also Deuteronomy 26:5.) Most modern translations identify Bethuel and Laban as Aramean rather than Syrian. Verse 22: Why do you think the writer makes a point of what seemed to Rebekah like a fight between the twins she is carrying? Rebekah is having a difficult pregnancy and asks, “If this is the way it is, why am I here?” In other words, “Why do I continue to live?” Though many pregnant women have asked this question, perhaps all and especially those with multiple babies, her case is different:…

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Chapter 13 Verses 1-2: Are there elements in Abram’s journey to Canaan that typify Israel’s later exodus from Egypt? If there are, what would be the point of that parallel? Verse 1: Notice the difference in the way the families are described in Genesis 12:5 and here. Does anything in these verses suggest a change in the family situation? If yes, of what sort? Journeys from Egypt to Canaan are said to be “up” and journeys from Canaan to Egypt are said to be “down.” We might use the same metaphors because of the way we have constructed the map of the world, with Canaan to the north of Egypt, but that similarity is misleading since they didn’t have maps or use the points of the compass as we do. So why would ancient people have used that language of up and down? Verse 2: What is the point of this detail? Does the comment about their wealth in verse 6 explain it, or is it here for some other reason? The word used for “rich” in Hebrew means “heavy.” It is used to describe Abram’s wealth and also the famine (Genesis 12:1). Any wealth that a nomad had beyond his flocks would have to be carried by camel and it would be a heavy for them, so the word makes sense. Was Abram’s wealth a burden to him in any other sense? Verse 3-4: Why does Abram go back…

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Abraham 1 Verse 1: Why does this work use the name “Abraham” for the person in question when we know from Genesis that his name was as yet still “Abram”? What does it tell us that Abraham says “the residence of my fathers” (plural) rather than “the residence of my father” (singular)? Why did Abraham think he needed to “find another place of residence”? (Compare Genesis 12:1 as well as Abraham 1:5-12 and 2:1-4.) What do you make of the dispassionate, deliberate character of Abraham’s language in this verse and, in the later verses, of his account of the Chaldean attempt to sacrifice him? Is that an artefact of translation, perhaps, or does it show us something about Abraham? Verse 2: What does Abraham mean by “the blessings of the fathers”? Verse 4 tells us that the phrase refers to the priesthood. Then why is it plural? If it does not refer to the priesthood in this verse, to what does it refer? What would it mean to have the right to administer the blessings of the fathers? Who were the fathers? Assuming that this verse is about the priesthood, how does possessing the High Priesthood make Abraham “one who possessed great knowledge”? Are having the priesthood and possessing great knowledge the same thing for Abraham? How would having this blessing that he desires make him “a greater follower of righteousness”? What do you make of this double repetition: Having…

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As always, remember that these are questions for studying the reading assigned more than for planning the lesson itself. Even then, you are certainly going to find more questions here than you can deal with in one study session, though not, perhaps, more than you can deal with in a week. However, that said, the lesson itself has turned out to be more than I could deal with in a week. I had most of the lesson revised by Sunday evening and thought I would be able to finish adding material for chapter 7 by Tuesday or Wednesday. I was wrong, so I’m posting the materials incomplete. Perhaps next time around. Chapter 5  Verses 1-2: How do these verses connect to the story we learned in Moses 4? Given what we studied in the last lesson, what is the point of the last sentence of verse 1? Does verse 2 suggest anything about how the Old Testament prophets understand knowledge? They aren’t squeamish about discussing things that we often would rather not talk about, so it is difficult to think that the use of the word “knew” is just a euphemism. But if it isn’t a euphemism, then how did Moses and other writers of the Old Testament understand what it means to know something? Does that have any implication for what we mean when we say things like “I know the Church is true?” Verse 16: Verses 2 and…

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These notes focus on Moses 4, giving less attention to the other scriptures for this lesson. However, the other readings are necessary to understanding chapter 4. (The study questions for Moses 4:1-4 were part of the materials for lesson 2. I repeat them here so that they will be convenient.) Note that if Moses 2 tells of the spiritual creation (as is commonly but not universally believed among Latter-day Saints), then chapters 3 and 4 correspond to Moses 2:24-30, the sixth day. That would mean that carrying out the physical aspect of each day’s creation involved considerably more than we see explained in Moses 2. Moses 4 Verse 1: Why does the Lord say “that Satan,” using a demonstrative pronoun, rather than just “Satan”? Perhaps knowing what the word satan means will explain why the Lord refers to this being as “that Satan.” (How would we find the meaning of the word satan?) The Lord’s reference to Moses commanding Satan takes us back to Moses 1:13-15. Why is that reminder here? What does it mean to say that Satan was with the Father from the beginning? Compare the offer, “I will be thy son,” with what happens in Moses 1:19 and 5:13. What do we see? Why does Satan say “I will be thy son” rather than “I am thy son?” Isn’t he already a son of God? Does D&C 29:36 shed any light on why Satan’s request, “Give my…

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