OT Curriculum Guide

Old Testament Survey
CHRISTIAN HIGH SCHOOL

OLD TESTAMENT SURVEY COURSE
CURRICULUM GUIDE
A CAPSTONE RESEARCH PROJECT
Submitted to the Faculty

in partial fulfillment of the requirements
for the degree of
PhD Biblical Studies
at Trinity College of the Bible and Trinity Theological Seminary
By
Doug Tharp
Newburgh, Indiana
November, 2013
APPROVAL SHEET

CURRICULUM GUIDE
Doug Tharp
Read and Approved by:
______________________________________
Chair
______________________________________
2nd Reader
______________________________________
3rd Reader (Omit if not needed)
______________________________________
Stephen Williams, Vice President for Academic Affairs
© Copyright 2013 Doug Tharp
All Rights Reserved. Trinity College of the Bible and Trinity Theological Seminary has permission to
reproduce and disseminate this document in any form by any means for purposes chosen by the Seminary,
including, without limitation, preservation and instruction.
ABSTRACT

CURRICULUM GUIDE
Doug Tharp, PhD

Trinity College of the Bible and Trinity Theological Seminary
Chair: Dr. Elbert E. Elliot
Keywords: Benware, Old Testament Survey, Curriculum Guide, Syllabus, Lesson Plans, Overview, Old
Testament, Survey , Old Testament Survey Course
It used to be said that technology was “creeping” into more and more areas of the everyday lives of
junior high and high school students in America. That statement was true…back then. However, today
technology can more aptly be referred to as “a tsunami, surging forward”, as an all-encompassing deluge
flooding just about every area of life for the current junior high and high school student in America. No
longer are students compelled to simply read a good story. They are, instead, challenged to personally
interact as a character of the story; and in fact, become part of the story through the use of avatars and
other video based entertainment projections.1 As a result of the intense level of stimulation on the mind,
the educational attention span of today’s youth is at high risk and the results of overexposure to gadgets,
content, games and high-tech experiences is taking its toll on the plain old black and white text of the
written scriptures encountered when reading of the Bible.2
How can a simple written or oral Bible story compete with the myriad of technological advances
on the human mind that intrigue and lure young people today to spend hours upon hours of their time
involved in a disconnected, hypothetical world? It is very difficult these days to keep these students
engaged with simple Bible stories for even the less-than-one-hour time span allotted for the weekly
Sunday school lesson when during the remaining hours of their day, they are exposed to the intense
stimulation their minds, eyes, and ears have been trained to crave.
Among today’s youth there exists a huge need for an interactive and technologically advanced
form of Bible teaching that can compete with the technological training that this new generation is
experiencing. In particular, there is a need for a contemporary and relevant Survey of the Old Testament
that engages junior high and high school students in a culturally relevant environment; one that is highly
visual and auditory, equal to, or nearly equal to, or even somewhat coming close to being equal to the
stimulation to which they are accustomed on a daily basis. This dissertation makes no claim to satisfy this
need, but it does attempt to slightly bridge the gap.
In this Survey of the Old Testament course, internet resources are hyperlinked to 50 minute daily
lesson plans so that students experience technology in the classroom concurrent with the technology that
1
K. L. and Rauh Nowak, “The Influence of the Avatar On Online Perceptions of Anthropomorphism, Androgyny,
Credibility, Homophily, and Attraction.,” Journal of Computer-Mediated Communication 11, no. 1 (2005): article 8.
2
Juli Lawrence, “Technology Could Lead to Overstimulation in Kids,” Education News, entry posted June 1, 2012,
http://www.educationnews.org/parenting/technology-could-lead-to-overstimulation-in-kids/ (accessed April 10,
2011).
1
they experience on a daily basis out of the classroom. This curriculum relies upon illustrative material
from You Tube videos presentations, PowerPoint Presentations, downloadable contemporary music, and
many other visual and audio sound bites that bring the contemporary culture to the Bible learning
experience. From this writer’s evaluation, intriguing resources from a multitude of different web postings
have been used to create a relevant and sensory challenging Survey of the Old Testament course for high
school students.
The key principal at the forefront in the development of this curriculum was selecting material
that would keep the students engaged with the biblical text in order to help them learn the content so as to
provide the opportunity to move students toward life application.
The first two test groups using this material seem very positive about not only the content, but
also the level of relevancy to high school students today. Reports are positive that students are engaged
with the biblical content, as well as having fun learning the contents of the Survey of Old Testament
Course.3
The larger implications for a Bible course based on a more engaged classroom through the use of
media based technology is obvious; the level of stimuli to which students are accustomed in their daily
lives must be matched by the same level of technology used when it comes to delivering God’s Word to
them in the classroom setting. Today’s students evaluate the worth of an object based upon the sensory
“WOW” factor that it delivers to them.4 Without discussing the merits of whether Christians should or
should not feel compelled to “keep up with the Joneses” when it comes to competing for the attention of
high school students today, it is the hope of this writer that students will respond positively to the Bible
when it is delivered to them in culturally relevant means.
This Survey of the Old Testament course falls into the category of “coming somewhat close to
being equal to the stimulation to which today’s youth are accustomed on a daily basis” as mentioned
above. If the result of completing this course is that students will intelligently and passionately engage the
Creator of the universe, then this writer is hopeful in the outcome.
3
See the two Teacher Evaluations in Appendix 1.
4
Jen-Her Wua and Shu-Ching Wanga, “What Drives Mobile Commerce? An Empirical Evaluation of the Revised
Technology Acceptance Model,” Information and Management 42, no. 5 (July 2005): 719-29.
2
VITA
Doug Tharp
PERSONAL
Birthplace: Terra Haute, Indiana 1957
EDUCATION
B.A. Hope International University 1981
M.A. Fuller Seminary 1983
CERTIFICATES AND LICENSES

ACSI Teaching Certification 2010
NFHS Coaching Certification 2008
EMPLOYMENT
Superintendent of Schools
Umpqua Valley Christian Schools, Roseburg, OR 2006 – Present
Secondary School Principal

Umpqua Valley Christian Schools, Roseburg, OR 2006 – Present
Elementary School Principal

Umpqua Valley Christian Schools, Roseburg, OR 2008 – 2010
Director and Co-Founder

The Master’s Fund, Sutherlin, OR 2000 – Present
Pastor of Community Outreach/Missions

Sutherlin Family Church, Sutherlin, OR 2000 – 2006
Pastor of Small Groups

Sutherlin Family Church, Sutherlin, OR 1999 – 2003
Papua New Guinea Branch Bible Translation Coordinator

Summer Institute of Linguistics, Ukarumpa, Papua New Guinea 1994 – 1998
Bible Translator
Sulka Bible Translation Project Manager

Pastor of Youth
Westside Christian Church, Long Beach, CA 1980 – 1986
3
MEMBERSHIPS
Redeemers Fellowship
Association of Christian Schools International
Oregon Schools Activities Association
The Master’s Fund – Director
Oregon Athletic Coaches Association
Douglas County Officials Association
PUBLICATIONS
Sulka New Testament, South Holland, Ill.: The Home Bible League, 1997.
Comparing Contemporary Narrative, Hortatory and Epistolary Genre in Sulka Discourse, Summer Institute
of Linguistics, 1995.
Finally, I Myself Am About To Again Just Really Carefully Explain A Little About The Sulka Verb Stem Prefixes,
Summer Institute of Linguistics, 1995.
Negation in Sulka Clauses, Summer Institute of Linguistics, 1995.
Tracking Participants in Sulka Discourse Narrative, Summer Institute of Linguistics, 1995.
Use of Intra-Sentence Initial Conjunctions in Sulka Discourse, Summer Institute of Linguistics, 1995.
Sulka Dialect Survey, Summer Institute of Linguistics, 1993.
Sulka Orthography, Summer Institute of Linguistics, 1993.
“Sulka Grammar Essentials,” Data Papers on Papua New Guinea Languages, Vol. 42, Summer Institute of
Linguistics, 1992.
Sulka Phonology Data, Summer Institute of Linguistics, 1989.
Sulka Anthropology Sketch, Summer Institute of Linguistics, 1987.
4
Acknowledgments:
The completion of this PhD dissertation has been long and arduous, and without the help of numerous
individuals it would not be in its completed form. It is to these individuals that I would like to express my
deep gratitude and appreciation.
To the many gifted and patient professors of Trinity Theological Seminary who have shaped me and my
thinking over the last eight years, I would like to say thank you for the excitement you have brought me in
the coursework which has led to the completion of this dissertation.
To my Academic Adviser, Mr. Steven Williams, I would like to say thank you for your guidance and wisdom
in seeing me through to the end of this project. You have been patient and responsive to my many
questions throughout the course of my education at Trinity Theological Seminary, and I appreciate your
ministry to students like me who rely on good sound wisdom to navigate the educational system of the
school.
To my First Committee Chair for this dissertation, Dr. Elbert E. Elliott, I would like to offer my appreciation
for your oversight and judgment. Your insight and experience offered to me in the creative process of this
dissertation have played a key role especially in the conceptual development, structuring, and final
presentation. Thank you for the time and consideration you have given to help me finalize this project.
To my three sons, Ryan, Brett and Cooper, I want to express my appreciation to each of you for your
patience with me as this project took away time from our relationship. Over the course of the formation of
this dissertation, Ryan you have graduated from high school, college and Law school and have now earned
your spot in the corporate world. You have grown to become a caring, creative, and sensitive person.
Brett, you too have graduated high school and college and have already made your mark in the
engineering world. You are smart, thoughtful and wise beyond your years. You have married a smart and
beautiful woman and given your mom and me a wonderful gift of a grandchild, Lucas Jameson. Cooper
you especially, in the last eight years have grown from an energetic eight year old to a young man any
father would be proud of. You have grown into a young man mature beyond your years, who loves Jesus
and can think for himself at the ripe old age of sixteen. I am including you boys here not to relieve any
sense of guilt for the time I have spent on this dissertation and not with you, but as a monumental
statement to the faithfulness of God in providing the time we did have together and the wisdom He has
built into your lives. You are amazing young men and I love all three of you with all my heart and am
proud to be your father.
To my patient and gracious wife Carolyn, who for the past eight years watched me stare into the computer
screen researching, writing, and re-writing until the wee hours of the night. She has put on hold the
honey-do list far too many times than any wife should be expected. She has graciously allowed me the
time to finish “just this one last paragraph” without the slightest complaint. To you, my lovely and
gracious wife, I give you my love and admiration and gratitude for your continued devotion and
encouraging support throughout this long and arduous journey. You are an amazing woman and I thank
God for giving you to me and for your constant love and patience.
Last but not least, I would like to thank Jesus Christ for his constant encouragement and for the energy
that he so mightily inspired in me through the course of this project. This project is dedicated to making
Him famous.
5
Old Testament
Survey
Syllabus
9/10 Bible
Old Testament Survey Syllabus
Course Description
This course is a survey of the books of the Old Testament, emphasizing the historical and thematic
connections each contributes to a whole understanding of the Bible. This course will focus on the
geographical, historical, and cultural background of the Old Testament era as a means to understanding
the main message of each book. Special emphasis will be given to the spiritual principles of these books in
relation to their relevance to living the Christian life in today’s culture. A clear understanding of the Old
Testament is foundational to a clear understanding of the New Testament.
Class Objectives
1. The student will become familiar with the general contents and interpretation of the Old Testament
books from Genesis through Malachi.
2. The student will understand the importance of the cultural, historical, and geographical background
for the proper interpretation of the OT.
3. The student will acquire an appreciation of the overall importance of the OT, its proper authority, and
its absolute importance as a foundational base for a thorough understanding of the New Testament.
Specifically, by the end of this course, each student will be able to:
 understand the worth of every human being as created in the image of God.
 demonstrate the ability to apply God’s Word in daily life.
 interpret Old Testament events and characters as evidence of an Intelligent Designer.
 construct an OT chronology that will provide a structure for more advance learning.
 identify and explain the contexts and content of the five major biblical time periods.
 discover and illustrate the role of Israel in the larger context of world history and how the OT fits
together with the NT into a unified story.
 identify the Poetic Books of the OT and elements that are specific to biblical poetry.
 define the role and position of a prophet from the Old Testament era.
 demonstrate apologetic skills to defend their faith.
 compare and contrast (in general terms) the Old Testament with the New Testament.
 display critical thinking skills: (1) through reflective reading and analysis of biblical texts;
(2) through thoughtful dialogue and communication with others in class discussions.
 value and be engaged in intellectual inquiry, and the marketplace of ideas in the pursuit of Biblical
truth.
 commit to the philosophy of life-long learning.
 develop communication skills through reading, writing, and speaking.
 Students will be able to reach these objectives through assigned readings, classwork, lectures,
study questions, OT readings, and participation in class discussions.
 Students will be able to demonstrate that they have achieved these objectives through completing
assigned study questions, quizzes, assessments, papers, presentations, OT reading log, and
participation in class discussions.
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Class Materials
 The Bible. Students are requested to read from the NIV Study Bible (ISBN: 0-310-92306-9) and to have
it in their possession for class every day.
 Survey of the Old Testament, Paul N, Benware, Moody Publishers, Chicago, 2003, ISBN: 978-0-8024-
2482-2
 Survey of the Old Testament Course Syllabus (which you are reading now).
Class Requirements
 Complete all assignments on time and be prepared for classroom discussion, quizzes, and tests.
Personal notes, (but not assigned worksheets or study guides) may be used for reference on quizzes
and assessments, including the final exam. Class worksheets and study guides may be used for study
purposes but not used as reference on quizzes or tests.
 Readings will be assigned on a regular basis for each unit of study following the textbook chapters.
There will be a total of 38 reading assignments from the textbook for the course.
 Quizzes over current reading and class assignments will be given periodically. Quizzes will usually be
given at the beginning of the class period so students need to have completed the current reading
assignments if they expect to do well in this class.
 Memorization as assigned, i.e. names of OT books, key verses, OT chronology, to name a few examples.
 Completion of a Course Discovery Paper (CDP). The CDP will be a 3-5 page, double-spaced paper on
one of the topics of your choice. See CDP Paper topics on page 12.
The content of the CDP should include the following:

 facts the student discovers about the topic
 the student’s interpretation of the facts
 the student’s application of the facts to daily life
 a brief summary of how this assignment has helped the student know God better
The CDP should include references to the student’s sources in footnotes and it should include a
bibliography (websites as well). Please follow the guidelines given in the CDP grade sheet on page 10.
Class Grading System

The class is organized around the following categories with the percentage weight per category:
Class Participation 40% Homework 20% Quizzes 10% Tests 10% CDP 20%
90–100=A; 80–89=B; 70–79=C; 60–69=D; 59 and below=F
If a student should miss a test or a quiz due to an excused absence, the student may arrange to make it up,
but the student must take the initiative to make those arrangements within one week of the original date
assigned.
8
How to Succeed in this Class

 Determine to be a life-long learner and not just memorize to “get a good grade”.
 Take notes carefully. Write down definitions and Bible references: look them up, learn where they
are and what they mean. Get names, dates, and events.
 Mark a calendar for the dates of the readings, quizzes, assignments, and tests.
 Get involved with the material and participate as much as possible in class.
 When you don’t understand something, ASK questions.
Classwork
In order to provide each student with a positive environment for learning, it is expected that students:
 Arrive on time and prepared.

 Be seated when the tardy bell rings.
 Have class materials ready when the tardy bell rings.
 Be respectful of the learning environment of other students.
 Follow directions the first time they are given.
 Complete assigned reading and classwork.
 Be attentive and take notes during classroom discussions.
 Participate in class discussion.
 Classroom discussion revolves around class topics.
 Make the most opportunity for God to speak to you.
 Turn in classwork and homework in a timely manner.
Possible Consequences for Not Meeting Expectations:

1. Warning
2. Minus 2 points off current assignment
3. Teacher/student discussion in an attempt to resolve unmet expectations
4. Student/Parent/Teacher conference
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Course Discovery Paper Grade Sheet
Student _____________ Topic__________________________________ _________ Paper Grade_____
1 2 3 4 5
Poor Minimal Average Good Excellent
Introduction
Purpose: The paper addresses a specific concern/topic     
Scope: The concern/topic defined/narrowed down     
Body
Wide research: at least 5 sources     
Individual work: maximum of 20% quotations     
Bible verses: addresses concern/topic adequately     
Development: concern/topic moves toward solution     
Interpretation: exegetically possible/probable     
Conclusion
Solution: concern resolved     
Main points: reviewed and/or restated     
Logical: conclusion connected to concern     
Length: 1/2 to 1 page     
Miscellaneous
Application: shows why the topic is important     
Application: shows how topic is applied to life     
Depth: few questions unanswered     
Content: logical and persuasive     
Form
Format: typed, title page, length, pages numbered     
Spelling: free from typo errors, good punctuation     
Grammar: subject/verb/tenses agree     
Footnotes/Bibliography: correct format     
Sections: headings relevant to content of paragraph     
SCORING INSTRUCTIONS
Count the number of checked boxes per column ____ ____ ____ ____ ____
Multiply total by point values of the column x1 x2 x3 x4 x5
Total point value for each column ____ ____ ____ ____ ____
Net points ______ minus 10 points per day late (____ points) equals % grade of %
* SCORED GRADE SHEET SAMPLE ON NEXT PAGE
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EXAMPLE Course Discovery Paper Grade Sheet
Student John Doe Topic __Jepthah and Human

_________________________
Sacrifice Paper Grade 87%
1 2 3 4 5
Poor Minimal Average Good Excellent
Introduction
Purpose: The paper addresses a specific concern/topic     
Scope: The concern/topic defined/narrowed down     
Body
Wide research: at least 5 sources     
Individual work: maximum of 20% quotations     
Bible verses: addresses concern/topic adequately     
Development: concern/topic moves toward solution     
Interpretation: exegetically possible/probable     
Conclusion
Solution: concern resolved     
Main points: reviewed and/or restated     
Logical: conclusion connected to concern     
Length: 1/2 to 1 page     
Miscellaneous
Application: shows why the topic is important     
Application: shows how topic applied to life     
Depth: few questions unanswered     
Content: logical and persuasive     
Form
Format: typed, title page, length, pages numbered     
Spelling: free from typo errors, good punctuation     
Grammar: subject/verb/tenses agree     
Footnotes/Bibliography: correct format     
Sections: headings relevant to content of paragraph     
SCORING INSTRUCTIONS
Count the number of checked boxes per column __0__ __1__ __2__ __6__ _11_
Multiply total by point values of the column x1 x2 x3 x4 x5
Total point value for each column __0__ __2__ __6__ __24__ __55__
Net points 87minus 10 points per day late (0 points) equals % grade of 87 %
11
Course Discovery Paper Topics

1. Ways in Which God Appeared to People in the OT
2. The Importance of Understanding Old Testament Geography
3. The Role of Female Characters in OT Stories
4. Signs and Symbols of God’s Covenant
5. Characteristics of Individuals God Chooses to Lead His People
6. Compare and Contrast the Three Major Military Campaigns of Joshua
7. The Role of the Messiah in Old Testament Prophecy
8. The Importance of the Abrahamic Promise in Evangelizing the Nations
9. Tracking the Abrahamic Promise throughout the Old Testament
10. Worship in the Old Testament
11. The Tabernacle in the Old Testament
12. Israel’s Complaints in the Wilderness and What We Can Learn from the Israelites
13. Psalm 32 and 51- an Example of Man’s Repentant Heart and God’s Forgiveness
14. The Table of Nations and the Abrahamic Promise
15. Israel’s Mission as a Light to the Nations
16. Rebuilding the Walls of Jerusalem
17. Jepthah and Human Sacrifice
18. The Role of the Prophets In the Life of the Israelites
19. Old Testament Wisdom Literature and Decision Making Today
20. The Role of Assyrian Treachery and the Book of Jonah
21. The Cycles of the Judges and Israel’s History
22. The Story of Jonah and the Fulfillment of the Abrahamic Promise
23. The Pixelated Life
24. The Basic Provisions of the Abrahamic Covenant
25. Various Views on the Origin of the Universe
26. Eras of Old Testament History
27. A Brief History of Israel
28. Israel and her Near and Distant Neighbors
29. The Plan of the Camp of Israel and the Order of Departure
30. Messianic Prophesies in the Old Testament
31. Understanding the Extermination of the Canaanites
32. The Old Testament Character of God as Loving and Vengeful
33. Joab’s Responsibility in the Death of Uriah the Hittite
34. The Fall of Jerusalem in 722BC
35. The Brutality and Ferocity of the Assyrians
36. Genesis and Various Views on the Origins of the Universe
37. OTHER ____________________________________________________________
12
Old Testament
Survey
Curriculum Guide
9/10 Bible
Old Testament Survey Curriculum Guide
HOW TO USE THIS CURRICULUM GUIDE

The Old Testament Survey (OTS) curriculum consists of the following components:
 Textbook (Old Testament Survey, Paul N. Benware, Moody Publishers, Chicago, 1993,
ISBN 978-0-8024-2123-4)
 OTS Curriculum Guide – Hard copy and electronic copy
 OTS Resource Guide– electronic copy only
The RESOURCE GUIDE consists of two (2) folders:

 Classwork - The Classwork folder is not subdivided in any way. You will find the
Students Class Worksheets and the Answer Keys to the Class Worksheets in this folder.
 Resources – The Resources folder is a folder which contains all the resources necessary
to efficiently use the Curriculum guide. Without the Resources folder, the Curriculum
Guide is incomplete. This folder is subdivided into four separate resource folders:
Assessments (quizzes and tests), Charts, PPT (Powerpoint) Presentations, Youtube Videos,
and Teaching Content Helps.
Due to size of the Resource Guide, this PhD dissertation does not include hard copies of
the information contained therein. However, it is important to note that the information
contained therein is crucial for the efficient use and continuity of the Curriculum Guide.
However, for the sake of the PhD dissertation, some examples from the Resource Guide
are contained as a separate section at the end of this dissertation.
Both the Curriculum Guide and the Resource Guide are intended to be uploaded to a computer
hard drive and accessed from that hard drive. Every file in the two folders in the Resource
Guide (Classwork and Resources) is hyperlinked to a specific location in the Curriculum Guide.
In order for the hyperlinks to work properly, the Resource Guide must be uploaded into the
same folder as the Curriculum Guide. In order to do this, first create a folder entitled OT Survey
on the Desktop of the computer you intend to use. Next, copy the OT Curriculum Guide
document and the Resource Guide folder (which contains the two subfolders, Classwork and
Resources) into the OT Survey folder. The path is C:/Desktop/OT Survey
Each file in each folder and sub-folder is easily identified by a unit, week and day number in the
name of the file, and all files in folders are listed sequentially, following the unit, week, and day
numbering system. See examples below.
Ex. 1-1-2 Class Worksheet.doc

Ex. 1-1-2 Class Worksheet Key.doc
14
The CURRICULUM GUIDE contains 180 Lesson Plans (36 weeks at 5 lessons a week) and some
lesson content information. Most of the additional lesson content information will be found in
the Resource Guide under the title - Teaching Content Helps.
This Curriculum Guide is divided into five units following the outline in Paul Benware’s Old
Testament Survey textbook. It is Benware’s contention that the New Testament Scriptures will
never be properly understood by a person if the Old Testament Scriptures essentially remain a
mystery to him.5 Benware’s Old Testament Survey is a chronological overview of the Old
Testament providing a comprehensive view of the history and background of the Old
Testament. This Curriculum Guide follows Benware’s approach to an Old Testament survey.
Each lesson in this Curriculum Guide, like the Resource Guide is identified by unit, week and
day-of-the-week sequential number indicators. Each lesson will be easily identifiable by a Unit,
Week and Day indicator, in the top right hand corner of the page, which will coincide with the
Linkable Table of Contents (see pages 17-20 below). For example, lesson indicator 3-22-4
identifies the lesson as the 4th lesson of the 22nd week in the third unit of study.
Unit 1 (Introduction and Overview) consists of 20 content lessons. Unit 2 (Foundational Books)
consists of 65 content lessons. Unit 3 (Poetic Books) consists of 15 content lessons. Unit 4
(Prophetic Books) consists of 40 content lessons. Unit 5 consists of 40 review lessons; for a
total of 180 lessons. Each lesson is scheduled for a 50 minute class period.
Each lesson will incorporate at least one opportunity to assess students, either through
Participation, Classwork, Homework, Quizzes or Tests and will be marked with the
NOT necessary to use every assessment opportunity in EACH lesson.
 icon. It is
The CURRICULUM GUIDE uses icons organized in the right column of the page for easy
recognition of each of the eight curriculum components.
A Summary of the lesson will be identified with the following icon…………………………….…
Any Materials needed for a lesson will be identified with the following icon…………
The Objectives for the lesson will be identified with the following icon…………….…..
Any Review information will be identified with the following icon……………………….
Any Direct Instruction information will be identified with the following icon…………
Any Guided Practice information will be identified with the following icon…………..…..
Any Independent Practice information will be identified with the following icon…
Any Gradable course content will be identified with the following icon…………………

5
Paul N. Benware, Survey of the Old Testament. (Chicago: Moody, 2003), 13.
15
On the following pages is an indexed chart called Overview of Course Contents which is
hyperlinked to each lesson in the Curriculum Guide. To immediately go to a specific lesson
indicated in the chart, hover the mouse over the week/day number indicated on the left column
of the chart. As the mouse hovers over the lesson week/day of the lesson you have chosen to
view, a box will appear indicating that it is linked to a specific page. As the mouse is still on the
week/day chosen, depress the control button on your keyboard and the left click button on
your mouse at the same time and this action will take you to the page of the lesson you have
chosen.
Within each lesson, under the Materials section indicated with the Materials icon, the
teacher will find the resources needed to teach each lesson. Each of those resources is
hyperlinked for easy access. Some resources may need to be photocopied as needed. These
materials are located in the Resource Guide, and as stated above, due to the size of the
Resource Guide, which includes the Class Worksheet files and the Resources files, this
PhD dissertation does not include hard copies of the information contained therein.
However, it is important to note that the information contained therein is crucial for the
efficient use and continuity of the Curriculum Guide.
For the integrity of this PhD Dissertation, three citation guides (YouTube Citation Guide,
PowerPoint Citation Guide, and a Chart Citation Guide) are included with a formal Bibliography.
The Citation Guides offer source information for each of the Youtube.com presentations,
PowerPoint presentations, and Charts used in the curriculum. The value of the Citation Guides
lies in the easy reference to the name of the resource, the lesson in which it is used, and the
source from which the resource was discovered. The YouTube Citation Guide is also
hyperlinked to the YouTube video for easy access and viewing.
16
OVERVIEW OF COURSE CONTENTS

UNIT 1 – INTRODUCTION AND OVERVIEW
Week 1 Day 1 Course Description
Week 1 Day 2 Importance of Studying the Old Testament
Week 1 Day 3 Order and Classification of OT Books
Week 1 Day 4 The Approach of this Course
Week 1 Day 5 Chronological Classification of the OT
Week 2 Day 1 Symmetrical View of Old Testament

Week 2 Day 2 Review the Symmetrical View of OT Classification
Week 2 Day 3 Comparing the OT and NT
Week 2 Day 4 Review for Quiz 1 – Study Guide
Week 2 Day 5 QUIZ 1
Week 3 Day 1 Brief Overview of OT History from Acts 7

Worship As an Integral Component in the History of Israel
Week 3 Day 2 God’s Dealings with Mankind
Week 3 Day 3 Old Testament Timelines
Week 3 Day 4 How to Create a Timeline
Week 3 Day 5 Geography of Old Testament 1
Week 4 Day 1 Geography of Old Testament 2

Week 4 Day 2 God’s Dealings with Israel 1
Week 4 Day 5 Unit 1 ASSESSMENT
UNIT 2 – FOUNDATIONAL BOOKS

Week 5 Day 1 INTRODUCTION TO GENESIS
Week 5 Day 2 Basic Outline and Special Considerations of Genesis
Week 5 Day 3 Genesis Keys - Review
Week 5 Day 4 Creation of the World
Week 5 Day 5 Various View on Origins
Week 6 Day 1 SUMMARY OF GENESIS: God’s Dealings with Mankind

Week 6 Day 2 Complete Outline of the Book of Genesis
Week 6 Day 3 The Life of Abraham
Week 6 Day 4 The Abrahamic Covenant
Week 6 Day 5 QUIZ 2
Week 7 Day 1 Pictorial Old Testament Review

Week 7 Day 2 INTRODUCTION TO EXODUS
Week 7 Day 3 SUMMARY OF EXODUS - Ten Plagues
Week 7 Day 4 Miraculous Natural and Supernatural Significance of the Ten Plagues
Week 7 Day 5 Exodus Keys - Readings in Genesis and Exodus
Week 8 Day 1 INTRODUCTION TO LEVITICUS

Week 8 Day 2 SUMMARY OF LEVITICUS - The Tabernacle
Week 8 Day 3 The Tabernacle as Symbolic of the Ministry of Jesus
Week 8 Day 4 Review for Quiz 3 – Study Guide
Week 8 Day 5 QUIZ 3
17
Week 9 Day 1 INTRODUCTION TO NUMBERS

Week 9 Day 2 SUMMARY OF NUMBERS
Week 9 Day 3 Introduction and Summary of Numbers
Week 9 Day 4 Old Testament Covenants
Week 9 Day 5 Application Introduction
Week 10 Day 1 Application 1

Week 10 Day 5 QUIZ 4
Week 11 Day 1 INTRODUCTION TO DEUTERONOMY

Week 11 Day 2 SUMMARY OF DEUTERONOMY
Week 11 Day 3 The Pentateuch
Week 11 Day 4 INTRODUCTION TO JOSHUA
Week 11 Day 5 SUMMARY OF JOSHUA
Week 12 Day 1 INTRODUCTION TO JUDGES

Week 12 Day 2 SUMMARY OF JUDGES
Week 12 Day 3 INTRODUCTION AND SUMMARY OF RUTH
Week 12 Day 4 Review
Week 13 Day 1 Israel and the Nations

Week 13 Day 2 INTRODUCTION TO 1 SAMUEL
Week 13 Day 3 SUMMARY OF 1 SAMUEL
Week 13 Day 4 INTRODUCTION TO 2 SAMUEL
Week 13 Day 5 SUMMARY OF 2 SAMUEL
Week 14 Day 1 INTRODUCTION TO 1 KINGS

Week 14 Day 2 SUMMARY OF 1 KINGS
Week 14 Day 3 INTRODUCTION TO 2 KINGS
Week 14 Day 4 SUMMARY OF 2 KINGS
Week 14 Day 5 REVIEW/QUIZ 6
Week 15 Day 1 INTRODUCTION TO 1 & 2 CHRONICLES

Week 15 Day 2 SUMMARY OF 1 & 2 CHRONICLES
Week 15 Day 3 The United and Divided Kingdoms
Week 15 Day 4 INTRODUCTION TO EZRA
Week 15 Day 5 SUMMARY OF EZRA
Week 16 Day 1 INTRODUCTION TO ESTHER

Week 16 Day 2 SUMMARY OF ESTHER
Week 16 Day 3 INTRODUCTION TO NEHEMIAH
Week 16 Day 4 SUMMARY OF NEHEMIAH
Week 17 Day 1 Unit Review

Week 17 Day 5 UNIT 2 ASSESSMENT
18
UNIT 3 – POETIC BOOKS

Week 18 Day 1 Introduction to Hebrew Poetry
Week 18 Day 2 INTRODUCTION TO JOB
Week 18 Day 3 SUMMARY OF JOB
Week 18 Day 4 Dramatic Reading of Job
Week 18 Day 5 Dramatic Reading of Job
Week 19 Day 1 INTRODUCTION TO PSALMS

Week 19 Day 2 SUMMARY OF PSALMS
Week 19 Day 3 Reading of Psalms
Week 19 Day 4 INTRODUCTION TO PROVERBS
Week 19 Day 5 SUMMARY OF PROVERBS
Week 20 Day 1 INTRODUCTION AND SUMMARY OF ECCLESIASTES

Week 20 Day 2 INTRODUCTION AND SUMMARY OF SONG OF SOLOMON
Week 20 Day 3 INTRODUCTION AND SUMMARY OF LAMENTATIONS
UNIT 4 - PROPHETIC BOOKS

Week 21 Day 1 Introduction to Prophetic Books – God’s Prophetic Messengers 1
Week 21 Day 2 Introduction to Prophetic Books – God’s Prophetic Messengers 2
Week 21 Day 3 INTRODUCTION AND SUMMARY OF OBADIAH
Week 21 Day 4 INTRODUCTION AND SUMMARY OF JOEL
Week 21 Day 5 Jonah and the Fulfillment of the Abrahamic Covenant
Week 22 Day 1 INTRODUCTION TO JONAH

Week 22 Day 2 SUMMARY OF JONAH
Week 22 Day 3 INTRODUCTION TO AMOS
Week 22 Day 4 SUMMARY OF AMOS
Week 23 Day 1 INTRODUCTION TO HOSEA

Week 23 Day 2 SUMMARY OF HOSEA
Week 23 Day 3 INTRODUCTION TO ISAIAH
Week 23 Day 4 SUMMARY OF ISAIAH
Week 23 Day 5 Messianic Prophecies Overview
Week 24 Day 1 INTRODUCTION TO MICAH

Week 24 Day 2 SUMMARY OF MICAH
Week 24 Day 4 Discovery Paper Workday & Review
Week 25 Day 1 INTRODUCTION TO NAHUM

Week 25 Day 2 SUMMARY OF NAHUM
Week 25 Day 3 The Character of God
Week 25 Day 4 INTRODUCTION TO ZEPHANIAH
Week 25 Day 5 SUMMARY OF ZEPHANIAH
19
Week 26 Day 1 Names of God

Week 26 Day 2 INTRODUCTION TO JEREMIAH
Week 26 Day 3 SUMMARY OF JEREMIAH
Week 26 Day 4 INTRODUCTION AND SUMMARY OF HABAKKUK
Week 27 Day 1 INTRODUCTION TO DANIEL

Week 27 Day 2 SUMMARY OF DANIEL
Week 27 Day 3 Prophesies of Daniel
Week 27 Day 4 INTRODUCTION TO EZEKIEL
Week 27 Day 5 SUMMARY OF EZEKIEL
Week 28 Day 1 INTRODUCTION AND SUMMARY OF HAGGAI

Week 28 Day 2 INTRODUCTION AND SUMMARY OF ZECHARIAH
Week 28 Day 3 INTRODUCTION AND SUMMARY OF MALACHI
Week 28 Day 4 PROPHETIC BOOKS REVIEW
UNIT 5 - REVIEW
Week 29 Day 1 REVIEW OF GENESIS
Week 29 Day 2 REVIEW OF EXODUS
Week 29 Day 3 REVIEW OF LEVITICUS
Week 29 Day 4 REVIEW OF NUMBERS
Week 29 Day 5 REVIEW OF DEUTERONOMY
Week 30 Day 1 REVIEW OF JOSHUA

Week 30 Day 2 REVIEW OF JUDGES
Week 30 Day 3 REVIEW OF RUTH
Week 30 Day 4 REVIEW OF 1 SAMUEL
Week 30 Day 5 REVIEW OF 2 SAMUEL
Week 31 Day 1 REVIEW OF 1 KINGS

Week 31 Day 2 REVIEW OF 2 KINGS
Week 31 Day 3 REVIEW OF 1 CHRONICLES
Week 31 Day 4 REVIEW OF 2 CHRONICLES
Week 31 Day 5 REVIEW OF EZRA
Week 32 Day 1 REVIEW OF NEHEMIAH

Week 32 Day 2 REVIEW OF ESTHER
Week 32 Day 3 REVIEW OF JOB
Week 32 Day 4 REVIEW OF PSALMS
Week 32 Day 5 REVIEW OF PROVERBS
Week 33 Day 1 REVIEW OF ECCLESIASTES

Week 33 Day 2 REVIEW OF SONG OF SOLOMON
Week 33 Day 3 REVIEW OF LAMENTATIONS
Week 33 Day 4 REVIEW OF OBADIAH
Week 33 Day 5 REVIEW OF JOEL
Week 34 Day 1 REVIEW OF JONAH

Week 34 Day 2 REVIEW OF AMOS
Week 34 Day 3 REVIEW OF HOSEA
Week 34 Day 4 REVIEW OF ISAIAH
Week 34 Day 5 REVIEW OF MICAH
20
Week 35 Day 1 REVIEW OF NAHUM

Week 35 Day 2 REVIEW OF ZEPHANIAH
Week 35 Day 3 REVIEW OF JEREMIAH
Week 35 Day 4 REVIEW OF HABAKKUK
Week 35 Day 5 REVIEW OF DANIEL
Week 36 Day 1 REVIEW OF EZEKIEL

Week 36 Day 2 REVIEW OF HAGGAI
Week 36 Day 3 REVIEW OF ZECHARIAH
Week 36 Day 4 REVIEW OF MALACHI
Week 36 Day 5 COURSE ASSESSMENT
21
UNIT 1
INTRODUCTION AND OVERVIEW

Old Testament Survey Curriculum Guide UNIT 1 1-1-1
COURSE DESCRIPTION
Lesson Summary: ………………………………….………..…………………..……………....................
This lesson is an introductory lesson providing a Course Description which will acquaint students with the
Syllabus, Textbook, and the structure of the course. This lesson will also provide an opportunity for the
teacher to gain an initial assessment of Old Testament Survey knowledge through the use of a PowerPoint
Jeopardy game.
Lesson Objectives: ……………………………………………...…………………………………….…….

1. Acquaint students with the fundamentals of the course.
2. Make the first day of class fun, interesting, and educational.
Lesson Materials: ………………………………………………………..…………………………….……..

 OT SURVEY SYLLABUS – to be handed out to students on first day of class
 JEOPARDY ONLINE GAME – link here and below
Lesson Content:…………………………………………………...……………….……………………….….
Introduction - Jeopardy Game
15 min (Participation Grade)

 Jeopardy game is intended for fun and to give teacher a cursory understanding of students’ knowledge of
OT facts (i.e. names of books, people, geography, history etc.).
http://www.superteachertools.com/jeopardy/usergames/Jan201201/game1326084479.php
Textbook

 Hand out text book and class syllabus.
 Allow Students to browse Syllabus and Textbook.
 Explain the Course Description section of UNIT 1 directing student’s attention to the Purpose, Objectives,
Materials, Requirements, and Grading System of the class mentioned in the Syllabus.
 Instruct students to take notes and highlight important information from the Syllabus.
Class Requirements
10 min
 Review Syllabus pages 1-3 as students follow along in their copy.
 Introduce: Class Description, Purpose, Objectives, Materials, Requirements, Grading System, and How to
Succeed in OTS Class.
Guided Practice: ……………………………………………...………………………………………….……


 Take questions from students about the Syllabus.
 Ask students about their impressions of the Textbook…(size, content, volume, colors).
 Ask students what are the four main divisions of the textbook?
 ANSWER - Intro/Overview, Foundational Books, Poetic Books, Prophetic Books
 Ask students what are the four main divisions of the fourth section?
 ANSWER - Divided Kingdom, Single Kingdom, During Exile, After Exile
 Ask for a volunteer to create an outline on the board of the main divisions just discussed.
 Have the rest of the students follow along the outline on the board and create their own outline on a 3x5
card. Collect cards for teacher review and grading.
23
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
INTRODUCTION TO THE OLD TESTAMENT – 1
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the Jeopardy game from the previous lesson, and then focus on the Importance of
Studying the Old Testament, considering that the OT is the necessary prequel to the sequel which is the NT.
You can use the article “Why is it Important to Study the OT” for teacher reference.
Lesson Objectives: ……………………………………………………………………………………………
1. Review Jeopardy game for student response.
2. Recognize at least 3 reasons why it is important to understand the OT.
3. Articulate what the purpose of the course is and state the two emphases of the course.
4. Students make a commitment to seek significant spiritual growth through study of the OT.
Lesson Materials: ………………………………………………………………………………………….…..
 Reading Assignment #1 - Benware pages 11-15 3X5 CARDS WHY STUDY THE OT ppt
 THE IMPORTANCE OF UNDERSTANDING THE OT CLASS WORKSHEET CLASS WORKSHEET KEY
Lesson Review: ………………………………………………………………………………………………………
Review Jeopardy Game
5 min
 Ask students how they felt about Jeopardy answers; expect most students to feel inadequate. Encourage
them; telling them that by the end of the course they will be OT scholars.
Lesson Content: …………………………………………………………………………………………………
Introduction
10 min
 Introduce the lesson topic by writing the question, “Why is it Important to Study the OT” on the board for
the students to contemplate as they enter the classroom.
 Ask the class to think about that question for three minutes. They may discuss the question with their
neighbor. Within that three minute period have students come forward and write their answers on the
board. Review the answers on the board with the students and then…
 Using the article, “Why is it Important to Study the OT” lead students in a directed discussion covering
the 15 reasons suggested in the article as to why it’s important to study the OT. You may add additional
information from the Teacher Reading article.
Guided Practice: ………………………………………………...……………………………………..……
25 min (Classwork Grade)

 Use the WHY STUDY THE OT ppt to introduce the importance of studying the OT.
Discussion
 Reading assignment #1: Benware pages 11-14 and using the CLASS WORKSHEET, have students answer
the following questions using complete sentences. See CLASS WORKSHEET KEY for answers.
1. Why is it important to study the Old Testament? (pgs 11-13)
2. What is the Purpose of this Study/Course? (pgs 13-14) Lead students
3. What are the two emphases of this course? Or asked another way, What two things to make a
must happen first before someone will make sense of the Old Testament? (pg. 15) commitment
10 min (Participation Grade) to seek

 From classwork and discussion have each student put their name on a 3x5 card & list/answer… significant
1. three reasons it is important to study the OT spiritual
2. the purpose of the course growth
3. the two emphases of the course through an
4. did you make a commitment to seek significant spiritual growth through the study of
overview
the OT
study of the
 Collect cards at end of class for teacher review and grading.
OT.
24
Lesson Summary: ………………………………………………………………………………………………
This lesson will review the classwork assignment from 1-1-2 and establish the distinction between two views
of the Orders and Classifications of the Books of the Old Testament. In the next lesson we will contrast
these two views with the approach that this course takes on the order and classification of OT books.
Lesson Objectives: ……………………………………………………………………..……………………..
1. Review at least 3 attributes of the OT that testify to its importance.
2. Clarify the purpose of this course.
3. List the two emphases of this course.
4. Discern two different options of how the Order and Classification of OT books differ.
Lesson Materials: ………………………………………………………………………………..…………….
 Reading Assignment #1 - Benware pages 11-15 (Benware pgs 12-13)
 CLASS WORKSHEET KEY OT ORDER AND CLASSIFICATION CHART
 OT ORDER AND CLASSIFICATION CHART KEY
 Enough copies of the following CHARTS for each student – (or place them on a video screen)
Lesson Review: ………………………………………………………………………………………….………

 Pass out yesterday’s 3x5 cards to each owner of the cards for review.
 Review Classwork 1-1-2 questions – CLASS WORKSHEET KEY.
 Why is it important to study the Old Testament? (pgs 11-13)
 What is the Purpose of this Study/Course? (pgs 13-14)
 What are the two emphases of this course? Or asked another way, What two things must happen
first before someone will make sense of the Old Testament? (pg 15)
Lesson Content: ………………………………………………………………………………………………..
Introduction

 As group discussion, begin by asking students what are the two main divisions of Bible. Most students
will agree there are two, OT/NT.
 Now ask the students what are the 5 main divisions of the NT. Let students struggle through this thinking
moment. (Gospels/History/Paul’s Letters/General Letters/Apocalyptic or Prophecy)
 Now ask students how many divisions there are in the OT.
LAW HISTORY POETRY PROPHECY
 Most students will not be able to identify even one category. (Encourage students to take out their Bibles
and scan through the OT table of contents.) Key in on why students do not know this. This discussion
can easily be tied to the previous lesson.
Discussion

 Benware (pgs 12-13) – as a class discuss the similarities and differences between the Standard English
Classification and the Hebrew Classification of the books of the OT.
Guided Practice: ………………………………………………………………………………………………..

 Have students study the CHARTS and determine on what basis does each chart order or classify the OT
books. Write answer on the line under the number of the chart.
CHART 1 CHART 2 CHART 3 CHART 4
ENGLISH HEBREW ENGLISH HEBREW
15 min (Classwork/Homework Grade)

 Begin filling in the OT ORDER AND CLASSIFICATION CHART by comparing and contrasting only the
Standard English Classification and the Hebrew Classification of the books of the OT. (Benware pgs.12-
13). Leave the Course Classification section on the CHART for the next lesson.
25
Lesson Summary:
The previous lesson prepared us to think more broadly about the structure of the Old Testament in terms of
viewing it from the Standard English Classifications or the Hebrew Classifications. This lesson will review the
CHART assignment from 1-1-3 and then we will contrast these two views with The Approach of This Course.
Lesson Objectives: ……………………………………………………………………..………………………
1. Identify Benware’s seven divisions of the structure of the Old Testament.
2. Understand the reasoning behind Benware’s seven divisions of the structure of the OT.
 Reading Assignment #1 - Benware pages 11-14 (Benware pg 14) CLASS WORKSHEET KEY
 OT ORDER AND CLASSIFICATION CHART CLASS WORKSHEET
Lesson Review: ………………………………………………………………………………………….………

 For review, pass out yesterday’s OT ORDER AND CLASSIFICATION CHART if students turned it in.
 Review the chart with students.
 There will be a variety of answers.
 Check students’ charts to make sure students are thinking through the objectives.
 You will recognize that full charts will indicate “the thinkers” of the class and empty charts will indicate
students who need to be challenged to think deeper.
Lesson Content: …………………………………………………………………………………………………
Introduction

 On page 14 of the textbook (Benware), ask students to read the section entitled The Approach of This
Survey Book and answer the following questions from the CLASS WORKSHEET:
1. List Benware’s seven divisions of the structure of the books of the OT.
2. In one sentence describe Benware’s approach to survey of the OT.
3. What four major themes does the OT contain?
4. What does Benware want the student to observe by using his approach?
5. Why does Benware consider the eleven foundational books so important?
6. Use the CLASS WORKSHEET KEY to check answers.
Discussion

 Begin by asking students general content questions about what they read. (i.e. What is Benware’s
approach to the Order and Classification of the books of the OT? What does Benware believe is most
important thought to grasp before anyone can understand the OT? How does Benware’s classification
differ from Standard English Classifications or the Hebrew Classifications? In order to answer this
question, students would have had to review the chart on pages 12-13 as Benware suggests.)
5 min
 Benware (pgs 12-13) - review the similarities and differences between the Standard English Classification
Hebrew Classification AND the Course Classification of the books of the OT.
Guided Practice: …………………………………………………………………………………………………..
 Complete the OT ORDER AND CLASSIFICATION CHART by filling in the Course Classification section.
5 min

 Review with the class their findings.
26
Lesson Summary: ………………………………………………………………………………………………

The previous lessons prepared us to think more broadly about the structure of the Old Testament in terms of
viewing it from the Standard English Classifications or the Hebrew Classifications and Foundations
Classification. This lesson will review those three views from previous lessons and then we will add a fourth
element to the repertoire to the approach of how to view the order and classification of the books of the OT.
The topic of this lesson is the Chronological Classification of the Old Testament.
Lesson Objectives: ……………………………………………………………………..……………………

1. Review 3 attributes of the OT that testify to its importance.
2. Review the purpose of this course.
3. Review the two emphases of this course.
4. Review the 3 different options of how the Order and Classification of OT books differ.
5. Introduce the Chronological order of the OT books.
Lesson Materials: ………………………………………………………………………………..……………

 Benware pgs 18-19 (Chronological Relationships of Old Testament Books)
 CHRONOLOGICAL OT CHART KEY
 EMPTY CHRONOLOGICAL OT CHART
Lesson Review: …………………………………………………………………………………………..………

10 min
For review discussion, let students review notes and then answer the following questions:




Why is it important to study the Old Testament? (Benware pgs 11-13)
What is the Purpose of this Course? (Benware pgs 13-14)
What is unique about this course in how it orders and classifies OT books? (Benware pg. 14)
 What are two emphases of this course? (Benware pg 15)
Lesson Content: ………………………………………………………………………………………………..

Introduction

 Have students review Benware’s chart on page 18-19. Students should notice such things as the doublet
books Genesis/Job, Exodus/Leviticus, Numbers/Deuteronomy, and Judges/Ruth as having been written
during the same time periods. Allow students to make numerous other observations.
 Benware includes “Abraham” at the top of the map whereas the other chart includes “South”. Benware is
a typographical error. The chart should read “South”.
 Point out important characteristics of the chart that students fail to recognize. (i.e. North/South divisions,
books during the Monarchy, exilic books, post-exilic books, foreign nations books, etc.
Guided Practice: ..…………………………………………………………………………………………..……

Classwork
20 min

 Using Benware, (pgs 18-19), and the EMPTY CHRONOLOGICAL OT CHART, have students fill in the
empty chart. Use this class time to help students gain a broad perspective of the chronology, categories,
divisions, and relationships of and between OT books.
10 min
 Review with students their completed charts and their earlier observations of the chronology chart.
27
Lesson Summary: ………………………………………………………………………………………………
The previous lessons prepared us to think more broadly about the structure of the Old Testament in terms of
viewing it from the Standard English Classifications or the Hebrew Classifications, a Foundational Classification,
and a Chronological Classification. This lesson will review the four views from previous lessons and then we
will add a fifth element to the repertoire to the approach of how to view the order and classification of the
books of the OT. The topic of this lesson is the Symmetrical View of the OT.
1. Review the 4 previous views of ordering and classifying the books of the OT.
2. Students memorize the symmetry of the OT in its broadest terms. (17-5-17) (5-12-5-5-12)
3. Students memorize the English Classification of the order of OT books.
Lesson Materials: ………………………………………………………………………………..……………..
 OT SYMMETRY CHART KEY BOOKS OF THE BIBLE youtube
 EMPTY OT SYMMETRY CHART OT CATALOGUE ppt
 SYMMETRICAL OT STRUCTURE ppt OT CATALOGUE
Lesson Review: ………………………………………………………………………………………….………
10 min
 For review, ask for four student volunteers to go to the board in succession and write the names of the
four previous views of classifying the books of the OT. (English, Hebrew, Foundational, Chronological)
Ask students to note distinguishing characteristics between the views.
Lesson Content: ………………………………………………………………………………………………..
Introduction

 Introduce the idea of one more view of classifying OT books (Symmetrical) adding to the previous four.
Show students the OT CATALOGUE chart and ask how the listing of books is symmetrical. Hint that the
number of books per category is a clue. Allow them time to come up with the 5/12 - 5 - 5/12 pattern.
You may also want to take it to the next step and use the OT CATALOGUE Powerpoint presentation to
demonstrate the most reduced OT symmetry, the 17/5/17 pattern.
 Present the SYMMETRICAL OT STRUCTURE Powerpoint Presentation to students.
 Hand out the EMPTY OT SYMMETRY CHART and ask students to fill in the chart as they follow the
Powerpoint presentation.
Guided Practice: ..…………………………………………………………………………………………..……
Classwork

 Introduce the youtube presentation BOOKS OF THE BIBLE, a song helpful for memorization. Repeat as
often as necessary over the course of the next few days.
 Challenge students to memorize the Standard English classification of OT books using the symmetrical
system – 5 Law books, 12 History books, 5 Poetry books, 5 Major Prophets books, 12 Minor Prophets
books. The 12 Minor Prophets and History books can also be divided into two 5-book sections followed
by the final two books.
 Encourage students to work the rest of the period to memorize OT books. Quiz in 4 days!
Genesis-Exodus-Leviticus-Numbers-Deuteronomy
Joshua-Judges-Ruth-1Samuel-2Samuel/1Kings-2Kings-1Chronicles-2Chronicles-Ezra/Nehemiah-Esther
Job-Psalm-Proverbs-Ecclesiastes-Song of Solomon
Isaiah-Jeremiah-Lamentations-Ezekiel-Daniel
Hosea-Joel-Amos-Obadiah-Jonah/Micah-Nahum-Habakkuk-Zephaniah-Haggai/Zechariah-Malachi
 Another strategy that aids in memorization is to use the first letter of the Bible book along with the
symmetry classification.
5 12 5 5 12
GELND-JJR1S2S1K2K1C2CENE-JPPES-IJLED-HJAOJMNHZHZM
28
Lesson Summary: ………………………………………………………………………………………………
This lesson will Review the Symmetrical View of OT Classification of the order of OT books and provide
more time for students to memorize both the Symmetrical layout of the OT and memorization of the English
order of OT books.
1. Students memorize the symmetry of the OT in its broadest terms. 5/12 - 5 - 5/12 and 17/5/17.
Lesson Materials: ………………………………………………………………………………..………………
 EMPTY OT TABLE OF CONTENTS CHART OT TABLE OF CONTENTS CHART KEY
 BOOKS OF THE BIBLE youtube BOOKS OF THE OLD TESTAMENT youtube
 EMPTY OT SYMMETRY CHART OT SYMMETRY CHART KEY
Lesson Review: …………………………………………………………………………………………..………

 Replay the youtube presentation Books of the BIBLE, a song helpful for memorization– Repeat as often
as necessary over the course of the next week.
 Provide EMPTY OT SYMMETRY CHART for students to complete – help with students as needed.
Students should at least be able to complete the names of the 5 major sections of the symmetry chart,
along with the number of books per section.
(Law 5 History 12 Poetry 5 Major Prophets 5 Minor Prophets 12)
17 5 17
 Turn in for grade.
 Remind students of Quiz1 in three days, which includes knowing the English order of OT books!
Lesson Content: …………………………………………………………………………………………………
Introduction

 Copy and cut OT TABLE OF CONTENTS CHART for each student to use with the youtube sing along.
 Introduce the books of the Old Testament by using the “SMITH” youtube video. Students should enjoy
this light hearted memorization aid. Repeat as many times as necessary over the course of the next week.
Allow students to read off the OT Table of Contents List while singing along with the song. Some students
may be embarrassed to sing along but encourage them to at least sing along in their head while reviewing
the list. Let students respond to the video and make this a fun part of the lesson.
Guided Practice: ..……………………………………………………………………………………………..……
Classwork

 Divide the class into three teams and play the OT BOOKS JEOPARDY GAME. You will need to supply
answers to the Bonus Challenge section.
 Allow students time during this section of class time to continue to memorize the Standard English
classification of OT books using the symmetrical system – 5 Law books, 12 History books, 5 Poetry books,
5 Major Prophets books, 12 Minor Prophets books. The 12 Minor Prophets and History books can also be
divided into two 5-book sections followed by the final two books. (17-5-17)
 Handout the EMPTY OT TABLE OF CONTENTS CHART for students to complete without using any
helps.
Independent Practice: ..………………………………………………………………………………..…..…

 This is the first homework assignment. Have students create a symmetrical chart of the OT books. Label
each of the 5 sections on their chart. List each OT book in its proper section on the chart. This assignment
is due at the beginning of the next class period.
29
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the Symmetrical classification of OT books and then focus on a very brief Comparison
of the Old Testament with the New Testament.
Lesson Objectives: ……………………………………………………………………..…………………………

1. Students list from memory the symmetry of the OT with all OT books listed and recite the English
Classification of OT books.
2. Students list at least 5 characteristics the OT has in common with the NT.
 EMPTY OT SYMMETRY CHART EMPTY COMPARING OT AND NT CHART
 SMITH youtube COMPARING OT AND NT CHART KEY
 BOOKS OF THE BIBLE youtube BIBLE INTRODUCTION ppt
Lesson Review: ………………………………………………………………………………………….………
15 min

 Collect Homework, review charts. Ask for feedback. How many students needed to use help?
 Replay the youtube presentation BOOKS OF THE BIBLE, and/or SMITH to help students review their
memorization of the books of the OT. Ask students for their preference.
 Provide EMPTY OT SYMMETRY CHART. For fun, have students turn the chart upside down and fill it in
upside down. Students may think this is DUMB, but the new perspective will help them greatly.
 Remind students of Quiz1 in two days, Lesson 1-2-5!
Lesson Content: …………………………………………………………………………………………………
Introduction



Hand out an EMPTY COMPARING OT AND NT CHART to each student.
Ask students to look at the structure of the empty chart and using information from what they have
already learned in this course have students suggest ways in which the OT and NT might be similar.
 Using the COMPARING OT AND NT CHART KEY, lead students into an introductory observation of
OT/NT comparisons. Have students fill in their chart as you progress.
Guided Practice: ..…………………………………………………………………………………………..……
Classwork

 Have students take out an 8½ X 11 sheet of paper and label paper at the top with the title COMPARING
OT AND NT.
 Have students vertically divide down the middle. Label the left column SIMILARITIES, and the right
column DIFFERENCES. Have the students take notes as you lecture through the PPT presentation. Alert
students to note as many similarities and differences between the OT and the NT as they can in the
presentation.
 Introduce the BIBLE INTRODUCTION Powerpoint presentation as a means for OT/NT comparison
lecture material. Encourage students again to take notes every day of this course!!
 For review at the end of the lecture, ask students to share what the comparisons and differences they
learned during the lecture.
Independent Practice: ..……………………………………..……………………………………………………………..…..…

 Handout the QUIZ1 STUDY GUIDE for students to work on in class and at home.
30
Lesson Summary: ………………………………………………………………………………………………

This lesson will Review the Previous Nine Lessons which includes:
The Importance of Studying the OT
Orders and Classifications of the OT
(which are the English, Hebrew, Foundational, Chronological and Symmetrical views)
Comparing the OT and the NT
Memorization of the English order of OT books

1. Students demonstrate mastery of the content of the first nine lessons.
 EMPTY OT SYMMETRY CHART EMPTY OT TABLE OF CONTENTS CHART
 EMPTY COMPARING OT AND NT CHART COMPARING OT AND NT CHART KEY
 BOOKS OF THE BIBLE youtube SMITH youtube
 BIBLE INTRODUCTION ppt QUIZ1 STUDY GUIDE QUIZ1 STUDY GUIDE KEY
Lesson Review: ………………………………………………………………………………………….………

10 min
 Use the youtube presentation BOOKS OF THE BIBLE, and/or the youtube video SMITH to help students
review the books of the OT.
 Remind students of Quiz1 at the beginning of the next class period.
Lesson Content: ………………………………………………………………………………………………….
Introduction

 Use the WHY STUDY THE OT Powerpoint presentation, to review the importance of studying the OT.
Guided Practice: ..………………………………………………………………………………………….……

Classwork

 Make available to students any of the class materials previously used and found under the Lesson
Materials: section of each day’s lesson.
 Use the QUIZ1 STUDY GUIDE for students to work on in class.
 Make sure Study Guides are complete and correct before the end of class so students have the correct
material to study at home tonight in preparation for the quiz at the next lesson.
31
INTRODUCTION TO THE OLD TESTAMENT – QUIZ 1
Lesson Summary: ………………………………………………………………………………………………

This lesson will Assess Student’s Learning of the objectives of the last nine lessons using Quiz1, a 30 point
quiz and transition to Timelines in the next lesson.

1. Assessment of each student in relation to stated objectives for the last nine lessons.

 QUIZ1 QUIZ1 KEY
 Acts 7
Lesson Review: ………………………………………………………………………………………….………
Lesson Content: …………………………………………………………………………………………………

Introduction
5 min




Instruct students on the grade value of the quiz and the importance of doing one’s own work.
Instruct students to anwer questions using complete sentences.
Instruct students to put their name on the quiz as soon as they recceive it.
 Instruct students to turn to Acts 7 after they have completed the quiz and quietly read Acts 7 for a brief
overview of the History of Israel.
 Instruct students to begin drawing up a timeline consisting of what they think are the 7 most important
events listed in Acts 7 (no more than seven at this time). Student answers will vary.
Guided Practice: ..…………………………………………………………………………………………..……
Classwork

 Hand out QUIZ1
 Start Quiz
 When students finish their quiz, remind them to turn to Acts 7 and begin reading the chapter and begin
drawing a 7 event timeline.
 You may need to demonstrate a very simple version of a Timeline. No need to go into great detail at this
point. We will introduce Timelines in the next lesson, but for now a simple line across the page with
major events listed above the line will suffice.
Example:
Call of 12 Joseph sold Israelites
Abraham Isaac Jacob Patriarchs into Egypt multiply Moses
32
OVERVIEW OF THE OLD TESTAMENT – 1
Lesson Summary: ………………………………………………………………………………………………

This lesson will review Quiz1 and then focus on gaining a Brief Overview of OT History from Acts 7 in the
NT. This lesson also will establish Worship as an Integral Component in the History of Israel. Also, at the
end of this lesson there is reinforcement to the Importance of Studying the Old Testament.
Lesson Objectives: …………………………………………………….………………..………………………
1. Students give and receive feedback on their first quiz.
2. Students create a 7 point timeline of OT history from Acts 7.
3. Students grasp that worship was an integral part of the fabric of Israelite culture not just a part of
their religion.
4. Students understand that the OT has important spiritual truths to apply to our lives today.
 Student’s graded quizzes Acts 7 BRIEF OT TIMELINE ppt
 CLASS WORKSHEET CLASS WORKSHEET KEY QUIZ1 RESULTS
 HOW TO WORSHIP youtube WHAT IS WORSHIP youtube WRONG WORSHIP youtube
Lesson Review: ………………………………………………………………………………………….………
5 min
 Students give feedback to teacher, and students receive feedback from teacher on their first quiz.
Lesson Content: ………………………………………………………………………………………………….
Introduction
15 min

 Instruct students to quietly re-read Acts 7 for brief review and overview of the History of Israel.
 Hand out to students the OT TIMELINE FROM ACTS 7 sheet which asks students to quickly draw up or
continue drawing up a timeline consisting of the 7 most important events (according to the student)
listed in Acts 7. (No more than seven events at this time.)
 Ask students who finish early to add pictures/icons or other symbls for each point on Timeline.
 Have students finish answering the questions on the sheet as they read through Acts 7.
Guided Practice: ..…………………………………………………………………………………………..……
Classwork




Review students’ timelines, and together answer the first two questions of the worksheet.
Move students to questions 3-5 referring to the structures of worship, the tabernacle/temple.
Lead the discussion to the point of the importance of worship, both individual and corporate.
 You might want to choose Worship video1 or Worship video2 to introduce the topic. Video1 is light-
hearted; Video2 is more serious. Wrong Worship video3 is a spoof on the commitment to worship.
Note the importance worship has in Stephen’s Timeline and how OT truths can challenge us today.
“For everything that was written in the past was written to teach us, so that through
endurance and the encouragement of the Scriptures we might have hope.” (Rom 15:4)
 Encourage students to live out Romans 12:2 as a daily component in their own history.
 Transition to the Powerpoint presentation BRIEF OT TIMELINE to introduce to the students the idea of a
brief OT history timeline with special emphasis given initially to the two part OT structure division of
Genesis 1-11 (SCATTERING THE NATIONS) and Genesis 12-Malachi 4 (GATHERING THE NATIONS.) This
will be discussed in the next lesson.
 Have students take notes and point out to them that Stephen’s timeline began at the beginning of the
second division of the OT, Genesis 12, and that he did not include any events from Genesis 1-11.
 Have students now add the Genesis 1-11 events mentioned in the Powerpoint presentation to their
timeline.
33
OVERVIEW OF THE OLD TESTAMENT - 2
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the brief timeline students created in the previous lesson. It will also focus on the
recording of God’s Dealings with Mankind in the OT in two major and distinct divisions in the OT- Genesis 1-
11 (SCATTERING THE NATIONS) and Gen 12-Malachi 4 (GATHERING THE NATIONS) with special emphasis on
the Scattering of the Nations as the focus of the first distinct division of the OT. This lesson will also focus on
identifying the four important events mentioned in the first distinct division of the OT Genesis 1-11 (Creation,
Fall, Flood, Tower of Babel).
Lesson Objectives: …………………………………….………………………………..……………………
1. Recognize the two distinct major divisions of the OT – (Genesis 1-11/Gen 12-Malachi 4).
2. Identify the four major events recorded for the first distinct division (Creation, Fall, Flood, LEADING
UP TO Tower of Babel and the SCATTERING OF THE NATIONS).
3. Develop an elementary timeline incorporating the two distinct divisions of the OT and incorporating
the four events of Genesis 1-11 into an already created brief outline from the previous lesson.
 Benware pg 15 GOD’S DEALINGS WITH MANKIND ppt
 CLASS WORKSHEET CLASS WORKSHEET KEY
Lesson Review: …………………………………………………………………………..………………….
10 min
 Review the students’ timelines from the previous lesson helping them think through the concept of how
placing historical events on a timeline can aid in remembering sequence of events and bring a sense of
continuity to a variety of different historical events. Emphasize for the students the value of a
TIMELINE. We will spend the entire next lesson on developing a timeline.
Lesson Content: ………………………………………………………………………………………..………
Introduction

 Use the GOD’S DEALINGS WITH MANKIND Powerpoint presentation to introduce the concept of two
distinct divisions of the OT, emphasizing again Genesis 1-11 as SCATTERING THE NATIONS and Gen 12-
Malachi 4 as GATHERING THE NATIONS. Encourage the students to take notes! Introduce the idea of ALL
NATIONS being blessed through the lineage of Abraham which ultimately includes Jesus.
Guided Practice: ..…………………………………………………………………………………….……….
Classwork

 Have students read the introduction paragraph and the paragraph titled, God’s Dealings with Mankind
from Benware page 15. Regroup and ask questions to clarify that students understood the reading.

 Use the CLASS WORKSHEET and have students respond to the following questions/directives.
1. What is the OT story all about?
2. What makes the nation of Israel set apart from all other nations on earth?
3. What two goals did God design the nation of Israel to accomplish?
4. How does the OT story relate man’s activities and God’s character?
5. What are the two distinct divisions of the OT?
6. List the four major events of the first division of the OT.
7. What does Benware say are the three reasons that the four major events are recorded in the OT?
8. What does Benware say is the main emphasis of the OT?
10 min
 Give students the remainder of the period to continue to expand their brief outline from the previous
lesson to include the two major divisions of the Old Testament.
34
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the Timeline students created in the previous lesson. We will review in particular,
the two major and distinct divisions in the OT that were included in the God’s Dealings with Mankind
Powerpoint presentation - Genesis 1-11 and Gen 12-Malachi 4. We will also review the four important events
mentioned in the first distinct division of the OT Genesis 1-11 (Creation, Fall, Flood, Nations) that students
used to expand their brief OT history outline. The new material to be introduced is the idea of Old Testament
Timelines to use as a learning tool. In this lesson, students will be exposed to a number and variety of kinds
of Timelines for the purpose of helping them gain a broad perspective on the kinds and uses of Timelines.
Lesson Objectives: …………………………………….………………………………..………………………
1. Observe and realize the broad spectrum of OT Timelines and the variety of components that
make up an OT history Timeline.
2. Recognize the value of creating timelines to study OT historical events.

 TIMELINES ppt SAMPLE OT TIMELINE
Lesson Review: …………………………………………………………………………………………..………

5 min
 Review the students’ timelines from the previous lesson helping them think through the concept of how
placing historical events on a timeline can aid in remembering sequence of events and bring a sense of
continuity to a variety of different historical events. Emphasize for the students the value of a
TIMELINE.
Lesson Content: ………………………………………………………………………………………..……….
Introduction

 To demonstrate the value of a timeline, have students use an 8 1/2 X 11 sheet of paper to create a
personal life timeline that they believe best describes their entire life. They must first choose the 10 most
important events in their life beginning with their birth and ending with this day in class and place those
10 events on a timeline to be shared with the class.
Guided Practice: ..…………………………………………………………………………………….……….

Classwork

 Using the TIMELINES Powerpoint presentation, take the full time allotted for this section to review in
detail each Timeline frame for the purpose of pointing out the features unique to each Timeline so that at
the end of the presentation students will have been exposed to a comprehensive view of all the variety of
features within the Timelines. This lesson will extend into the next day, so do not feel rushed to complete
the Powerpoint presentation in this lesson. The purpose of this Powerpoint is to point out the variety of
Timelines and how each is constructed differently; so take your time to flip back and forth in the
Powerpoint in order to note similarities and differences in Timelines.
 You will need to begin making observations about the difference and similarities in the Timelines but
allow the students to get involved making those observations as soon as possible. Ask leading questions
to draw the students into the discussion.
35
Lesson Summary: ………………………………………………………………………………………………

This lesson will continue with the idea of Developing a Timeline to use as a learning tool for OT history.
Continue with the TIMELINES Powerpoint presentation in a slow, methodical manner to give the students a
thorough briefing of the components of an OT history Timeline. In this lesson, students will learn how to How
to Create an OT Timeline. The TIMELINE will be used in the classroom as a learning tool throughout the
year to aid in their comprehensive understanding of the events recorded in the OT.
1. Finish the TIMELINES Powerpoint presentation.
2. Create the beginnings of a Clothesline OT Timeline.
Lesson Materials: ………………………………………………………………………………..…..…………
 HOW TO CREATE AN OT TIMELINE ppt clothes pins and clothesline Black medium Sharpies
Lesson Review: ……………………………………………………………………………..……………..……

10 min

 Review student reaction to the variety of timelines from the previous lesson helping them think through
the concept of how placing historical events on a timeline can aid in remembering sequence of events and
bring a sense of continuity to a variety of different historical events. Emphasize for the students the value
of a TIMELINE. Strive for interaction and feedback regarding students’ understanding.
 Students may feel overwhelmed at the amount of timelines viewed. Help them through the volume of
information by going slow and letting students know that this portion of the course is simply for
exposure and observations. No tests or quizzes will be required of this information.
Lesson Content: ………………………………………………………………………………………..………
Introduction

 Continue with the TIMELINES Powerpoint presentation in a slow methodical manner to give the students
a thorough briefing of the components of an OT history Timeline.
 Use the HOW TO CREATE AN OT TIMELINE Powerpoint presentation to demonstrate how to create an
OT TIMELINE! This is a simple concept and may seem too simplistic for some students but is necessary
for all to know exactly what is expected.
Guided Practice: ..…………………………………………………………………………………….………...
Classwork

 Using the clothespins and clothesline, have the class begin creating a clothesline TIMELINE using the
Standard English order of OT Books. Students may include additional information to the TIMELINE from
previous lessons, i.e., Creation, Fall, Flood, Nations – Scatter Nations/Gather Nations division, etc.
 Divide the class into three groups according to OT classification categories: History-Poetry-Prophets
 Have each group write each of the names of the OT books in their category on the clothespins as shown in
the illustration.
 Once the groups have completed their task, have the groups, one by one, organize
their pins on a clothesline in order of the Standard English order.
 If time permits, you may also ask students to make adjustments on the timeline to
demonstrate the chronological order of OT books.
36
Lesson Summary: ………………………………………………………………………………………………

This lesson will overview the Geography of the Old Testament and give students the opportunity to draw a
map of Israel using the geographical regions (topography, rivers, borders, etc.) they learn in the lesson.
Students will also be exposed to God’s strategic placement of the nation of Israel for the accomplishment of
His purposes and then challenged to make application to their lives.
Lesson Objectives: …………………………………….………………………………..…………………………
1. Acquire the ability to draw the coastline of Israel as a starting point for creating a map of Israel, which
includes topographical detail, major cities, rivers, and mountains.
2. Identify the five major geographical regions of the land of Israel and be able to list their location on a map.
3. Recognize how God has strategically placed the nation of Israel in their geographical area and what He has
designed to accomplish through them as a nation and with whom.
4. Recognize how God has strategically placed students in their geographical areas and what He might want to
accomplish through their lives and with whom.
 THE LAND OF ISRAEL BASIC MAP OF ISRAEL EMPTY BASIC MAP OF ISRAEL OT GEOGRAPHY ppt
Lesson Review: …………………………………………………………………………………………..………
5 min

 This lesson transitions from TIMELINES to the GEOGRAPHY OF ISRAEL. Continue to reinforce the
importance and value of the students’ timelines from the previous lessons and remind them that we will
refer back to the TIMELINES as we move into surveying individual OT books in the next unit.
Lesson Content: ………………………………………………………………………………………..………
Introduction

 For introductory purposes, use the first slide in the OLD TESTAMENT GEOGRAPHY Powerpoint
presentation (which is a basic map of Israel) to help familiarize the students with the region. Pass out the
article, THE LAND OF ISRAEL, and quickly refer to the article as you point out the major features of the
land on the first slide. Most students will not be able to put the map into a world context in their minds.
The next few slides will help with that, but don’t move to those slides yet. In the introduction, attempt to
elicit student response to the question, “What does the geography of Israel have anything to do with
understanding the OT or me growing spiritually?” They most likely will not be able to answer that
question, but assure them that after this lesson they will be able to answer that question.
Guided Practice: ..…………………………………………………………………………………….……….
Classwork

 Using the remaining slides of the OLD TESTAMENT GEOGRAPHY Powerpoint presentation, reinforce
the topographical and geographical features of Israel that play an important part of understanding the
OT. Important in this lesson is the students grasping the five major topographical regions of the land,
Coastal, Shephelah (Foothills), Central Mountain Range, Jordan Rift, and Transjordan Plateau. Especially
important is slide number 7 which asks students to make application to their lives with the question,
“How has God placed you in a strategic place for His purposes?’ The answer to this question will answer
the question posed in the introduction above. Slides #32-39 present a guided opportunity for students to
work through drawing a map of israel and filling in the details. Have students work along with you as
you move through the ppt presentation slides and the article, THE LAND OF ISRAEL.
Independent Practice: ..…………………………………………………………………………..…..…
 Hand out copies of the EMPTY BASIC MAP OF ISRAEL. Using the information from the lesson,
have students complete the blank map and return it at the beginning of the next class session.
 Have students review for Unit 1 Assessment in Lesson 1-4-5.
37
Lesson Summary: ………………………………………………………………………………………………
This lesson will continue with an overview the Geography of the Old Testament and continue to give
students the opportunity to draw a map of Israel which includes the geographical features/regions
(topography, rivers, borders, etc.) they learn in the lesson.
1. Review the homework assignment of the Basic Empty Map of Israel.
2. Reinforce student learning ability to draw the coastline of Israel as a starting point for creating
a map of Israel, which includes topographical detail, major cities, rivers, and mountains.
3. Review the five major geographical regions of the land of Israel and enable students to list
geographical and topographical locations on a map of Israel.
4. Review how God has strategically placed the nation of Israel in their geographical area and what
He has designed to accomplish through them as a nation and with whom.
 OLD TESTAMENT GEOGRAPHY REVIEW ppt THE LAND OF ISRAEL Benware pg 17
Lesson Review: …………………………………………………………………………………………..………
5 min
 Using Benware’s map of Israel on page 17 and the completed homework assignment of the Basic Empty
Map of Israel, help students review the information from the previous lesson, Ask students to place their
finger on specific topographical and geographical locations as you call them out. Move about the room
and have students demonstrate they know where these locations are on the map. Affirm and correct
when needed. Students should be able to list the five regions and the water sources, on an empty map of
Israel.
Lesson Content: ………………………………………………………………………………………..………
Introduction

 For review purposes, use the OLD TESTAMENT GEOGRAPHY REVIEW Powerpoint presentation to help
reinforce the information from the previous lesson.
Guided Practice: ..…………………………………………………………………………………….……….
Classwork

 Using the tips learned in the previous lesson about how to draw a map of Israel, encourage students to
draw their own map of Israel and fill it in with as many locations as possible. You may need to refresh
their memory with a quick illustration on the board (see below). Students may not refer to a published
map as a resource but may use notes and/or previous maps they have drawn for resources. Encourage
students to work diligiently taking pride in their work instead of putting forth minimal effort. Ask
students to redo work that does not demonstrate quality work on the maps. Have students color in the
details of the regions, water resources, etc.
Coastline of Israel – this is all the help you should give students at first. If they are
still having trouble, you may try putting in the name of the Mediterranean Sea for
geographical context.
38
Lesson Summary: ………………………………………………………………………………………………
We have already identified the two major and distinct divisions in the OT - Genesis 1-11 (THE SCATTERING
OF THE NATIONS) and Gen 12-Malachi 4 (THE GATHERING OF THE NATIONS). In lesson 1-3-2, we discussed
the first division. This lesson will segway from the geography of Israel to survey God’s Dealings with Israel,
(Benware pgs 15-22) recognizing that Genesis chapter 12 is the cornerstone chapter of the Bible as it begins
the story of God’s attempt to now GATHER THE NATIONS through Abraham. The story of Israel begins with
God’s call of Abraham in Ur. In this lesson, it should be fairly easy to make many connections with the
previous lesson. The next three lessons will focus specifically on developing a general overview of the
chronological flow of OT history. During these next three lessons, make good use of the Timeline concept, the
geography of Israel, and the information about OT divisions, which all can be used and should be recorded on
student TIMELINES.
Lesson Objectives: …………………………………….…………………………….....……………………
1. Students grasp the four stage chart of OT History that Benware uses on pg 21 of the textbook.
2. Develop a class standard working TIMELINE of OT history.
3. Students attain a brief overview of the basic story of the Old Testament.
Lesson Materials: ………………………………………………………………………………..……………
 Benware pgs 15-22 Eras of OT History Chart (Benware pg 21)
 VIEW OF BIBLE & TIMELINE ppt CLASS WORKSHEET CLASS WORKSHEET KEY
Lesson Review: ……………………………………………………………………………………………..…
10 min
 Review student TIMELINES to gain a chronological flow of OT history.
 Students may not have a very detailed TIMELINE at this point, but do not worry about that right now.
The timelines will fill out soon. Compare and contrast student TIMELINES without making anyone self-
conscious about the lack of content, but do point out exceptional work.
 Remind students of Unit 1 Assessment in Lesson 1-4-5 (3 days).
Lesson Content: ………………………………………………………………………………………..………
Introduction

 For introductory purposes, refer to Benware’s Eras of OT History Chart (Benware pg 21) and have
students verbally identify the four eras of OT History. Point out the organized chronological flow of the
chart.
 Use the VIEW OF BIBLE & TIMELINE Powerpoint presentation to help students grasp the need to see a
coherent, unified view of the OT. This ppt shows a simplistic view of the OT, but it is useful nonetheless.
Emphasize the disorganized approach reflected in the first slide. Then contrast the disorganization with
the chronological flow of the second slide. Also point out how the events can be posted on a TIMELINE
as demonstarated in the third slide.
 Have students take notes.
Guided Practice: ..…………………………………………………………………………………….……….
Classwork

 Have students read Benware pgs 15-22 and begin working on the CLASS WORKSHEET to gain a
chronological flow of OT history. Remind students that these events will go on their TIMELINES.
 Two class periods will be alloted to complete this assignment.
 If students finish early, have students use their TIMELINES to add details from this lesson that were not
previously placed on their TIMELINES.
39
Lesson Summary: ………………………………………………………………………………………………

This lesson will continue with a survey God’s Dealings with Israel (Benware pgs 15-22) recognizing that
Genesis chapter 12 is the cornerstone chapter of the Bible as it begins the story of God’s attempt to now
GATHER THE NATIONS through Abraham. The story of Israel begins with God’s call of Abraham in Ur. In
this lesson, as in the previous one, it should be fairly easy to make many connections with the previous lesson.
This lesson will reinforce the content of the previous lesson and continue to focus specifically on a general
overview of the chronological flow of OT history. Make use of the Timeline, the geography, and the
information about OT divisions that should already be recorded on student TIMELINES.

1. Students reinforce the four stage chart of OT History that Benware uses on pg 21 of the textbook.
3. Students solidify a brief overview of the basic story of the Old Testament.

 THE ANCIENT HEBREWS ppt CLASS WORKSHEET CLASS WORKSHEET KEY
Lesson Review: …………………………………………………………………………………………..………

10 min
 Review updated TIMELINES for the purpose of detailing a chronological flow of OT history with the
students.
 Ask volunteers to stand in front of the class to show and explain their TIMELINES.
 Ensure that ALL timelines have some sort of marker that makes the distinction between the two major
distinct divisions of the OT (Gen 1-11 and Gen 12-Malachi 4).
Lesson Content: ………………………………………………………………………………………..…….…

Introduction

 For introductory purposes, use the THE ANCIENT HEBREWS Powerpoint presentation to illustrate and
reinforce some of the events mentioned in the previous lesson. Have students take notes.
Guided Practice: ..……………………………………………………………………………………...……….

Classwork
 Have students continue to read through Benware pgs 15-22 and complete the CLASS WORKSHEET.
40
Lesson Summary: ………………………………………………………………………………………………

This lesson will finish the lessons on a survey God’s Dealings with Israel (Benware pgs 15-22) recognizing
that Genesis chapter 12 is the cornerstone chapter of the Bible as it begins the story of God’s attempt to now
GATHER THE NATIONS through Abraham. The story of Israel begins with God’s call of Abraham in Ur. In
this lesson, as in the previous one, it should be fairly easy to make many connections with the previous lesson.
This lesson will reinforce the content of the previous lesson and focus specifically on a general overview of
the chronological flow of OT history. Make use of the Timeline, the geography, and the information about OT
divisions and will be recorded on student TIMELINES.

1. Students reinforce the four stage chart of OT History that Benware uses on pg 21 of the textbook.
3. Students solidify a brief overview of the basic story of the Old Testament.

 CLASS WORKSHEET ATLAS ppt
Lesson Review: …………………………………………………………………………………………..………

10 min
 Review updated TIMELINES for the purpose of detailing a chronological flow of OT history with the
students.
 Ask volunteers to stand in front of the class to show and explain their TIMELINES.
 Student TIMELINES should be fairly full of events at this point in time.
 Ensure that ALL timelines have some sort of marker that makes the distinction between the two major
distinct divisions of the OT (Gen 1-11 and Gen 12-Malachi 4).
 Remind students of Unit 1 Assessment in Lesson 1-4-5 (3 days).
Lesson Content: ………………………………………………………………………………………..……….

Introduction

 For introductory purposes, use the ATLAS Powerpoint presentation to illustrate and reinforce some of
the events mentioned in the previous lesson. Have students take notes.
Guided Practice: ..…………………………………………………………………………………….……….

Classwork
 Have students continue to read Benware pgs 15-22 and complete the CLASS WORKSHEET.
41
OVERVIEW OF THE OLD TESTAMENT – ASSESSMENT 1
Lesson Summary: ……………………………………………………………………………………………

This lesson is a Unit 1 Assessment. This lesson will assess the students grasp of information presented in Unit
1 regarding the Introduction and Overview of the Old Testament.

1. To assess student learning of the lesson material in Unit 1.
2. To identify areas in the unit in which the student demonstrates high and low levels of learning.
3. To assess the teaching effectiveness of the instructor.

 UNIT 1 ASSESSMENT UNIT 1 ASSESSMENT KEY
Lesson Review: …………………………………………………………………………………………..……

 NO REVIEW
Lesson Content: ………………………………………………………………………………………..……...

Introduction
50 min (Assessment Grade)

 UNIT 1 ASSESSMENT
42
UNIT 2
FOUNDATIONAL BOOKS
FOUNDATIONAL BOOKS – GENESIS
1/9
Lesson Summary: ………………………………………………………………………………………………
This lesson will review Unit 1TEST and then review the Foundational Books of the Old Testament listed by
Benware on page 12. After the review, this lesson will begin a survey of each of the books of the Old Testament
beginning with the Foundational books. This lesson is lesson 1 of a 9 lesson focus on the book of Genesis. This
lesson is an Introduction to the Book of Genesis. In particular, it will focus on the Authorship and Date of
Genesis, as well as The Purpose of Genesis. Students will begin work on the CLASS WORKSHEET.
Lesson Objectives: …………………………………….………………………………..……………………..
1. Review the Unit 1 Test with particular emphasis on the two major distinct divisions of the OT –
Gen 1-11/Gen 12-Mal 4 and the four major events recorded in the first division.
2. Students will determine the authorship and date of the Genesis as it relates to the inspiration and the
reliability of the entire Bible. Students will determine the three Purposes of Genesis.
3. Students will complete the first two sections of the CLASS WORKSHEET.
 UNIT 1 Test Benaware pgs 12, 14 Benware pgs 49-50 - The Mosaic Authorship of the Pentateuch
 DID MOSES WRITE THE PENTATEUCH ppt CLASS WORKSHEET
 Benware pgs 24 - Introduction to Genesis CLASS WORKSHEET KEY
Lesson Review: …………………………………………………………………………………………..………
10 min
 Review graded UNIT 1 TEST. In this review, answer any and all questions students might have. Ensure that
students have the correct answers for each question.
 Be sure to spend more time solidifying the two major distinct divisions of the OT (Gen 1-11 and Gen 12-
Malachi 4). This two-fold division needs to become the automatic division line for students to immediately
know in terms of the basic structure of the OT.
 Review the list of Foundational Books and why Benware refers to them as “Foundational”.
Lesson Content: ………………………………………………………………………………………..…….…
Introduction

 For introductory purposes, first explain the definition of “Pentateuch” as the “first five books of the OT”
and then have students read Benware pgs 49-50 The Mosaic Authorship of the Pentateuch.
10 min
 Afterward discuss the question, “Does it matter who wrote the Pentateuch?” The two possible answers are
YES and NO. Attempt to illicit as much discussion as possible. Separate the YES/NO or undecided groups
and have a contemporaneous debate. Or, if two separate groups do not emerge in the class, ask a student to
go to the board and draw a line down the middle, separating the YES and NO categories and ask the class
WHY it matters YES and NO. Have student record the class answers.
10 min
 After this exercise, show the DID MOSES WRITE THE PENTATEUCH ppt presentation to confirm the point
that if Moses did not write the Pentateuch, then we cannot trust any of the Scriptures since the Scriptures
declare that Moses did indeed write the Pentateuch.
Guided Practice: ..……………………………………………………………………………………...……….
Classwork

 Pass out the CLASS WORKSHEET and ask students to work through the first two sections of the worksheet
titled Authorship and Date of Genesis and Purpose of Genesis using Benware page 24. Students will keep
the worksheet to work on in the next lesson.
 Do not allow students to move further ahead of the worksheet.
 If students finish early, they may begin reading Genesis chapters 1-3.
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2/9
Lesson Summary: ………………………………………………………………………………………………
This lesson will review the authorship, date, and three purposes of the book of Genesis, and then continue with
an Introduction to the Book of Genesis. In particular, the focus of this second of nine lessons will be on Creating
a Basic Outline of Genesis and learning Special Considerations on Genesis, such as key words, verses, chapter,
characters, etc. Students will complete the CLASS WORKSHEET.
1. Students will review the importance of the Mosaic authorship of Genesis, the date, and the three
puposes of Genesis.
2. Students will correlate the first division of the OT –“God’s Dealings with Mankind in General” with God’s
activity of SCATTERING THE NATIONS.
3. Students will correlate the second division of the OT –“God’s Dealings Israel” with God’s activity of using
the nation of Israel to be a light to the nations for His work of GATHERING THE NATIONS.
4. Students will memorize key information including key words, key verses, and key chapters to use as
reference points to understand the Purpose, Nature, and Emphasis of Genesis.
5. Students will complete the last two sections of the CLASS WORKSHEET.
 THE FABULOUS BENTELY BROTHERS – GENESIS youtube.
 GOD’S DEALINGS WITH MANKIND ppt CLASS WORKSHEET CLASS WORKSHEET KEY
Lesson Review: …………………………………………………………………………………………..………
10 min
 For review, refer to the Class Timeline that students worked on in previous lessons. Clearly and precisely
point out the two distinct divisions of the OT (Genesis 1-11/Genesis 12-Malachi 4). Also point out the
division marker on the timeline, whatever it might be, so students see clearly that mark. Ask students,
“What event happened there that has changed the world forever?” The answer: “God’s unfailing
promise/covenant to bless all nations through Abraham.” This is an important point throughout the
course, so it cannot be overemphasized. Timelines should indicate this point clearly.
 For review, ask students why Mosaic authorship of the Pentateuch is of the greatest importance for the
authority and reliability of Scripture.
Lesson Content: ………………………………………………………………………………………..…….…
Introduction
 For fun education, show THE FABULOUS BENTELY BROTHERS – GENESIS youtube video.
10 min

 For introductory purposes, use the GOD’S DEALINGS WITH MANKIND Powerpoint presentation to review
and reinforce the Basic Outline of Genesis and to confirm the idea of God’s faithfulness to fulfill the
Abrahamic covenant. Review the four major events of the first division – Creation, Fall, Flood, Nations.
 New material to be learned in the Basic Outline of Genesis is the four Patriarchs, Abraham, Isaac, Jacob, and
Joseph. The acronym CFFN is useful for learning the first four major events of the first division of Genesis
and AIJJ is a useful acronym to use for learning the four Patriarchs of the second half of Genesis.
Guided Practice: ..……………………………………………………………………………………...……….
Classwork

 Have students continue to read through Benware pgs 15-22 and complete the last two sections of the
CLASS WORKSHEET. Students will keep the worksheet for class discussion in the next lesson.
Independent Practice: ..…………………………………………………………………………..……...…
 If students have not completed the CLASS WORKSHEET, have students complete it as homework and
bring it back for the next lesson.
45
3/9
Lesson Summary: ………………………………………………………………………………………………
This third of 9 lessons will Review the Completed CLASS WORKSHEET in a class discussion format. Students
will also begin making a Set of Keys for each book in the Old Testament beginning with the Book of Genesis.
These keys will contain helpful information as reminders of important pieces to remember about each book.
Lesson Objectives: …………………………………….………………………………..……………….……..

1. Students will review the authorship, date, purpose, nature, emphasis, and basic outline of the book
of Genesis.
2. Students will begin making a key as a mnemonic device to help them memorize key information,
including key words, key verses, and key chapters to use as reference points to understand the
Purpose, Nature, Emphasis, and Structure of each book of the Old Testament. Students will begin with
the book of Genesis.

 Completed CLASS WORKSHEET KEY KEY BLANKS
Lesson Review: …………………………………………………………………………………………..………


 For review, have two students go to the board, one student on the left and the other on the right. On the
left, have the student write at the top of the board the heading, “God’s Dealings with Mankind.” On the
right, have the student write at the top of the board the heading, “God’s Dealings with Israel.”
 Divide the class down the middle. All students on the left will offer as much information as they can to the
student at the board about the topic on the left for him/her to write down. The students on the right do the
same thing, offer as much information as they know about the topic in front of them on the right side of the
board. When it looks like both sides have exhausted themselves of information, have the class stay in their
seats but swap topics. Using a different color marker, see which side of the class can now offer the most
additional new information to the topics. You may want to give a treat/favor to the winning side who offers
the most new information to the topic.
Lesson Content: ………………………………………………………………………………………..…….…
Introduction

 Use the completed CLASS WORKSHEET that students have been working on the past two lessons to
ensure students have digested the material on Genesis covered in the first three lessons.
Guided Practice: ..……………………………………………………………………………………...……….

Classwork

 Use the KEY BLANKS document for students to create a key for the book of Genesis that includes key
words, key verses, key chapter, and key characters. Hand out one page per student. Students may use
scissors to cut out the key or the more meticulous students may want to cut out the key in detail. Have
students write the Important Data About Genesis on page 25 (Key Word, Key Verse, Key Chapter, Key
Characters, Meaning of Genesis, and Geography of Genesis),
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4/9
Lesson Summary: ………………………………………………………………………………………………
This fourth of nine lessons will move from an Introduction of Genesis to an Overview of Genesis. This lesson
will focus on the Creation of the World with the result that students will understand that the Creation is a self-
revelation of God for the purpose of drawing mankind into a relationship of worship.
Lesson Objectives: …………………………………….………………………………..………………….…..
1. Students will recognize God’s Creation (as recorded in Genesis 1-2) as a means of God’s self-
revelation to man for the purpose of drawing mankind into a relationship of worship.
2. Conclude that the created order is a clear indicator of an Intelligent Designer.
 CREATION CARTOON CREATION CARTOON KEY
 THE SEVEN FIRST DAYS OF CREATION youtube Romans 1:20-21
 GLOD’S GLORY IN CREATION youtube Psalm 104:24-25, 31
Lesson Review: ………………….………………………………………………………………………..………
5 min
 For review, briefly mention the transition this lesson is making from Introduction to Overview, but give
students the opportunity to ask questions about anything from the Introduction section in the previous
three lessons.
Lesson Content: ……………………………..……………………………………………..………
Introduction

 For introductory purposes, use THE SEVEN FIRST DAYS OF CREATION youtube video presentation to
introduce the idea of 6 days of Creation. This is a corny video but very good for presenting the 6 day
creation. Ask students to take out a piece of paper and list down the left side the words “Day 1-6.” Ask the
students to list what God created on each day as they watch the video. These notes are to be used for their
own reference and for the next lesson.
 For fun education, have students use the CREATION CARTOON and make guesses to complete the cartoon.
Guided Practice: ..……………………………………………………………………………………...……….
Classwork

 Next, ask students why they think these events are recorded in Genesis. Allow for various answers.
Transition to what the Apostle Paul thought. Have students read Romans 1:20-21 and ask the question,
“From Paul’s words in those verses, what does Paul believe is the purpose of creation?”
THE ANSWER:
GOD INTENDED FOR MAN TO CLEARLY SEE HIS CREATION AND AS A RESULT UNDERSTAND THROUGH THAT CREATION THAT
HE IS ETERNALLY POWERFUL AND POSSESSES A DIVINE NATURE, AND AS A RESULT, IN THAT RECOGNITION OF GOD AS
SUCH, WE WOULD GLORIFY HIM/WORSHIP HIM AS THE ETERNALLY POWERFUL DIVINE BEING.
 Now have students read Psalm 104:24-25 and Psalm 31 and ask, “What other characteristic about God do
we learn as a result of His creative works?”
THE ANSWER: GOD’S CREATION DISPLAYS HIS WISDOM
Next ask the students how those two verses display His wisdom.
THE ANSWER: THE REFERENCE TO THE MEASUREMENTS OF CREATION - (MANY, TEEMING,
BEYOND) INDICATE GOD’S INGENIOUS CREATIVITY/WISDOM.
5 min
Application
 End the lesson with the 5 minute youtube video “GOD’S GLORY IN CREATION”. This video is intended to
inspire students to recognize God as the Intelligent Designer, who is Eternally Powerful, Divine in Nature,
and incredibly Wise as evidenced in the vast variety of the created order of life at all levels.
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5/9
Lesson Summary: ………………………………………………………………………………………………
Now that we have established that God’s purpose in creation was to provide a means for man to recognize Him
as God and worship Him as God, we will now focus in this fifth of nine lessons on the Various Views on Origins.
1. Students will recognize and evaluate the three views of the origins of the universe: Creationism,
Theistic Evolution, and Evolution.
 Summary of Genesis – God’s Dealings with Mankind in General - Benware pgs 26-38 excluding pgs 32-34
 Various Views on Origins - Benware pg 30-31 BEGINNING OF THE WORLD youtube
 ORIGINS CARTOONS ppt
Lesson Review: …………………………………………………………………………………………..……...

15 min
 For review, use the 2 1/2 minute youtube video BEGINNING OF THE WORLD for a fun review of the 6
Days of Creation. The presenter’s German accent and his attempt at being youthfully relevant can be lots of
fun for the students, but be careful that students do not turn it into something negative.
 As students view this video, ask them to speak out the day number on which that event was created.
 Next, have students take out their notes from the previous lesson as they recorded each of the days of
creation. Using those notes and after reading Benware pgs 26 -38 Summary of Genesis – God’s Dealings
with Mankind in General (Excluding pages 32-34), have students supplement their notes with additional
information from the textbook. Ask students to use a different writing utensil for this lesson so that the
new material can be easily recognized from the material from the last lesson.
Lesson Content: ………………………………………………………………………..………...
Introduction

 Have students read Benware pg 30 Various Views on Origins to get a rough idea of the differences
between the three views on the origins of the world: Creationism, Theistic Evolution, and Evolution.
 Use the ORIGINS CARTOONS ppt to help solidify the distinctions between the three views of the origins of
the universe. These cartoons are mostly satirical in nature and so a proponent of one view is mostly
ridiculing another view. As each slide is on the screen, ask the students to discern from what view does the
cartoon originate and what view is being ridiculed. It is difficult to tell on some, so allow a lot of
discussion as long as good reasoning accompanies the suggestions.
 There is opportunity on the second to the last slide for students to create a quote for a blank cartoon. If you
have time, ask students to create a quote for the cartoon that is from any of the three views. Allow each
student to share their quote and their reasoning behind it.
Guided Practice: ..……………………………………………………………………………………...……….
Classwork

 Ask students to read Benware pgs 26-38 (except 32-34) God’s Dealings with Mankind in General.
 Have students create an outline that includes each point of the outline in the textbook. In addition, students
must include at least one other detail in their outline that reflects at least one point within one of the
paragraphs of one of the headings in the text. For example:
Summary of Genesis
God’s Dealings with Mankind
Creation
God Supernaturally Creates
The underlined heading is an example of material under the heading “Creation”. It is not a heading in
Benware’s textbook. This is used to ensure students are reading the assignment.
48
6/9
Lesson Summary: ………………………………………………………………………………………………
In the previous four lessons, we have discussed the two major distinct divisions of the OT – Gen 1-11/ Gen 12-
Mal 4 and the four major events recorded in the first division, Creation/Fall/Flood/Nations. The last lesson
focused on the first division, God’s Dealings with Mankind, specifically on one of the major events in the first
division: Creation. This sixth of nine lessons will focus on God’s Dealings with Israel, as an introduction to the
second major division of the Old Testament beginning in Genesis 12-50. The four major characters associated
with Genesis 12-50, Abraham/Isaac/Jacob/Joseph will also be a focus.
Lesson Objectives: …………………………………….………………………………..……………….……..

1. Students will complete a full outline of Genesis which includes an outline for God’s Dealings with
Mankind from the previous lesson with an outline for God’s Dealings with Israel.

 Benware pgs 38-48 Summary of Genesis – God’s Dealings with Israel
 CREATION OF THE WORLD youtube God’s Dealings with Mankind Outline
Lesson Review: …………………………………………………………………………………………………..

5 min
 For review, use the CREATION OF THE WORLD youtube video. This video is both inspiring and
informative. After the video, try to draw out from students their impressions of the idea that the creation is
intended to draw us to worship God for the attributes of God demonstrated in His handiwork.
Lesson Content: ………………………………………………………………………..…………

Introduction

 Have students read Benware pgs 38-48 Summary of Genesis – God’s Dealings with Israel.
Guided Practice: ..……………………………………………………………………………………………….

Classwork

 Have students create an outline that includes each point of the outline in the textbook. In addition, students
must include at least one other detail in their outline that reflects at least one point within one of the
paragraphs of one of the headings in the text. For example:
God’s Dealings with Israel
Abraham
Testings of Abraham
Famine in Canaan
The underlined heading is an example of material under the heading “Testings of Abraham”. It is not a
heading in Benware’s textbook. This is used to ensure students are reading the assignment.
 Encourage students to study for Quiz2 scheduled lesson, 2-6-5.
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7/9
Lesson Summary: ………………………………………………………………………………………………
In previous lessons, we have discussed the two major distinct divisions of the OT – Gen 1-11/Gen 12-Mal 4.
God’s Dealings with Mankind and the four major events are recorded in the first division:
Creation/Fall/Flood/Nations. The last lesson focused on the second division, God’s Dealings with Israel, as an
introduction to the second major division of the Old Testament beginning in Genesis 12-50. The four major
characters associated with Genesis 12-50, Abraham/Isaac/Jacob/Joseph were a focus of that lesson. This
seventh of nine lessons will focus on combining a Complete Outline of the Book of Genesis, putting together
both God’s Dealings with Mankind + God’s Dealings with Israel. The four major events associated with first
division of Genesis; 1-11 (Creation/Fall/Flood/Nations) will be combined with the four major characters of the
second division of Genesis; 12-50 Abraham/Isaac/Jacob/Joseph and will also be a focus of the outline.
Lesson Objectives: …………………………………….………………………………..………………….…..

1. Students will review an overview of the book of Genesis.
2. Students will complete a full outline of Genesis which includes an outline for God’s Dealings with
Mankind from the previous lesson with an outline for God’s Dealings with Israel from this lesson.

 Benware pgs 26 -38 Summary of Genesis – God’s Dealings with Mankind
 Benware pgs 38-48 Summary of Genesis – God’s Dealings with Israel
 GENESIS OUTLINE WORKSHEET GENESIS OUTLINE WORKSHEET KEY GENESIS ppt
Lesson Review: …………………………………………………………………………………………………..

25 min
 For review, use the GENESIS ppt presentation to review the contents of Genesis. There is a lot of material
in this ppt, so do not feel like every point should be covered.
 Students should take notes.
Lesson Content: ………………………………………………………………………..………...

Introduction

 Ask students to take out both outlines they have created for the two distinct divisions of the Old Testament.
Remind students that the two divisions of the OT are the beginnings of an outline for the book of Genesis.
Guided Practice: ..……………………………………………………………………………………...……….

Classwork

 Using the GENESIS OUTLINE WORKSHEET, have students create a new complete outline of the book of
Genesis by combining both outlines from God’s Dealings with Mankind and God’s Dealings with Israel
into one complete outline for the book of Genesis and have it ready for use in the next lesson.
 For students who finish early, have them complete the Important Data About Genesis section of the
worksheet, OR review Abraham’s Family Tree Chart on page 47 in the textbook, OR review The Chronology
of the Patriarchs Chart on page 45 in the textbook.
Independent Practice: ..…………………………………………………………………………..……...…

 Encourage students to study for Quiz2 scheduled lesson, 2-6-5.
50
8/9
Lesson Summary: ………………………………………………………………………………………………
This eighth of nine lessons will review the complete outline of Genesis that students created in the previous
lesson. This lesson will also Introduce the life of Abraham.

1. Students will grasp a complete view of Genesis by comparing complete outlines of Genesis.
2. Students gain a fundamental perspective of the life events of Abraham.
 Clothespins for Timeline use ABRAHAM ppt MAP OF ABRAHAM’S TRAVELS
 Benware pages 38-44 Abraham’s Migration Map – Benware 40-41
Lesson Review: ……………………………………………………………………………………………..……


 For review, use the completed outlines and ask students to update the Class Timeline to include all data in
the outline in the correct chronological order on the Timeline. All students will not be able to participate
physically, but they can contribute suggestions and be helpful gathering and putting away the supplies.
Lesson Content: ..……………………………………………………………………..…………

Introduction

 Ask students to read Benware pages 38-44 “God’s Dealings with Israel – Abraham” and have students use
the blank MAP OF ABRAHAM’S TRAVELS to track Abraham’s travels from Ur to Canaan. Make sure
students are able to track his movements north following the Fertile Crescent due to the inability to move
directly west because of the massive Arabian Desert.
 For reference, students may refer to Abraham’s Migration Map – Benware 40-41 only after they have made
an attempt to complete their blank map.
 Students will be tempted to refer to Benware’s map to fill in their own map. Be sure to carefully monitor
students to do their own work instead of simply copying Benware’s map.
Guided Practice: ..……………………………………………………………………………………………….

Classwork

 Use the ABRAHAM ppt presentation to introduce some of the events of Abraham’s life. This ppt
presentation emphasizes the fact that God blessed Abraham so that he would be a blessing to ALL
NATIONS. The story of Abraham’s life of faith that God would keep His promise should be the focus of the
ppt.
 There is an opportunity for life application at the end of the presentation challenging students to be
believers who live by faith.
 If time permits, students can study for the quiz in the next two lessons.
Independent Practice: ..…………………………………………………………………………..…………

 Encourage students study for Quiz2 scheduled lesson, 2-6-5.
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9/9
Lesson Summary: ………………………………………………………………………………………………
 This is the final lesson of a nine lesson overview of the book of Genesis. This lesson will review the events
of Abraham’s life and then will introduce The Abrahamic Covenant as being the cornerstone event
recorded in the cornerstone chapter of the Bible.

1. Students understand why the Abrahamic Covenant is the cornerstone event of the Old Testament
in the cornerstone chapter of the Bible.

1. Clothespins for Timeline use ABRAHAM’S JOURNEY TO CANAAN ppt CLASS WORKSHEET
2. ABRAHAMIC COVENANT ppt Benware pages 32-35 CLASS WORKSHEET KEY
Lesson Review: …………………………………………………………………………………………………..


 For review, use the ABRAHAM’S JOURNEY TO CANAAN ppt presentation to plot Abrahams’s travels from
Ur to Canaan on the Class Timeline. Use some sort of decoration for the pins that distinguish the travels of
Abraham on the Timeline from all the others so that the events of Abraham’s life is unique to the Timeline.
 There are discussion questions on the last slide of the presentation.
Lesson Content: ..……………………………………………………………………..………...

Introduction
 Ask students to read Benware pages 32-35 “The Basic Provisions of the Abrahamic Covenant” and fill out
the CLASS WORKSHEET.
 Students will not complete this in the allotted time. It will be assigned as homework.
Guided Practice: ..……………………………………………………………………………………...……….

Classwork

 Use the ABRAHAMIC COVENANT ppt presentation to demonstrate that the ultimate purpose of God’s
Covenant with Abraham found in Genesis 12 was to BLESS ALL NATIONS. God brought the nation into
existence and gave them land and populated the nation in order that through that nation and Abraham
specifically He might BLESS ALL NATIONS. This is the reason that Genesis 12 is the cornerstone chapter of
the Bible and that the Abrahamic covenant is the cornerstone event of the Old Testament.
Review: ……………………………………………………………………………………………..……………..………
 Use this time for Class Review of lessons 2-5-1 through 2-6-4.
Independent Practice: ..……………………………………………………………………………….…..…

 Have students complete the CLASS WORKSHEET for homework if they have not finished it in class and
have it available for review and turned in at the beginning of the next lesson.
 Encourage students study for the Quiz2 scheduled lesson, 2-6-5.
52
FOUNDATIONAL BOOKS – QUIZ 2
Lesson Summary: ………………………………………………………………………………………………

This lesson will Assess Student’s Learning of the objectives of the last nine lessons using Quiz2, a 45 point quiz.
Lesson Objectives: ……………………………………………………………………..…………………..…


 QUIZ 2 QUIZ 2 KEY
Lesson Review: ………………………………………………………………………………………….………

 This is an oral quiz adminstered by the teacher. The teacher will read each question to the class and then
the class will discuss the answer among themselves for one minute. Use a bell or buzzer of some sort to
keep track of the time. After the minute has expired, the students will write their answer on the answer
sheet in the appropriate numbered space. Use a 1 minute timer for the answer as well and then move on to
the next question.
EXAMPLE:
 Read question #1 – set the timer - students discuss – timer sounds – students answer – Read question #2 –
set the timer - students discuss – timer sounds – students answer – ask next question and so forth. Do not
let students just give the answers to each question during their discussion, but challenge them to think
critically through the answer by probing their thoughts and asking leading questions as they throw out
cliché answers.
Lesson Content: …………………………………………………………………………………………………

Introduction
5 min
 Instruct students that today’s lesson will be an oral quiz. Make sure the students understand that they
must discuss each question as a class and come up with a cummulative answer upon which everyone
agrees. They have one minute to do so except for the question on the cartoon. Allow up to 5 minutes of
discussion for the cartoon as this cartoon should include more critical thinking than any other question.
Guided Practice: ..…………………………………………….…………………………………………………..……

Classwork

 Hand out QUIZ 2
 Start Quiz2 – Take your time administering the Quiz, but be aware that there are 17 questions to read to the
class and one minute each for the class to discuss and another minute for them to write the answer each
question. This totals about 35 minutes. There are four more minutes allotted for discussion for the cartoon
question and there should be about five minutes allotted for the answer to that question. That totals 45
minutes, so be sure to watch the time closely on this quiz.
53
FOUNDATIONAL BOOKS – REVIEW
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the graded QUIZ2 and then introduce the Pictorial Old Testament (POT) to students to
begin memorizing as a tool to gain a broad perspective of the Old Testament.
Lesson Objectives: ……………………………………….……………………..…..………………………....

1. Review the graded QUIZ2
2. Students will memorize the events listed in the POT from Creation to the Patriarchs in Egypt.

 Graded QUIZ 2 PICTORIAL OLD TESTAMENT ppt presentation
Lesson Review: …………………………………………………………………………………………..………

15 min
 Review graded QUIZ2. In this review, answer any and all questions students might have. Ensure that
students have the correct answers for each question.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction
5 min
 Introduce the idea of the PICTORIAL OLD TESTAMENT as a mneumonic device for learning the events of
the OT in sequence. Use the entire presentation to quickly introduce the entire history of the Old
Testament.

 For a more specific focus of Creation to the end of the Patriarchs, use slide numbers 5-13 of the PICTORIAL
OLD TESTAMENT ppt presentation to introduce the events of the Old Testament story beginning with
Creation to the Patriarchs in Egypt. These slides cover the book of Genesis. Students will learn a portion of
the POT at the end of a summary of each book.
 On the first run through, move through slides 5-13 as an entire set commenting on the events of each slide.
Have students simply observe and listen to the teacher’s commentary on each slide.
 Run through slides 5-13 once again, only on the second run through of each slide, have students take notes
and create the pictures with the instructions to memorize the events associated with the pictures.
 Run through slides 5-13 once again. On the third run through of each slide, simply show slides 5-13 in
sequence and allow students to attempt to name the events. Provide help if needed.
Guided Practice: ..……………………………………………………………………………………...……….

Classwork

 Have students practice memorizing the events of Genesis (Creation to the Patriarchs in Egypt) with one
another using the drawings they created during the second run through of the ppt presentation.
54
FOUNDATIONAL BOOKS – EXODUS
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the Genesis POT and then focus on the Introduction to the Book of Exodus. In
particular, this lesson will focus on the Authorship and Date of Exodus, Outline of Exodus, as well as The
Purpose of Exodus. Students will work on the first three sections of the CLASS WORKSHEET which will be due
at the end of the book review.
Lesson Objectives: …………………………………….………………………..…..………………………...
1. Review the Genesis Pictorial OT.
2. Students will determine the authorship and date of the book of Exodus.
3. Students will determine the Purpose of Exodus – Recount God’s Miraculous provisions of caring for the
nation of Israel – through the Exodus, through the Wanderings, through the Plagues (especially the
Passover), and through the Tabernacle. (This purpose is not clearly stated in the textbook but should
be explained to students.)
4. Students will complete the first three sections of the CLASS WORKSHEET.
 Benware pgs 51-62 Introduction to Exodus/Summary of Exodus EXODUS youtube
 EXODUS TIMELINE CLASS WORKSHEET CLASS WORKSHEET KEY EXODUS ppt
Lesson Review: …………………………………………………………………………………………..………

10 min
 Review the PICTORIAL OLD TESTAMENT as a mneumonic device for learning the events of the OT in
sequence. Use just slide number 4.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction
 For introductory purposes, use the EXODUS youtube video to introduce the book of Exodus.
10 min

 Use the first page of the EXODUS TIMELINE document to begin a simple timeline of events in the book of
Exodus. You may draw the outline on the board for all students to copy. Use the entire timeline for
reviewing the events of Genesis as well. But for this lesson, begin with the point of Moses’ birth. You will
need to include the building of the Tabernacle which is not listed on this timeline.
 Take some time to update the class Timeline with the events of Exodus – Leaving Egypt – The Passover -
Wilderness Wanderings – Giving of the Law – Building of the Tabernacle.
15 min
 Use the EXODUS ppt to introduce the contents of the book of Exodus including emphasis on God’s miracles
throughout – Ten Plagues, Crossing the Red Sea, Provisions in the Wilderness.
 Introduce the idea of “Signs” and their purpose, specifically God’s hardening of Pharoah’s heart and the
Plagues.
Guided Practice: ..……………………………………………………………………………………...……….

Classwork

 Pass out the CLASS WORKSHEET, and ask students to work through the first three sections of the
worksheet titled Authorship and Date of Exodus, Outline of Exodus, and Purpose of Exodus using Benware
pages 51-62. Students will keep the worksheet to work on in the next lesson.
55
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the Introduction to the Book of Exodus from the previous lesson ensuring students are
familiar with the Authorship and Date of Exodus, an Outline of Exodus, as well as the Purpose of Exodus. This
lesson will also introduce the Ten Plagues as a demonstration to the Israelites and the Egyptians of God’s
supreme power over the Egyptian gods. As a Summary of Exodus, students will continue work on the next two
sections of the CLASS WORKSHEET, which will be due at the end of the book review.
Lesson Objectives: …………………………………….……………………………..……………………....

1. Review previous lesson using ppt presentation.
2. Students will gain an initial understanding of the TEN PLAGUES and an abilty to identify each plague in
sequence.
3. Students will understand the ten plagues as God’s miraculous demonstration of His supreme power
over the Egyptian gods.
4. Students will continue to work on the next two sections of the CLASS WORKSHEET.

 EXODUS1 ppt Benware pgs 51-62 Introduction to Exodus/Summary of Exodus
 CLASS WORKSHEET CLASS WORKSHEET KEY TEN PLAGUES ppt
 TEN PLAGUES WORKSHEET TEN PLAGUES WORKSHEET KEY
Lesson Review: …………………………………………………………………………………………..………


 For review, use the EXODUS1 ppt presentation. Have students take notes. Point out especially the section
on the Plagues.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction

 For introductory purposes, use the TEN PLAGUES ppt presentation to introduce the Ten Plagues. Have
students take notes and then complete the in-class assignment that is listed on slide #10 in the ppt
presentation.
 Be sure to emphasize that the purpose of the plagues is for God to demonstrate to the Israelites and to the
Egyptian’s God’s supreme power over the Egyptian gods.
Guided Practice: ..……………………………………………………………………………………...……….
Classwork

 Have students complete the TEN PLAGUES WORKSHEET.
 Have students continue working on the next two sections of the CLASS WORKSHEET (Important Data and
Special Considerations on Exodus).

 Have the students complete the TEN PLAGUES WORKSHEET at home if they have not done so in class.
 Have students complete the next two sections of the CLASS WORKSHEET (Important Data and Special
Considerations on Exodus) if they have not yet done so.
56
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the Ten Plagues from the previous lesson and add the Miraculous Natural and
Supernatural Significance of the Ten Plagues and God’s orchestration of those plagues as a means of
delivering the Israelites from Egytian bondage. This lesson will also provide students the opportunity to
complete the next three sections of the CLASS WORKSHEET which will be due at the end of the book review.
Lesson Objectives: …………………………………….………………………………..…..………………….
1. Review previous lesson of the Ten Plagues.
2. Students think critically about the possibility of the miraculous natural and miraculous
supernatural significance of the TEN PLAGUES and God’s orchestration of those plagues as a
means of delivering the Israelites from Egytian bondage.
3. Students will continue to work on the next two sections of the CLASS WORKSHEET.
 EXODUS REVIEW ppt THE PLAGUE – youtube lyrics PLAGUE HEADQUARTERS youtube
 CLASS WORKSHEET CLASS WORKSHEET KEY SCIENTIFIC TEN PLAGUES ppt
Lesson Review: ………………………………………………………………………………………


 For review, use the EXODUS REVIEW ppt presentation. Have students take notes. Focus on the Plagues
and the way the Israelites commemorated God’s miraculaous powers. Use the question on slide #10 for
students to make personal application. Perhaps a class habit of rememberance could be established as a
result of this discussion. Encourage students to develop a way of commemorating God’s dealings with them
in their own lives.
Lesson Content: ………………………………………………………………………………………..…….…
Introduction

 Have students think critically through the SCIENTIFIC TEN PLAGUES ppt prsentation. Introduce the
presentation as neither ALL science nor ALL miraculous but a meeting of the two; God using His natural
creation to perform miraculous supernatural events. This may lead into a discussion of what are miracles.
Benware defines the supernatural phenomena of the plagues as being predicted ahead of time, as
extraordinary, as intense, and as being discriminated between Israel and Egyptians (page 54). You may
want to use the EXODUS ppt to discuss the qualifications for the miraculous as this ppt presentation lists
the same criteria as does Benware.
Guided Practice: ..……………………………………………………………………………………...……….

Classwork

 For a light hearted end to the Ten Plagues you have the option of viewing one of two youtube videos, THE
PLAGUE youtube lyrics which is just the lyrics to the clip from the Prince of Egypt about the plagues OR
you can choose PLAGUE HEADQUARTERS youtube clip which is the video and audio version of the same.

 Have students complete the next three sections of the CLASS WORKSHEET (The Journey from Egypt
to Mt Sinai, The Journey to Mt Sinai, and the Giving of the Law) at home for class review tomorrow, if
they have not completed it during class.
57
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the CLASS WORKSHEET and review The Ten Plagues. The CLASS WORKSHEET will be
due at the end of the period. This lesson will also provide time to read selections from Genesis and Exodus.
Students will also make a Key for the Book of Exodus with helpful information as reminders of important
pieces to remember about the book.
1. Review the CLASS WORKSHEET and The Ten Plagues.
2. Each student read from Genesis 12:1-9, 15:1-21, 17:1-26, 22:1-20, 26:1-5, 28:10-22, 50:22-26.
3. Each student read from Exodus 1:1-22, 12:1-42, 13:17-22, 19:1-25, 20:1-21, chapters 25-30,
40:34-38.
 CLASS WORKSHEET CLASS WORKSHEET KEY KEY BLANKS
 THE PLAGUE – youtube lyrics PLAGUE HEADQUARTERS youtube
Lesson Review: …………………………………………………………………………………………..………

15 min
 Make sure everyone has completed the CLASS WORKSHEET. Do not allow students to fill in answers for
the first time as you review. Deduct points from the total score of the worksheet as a deterrant to students
completing the worksheet during the review.
 For review, use the CLASS WORKSHEET. Have students take notes and correct answers as you move
through the worksheet.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction

 Have each student read from Genesis 12:1-9, 15:1-21, 17:1-26, 22:1-20, 26:1-5, 28:10-22, 50:22-26.
 Have each student read from Exodus 1:1-22, 12:1-42, 13:17-22, 19:1-25, 20:1-21, chapters 25-30, 40:34-38.
Guided Practice: ..…………………………………………………………………………...……….


 Use the KEY BLANKS document for students to create a key for the book of Exodus that includes key
students write the Important Data About Exodus on page 51 (Key Word, Key Verse, Key Chapter, Key
Characters, Meaning of Exodus, and Geography of Exodus).

 Have students complete the reading assignments at home if they have not completed them during class.
 Have students study for Quiz3 in lesson 2-8-5.
58
FOUNDATIONAL BOOKS – LEVITICUS
Lesson Summary: ………………………………………………………………………………………………

This lesson will focus on the Introduction to the Book of Leviticus. In particular, this lesson will focus on the
Authorship and Date of Leviticus, as well as The Purpose of Leviticus. Students will begin work on the
Introduction Section (pages 1-2) of the CLASS WORKSHEET which will be due in its entirety at the end of the
book review. Students should realize and understand what it means that Leviticus is the Complimentary book
to the book of Exodus.
Lesson Objectives: …………………………………….………………………………..…..…………………

1. Complete the Introduction Section (pages 1-2) of the CLASS WORKSHEET.
2. Students should realize and understand what it means that Leviticus is the Complimentary book
to the book of Exodus.
 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 63-67
 THE FABULOUS BENTLEY BROTHERS - LEVITICUS youtube KEY BLANKS
Lesson Review: …………………………………………………………………………………………..………

 No review - Give students the full allotted class time to complete the first two pages of the CLASS
WORKSHEET.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction
5 min
 For fun, show THE FABULOUS BENTLEY BROTHERS - LEVITICUS you tube video.
Guided Practice: ..……………………………………………………………………………………...……….

Classwork

 Use the KEY BLANKS document for students to create a key for the book of Leviticus that includes key
students write the Important Data About Leviticus on page 63 (Key Word, Key Verse, Key Chapter, Key
Characters, Meaning of Leviticus, and Geography of Leviticus).

 Give students the full allotted class time to complete the first two pages of the CLASS WORKSHEET.

 Have students complete the first two pages of the CLASS WORKSHEET if they have not already completed
them during class.
59
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the first two pages of the CLASS WORKSHEET and then focus on The Tabernacle, a
Basic Outline of Leviticus, and Important Data About Leviticus. Students will also work on the last two pages of
the CLASS WORKSHEET as a Summary of Leviticus.

1. Students will review the first two pages of the CLASS WORKSHEET.
2. Students will begin work on the last two pages of the CLASS WORKSHEET.
3. Students will gain a rudimentary understanding of the shape and layout of The Old Testament
Tabernacle.

 CLASS WORKSHEET CLASS WORKSHEET KEY THE TABERNACLE ppt
Lesson Review: …………………………………………………………………………………………..………


 Make sure everyone has completed the first two sections of the CLASS WORKSHEET. Do not allow
students to fill in answers for the first time as you review. Deduct points from the total score of the
worksheet as a deterrant to students completing the worksheet during the review.
 Review the first two pages of the CLASS WORKSHEET and have students take notes and correct answers as
you move through the worksheet.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction

 Introduce the Tabernacle using THE TABERNACLE ppt presentation. Have students take notes and using
the last two slides have students create a sketch of the Tabernacle with its articles in their proper
placement. NOTICE that slide #22 is a template of the entire Tabernacle and slide #23 is a template of the
Holy Place. Have students make a sketch of both. They will need this sketch for the next lesson.
Guided Practice: ..………………………………………………………………………...……….

 Use the KEY BLANKS document for students to create a key for the book of Leviticus that includes key
students write the Important Data About Leviticus on page 64 (Key Word, Key Verse, Key Chapter, Key
Characters, Meaning of Leviticus, and Geography of Leviticus).
 Have students work on the last two pages of the CLASS WORKSHEET.

 Have students complete the last two pages of the CLASS WORKSHEET if they have not already completed
them during class.
 Have students read Hebrews 9-10 for the next lesson.
60
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the CLASS WORKSHEET and then focus on The Tabernacle as Symbolic of the
Ministry of Jesus. Students will also turn in the CLASS WORKSHEET.

1. Students will review the last two pages of the CLASS WORKSHEET and turn it in for a grade.
2. Students will gain an understanding that The Old Testament Tabernacle is symbolic of the New
Testament ministry of Jesus Christ in the Old Testament.

 CLASS WORKSHEET CLASS WORKSHEET KEY Hebrews 9-10
Lesson Review: …………………………………………………………………………………………..………


 Make sure everyone has completed the last two pages of the CLASS WORKSHEET. Do not allow students
to fill in answers for the first time as you review. Deduct points from the total score of the worksheet as a
deterrant to students completing the worksheet during the review.
 For review, use the CLASS WORKSHEET. Have students take notes and correct answers as you move
through the worksheet. Turn in when completed.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction

 Using Hebrews 9-10, review the Tabernacle: its purpose, its articles, and its symbolism. Students should
grasp that the Tabernacle of the OT is a symbolic reference to Christ in the NT. In particular, they should
grasp that the Tabernacle was the place and means by which people became holy and acceptable to a holy
God. Sins were forgiven and access to God was provided through the Tabernacle. Being made holy through
the work of the priests and the use of the Tabernacle, unholy people were then able to worship a holy God.
The same deductions should be made of Jesus today, as the one who is the ultimate and only sacrifice that
makes us acceptable to God.
Guided Practice: ..………………………………………………………………………………….


 Have the students read Hebrews chapters 9-10 and label their sketch of the Tabernacle with the points of
symbolisms of Jesus mentioned in this chapter.
 Discuss with the students how the Tabernacle is portrayed in Hebrews 9 as symbolic of the ministry of
Jesus. Be sure to point out how the ministry of Jesus is superior to the Tabernacle worship especially how
Jesus is able to clean the conscience of the worshipper which the Tabernacle worship could not do (Heb 9:9,
14).
 Make this as personal as possible. Have students privately identify one sinful area of their lives for which
their conscience will not allow them to forgive themselves. Help students confront the guilt and shame of
their conscience with the truths of Jesus’ ministry. Give opportunity for students to pray silently or in
groups and seek forgiveness once and for all.
61
FOUNDATIONAL BOOKS – EXODUS/LEVITICUS REVIEW
Lesson Summary: ………………………………………………………………………………………………

This lesson will review the books of Exodus and Leviticus in preparation for QUIZ3 in the next lesson.
Lesson Objectives: …………………………………….………………………………..…..…………………

1. Students will review the books of Exodus and Leviticus.

 EXODUS CLASS WORKSHEET CLASS WORKSHEET KEY
 LEVITICUS CLASS WORKSHEET LEVITICUS CLASS WORKSHEET KEY
 EXODUS-LEVITICUS REVIEW ppt
Lesson Review: …………………………………………………………………………………………..………


 Make sure everyone has completed the last two pages of the Leviticus CLASS WORKSHEET. Do not allow
students to fill in answers for the first time as you review. Deduct points from the total score of the
worksheet as a deterrant to students completing the worksheet during the review.
 Use the EXODUS-LEVITICUS REVIEW ppt to help students review the books of Exodus and Leviticus.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction

 Using Hebrews 9-10, review the Tabernacle, its purpose, its articles, and its symbolism. Students should
grasp that the Tabernacle of the OT is a symbolic reference to Christ in the NT. In particular, they should
grasp that the Tabernacle was the place and means by which people became holy and acceptable to a holy
God. Sins were forgiven and access to God was provided through the Tabernacle. Holy people were then
able to worship a holy God. The same deductions should be made of Jesus today, as the one who is the
ultimate and only sacrifice that makes us acceptable to God.
Guided Practice: ..………………………………….…………………………………………..…………….


 Together as a class have students work through blank CLASS WORKSHEETS from Exodus and Leviticus one
more time as review. Do not allow book, notes or any other reference until you have completed a run
through of each of the worksheets. After completing the worksheets and after the class can not come up
with any more answers, then allow the students work independently to find answers to the questions they
were unable to complete as a class.
Independent Practice: ..………………………………………………………………………………………………….…..…

62
FOUNDATIONAL BOOKS – QUIZ 3
Lesson Summary: ………………………………………………………………………………………………

 This lesson will Assess Student’s Learning of the objectives of the last nine lessons using Quiz3, a 45 point
quiz.


 QUIZ3 QUIZ3 KEY
Lesson Review: ………………………………………………………………………………………….………

5 min
 QUIZ3 is an open book quiz. Students may refer to the textbook, class assignments or notes. Students may
not confer with one another to answer any questions on the quiz.
Lesson Content: …………………………………………………………………………………………………

Introduction
 Instruct students that today’s lesson will be an open book quiz. Make sure the students understand that
they must answer each question individually without any help from classmates.
Guided Practice: ..…………………………………………….………………………………..…………..……

Classwork

 Hand out QUIZ3
 Start Quiz3 – The class has 45 minutes to work on the quiz in class. If students do not not complete the
quiz during that time, they may take it home and return it completed at the beginning of the next lesson.
 If students finish early, they may work on the Class TIMELINE, ensuring that the major events of Genesis-
Leviticus are included.
TIMELINE EXAMPLE:
CREATION-FALL-FLOOD-NATIONS-ABRAHAM-ISAAC-JACOB-JOSEPH-FAMINE-EGYPT-JOSEPH’S
DEATH-NATION GROWS-EGYPTIAN ENSLAVEMENT-MOSES’ BIRTH-GIVING OF THE LAW-
TABERNACLE -CIVIL LAWS-OFFERINGS-PRIESTS-FESTIVALS
63
FOUNDATIONAL BOOKS – NUMBERS
Lesson Summary: ………………………………………………………………………………………………
This lesson will Review Quiz3 and then move on to an Introduction to the Book of Numbers, covering in
particular, the Authorship and Date of Numbers, The Purpose of Numbers, Special Considerations on Numbers
as well as Important Data About Numbers, a Basic Outline of Numbers, and Background Points on Numbers
from pages 68-69 of Benware. This will be the first day of a three day lesson.
Lesson Objectives: …………………………………….………………………………..…..…………………..

1. Students will review the major events of Genesis-Leviticus as a review to gain an overall
perspective of the history of Israel from Genesis to Leviticus to use as a backdrop for introducing
the book of Numbers.
2. Students will understand the three basic divisions of the book of Numbers.
3. Students will complete the first three pages of the CLASS WORKSHEET.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs. 68-75
 REVIEW GENESIS-NUMBERS ppt
Lesson Review: …………………………………………………………………………………………..………


 For review, use the REVIEW GENESIS-NUMBERS ppt. Show slide numbers 1-18 which provide an
overview of Genesis-Leviticus. Use this ppt presentation to solidify the events, times, and dates. Do not
introduce Numbers yet on the ppt presentation. That will come in the next lesson. Have the students take
notes.
 You may want to ask students give evidence to explain how God has kept His promise to Abraham as
established in the Abrahamic covenant and what He has done to personally make sure that He keeps his
promise. The things to look for here are such things as the transferring of the promise from Abraham to
Isaac, from Isaac to Jacob, from Jacob to Joseph, the building of the nation, the giving of the Mosaic law, the
giving of the civic laws, the plagues, the Red Sea miracle, the miracles of food and water, etc., in ensuring the
safety and growth of the nation of Israel.
 Try to make application for each student. God’s promise to the nation of Israel extends to all His children of
faith. God will also supply our every need (Phil 4:19).
Lesson Content: ………………………………………………………………………………………..…….…

Introduction

 Ask students to read Benware pages 68-69 (chapter 5), Introduction to Numbers, and make at least one
notation in their notes for each section and subsection of that portion of the chapter. Check for completion
of the assignment.
Guided Practice: ..…………………………………………………………………………….…….

Classwork
 Have the students complete the first three pages of the CLASS WORKSHEET.

 Students will work on this again tomorrow so NO HOMEWORK. No homework today in preparation for a
segment of 4 successive lessons of homework reading through the book of Numbers at a pace of 4-5
chapters a night. Let students know that they will be expected to complete this assignment during the first
half of the next lesson, so they may choose to do some homework to meet that goal.
64
Lesson Summary: ………………………………………………………………………………………………

This lesson will complete the Introduction to the Book of Numbers and begin a Summary of Numbers. This is
the second day of a three day lesson.
Lesson Objectives: …………………………………….………………………………..…..…….……………..

1. Students will complete and review the first three pages of the CLASS WORKSHEET.
3. Students will grasp the major events of Genesis-Numbers to gain an overall perspective of the
history of Israel from Genesis to Numbers.
4. Students will begin work on the last three pages of the CLASS WORKSHEET.

 CLASS WORKSHEET CLASS WORKSHEET KEY KEY BLANKS Benware pgs. 68-75
 NUMBERS youtube
Lesson Review: …………………………………………………………………………………………..………


 For review, have students use the KEY BLANKS to create a key for the book of Numbers that includes key
students write the Important Data About Numbers on page 68 (Key Word, Key Verse, Key Chapter, Key
Characters, Meaning of Numbers, and Geography of Numbers).
Lesson Content: ………………………………………………………………………………………..…….…

Introduction
 For fun education, show the NUMBERS youtube video to introduce the book of Numbers.
15 min
 Give students fifteen minutes time to complete the remaining portions of the first three pages of the class
worksheet. For those who have completed the assignment, have them begin reading the book of Numbers.

 Record grades for students who finish and another grade for those who do not. Help students complete
their work by verbally encouraging them to do their best to complete their work when assigned.
 Using the CLASS WORKSHEET KEY take five minutes to review student work from the previous lesson.
Ensure students are completing the class worksheet before this lesson so they are not expecting to write
answers in as the class discusses the worksheet.
Guided Practice: ..……………………………………………………………………………….


 Ask students to read Benware pages 68-75 (chapter 5), Summary of Numbers, and complete the last
three pages of the CLASS WORKSHEET
 Students will work on this again tomorrow so NO HOMEWORK. No homework today in preparation for a
segment of 4 successive lessons of homework reading through the book of Numbers at a pace of 4-5
chapters a night. Let students know that they will be expected to complete the assignment during the next
lesson, so they may choose to do some homework to meet that goal.
65
Lesson Summary: ………………………………………………………………………………………………
This lesson will complete and then review the Introduction and Summary of the Book of Numbers from
pages 68-75 of Benware. This is the third day of a three day lesson.
Lesson Objectives: …………………………………….………………………………..…..………………....

1. Students will complete and review the last three pages of the CLASS WORKSHEET.
3. Students will grasp the major events of Genesis-Numbers to gain an overall perspective of the
history of Israel from Genesis to Numbers.

 CLASS WORKSHEET CLASS WORKSHEET KEY REVIEW GENESIS-NUMBERS ppt
 Benware pgs 68-75
Lesson Review: …………………………………………………………………………………………..………




For review, use the REVIEW GENESIS-NUMBERS ppt. Show slide numbers 1-18 which provide an
overview of Genesis-Leviticus. Use this ppt presentation to solidify the events, times, and dates.
Following slide numbers 1-18 in this lesson, introduce slide numbers 19-24 using slide numbers 1-18 as a
backdrop to the book of Numbers.
 Key points to mention from Numbers are the sequence of events from Mt Sinai to Kadesh-Barnea, to the
disobedience, to the wanderings, back to Kadesh-Barnea, the working of the miracle with Moses and the
rock, to the sending of the spies into Canaan, and the resulting fear and rebellion at Korah.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction

 Ask students to complete reading of Benware pages 69-75 (chapter 5), Summary of Numbers, and complete
the last three pages of the CLASS WORKSHEET.
Guided Practice: ..……………………………………………………………………………….


 Have the students complete the last three pages of the CLASS WORKSHEET.
 Turn in the class worksheet for grade. Even if students have not finished the worksheet, have them turn it
in for a grade.
66
Lesson Summary: ………………………………………………………………………………………………

This lesson will use the NUMBERS ppt for review of the Introduction and Summary of the Book of Numbers,
from pages 68-75 of Benware and then introduce the idea of Old Testament Covenants. Following the review
and this lesson on Covenants, we will begin a concentrated effort of 4 consecutive lessons consisting of making
personal life application of spiritual truths learned in the book of Numbers. One purpose of this concentration
on life application will be for the purpose of helping students recognize the value of the OT as possessing great
and valuable spiritual truths for the development of their spiritual lives. Another purpose of these 4 lessons
will be to introduce students to the skill of recognizing what a spiritual truth is and how that truth can be
extracted from the biblical text for personal life application.
It is imperative that students critically and prayerfully read the assigned readings as they really are, as the
Word of God to each of them (as the Thessalonians were praised for doing) in order to receive the most benefit
possible from these lessons.
In order to help the students faithfully read, this lesson will focus on the principles of creating an OT covenant
between two parties. There are four major methods Israel used to enter into a covenant. See the COVENANTS
ppt for more information. For a more fun time you may act out any of the four. For instance, you may want to
organize a BBQ for this class lesson. Prepare a chicken, or two, or three, or four, etc, each cut down the middle.
Prior to throwing them on the grill, lay each part on two sides of a walkway. Have each student in the class
walk through the middle of the two halves as they verbally agree to read each of the book of Numbers’ reading
assignment each night for the next 4 lessons. If a BBQ won’t work, perhaps an order of buffalo wings will
suffice spread out on the floor in two separate lines for students to walk through OR one of the other methods
of establishing a covenant. The important thing is for students to commit (make a covenant) to reading the
reading assignments.

1. Students will understand what a biblical covenant is.
2. Students will understand four different methods for establishing a biblical covenant.
3. Students will establish a covenant with themselves to read the Numbers’ reading assignment each
night for the next 4 lessons.
 NUMBERS ppt COVENANTS ppt READING GOD’S WORD READING GOD’S WORD KEY
Lesson Review: …………………………………………………………………………………………..………

 Use the NUMBERS ppt for a final review of Numbers. Elicit coments and feedback from students.
Lesson Content: ………………………………………………………………………………………..…….…

 Use the COVENANTS ppt presentation to introduce the lesson on helping students make a covenant to
read the Numbers’ reading assignments each day for the next 4 lessons.
Guided Practice: ..……………………………………………………………………………….

 Chose one method of establishing an OT covenant and have each student establish a covenant with another
student affirming that the students will read each of the Numbers reading assignments.
 Have each pair of covenanter decide what the consequences will be for breaking the covenant.
Independent Practice: ..………………………………………………………………………
 Have students read READING GOD’S WORD and complete the questions at the end of the assignment.
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FOUNDATIONAL BOOKS – APPLICATION INTRODUCTION
Lesson Summary: ………………………………………………………………………………………………

This lesson will be an introduction to a concentrated effort of 4 consecutive lessons consisting of making
personal life application of spiritual truths learned in the book Numbers. One purpose of this concentration on
life application will be for the purpose of helping students recognize the value of the OT as possessing great and
valuable spiritual truths for the development of their spiritual lives. Another purpose of these 4 lessons will be
to introduce students to the skill of recognizing what a spiritual truth is and how that truth can be extracted
from the biblical text for personal life application. This lesson in particular, will define what a biblical principle
is, how to discover a biblical principle, and then demonstrate how to make personal application to one’s life.

1. Students will understand what a biblical truth/principle is.
2. Students will understand how to recognize a spiritual truth/principle.
3. Students will make personal application of spiritual truths discovered in the Old Testament.

 CLASS WORKSHEET READING GOD’S WORD READING GOD’S WORD KEY
Lesson Review: …………………………………………………………………………………………..………

 For review have students share about their covenant to read every day for the next 4 days.

 Questions to ask: Are you excited to fulfill your covenant? Are you afraid you will fail to keep your
covenant? Did you really mean what you said when you made the covenant?
 Ensure that the last lesson’s homework assignment is complete and student questions are answered.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction

 Review READING GOD’S WORD and make sure students have completed the assignment before this
lesson. At the end of this lesson, ensure that students have the correct answers to the five questions at the
end of the paper.
Guided Practice: ..……………………………………………………………………………….


 Use the CLASS WORKSHEET and walk students through the process of discovering what a biblical
principle is and how to apply a biblical principal to one’s personal life. As a class, review the paper.

 Have students begin to fulfill their reading covenant and read Numbers 1-6.
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FOUNDATIONAL BOOKS – APPLICATION 1
Lesson Summary: ………………………………………………………………………………………………

This lesson will be the 1st of 4 consecutive lessons consisting of making personal Life Application1 of
spiritual truths learned in the book Numbers. One purpose of this concentration on life application will be for
the purpose of helping students recognize the value of the OT as possessing great and valuable spiritual truths
for the development of their spiritual lives. Another purpose of these 4 lessons will be to introduce students to
the skill of recognizing what a spiritual truth is and how that truth can be extracted from the biblical text for
personal life application. This lesson In particular, will demonstrate how to make personal application to one’s
life from Numbers chapters 1-6.

1. Students will learn the process of recognizing and applying spiritual truths/principles from
Numbers chapters 1-6 to one’s personal life.

 CLASS WORKSHEET CLASS WORKSHEET KEY Set of Cymbals
Lesson Review: …………………………………………………………………………………………..………

0 min (Participation Grade) No Review
Lesson Content: ………………………………………………………………………………………..…….…
Introduction

 Use the cymbals at the beginning of the lesson by having students make random clanging noises to
puposely create an irritating, annoying sound. This is to illutrate the uselessness, not to mention the
annoyance, of the type of person who likes to demonstrate that they know all the Bible facts but fail to live
them out without loving others and being a positive witness for Jesus Christ.
 Review with students that the purpose of all study of the Bible is discovering biblical truth that leads to
personal application. Remind them from 1Cor 13 that knowledge without love is as useless as clanging
cymbals.
Guided Practice: ..………………………………………………………………………..……….

 Explain to the class that in order to extract a biblical principle from the text, one must make an observation
of a fact from the text. That fact then becomes the foundation upon which a general biblical principle rests.
For instance, FACT: One companion of Jesus on the cross expressed humility and was rewarded with
eternal life, while another expressed resentment and was not rewarded. Therefore, a biblical principle to
extract from this fact is “God rewards humility.”
 Not all biblical facts become biblical principles however. For instance, FACT: Judas hung himself. It does
not follow that just because Judas hung himself that God desires all men to hang themselves.

 Use the CLASS WORKSHEET and walk students through the process of discovering what a biblical
principle is and how to apply a biblical principal to one’s personal life from Numbers 1-6.
 Students may begin reading Numbers chapters 7-14.

 Have students read Numbers chapters 7-14.
69
Lesson Summary: ………………………………………………………………………………………………

This lesson will be the 2nd of 4 consecutive lessons consisting of making personal Life Application2 of spiritual
truths learned in the book Numbers. One purpose of this concentration on life application will be for the
purpose of helping students recognize the value of the OT as possessing great and valuable spiritual truths for
the development of their spiritual lives. Another purpose of these 4 lessons will be to introduce students to the
skill of recognizing what a spiritual truth is and how that truth can be extracted from the biblical text for
personal life application. This lesson in particular, will demonstrate how to make personal application to one’s
Lesson Objectives: …………………………………….…………………………..…..………………………..

1. Students will be exposed to the process of recognizing and applying spiritual truths/principles
from Numbers chapters 7-14 to one’s personal life.
2. Students will prepare for Quiz4 in lesson 2-10-5 using QUIZ4 STUDY GUIDE. The Study Guide will
be taken home and will be due before lesson 2-10-4.

 QUIZ4 STUDY GUIDE QUIZ4 STUDY GUIDE KEY
Lesson Review: …………………………………………………………………………………………..………


 Explain again for the students that in order to extract a biblical principle from the text, one must make an
observation of a fact from the text. That fact then becomes the foundation upon which a general biblical
principle rests. For instance, FACT: One companion of Jesus on the cross expressed humility and confessed
his sin. Therefore, a biblical principle to extract from this fact is “Humility precedes confession of sin.”
 Not all biblical facts become biblical principles however. For instance, FACT: Jesus forgave us and died on
the cross. It does not follow that just because Jesus died on the cross for my forgiveness that God desires all
men to die on a cross in order to forgive others.
Lesson Content: ………………………………………………………………………………………..….….…

Introduction
 Review Class Worksheet from previous lesson. Since the concepts are difficult to grasp and articulate for
some students, and because life situations vary from person to person, make sure students understand that
insights vary from person to person and that not everyone will discover the same principles and make the
same life applications.
Guided Practice: ..……………………………………………………………………………….


 Use the Application CLASS WORKSHEET and walk students through the process of discovering what a
biblical principle is and how to apply a biblical principal to one’s personal life from Numbers 7-14.

 Have students complete QUIZ4 STUDY GUIDE before lesson 2-10-4.
70
Lesson Summary: ………………………………………………………………………………………………
This lesson will be the 3rd of 4 consecutive lessons consisting of making personal Life Application3 of spiritual

2. Students will prepare for Quiz4 using QUIZ4 STUDY GUIDE. Study Guide will be due before lesson
2-10-4.

Lesson Review: …………………………………………………………………………………………..………

 Explain to students once again that in order to extract a biblical principle from the text, one must make an
principle rests. For instance, FACT: Both of Jesus’ companions on the cross were guilty of crimes, yet Jesus
takes the time to speak to them both from the cross. Therefore, a biblical principle to extract from this fact
is “Jesus was more concerned about his two companions on the cross than he was about himself on the
cross.”
 Not all biblical facts become biblical principles however. For instance, FACT: Jesus takes the time to speak
to criminals. It does not follow that just because : Jesus takes the time to speak to criminals that God
desires all men to speak to criminals.
Lesson Content: ………………………………………………………………………………………..…….…
Introduction
Guided Practice: ..…………………………………………………………….………………….


 Use the Application CLASS WORKSHEET and walk students through the process of discovering what a
biblical principle is and how to apply a biblical principal to one’s personal life from Numbers 15-25.

 Students will complete QUIZ4 STUDY GUIDE before the next lesson.
71
Lesson Summary: ………………………………………………………………………………………………
This lesson will be the 4th of 4 consecutive lessons consisting of making personal Life Application4 of spiritual
life from Numbers chapters 26-36. This lesson in particular, will demonstrate how to make personal
application to one’s life from Numbers chapters 26-36. Also students will review for Quiz4.
Lesson Objectives: …………………………………….……………………………..…..…………………....

2. Students will review for Quiz4.

Lesson Review: …………………………………………………………………………………………..………


 Review QUIZ4 STUDY GUIDE to ensure students have the correct answers for their quiz.

 Once again, explain to students that in order to extract a biblical principle from the text, one must make an
principle rests. For instance, FACT: One companion of Jesus on the cross was rewarded with eternal life at
his last dying moments. Therefore, a biblical principle to extract from this fact is “It is never too late to
come to know Jesus and be saved.” Not all biblical facts become biblical principles however. For instance,
FACT: One companion of Jesus on the cross was rewarded with eternal life at his last dying moments. It
does not follow that just because one companion of Jesus on the cross was rewarded with eternal life at his
last dying moments that God desires all men to wait to their last dying moments to come to know Jesus..
Lesson Content: ………………………………………………………………………………………..…….…
Guided Practice: ..……………………………………………………………………….……….


 Use the CLASS WORKSHEET KEY as student use the CLASS WORKSHEET and walk students through the
process of discovering what a biblical principle is and how to apply a biblical principal to one’s personal life
from Numbers 26-36.

 Have students prepare for Quiz4 in the next lesson. Quiz4 is an open book, open notes quiz. They will not
be able to use their Quiz4 study guide. Students should be advised that the best preparation is to get their
notes for the past 9 lessons in Numbers in order for use on the quiz.

 Have students prepare for QUIZ 4 in the next lesson.
 Students should use QUIZ4 STUDY GUIDE to prepare for the quiz in the next lesson.
72
FOUNDATIONAL BOOKS – QUIZ4
Lesson Summary: …………………………………………………………………………………….……………

This lesson will Assess Student’s Learning of the objectives of the last 9 lessons using Quiz4, a 58 point quiz.
Lesson Objectives: …………………………………….……………………………..…..…………….……......

1. Collect QUIZ4 STUDY GUIDE for grading.
2. Students will take Quiz4.
Lesson Materials: ………………………………………………………………………………..…….…...……..

 QUIZ4 QUIZ4 KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...….…

 Hand out QUIZ4

 Start Quiz4 – The class has 50 minutes to work on this open book/open notes quiz in class. If students do
not not complete the quiz during that time, they may take it home and return it completed at the beginning
of the next lesson.
Numbers are included.
Independent Practice: ..…………………………………………………………………….……
73
FOUNDATIONAL BOOKS – DEUTERONOMY
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be an Introduction to the Book of Deuteronomy, covering in particular, the Authorship and
Date of Deuteronomy, The Purpose of Deuteronomy, Special Considerations on Deuteronomy as well as
Important Data About Deuteronomy, a Basic Outline of Deuteronomy, and Background Points on Deuteronomy
from Benware pages 75-79.

1. Students will grasp the major events of the book of Deuteronomy as a review to gain an overall
perspective of the history of Israel from Genesis to Deuteronomy to use as a backdrop for
introducing the book of Deuteronomy.
2. Students will understand the four basic divisions of the book of Deuteronomy.
3. Students will complete the first two pages of the CLASS WORKSHEET.

 THE PENTATEUCH MOVIE youtube THE FABULOUS BENTLEY BROTHERS - DEUTERONOMY
 PICTORIAL OLD TESTAMENT ppt DEUTERONOMY OVERVIEW ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Use the funny/corny THE PENTATEUCH MOVIE to review the Pentateuch and introduce the book of
Deuteronomy. This movie includes many of the events that the Walk Thru the Bible uses in their
presentations that are not covered in this survey course, but no worries; this movie is interesting enough to
hold students’ attention. In any case, it is important to introduce this movie with the disclaimer that many
events in the movie may not be familiar, but many should be familiar as a result of earlier portions of this
course.
Lesson Content: ………………………………………………………………………………………..…….…

Introduction
3 min
 For fun education, have students view the THE FABULOUS BENTLEY BROTHERS - DEUTERONOMY
youtube video.

 Have students view the DEUTERONOMY OVERVIEW ppt for an initial overview of the book and have them
interact with the material presented in the slide presentation.

 Students may then begin reading Benware pages 75-79 and begin completing the first two pages of the
CLASS WORKSHEET.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students work on updating their class timeline as a class. Review with them the events of Genesis –
Numbers to refresh their memories. You may wish to review the PICTORIAL OT with students as well.
The student may also use their 3x5 cards to help fill out their class timelines.
74
FOUNDATIONAL BOOKS – DEUTERONOMY
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be a Summary of the Book of Deuteronomy, covering in particular, the four point outline of the
book of Deuteronomy so that students become familiar with Deuteronomy as the sermon/exhortation book of
the Old Testament. Students will also complete the final two pages of the Class Worksheet from Benware pages
75-79.

1. Students will grasp that the book of Deuteronomy is made up of major exhortations given by Moses
to the nation of Israel just before they were to enter into Canaan.
2. Students will understand the four basic divisions of the book of Deuteronomy.
3. Students will complete the final two pages of the CLASS WORKSHEET.

 CLASS WORKSHEET CLASS WORKSHEET KEY PICTORIAL OLD TESTAMENT ppt
 KEY BLANKS DEUTERONOMY ppt Benware pgs 75-79
Lesson Review: ……………………………………………………………………………………….…..….…..…

 For review, have students use their KEYS to review key facts of Genesis-Numbers.
Lesson Content: …………..…………………………………………………………………....….…


 Have students finish reading Benware pages 75-79 and complete the final two pages of the CLASS
WORKSHEET.
Guided Practice: ..…………………..…………………………………………………….…...…….


 Since Deuteronomy is the close of the Pentateuch, for one more final overview of the book, have students
view the DEUTERONOMY ppt.
10 min
 Create a key for the book of Deuteronomy that includes key words, key verses, key chapter, and key
characters. Hand out one page per student. Students may use scissors to cut out the key or the more
meticulous students may want to cut out the key in detail. Have students write the Important Data About
Deuteronomy on page 76 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of Deuteronomy,
and Geography of Deuteronomy).

WORKSHEET if they have not done so in class.
75
FOUNDATIONAL BOOKS – THE PENTATEUCH
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be a Summary of the Pentateuch and a review of Old Testament structure.

1. Students will review the Pentateuch – Genesis through Deuteronomy.
2. Students will be introduced to the symbolism and references to the Messiah in the Pentateuch.
3. Students will create a Pentateuch Timeline.

 THE PENTATEUCH1 youtube THE PENTATEUCH2 youtube PICTORIAL OT ppt
 JESUS IN THE PENTATEUCH youtube THE PENTATEUCH youtube DEUTERONOMY PUZZLE
 DEUTERONOMY PUZZLE KEY GENESIS-DEUTERONOMY CLASS WORKSHEETS
Lesson Review: ……………………………………………………………………………………….…..….…..…

5 min
 Use the THE PENTATEUCH1 youtube video and the THE PENTATEUCH2 youtube video to help students
review the contents of the Pentateuch. The narrator of these videos is British and his accent is a bit thick
and difficult to understand but it is worthwhile for students to view.
Lesson Content: …………..………………………………………………………………….....….…

Introduction
5 min
 For fun, have students view the THE PENTATEUCH youtube video. Have students follow along in their
head with the song as the song will provide a short timeline of Old Testament events within the framework
of the Pentateuch.
Guided Practice: ..…………………..…………………………………………………….…...…….

15 min
 Using all the information available to students (textbook, notes, quizzes, class worksheets, key blanks,
timelines, 3x5 OT pictorial cards, etc.), have each individual student create a Pentateuch Timeline of their
own. The Timeline can either be all pictorial, all written, a combination of written and pictorial, or another
form they choose. Instruct students that the outline should be rudimntary and not an art piece. Turn in for
grade before the next lesson.
 Using the JESUS IN THE PENTATEUCH youtube video, introduce the idea that the Pentateuch, as well as
the rest of the Old Testament, contains numerous references/symbolism of Jesus/the Messiah. Have
students take notes, writing down the references mentioned and the figures used in the OT that refer to the
Messiah e.g. the “serpant lifted up” or “the placement of the tribes in the shape of a cross”, etc.

 Use the PICTORIAL OT ppt slide numbers 1-16 for review of OT events. Have students create new 3X5
cards for the new pictorial clues for slide #’s 17 & 18.

 Finish Pentateuch Timeline if students have not finished it in class.
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FOUNDATIONAL BOOKS – JOSHUA
Lesson Summary: …………………………………………………………………………………….……………

Having completed a survey of the books of the Law/Pentateuch, this lesson begins the History section of the Old
Testament. This lesson will be an Introduction to the Book of Joshua, which is the beginning of the Historical
books of the English organization order. In particular, the Authorship and Date of Joshua, The Purpose of
Joshua, Special Considerations on Joshua as well as Important Data About Joshua, a Basic Outline of Joshua and
Background Points on Joshua from Benware pages 80-90. Remind studnts of the 17-5-17 OT structure.
1. Students will grasp the major events of the book of Joshua to gain an overall perspective of the
history of Israel from Genesis to Joshua.
2. Students will understand the two basic divisions of the book of Joshua.
3. Students will complete the Introduction Section of the CLASS WORKSHEET.
 CLASS WORKSHEET CLASS WORKSHEET KEY INTRODUCTION TO JOSHUA ppt
 JOSHUA FOUGHT THE BATTLE OF JERICHO youtube JOSHUA OVERVIEW ppt
 JOSHUA CARTOONS Benware pgs 80-90 THE HISTORICAL BOOKS youtube
Lesson Content: ………………………………………………………………………………………..………..…
Introduction
10 min
 For educational entertainment’s sake related to the book of Joshua, you may have the JOSHUA FOUGHT
THE BATTLE OF JERICHO youtube video sung by Elvis Presley playing as students enter the room.
 As students enter the room to the music of the Battle of Jericho, have a front and back side copy of the
JOSHUA CARTOONS on each desk to review until the next portion of the lesson. Let students interact
among themselves with the cartoons. Be especially alert to the Rahab cartoon so that the more immature
boys do not become innapropriate with the cartoon. The cartoon is purposely used to stretch students’
perceptions about God and encourage discussion about how God used a prostitute to fulfull His purposes.
 Introduce the Historical books with the short youtube video THE HISTORICAL BOOKS.
5 min
 For an introduction to the book of Joshua, use the INTRODUCTION TO JOSHUA ppt to portray Joshua and
the book of Joshua as an exciting, progressive, aggressive, challenging, warrior-like book filled with
descriptive and adventurous, conquering, tenacious, strong, commanding events. It is the story of God
fulfilling His promise to provide the nation of Israel their land. It is the captivating record of God’s
empowerings of the nation of Israel to take the land by force and thus demanding from the defeated nations
the respect the God of the Israelites deserves.

 View with the students the JOSHUA OVERVIEW ppt and have students take notes. No need to go into detail
about most of the events in the slide show, but do however highlight the Spies and Rahab, the Crossing the
Jordan River, the Taking of Jericho, the Failure at Ai, and the Dividing of the Land. If time allows, there is
great discussion potential with all these events, especially how God used a prostitute to accomplish His
purposes and how individual sin can affect us all in a Christian community (Ai).
Guided Practice: ..…………………..…………………………………………………….…..…….

 Have students begin reading Benware pages 80-90 and begin completing the first two pages of the CLASS
WORKSHEET.

 Have students finish reading Benware pages 80-90 and complete the first two pages of the CLASS
WORKSHEET and be ready to review at the beginning of the next lesson.
77
FOUNDATIONAL BOOKS – JOSHUA
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be a Summary of the Book of Joshua, covering in particular, the two point outline of the book
of Joshua and completing the final two pages of the Class Worksheet from pages 80-90 of Benware. Students
will also be challenged to think critically about the possibility of the miraculous natural and miraculous
supernatural significance of the stopping of the Jordan River and God’s orchestration of that event as a means of
providing a way for the Israelites to cross the Jordan River.
1. Students will grasp the major events of the book of Joshua as a review to gain an overall
perspective of the history of Israel from Genesis to Joshua to use as a backdrop for introducing the
book of Joshua.
2. Students will understand the two basic divisions of the book of Joshua.
3. Students will complete the Summary Section of the CLASS WORKSHEET.
 WHEN THE JORDAN RIVER STOPPED youtube KEY BLANKS OT SYMMERY CHART
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Use the CLASS WORKSHEET KEY and review the first two pages from the previous lesson.
 Use the OT SYMMERY CHART to review the structure of the OT and to help orient students to gain a
perspective of where they are at in the OT Survey study.

 Use the WHEN THE JORDAN RIVER STOPPED youtube video to review some features of the geography of
the book of Joshua and especially God’s miraculous stopping the Jordan River for the Israelites to cross. Use
this short video to introduce a discussion with students about the possibility of God using natural physical
events to produce the miraculous supernatural events.
Lesson Content: …………..…………………………………………………………………...….…
 For review, have students use the KEY BLANKS to create a key for the book of Joshua that includes key
students write the Important Data About Joshua on page 82 (Key Word, Key Verse, Key Chapter, Key
Characters, Meaning of Joshua, and Geography of Joshua).

WORKSHEET.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students work on updating their class clothesline timeline as a class. Review with them the events of
Genesis – Joshua to refresh their memories. Students may use their updated 3x5 cards from the previous
lesson to remind them of the most recent events from the book of Joshua.

WORKSHEET and be ready for review before the next lesson.
78
FOUNDATIONAL BOOKS – JUDGES
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be an Introduction to the Book of Judges. In particular, this lesson will cover the three point
outline of the book of Judges and complete the Introduction Section of the Class Worksheet from pages 91-97
of Benware. The story of Samson will also be introduced. Benware pages 98-107 will be left for a lesson
entitled “Israel and the Nations” in lesson 2-13-1.
1. Students will grasp the major events of the book of Judges as a review to gain an overall
perspective of the history of Israel from Genesis to Judges to use as a backdrop for introducing the
book of Judges.
2. Students will understand the three basic divisions of the book of Judges.
4. Students will begin completing QUIZ 5 STUDY GUIDE in preparation for quiz in lesson 2-12-5.
 CLASS WORKSHEET CLASS WORKSHEET KEY QUIZ 5 STUDY GUIDE Benware pgs 91-97
 THE FABULOUS BENTLEY BROTHERS – JUDGES youtube STORY OF SAMSON youtube
 PICTORIAL OLD TESTAMENT ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Review the CLASS WORKSHEET KEY from the previous lesson. Make sure each student has completed the
worksheet before the review.
Lesson Content: …………..……………………………………………..……………………...….…
Introduction

 Use THE FABULOUS BENTLEY BROTHERS – JUDGES youtube video to introduce the book of Judges.
 Use the STORY OF SAMSON youtube video to introduce the story of Samson. Be very careful though at the
beginning and the end of the video as youtube will take you to a collage of other thumbnail selections of
videos one of which is the bare backside of a woman in the bottom right hand corner. So catch the ending
early and do not let youtube finish completely taking you to the thumbnail selections. However, in spite of
this, there is only one objectionable portion of the video, where the word “freakin” is used several times
purposely for humor, and it is hilarious even though the word is very objectionable when used in its normal
negative context. Caution students beforehand about the difference in normal uses of that word as opposed
to this humurous use. This is a very corny clip.
Guided Practice: ..…………………..…………………………………………………….…..…….

 Have students begin reading Benware pages 91-97 and begin completing the CLASS WORKSHEET.

 Have students work on updating their class clothesline timeline as a class. Review with them the events of
Genesis – Judges to refresh their memories. Students may use their updated 3x5 cards from the previous
lesson to remind them of the most recent events from the book of Judges.
 You may want to have the PICTORIAL OT available and use to help with the Timeline.
 Have students complete reading Benware pages 91-97 and complete the first two pages of the CLASS
WORKSHEET to be reviewed and turned in before the next lesson.
79
FOUNDATIONAL BOOKS – JUDGES
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Book of Judges. In particular, this lesson will cover the three point
outline of the book of Judges and completing the summary section of the Class Worksheet from pages 91-97 of
Benware. Students will be made aware of the controversy surrounding the story of Jephthah and the human
sacrifice alluded to there.
1. Students will grasp the major events of the book of Judges.
2. Students will understand the three basic divisions of the book of Judges.
3. Students will become aware of the controversy surrounding the story of Jephthah and the human
sacrifice alluded to there.
4. Students will complete the summary section of the CLASS WORKSHEET.
5. Students will begin completing QUIZ 5 STUDY GUIDE in preparation for Quiz5 in lesson 2-12-5.
 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 91-97 GIDEON youtube
 JEPHTHAH youtube QUIZ5 STUDY GUIDE KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…
 Review the Introduction Section of the CLASS WORKSHEET KEY from the previous lesson. Make sure
each student has completed the worksheet before the review.
Lesson Content: …………..……………………………………………………………………...….…
Introduction

 Use the stories of Gideon and Jephthah to introduce the contents of Judges.
 Use the GIDEON youtube video to introduce the story of Gideon defeating the Ammonites in the book of
Judges. Mention that Gideon is considered a biblical hero according to Hebrews 11.
 Use the JEPHTHAH youtube video to introduce the controversy of human sacrifice in the book of Judges.
This video is produced by an athiest and is intended to be used against Christians. Admittedly the defense
the producer puts into the mouths of Christians for debating the Jephthah story is ludicrous. It is important
to let students know that the producer is putting ludicrous words in our mouths. We would answer the
story as the Hebrews would, saying that human sacrifice is a heinous and disturbing act reflecting the
degree of sin to which the Israelites fell during the era of theocracy. There is also one offensive reference
to Jephthah’s daughter being remorseful because she had not been “laid”, a reference to the biblical story of
her virginity. Let the students know of this reference ahead of time as well. Interestingly, Jephthah is also
a biblical hero mentioned in Hebrews 11. Students should be aware of the controversy surrounding the
Jephthah story and should eventually be prepared for a defense.
Guided Practice: ..…………………..…………………………………………………….…..……...
 For review, have students use the KEY BLANKS to create a key for the book of Judges that includes key
students write the Important Data About Judges on page 92 (Key Word, Key Verse, Key Chapter, Key
Characters, Meaning of Judges, and Geography of Judges).

 Have students complete the reading of Benware pages 91-97 complete the CLASS WORKSHEET.
 If time allows, have students work on updating their class clothesline timeline as a class. Review with them
the events of Genesis – Judges to refresh their memories. Students may use their updated 3x5 cards from
the previous lesson to remind them of the most recent events from the book of Judges.
 Have students complete reading Benware pages 91-97 and complete the CLASS WORKSHEET to be
reviewed and turned in before the next lesson.
80
FOUNDATIONAL BOOKS – RUTH
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be an Introduction and Summary of the Book of Ruth. In particular, this lesson will cover the
four point outline of the book of Ruth, the authorship and date of Ruth, the purpose of Ruth, and special
considerations on Ruth. This lesson will also have students complete a Class Worksheet from pages 108-110 of
Benware.
1. Students will grasp the major events of the book of Ruth.
2. Students will understand the four basic divisions of the book of Ruth.
3. Students will complete the CLASS WORKSHEET.
 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 108-110 RUTH youtube
 THE STORY OF RUTH youtube THE BOOK OF RUTH youtube THE BOOK OF RUTH ppt
 KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review the Summary section of the Judges CLASS WORKSHEET KEY with the sudents ensuring that the
students have the answers completed. Only ask for questions students were unable to answer.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the THE BOOK OF RUTH ppt to help students grasp the contents of the book of Ruth. Have students
take notes. Especially important are the cultural features of God’s Law to care for the poor, and the Kinsman
Redeemer as important backdrop information for understanding the book of Ruth.
10 min
 Now that the students are familiar with the story of the book of Ruth, use this short but hilarious youtube
video THE BOOK OF RUTH to whet their appetitite for the rest of the discussion. Mention to the students
that the Book of Ruth is the only book in the Old Testament that does not mention “God” in the book and
that it is the only book in the Old Testament that encompasses only one particular story.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students begin reading Benware pages 108-110 and begin working on the CLASS WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of Ruth that includes key words, key
verses, key chapter, and key characters. Hand out one page per student. Students may use scissors to cut
out the key or the more meticulous students may want to cut out the key in detail. Have students write the
Important Data About Ruth on page 108 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Ruth, and Geography of Ruth)
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FOUNDATIONAL BOOKS – REVIEW
Lesson Summary: …………………………………………………………………………………….……………

This lesson will review Genesis through Ruth including an overall timeline from Creation to the Era of
Theocracy and the period of the judges.
Lesson Objectives: …………………………………….……………………………..…..…………….….…......

1. Students will review the major events recorded in the book of Genesis through the book of Ruth.

 QUIZ 5 STUDY GUIDE
 CLASS TIMELINES OT HISTORY ppt GEN-RUTH REVIEW ppt
 CLASS WORKSHEETS THE OLD TESTAMENT a.k.a. THE ICE CREAM SONG youtube
Lesson Review: …………………………………………………………………………………….…..….…..…


 Use the fun THE OLD TESTAMENT a.k.a. THE ICE CREAM SONG youtube video to review the English
Order of the Old Testament books.

 Use the PICTORIAL OT ppt slide numbers 1-21 for review of OT events. Have students create new 3X5
cards to learn the new picture clues.
Lesson Content: …………..…………………………………………………………………………………………….…......….…

Introduction

 Use the GEN-RUTH REVIEW ppt to help students review some of the contents of the Introduction and
Overview of the Old Testament. Review each slide by asking for student input. Have students take notes.
Guided Practice: ..…………………..…………………………………………………….…..…….


 During this time, students can review each of their CLASS WORKSHEETS from Genesis to Ruth as a means
of helping students solidify the contents of the events of those books in their minds.
Independent Practice: ……………………………………………………………………….……

 Use CLASS TIMELINES and each CLASS WORKSHEET from Genesis to Ruth to prepare for Quiz5 in the next
lesson.
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FOUNDATIONAL BOOKS – QUIZ5
Lesson Summary: …………………………………………………………………………………….……………

This lesson will Assess Student’s Learning of the objectives of the last nine lessons using Quiz5, a 30 point quiz.


 QUIZ5 QUIZ5 KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...….…

 Hand out QUIZ 5.

Start Quiz5 – The class has 50 minutes to work on the quiz in class.
Ruth are included.
Guided Practice: ..…………………..…………………………………………………….…..…….
83
FOUNDATIONAL BOOKS – ISRAEL AND THE NATIONS
Lesson Summary: …………………………………………………………………………………….……………

This lesson will review Israel and the Nations (Benware pages 98-107) in order to provide a broader
perspective of Israel’s purpose of being a Light to the Nations. Students will define the word “nations” to mean
“ethnic groups/people groups” of the world. Students will also be exposed to portions of the Old Testament
that proclaim God’s mission to be “making His great character known to the nations of the world” by using “the
nation of Israel as a Light to the Nations” theme. Students will understand their own mission in light of God’s
mission, and as a member of Gods’ family, be challenged to adopt the same mission and refocus their attention
to the unreached nations/people of the world.
1. Students will define the term “nations”.
2. Students will understand that God’s mission in the world is to make Himself known to the
NATIONS as He is in the process of Gathering the Nations. Students will adopt God’s mission as
their own mission in life.
3. Students will complete a CLASS WORKSHEET.
 CLASS WORKSHEET CLASS WORKSHEET KEY NATION TONGUE TRIBE PEOPLE Benware pgs 98-107
 THE THREAD youtube UNREACHED VILLAGE youtube JOHN PIPER youtube TOWER OF BABEL youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Introduce the topic of Israel and the Nations by using the THE TOWER OF BABEL youtube video. Remind
students from where the nations surrounding Israel originated and ask them WHY do they think God
decided to SCATTER the nations in the first place? What was His purpose in doing so? Point out that the
scattering of the nations is God’s strategy to demonstrate His greatness (character, miracles, mercy, love,
forgiveness, etc.) throughout the centuries as He GATHERS them to Himself through fulfilling His promise
of Gen 12 to the establishment of the nation of Israel and ultimately through to Jesus today. Refer students
to Benware pages 98-107. Reinforce the concept of God’s Scattering the Nations in oredr to Gather the
Nations His specific strategy He is using to reveal His character to ALL the inhabitants of the world.
 You may also want to use the youtube video, THE THREAD, to remind students that the missionary task is
to continue Gathering the Nations by reaching the unreached nations of the world with the gospel message.
Lesson Content: …………..…………………………………………………………………...…...…

 Have students read NATION TONGUE TRIBE PEOPLE and afterwards discuss what the definition of
“nations” is from the Bible.
 Divide the students into five (5) teams. Pass out the CLASS WORKSHEET and have students begin
completing the team section of the worksheet that they represent. Team #1 completes the section labeled
Team #1, etc. Afterwards, ask a representative from each team to answer the question posed of the
worksheet, “What is the common thread tying each of the verses together?” Once all teams report, read
Isaiah 49:6 and discuss God’s purpose as stated there… How does this apply personally?
“…I will also make you a light for the Gentiles, that my salvation may reach to the ends of the earth.”
Guided Practice: ..…………………..…………………………………………………….…..…….


 View the JOHN PIPER youtube video in order to challenge students to think broadly about God’s purpose
for their lives in light of His overall purpose of reaching the unreached people groups of the world.
 Use the UNREACHED VILLAGE youtube video to reinforce the concept that reaching the unreached nations
is the final frontier in fulliflling Mathew 24:14, first initiated with the Abrahamic Covenant in Genesis 12.
“The gospel will be preached as a testimony to all nations, and then the end will come.” (Mt 24:14)
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FOUNDATIONAL BOOKS – 1SAMUEL
Lesson Summary: …………………………………………………………………………………….……………

This lesson will continue with the books of history and will be an Introduction to the Book of 1Samuel. In
particular, this lesson will cover the three point outline of the book of 1Samuel, the authorship and date of
1Samuel, the purpose of 1Samuel, and special considerations on 1Samuel. This lesson will also have students
complete a Class Worksheet from pages 111-117 of Benware.

1. Students will grasp some of the major events and characters of the book of 1Samuel.
2. Students will understand the three basic divisions of the book of 1Samuel.
3. Students will complete the Introduction section of the CLASS WORKSHEET.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 111-117 1SAMUEL youtube
 1SAMUEL CARTOONS ppt 1&2 SAMUEL ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…
 Use the previous lesson’s CLASS WORKSHEET KEY to review the previous lesson: Israel and the Nations.
Ensure that students have grasped the fact that God’s mission is TO THE NATIONS .
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the 1SAMUEL youtube video to introduce the book of 1Samuel.
10 min
 Use the 1SAMUEL CARTOONS to help students get some idea of the stories that are in 1Samuel. Most
students will have heard of the stories but not realized that they are located in 1Samuel. Let students chat
amongst themselves but do provide direction to students when needed. Have students comment and
interact with the cartoons as much as possible.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students complete reading Benware pages 111-117 and complete the Introduction section of the
CLASS WORKSHEET.

CLASS WORKSHEET to be reviewed and turned in before the next lesson.
85
Lesson Summary: …………………………………………………………………………………….……………

This lesson will continue with the books of history and will be a Summary of the Book of 1Samuel. In
particular, this lesson will cover the three point outline of the book of 1Samuel, and introduce Saul and David.
This lesson will also have students complete the Summary section of the Class Worksheet from pages 111-117
of Benware.
2. Students will be introduced to the character of Saul as a corrupt king and David as a good king as
recorded of the book of 1Samuel.
3. Students will complete the Summary section of the CLASS WORKSHEET.
 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 111-117 SAUL & DAVID youtube
 KING SAUL youtube KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Use the CLASS WORKSHEET KEY to review the previous lesson. Be sure students have completed the
Introduction section of the worksheet so that they are not attempting to fill in answers as you review. Do
however allow students to correct their answers if needed.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction
 Use the KING SAUL and then the SAUL & DAVID youtube videos to introduce the second half of the book of
1Samuel. Remind the students that Samuel was the man who anoints both Saul and David. Important to
also point out is that Saul was considered a man of poor character because of his long poor track record of
corruption and sin. In contrast to Saul is David, who was considered a man after God’s own heart even
though his life is speckled with sin. More will be covered about the life of David in lesson 2-14-3.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students complete reading Benware pages 111-117 and complete the Summary section of the CLASS
WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of 1Samuel that includes key words, key
Important Data About 1Samuel on page 112 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning
of 1Samuel, and Geography of 1Samuel).

 Have students complete reading Benware pages 111-117 and complete the Summary section of the
86
Lesson Summary: …………………………………………………………………………………….……………

This lesson will continue with the books of history and will be an Introduction to the Book of 2Samuel. In
particular, this lesson will cover the three point outline of the book of 2Samuel, the authorship and date of
2Samuel, the purpose of 2Samuel, and special considerations on 2Samuel. This lesson will also have students
complete a Class Worksheet from pages 118-123 of Benware.

2. Students will understand the three basic divisions of the book of 2Samuel.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 118-123 1&2SAMUEL ppt
 THE BENTLEY BROTHERS 2SAMUEL youtube 1&2SAMUEL youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Use the previous lesson’s CLASS WORKSHEET KEY to review the previous lesson. Ensure that students
have completed the Summary section of the worksheet ahead of time.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the THE BENTLEY BROTHERS 2SAMUEL youtube video to introduce the book of 2Samuel and
establish with the students that the book focuses on the reign of King David.
 Also if there is enough time, use the 1&2SAMUEL youtube video to review the contents of 1&2Samuel and
the consequences of Solomon’s sins recorded there.
15 min
 Use the 1&2SAMUEL ppt to help students develop an overview of the books of 1&2Samuel.
Guided Practice: ..…………………..…………………………………………………….…..…….


CLASS WORKSHEET.

87
Lesson Summary: …………………………………………………………………………………….……………

This lesson will continue with the books of history and will be a Summary of the Book of 2Samuel. This lesson
will also have students complete a Class Worksheet from pages 118-123 of Benware.
2. Students will understand the two basic divisions of the book of 2Samuel.
3. Students will understand that Psalm 32 and 51 provide the model of seeking a pure heart in the midst
of the guilt and shame of sin as it relates to David’s sin recorded in 2Samuel.
 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 118-123 2SAMUEL APPLICATION ppt
 KING DAVID youtube 1&2SAMUEL ppt KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…

have completed the Introduction section of the worksheet ahead of time.
Lesson Content: …………..…………………………………………………………………...…...…
Introduction
5 min
 Review the historical events of 2Samuel by using the KING DAVID youtube video.

 Use the 1&2SAMUEL ppt to help students develop an overview of the books of 1&2Samuel.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Read Psalm 32:1-5 and 51 together as a class, helping students understand that the background to these
Psalms is David’s sin with Bathsheba as recorded in 2Samuel. Explain that David’s confession in Psalm 32
and 51 is the model for each of us to receive the mercy and grace of God. Forgiveness is realized when our
consciences are cleared from the sense of guilt and shame. Psalm 51 is a testimony to God’s power to
cleanse the conscience. However, covering up our sin only leads to guilt and shame that rots our bones.
 Use the 2SAMUEL APPLICATION ppt to help students make personal life application from the book of
2Samuel.

WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of 2Samuel that includes key words, key
Important Data About 2Samuel on page 118 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning
of 2Samuel, and Geography of 2Samuel).
88
FOUNDATIONAL BOOKS – 1KINGS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will continue with the books of history and will be an Introduction to the Book of 1Kings. In
particular, this lesson will cover the two point outline of the book of 1Kings, the authorship and date of 1Kings,
the purpose of 1Kings, and special considerations on 1Kings. This lesson will also have students complete a
Class Worksheet from pages 124-132 of Benware. This lesson will be a major turning point in the nation of
Israel, as the Kingdom is divided into the Northern nation of Israel and the Southern nation of Judah.

1. Students will grasp some of the major events and characters of the book of 1Kings, especially the
division of the nation of Israel into the Northern Kingdom of Israel and Southern Kingdom of Judah.
2. Students will understand the two basic divisions of the book of 1Kings.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 124-132 1KINGS youtube
 KINGS OF JUDAH youtube 39 KINGS OF JUDAH & ISRAEL youtube PICTORIAL OT ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Use the previous lesson’s CLASS WORKSHEET KEY to review the previous lesson.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction
 Use the 1KINGS youtube video to introduce the contents of the book of 1Kings. Time is 1:44.
 The 39 KINGS OF JUDAH & ISRAEL introduces the concept of the BAD and GOOD kings of the nation of
Israel. Time is 0:47.
 The KINGS OF JUDAH youtube video continues the concept of the BAD and GOOD kings of the nation of
Israel. Time is 1:02.

 Using the students’ knowledge gained earlier in the course about drawing a map of Israel, have students
draw an outline map of Israel including the Med. Sea, the Jordan River, Sea of Galilee, and the Dead Sea.
This maps symbolizes Solomon’s United Kingdom of Israel. Then have students cut the map into two pieces
at the northern tip of the Dead Sea. This divided map will symbolize the Divided Kingdom of Israel.
Guided Practice: ..…………………..…………………………………………………….…..…….


CLASS WORKSHEET.

 Use the PICTORIAL OT ppt slide numbers 1-28 to review OT events. Slide numbers 21-28 will be new to
students. Have students use 3x5 cards to create the new events listed in the OT Pictorial.

 Review for Quiz6 in Lesson 2-14-5.
89
Lesson Summary: …………………………………………………………………………………….……………

This lesson will continue with the books of history and will be a Summary of the Book of 1Kings. In particular,
this lesson will cover the two point outline of the book of 1Kings. This lesson will also have students complete
the Summary section of the Class Worksheet from pages 124-132 of Benware. This lesson will continue to be a
major turning point in the nation of Israel as the Kingdom is divided into the Northern nation of Israel and the
Southern nation of Judah.

1. Students will grasp some of the major events and characters of the book of 1Kings.
2. Students will understand the two basic divisions of the book of 1Kings.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 124-132 KEY BLANKS
 1&2KINGS ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Use the previous lesson’s CLASS WORKSHEET KEY to review the Introduction section of the worksheet.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the 1&2KINGS ppt to introduce the book of 1Kings.

 Have students use the KEY BLANKS to create a key for the book of 1Kings that includes key words, key
Important Data About 1Kings on page 124 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
1Kings, and Geography of 1Kings).
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET.

90
Lesson Summary: …………………………………………………………………………………….……………

This lesson will continue with the books of history and will be an Introduction to the Book of 2Kings. In
particular, this lesson will cover the three point outline of the book of 2Kings. This lesson will also have
students complete the Introduction section of the Class Worksheet from pages 133-138 of Benware.

2. Student will understand the life of David as a life lived for God in spite of his failures. Students will
be challenged to live a life for God in spite of their failure.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 133-138 2KINGS youtube
 THE STORY OF DAVID youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Use the CLASS WORKSHEET KEY to review the previous lesson. Be sure students have completed the
Summary section of the worksheet so that they are not attempting to fill in answers as you review. Do
however allow students to correct their answers if needed.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction
 Use the 2KINGS youtube video to introduce the storyline of 2Kings.
 Use the THE STORY OF DAVID youtube video to introduce the life of David. The idea of a Pixelated Life will
be introduced in this video. Discuss with student what they understand a Pixelated life is from this video.
A Pixelated Life is a life lived for God in spite of failures. It is a life of triumphs and failures, a life filled with
beautiful moments and ugly moments, sad moments and happy moments. It is NOT a life of perfection.
Guided Practice: ..…………………..…………………………………………………….…..…….


CLASS WORKSHEET.

91
Lesson Summary: …………………………………………………………………………………….……………

This lesson will continue with the books of history and will be a Summary of the Book of 2Kings. In particular,
this lesson will cover the three point outline of the book of 2Kings. This lesson will also have students complete
a Class Worksheet from pages 133-138 of Benware.

2. Students will understand the three basic divisions of the book of 2Kings.

 1&2KINGS OVERVIEW ppt PICTORIAL OT ppt LEGO ELIJAH youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…


have completed the Introduction section of the worksheet ahead of time.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction
 Use the LEGO ELIJAH youtube to review some events in the life and ministry of Elijah.

 Use the PICTORIAL OT ppt slide numbers 1-28 to review OT events.
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET.

92
FOUNDATIONAL BOOKS – REVIEW/QUIZ6
Lesson Summary: …………………………………………………………………………………….……………

This lesson will REVIEW the previous nine lessons and then provide the students with an open book, open
notes, take-home QUIZ6 to Assess Student’s Learning of the objectives of the last nine lessons.

1. Review the previous nine lessons.
2. Students will take an open book, open notes, take-home QUIZ6.

 QUIZ6 QUIZ6 KEY PICTORIAL OT ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Have students review class notes, book chapters, and Timelines.
 Have students update their class TIMELINE so that it is current with the latest events from Genesis to
2Kings.
Lesson Content: …………..…………………………………………………………………...….…

 Hand out QUIZ6 to be taken home and completed and returned for the next class lesson.
Guided Practice: ..…………………..…………………………………………………….…..…….

 Hand out QUIZ6 to be taken home and completed and returned for the next class lesson.
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FOUNDATIONAL BOOKS – 1&2CHRONICLES
Lesson Summary: …………………………………………………………………………………….……………

This lesson will review Quiz6 and then will be an Introduction to the Books of 1&2Chronicles. In particular,
this lesson will cover the three point outline of the book of 1Chronicles and the two point outline of the book of
2Chronicles. This lesson will also cover the authorship and date of 1&2Chronicles, the purpose of
1&2Chronicles, and special considerations on 139-144. This lesson will also have students complete the
Introduction section of the Class Worksheet from pages 139-144 of Benware.
1. Students will review Quiz6.
2. Students will grasp that 1&2Chronicles are supplementary books to 1&2Samuel and 1&2 Kings.
3. Students will understand the basic divisions of the books of 1&2Chronicles.
4. Students will complete the first two pages (Introduction section) of the CLASS WORKSHEET.

 PICTORIAL OT 3X5 CARDS 1CHRONICLES youtube 2CHRONICLES youtube
 ASSYRIAN CAPTIVITY1youtube ASSYRIAN CAPTIVITY2 youtube ASSYRIAN CAPTIVITY3 youtube
 BABYLONIAN EXILE youtube KEY BLANKS QUIZ6 KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…

 As a review, entertain questions from students regarding Quiz6.

 Use the youtube videos, ASSYRIAN CAPTIVITY1, ASSYRIAN CAPTIVITY2, ASSYRIAN CAPTIVITY3 and
the BABYLONIAN EXILE to review the contents of 1&2 Kings up to the Assyrian Conquest over Israel.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the 1CHRONICLES youtube video and the 2CHRONICLES youtube video to introduce both books of the
OT.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students begin reading Benware pages 139-144 and begin working on the Introduction section of the
CLASS WORKSHEET.

 Have students use the KEY BLANKS to create a key for the books of 1&2Chronicles that includes key
students write the Important Data About 1&2Chronicles on page 141 (Key Word, Key Verse, Key Chapter,
Key Characters, Meaning of, and Geography of 1&2Chronicles)
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FOUNDATIONAL BOOKS – 1&2CHRONICLES
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be a Summary of the Books of 1&2Chronicles. In particular, this lesson will cover the three
point outline of the book of 1Chronicles, and the two point outline of the book of 2Chronicles. This lesson will
also have students complete the Summary section of the Class Worksheet from pages 139-144 of Benware.
1. Students will grasp the major events of the books of 1&2Chronicles.
2. Students will understand the content of the basic divisions of the books of 1&2Chronicles.
3. Students will complete the final page (Summary section) of the CLASS WORKSHEET.

 CLASS WORKSHEET CLASS WORKSHEET KEY REVIEW JUDGES & KINGS youtube
 Benware pgs 139-144 1CHRONICLES youtube 2CHRONICLES youtube KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Using the CLASS WORKSHEET KEY from the previous lesson, review the Introduction section.
 Using the REVIEW JUDGES & KINGS youtube video, review the judges and kings up to the division of the
United Kingdom and the destruction of Israel and Judah.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the 1CHRONICLES youtube video and the 2CHRONICLES youtube video to introduce both books of the
OT.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students begin reading Benware pages 139-144 and begin working on the Summary section of the
CLASS WORKSHEET.

 Have students use the KEY BLANKS to create a key for the books of 1&2Chronicles that includes key
students write the Important Data About 1&2Chronicles on page 141 (Key Word, Key Verse, Key Chapter,
Key Characters, Meaning of, and Geography of 1&2Chronicles).

95
FOUNDATIONAL BOOKS –THE UNITED AND DIVIDED KINGDOMS
Lesson Summary: …………………………………………………………………………………….……………

This lesson will review the United and Divided Kingdoms with special emphasis on recognizing the United
kingships of Saul, David and Solomon and the dates, prophets, and first kings of the Northern and Southern
Kingdoms.

1. Students will identify the names, dates, and first kings of the two Kingdoms period.
2. Students will be able to assign the two tribes of the South and 10 tribes of the North on a blank map.

 CLASS WORKSHEET KEY JEROBOAM AND REHOBOAM youtube
 12 TRIBES OF DIVIDED KINGDOM ppt BLANK DIVIDED KINGDOM MAP
 KINGS & DIVIDED KINGDOMS chart DIVIDED KINGDOM MAP KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Use the CLASS WORKSHEET KEY from the previous lesson to review the Summary section.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction
5 min
 Introduce the topic of the United Kingdom dividing into two Kingdoms with the JEROBOAM AND
REHOBOAM youtube video.

 Use the 12 TRIBES OF DIVIDED KINGDOM ppt to help students identify the 10 tribes of the North on the
map and the two tribes of the South on the map as well. Have students draw their own cursory map and
locate each of the 12 tribes (10 in the North and 2 in the South) on their map using the ppt slide on the
screen.

 Print the BLANK DIVIDED KINGDOM map and the KINGS & DIVIDED KINGDOMS chart back to back for
introductory purposes. Use both charts for discussion. On the KINGS & DIVIDED KINGDOMS chart, point
out the kingship of Saul, David, and Solomon. Note the consistent number of years between each king and
how the timeline indicates a United Kingdom under Solomon which then splits into the Northern and
Southern Kingdoms. Also point out the King of the North, Jeroboam, and the king of the South, Rehoboam,
(not indicated on this chart) as well as the prophets who were current with the period of the Divided
Kingdom. Also point out that the Northern Kingdom was called “Israel” and the southern Kingdom “Judah”.
Point out also that Assyria was the agressor of the North and that Babylon was the aggressor of the South.
Note the dates of the fall of each Kingdom. This chart has lots of good and vital information.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Use the BLANK DIVIDED KINGDOM MAP as an exercise to help students place the 10 tribes of the North
on the map and the two tribes of the South on the map as well.
96
FOUNDATIONAL BOOKS – EZRA
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be an Introduction to the Book of Ezra. In particular, this lesson will cover the two point
outline of the book of Ezra. This lesson will also cover the authorship and date of Ezra, the purpose of Ezra, and
special considerations on page 145. This lesson will also have students complete the Introduction section of
the Class Worksheet from pages 145-150 of Benware.
1. Students will understand the basic divisions of the book of Ezra.

 EZRA youtube EZRA1-3 youtube EZRA4-6 youtube
 DIVIDED KINGDOM MAP KEY OT/NT SONG youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Using the DIVIDED KINGDOM MAP KEY, review the locations of the twelve tribes of Israel during the
Babylonian captivity.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the OT/NT SONG youtube video to help students have a fun introduction to Ezra as one of the last
historical books.
 Use the three introductiory youtube videos EZRA, EZRA1-3, and EZRA4-6 to introduce the book of Ezra.
Guided Practice: ..…………………..…………………………………………………….…..…….


CLASS WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of Ezra that includes key words, key
Important Data About Ezra on page 146 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of,
and Geography of Ezra).

97
FOUNDATIONAL BOOKS – EZRA
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be a Summary of the Book of Ezra. In particular, this lesson will cover the two point outline of
the book of Ezra. This lesson will also have students complete the Summary section of the Class Worksheet
from pages 145-150 of Benware.
1. Students will grasp the major events of the books of Ezra.
2. Students will understand the content of the basic divisions of the books of Ezra.

 EZRA CARTOONS ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Using their key for the book of Ezra, have students quiz one another.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction
 Use the EZRA CARTOONS ppt to connect students to the lesson for the day. Use both cartoons in the ppt.
The instructions are on each slide. Use the introduction time to allow students to react to the cartoons and
connect with the Biblical text.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students begin reading Benware pages 145-150 and begin working on the Summary section of the
CLASS WORKSHEET.

98
FOUNDATIONAL BOOKS – ESTHER
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be an Introduction to the Book of Esther. In particular, this lesson will cover the two point
outline of the book of Esther. This lesson will also cover the authorship and date of Esther, the purpose of
Esther, and special considerations on 150-153. This lesson will also have students complete the Introduction
section of the Class Worksheet from pages 150-153 of Benware.
1. Students will understand the basic divisions and content of the book of Esther.

 THE BOOK OF ESTHER - BACKGROUND PURIM ANIMATED youtube STORY OF ESTHER youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Using the CLASS WORKSHEET KEY, have students review the the previous lesson for the book of Ezra.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Print out THE BOOK OF ESTHER - BACKGROUND story for each student and read it dramatically to
introduce the book of Esther. Encourage students to follow along and picture a stage play in which
characters come on stage and off stage with appropriate dramatic music.
 You may also ask students instead to take the story of Esther and turn it into a play script that includes acts,
scenes, lines for each actor, narration, varieties of music at dramatic/climactic/resolution moments.
Guided Practice: ..…………………..…………………………………………………….…..…….

 Use the PURIM ANIMATED youtube video to introduce the Jewish holiday of Purim that originates from
the book of Esther. Use the video to make personal application. Points of application may be:
o Taking the initiative to do God’s will
o Fearing God and not fearing man
o Trusting God when you don’t see/feel Him
o God works daily even without the miraculous
CLASS WORKSHEET.

99
FOUNDATIONAL BOOKS – ESTHER
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be a Summary of the Book of Esther. In particular, this lesson will cover the two point outline
of the book of Esther. This lesson will also have students complete the Summary section of the Class
Worksheet from pages 150-153 of Benware.

1. Students will grasp the Jewish celebration of Purim that originates from the book of Esther.
2. Students will understand the content of the basic divisions of the books of Esther.

Lesson Review: ……………………………………………………………………………………….…..….…..…


 Using the CLASS WORKSHEET KEY, have students review the Introduction section of the previous lesson
for the book of Esther.
Lesson Content: …………..…………………………………………………………………...…...…
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students continue reading Benware pages 150-153 and begin working on the Summary section of the
CLASS WORKSHEET.
 If students finish early, they can catch up on any outstanding OT Survey work.

100
FOUNDATIONAL BOOKS – NEHEMIAH
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be an Introduction to the Book of Nehemiah. In particular, this lesson will cover the two point
outline of the book of Nehemiah. This lesson will also cover the authorship and date of Nehemiah, the purpose
of Nehemiah, and special considerations on Job. This lesson will also have students complete the Introduction
section of the Class Worksheet from pages 154-159 of Benware.
1. Students will understand the basic divisions and content of the of the book of Nehemiah.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 154-159 NEHEMIAH ROCKS youtube
 JUST ANOTHER BRICK IN THE WALL youtube EZRA & NEHEMIAH – THE BEGINNING youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Using their keys of all the OT books created so far, have students quiz one another.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use JUST ANOTHER BRICK IN THE WALL, NEHEMIAH ROCKS, and the STAR WARS NEHEMIAH youtube
videos to introduce the lesson for the day.
Guided Practice: ..…………………..…………………………………………………….…..…….


CLASS WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of Nehemiah that includes key words, key
Important Data About Nehemiah on page 154 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning
of, and Geography of Nehemiah).
101
FOUNDATIONAL BOOKS – NEHEMIAH
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be a Summary of the Book of Nehemiah. In particular, this lesson will cover the content of the
two point outline of the book of Nehemiah and will also have students complete the Summary section of the
Class Worksheet from pages 154-159 of Benware.
1. Students will grasp the major events of the books of Nehemiah.
2. Students will understand the content of the basic divisions of the books of Nehemiah.

 THE FABULOUS BENTLEY BROTHERS - NEHEMIAH youtube THE NEHEMIAH STORY youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Using the CLASS WORKSHEET KEY, have students review the previous lesson for the book of Esther.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the two introductory youtube videos THE FABULOUS BENTLEY BROTHERS - NEHEMIAH and the
THE NEHEMIAH STORY to introduce the book of Nehemiah.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students continue reading Benware pages 154-159 and begin working on the Summary section of the
CLASS WORKSHEET.

102
FOUNDATIONAL BOOKS – REVIEW/QUIZ7
Lesson Summary: …………………………………………………………………………………….……………

This lesson provides the students with QUIZ7 to Assess Student’s Learning of the objectives of the last nine
lessons.

1. Students will take QUIZ7.

 QUIZ7 QUIZ7 KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...….…

 Hand out QUIZ7 to be taken in class.
Guided Practice: ..…………………..…………………………………………………….…..…….
103
FOUNDATIONAL BOOKS REVIEW – THE PENTATEUCH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the books of the Pentateuch - Genesis, Exodus, Leviticus Numbers and Deuteronomy.

1. Students will review the basic information of the class contents of the Pentateuch.

 ROUTE 66 GENESIS ROUTE 66 EXODUS ROUTE 66 LEVITICUS ROUTE 66 NUMBERS
 ROUTE 66 DEUTERONOMY PICTORIAL OT ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Review QUIZ7 with students.
Lesson Content: …………..…………………………………………………………………...….…

 Use each of the Route 66 youtube videos to review each book of the Pentateuch.
 Have students review class notes, book chapters, quizzes, assessments, Timelines, and CLASS

WORKSHEETS, etc.
 Have students update their Class TIMELINE so that it is current with the latest events from Genesis to
Deuteronomy.
Guided Practice: ..…………………..…………………………………………………….…..…….

 Prepare for Unit 2 Assessment that will be administered in lesson 2-17-5.
104
FOUNDATIONAL BOOKS REVIEW – HISTORICAL BOOKS 1
Lesson Summary: …………………………………………………………………………………….……………

This lesson will review the books of Joshua, Judges, Ruth, 1&2Samuel.

1. Students will review the books of Joshua, Judges, Ruth, 1&2Samuel.

 ROUTE 66 JOSHUA ROUTE 66 JUDGES ROUTE 66 RUTH ROUTE 66 1SAMUEL
 ROUTE 66 2SAMUEL PICTORIAL OT ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...….…

 Use each of the Route 66 youtube videos to review each book of the historical books of the Old Testament.
 Use the PICTORIAL OT ppt slide numbers 17-29 to review events of the Historical Books of the Old
Testament.

WORKSHEETS, etc.
2Samuel.
Guided Practice: ..…………………..…………………………………………………….…..…….

 Prepare for Unit 2 Assessment that will be administered in lesson 2-17-5
105
FOUNDATIONAL BOOKS REVIEW – HISTORICAL BOOKS 2
Lesson Summary: …………………………………………………………………………………….……………

This lesson will review the books of 1&2 Kings, 1&2Chronicles, Ezra, Esther, and Nehemiah.

1. Students will review the books of 1&2Kings, 1&2Chronicles, Ezra, Esther, and Nehemiah.

 ROUTE 66 1KINGS ROUTE 66 2KINGS ROUTE 66 1CHRONICLES ROUTE 66 NEHEMIAH
 PICTORIAL OT ppt ROUTE 66 2CHRONICLES ROUTE 66 EZRA
Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...….…

 Use each of the Route 66 youtube videos to review each book of the historical books of the Old Testament.
 Use the PICTORIAL OT ppt to review the complete history of Israel in the Old Testament.

WORKSHEETS, etc.
Nehemiah.
Guided Practice: ..…………………..…………………………………………………….…..…….

106
FOUNDATIONAL BOOKS REVIEW: GENESIS – NEHEMIAH
Lesson Summary: …………………………………………………………………………………….……………

This lesson will review the books of Genesis - Nehemiah.

1. Students will review the books of Genesis – Nehemiah.

 PICTORIAL OT ppt CLASS WORKSHEETS HISTORICAL BOOKS OVERVIEW ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...….…


WORKSHEETS, etc.
Nehemiah.
Guided Practice: ..…………………..…………………………………………………….…..…….

 Use the HISTORICAL BOOKS OVERVIEW ppt to review the historical books of the Old Testament.
Have students interact with each slide.

107
FOUNDATIONAL BOOKS OF THE OLD TESTAMENT – ASSESSMENT 2
Lesson Summary: ……………………………………………………………………………………………

This lesson is a Unit 2 Assessment. This lesson will assess the student’s grasp of information presented in
Unit 2 regarding the Foundational Books of the Old Testament.

2. To identify areas in the unit in which students demonstrate high and low levels of learning.

 UNIT 2 TEST UNIT 2 TEST KEY
Lesson Review: …………………………………………………………………………………………..……

 NO REVIEW
Lesson Content: ………………………………………………………………………………………..……...

Introduction

 UNIT 2 TEST
108
Old Testament Survey – UNIT 3
UNIT 3
POETIC BOOKS
109
Old Testament Survey – UNIT 3 3-18-1
POETIC BOOKS – INTRODUCTION TO HEBREW POETRY
Lesson Summary: ……………………………………………………………………………………………

This lesson will be an Introduction to Hebrew Poetry. In particular, this lesson will cover the information in
chapter 15 of Benware, pages 162-164. This lesson will discuss the books of Hebrew poetry, types of Hebrew
poetry, and the idea of parallelism in Hebrew poetry.

1. Students will recognize the term “The Golden Age of Literature” in Hebrew history as the age in which
the six books of Hebrew poetry were written.
3. Students will be introduced to the concept of parallelism as the distinct trait of Hebrew poetry.

 HEBREW POETRY ppt CLASS WORKSHEET CLASS WORKSHEET KEY
 HEBREW POETRY INTRODUCTION ppt Benware pages 162-164 OT SYMMETRY CHART
Lesson Review: …………………………………………………………………………………………..……

 Have students review the OT Symmetry Chart to help orient them to where they are in the course.
 Remind student that in the class so far, we have completed an survey of the books of the 5 books of Law, 12
books of History, and ar now beginning the 5 books of Poetry. Later we will survey the 12 books of
Prophecy. This is the general 17-5-17 pattern. The more specific pattern is 5-12-5-5-12.
Lesson Content: ………………………………………………………………………………………..……...

Introduction

 Have students write a four line poem on the topic of “Pink Fish”. Do not give students any further
instructions than these. Allow students to use pre-conceived ideas of poetry learned through culture and
upbringing to determine how they will write their poem. The purpose of this poem is to help students
understand traits of poetry differ from culture to culture. One main trait of American poetry is rhyme.
Students most likely will use a lot of rhyme in their poems. The major trait of Hebrew poetry is Parallelism,
not ryhme. We will discuss parallelism in the lesson.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Use Slide #’s 1-11 of the HEBREW POETRY INTRODUCTION ppt to as introductory material for Hebrew
Poetry.

 Have students read Benware pages 162-164 and complete the CLASS WORKSHEET.

turned in for review at the beginning of the next lesson.
110
POETIC BOOKS – JOB
Lesson Summary: ……………………………………………………………………………………………

This lesson will be an Introduction to book of Job. In particular, this lesson will cover the four point outline
of the book of Job and will also cover the authorship and date of Job, the purpose of Job, and special
considerations on the book of Job. This lesson will also have students complete the Introduction section of the
1. Students will gain a brief overview of the story of Job.
 CLASS WORKSHEET CLASS WORKSHEET KEY COMIC BOOK JOB youtube
 HEBREW POETRY INTRODUCTION ppt Benware pages 165-168
Lesson Review: …………………………………………………………………………………………..……


 Review the CLASS WORKSHEET KEY of the previous lesson to ensure students have the correct
information. Make a grade check to record students who have completed the worksheet before beginning
the review. Students will tend to wait until the review to fill in the blanks. Use the grade check beforehand
to help students be accountable for completing the assignment before class.
Lesson Content: ………………………………………………………………………………………..……...

Introduction

 Have students view the COMIC BOOK JOB youtube video to get an overview of the story of Job.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Use Slide #’s 12-17 of the HEBREW POETRY INTRODUCTION ppt to provide a further overview of the
story of Job and provide possible points for class discussion. Have students take brief notes.


 Assign or have students volunteer to choose characters from the book of Job for the Dramatic Reading
which will cover the next two lessons. Encourage DRAMA!! The main characters are as follows:
Narrator, God, Satan, Messenger1, Messenger2, Messenger3, Messenger4, Job’s wife, Eliu, Job, Eliphaz-Bildad-Zophar.
Teacher should take the Narrator role.
 Create a list of cast of characters and place student names beside each character to track who will be
reading for the next two lessons. Encourage readers to read over their parts in preparation for the
Dramatic Reading in lesson 3-18-4 and 3-18-5.

111
POETIC BOOKS – JOB
Lesson Summary: ……………………………………………………………………………………..…………

This lesson will be a Summary of the book of Job. In particular, this lesson will cover the content of the four
point outline of the book of Job. This lesson will also have students complete the Summary section of the Class
Worksheet from pages 165-168 of Benware.

1. Students will gain an introduction to the content of the four point outline of the book of Job.
2. Students will complete the Summary section CLASS WORKSHEET.

 CLASS WORKSHEET CLASS WORKSHEET KEY JOB’S STORY youtube
 Benware pages 165-168 HEBREW POETRY INTRODUCTION ppt JOB’S SONG youtube
Lesson Review: …………………………………………………………………………………………..……


Lesson Content: ………………………………………………………………………………………..……...

Introduction

 Use the JOB’S SONG you tube video for a humorous introduction to the book of Job.
 Use the JOB’S STORY you tube video to provide a more thoughtful reflection on the story of Job.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Use Slide # 18 of the HEBREW POETRY INTRODUCTION ppt to provide a more pointed look at the book of
Job and provide possible points for class discussion. Have students take notes and be ready to share one
point they find significant to them personally and why it is significant.

 Have students finish reading Benware pages 165-168 and complete the Summary section of the the CLASS
WORKSHEET.

 Finalize the cast of characters for the Dramatic Reading of Job and place student names beside each
character to track who will be reading for the next two lessons. Encourage readers to read over their parts
in preparation for the Dramatic Reading in lesson 3-18-4 and 3-18-5.
Narrator, God, Satan, Messenger1, Messenger2, Messenger3, Messenger4, Job’s wife, Eliu, Job, Eliphaz-Bildad-Zophar.

turned in at the beginning of the next lesson.
112
POETIC BOOKS – JOB READING
Lesson Summary: …………………………………………………………………………………………………

This lesson will be an exercise in the Dramatic Reading of the story of Job.
Lesson Objectives: …………………………………….…………………………………..……………………

1. Students will read the first 21 chapters of the story of Job from the New International Version of the
Bible.

 STICK FIGURE JOBS STORY youtube SUMMARY OF JOB youtube audio summary
Lesson Review: …………………………………………………………………………………………..……


 For review and an introduction to the reading of Job, use the SUMMARY OF JOB youtube video to help
students acquire a mental picture of the summary of Job. This is an audio summary only but very clear and
concise.
 You may also want to use the STICK FIGURE JOB STORY youtube video for another humurous but
informative introduction to the book of Job. Be careful with this one, there is one scene in which Satan is
cursing but covered over with a bleep. Satan says “What the...bleep. Are you…bleep serious”. If you can
work through this scene, this will be a very humorous video to which students will relate.
Lesson Content: …………………………………………………………………………………………..……...

Introduction

 Using the character casting list you created in the previous lesson, remind students who will be reading the
characters from the book of Job. The main characters are as follows:
Narrator God, Satan, Messenger1, Messenger2, Messenger3, Messenger4, Job’s wife, Eliu, Job, Eliphaz-Bildad-Zophar
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students arranged in the front of the class facing the class and have them dramatically read the story
of Job. Encourage the students to be VERY DRAMATIC so as to make the lesson interesting for the rest of
the class. Have the rest of the students read along in their Bibles as they listen to the dramatic reading.
113
POETIC BOOKS – JOB READING
Lesson Summary: ………………………………………………………………………………………………

This lesson will be an exercise in the Dramatic Reading of the story of Job.

1. Students will read chapters 22-42 of the story of Job from the New International Version of the Bible.
Lesson Review: …………………………………………………………………………………………..……
Lesson Content: ………………………………………………………………………………………..……...

Introduction

 Using the character casting list remind students who will be reading the characters from the book of Job.
The main characters are as follows:
Narrator God, Satan, Messenger1, Messenger2, Messenger3, Messenger4, Job’s wife, Eliu, Job, Eliphaz-Bildad-Zophar
 Have students arranged in the front of the class facing the class and have them dramatically read the story
of Job.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Encourage students to be VERY DRAMATIC so as to make the lesson interesting for the rest of the class.
Students may choose to read along in their Bibles or sit and listen and watch the dramatic reading.
114
POETIC BOOKS – PSALMS
Lesson Summary: ……………………………………………………………………………………………

This lesson will be an Introduction to book of Psalms. In particular, this lesson will cover the five point outline
of the book of Psalms and will also cover the authorship and date of Psalms, the purpose of Psalms, and special
considerations on the book of Psalms. This lesson will also have students complete the Introduction section of
the Class Worksheet from pages 169-173 of Benware.

1. Students will gain a brief introductory overview of the book of Psalms.
2. Students will be introduced to the concept of parallelism in Psalms as the distinct trait of Hebrew
poetry.
3. Students will complete the Introduction section to the CLASS WORKSHEET.

 CLASS WORKSHEET CLASS WORKSHEET KEY PSALMS youtube
 HEBREW POETRY INTRODUCTION ppt Benware pages 169-173
Lesson Review: …………………………………………………………………………………………..……
Lesson Content: ………………………………………………………………………………………..……...

Introduction
 Have students view the PSALMS youtube video to get an overview of the book of Psalms.

 Ask students to note one new piece of information they learned from this video and be prepared to share it
with the class.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Use Slide #’s 19-28 of the HEBREW POETRY INTRODUCTION ppt to provide an overview of the the book
of Psalms and provide possible points for class discussion. Have students take precise notes especially for
slide # 20-22, from which they will need to answer a question on the Class worksheet.


115
POETIC BOOKS – PSALMS
Lesson Summary: ……………………………………………………………………………………………

This lesson will be a Summary of the book of Psalms. In particular, this lesson will cover the content of the five
point outline of the book of Psalms. This lesson will also have students complete the Summary section of the

1. Students will understand the book of Psalms as divided into five sections which correlate to the five
books of the Pentateuch.

 CLASS WORKSHEET CLASS WORKSHEET KEY PSALMS SONG youtube
 PSALMS ppt Benware pages 169-173 HEBREW POETRY INTRODUCTION ppt
Lesson Review: …………………………………………………………………………………………..……


Lesson Content: ………………………………………………………………………………………..……...

Introduction
5min (Participation Grade)

 Use the PSALMS SONG youtube video to provide a humorous look at the story of Psalms.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students complete reading Benware pages 169-173 and complete Summary section of the the CLASS
WORKSHEET.
 If time remains, have students read Psalm 119 in its entirety. Psalm 119 is not only a great Psalm that
elevates the Word of God as beyond all value, it also is an acrostic poem using one letter of the Hebrew
alphabet at the beginning of each stanza in alphabetical order from beginning to end.

116
POETIC BOOKS – PSALMS READING
Lesson Summary: …………………………………………………………………………………………………

This lesson will be a day for students to listen to the book of Psalms in the background while they get caught up
with any outstanding work they may need to turn in. This lesson will also be a day in which students can use to
work on their Course Discovery Paper.
Lesson Objectives: …………………………………….………………………………..…………………….…

1. Students will hear the book of Psalms read in the background as they get caught up with all their
outstanding work.
2. Students will work on their Course Discovery Paper

 PSALMS READING youtube
Lesson Review: …………………………………………………………………………………………..……
Lesson Content: ………………………………………………………………………………………..……...

Introduction

 Use the PSALMS READING youtube video to provide a background reading of the book of Psalms while
students get caught up on outstanding work.
Guided Practice: ..…………………..…………………………………………………….…..…….
117
POETIC BOOKS – PROVERBS
Lesson Summary: ……………………………………………………………………………………………

This lesson will be an Introduction to book of Proverbs. In particular, this lesson will cover the three point
outline of the book of Proverbs and will also cover the authorship and date of Proverbs, the purpose of
Proverbs, and special considerations on the book of Proverbs. This lesson will also have students complete the
Introduction section of the Class Worksheet from pages 174-177 of Benware.

1. Students will gain a brief introductory overview of the book of Proverbs.
2. Students will complete the Introduction section to the CLASS WORKSHEET.

 CLASS WORKSHEET CLASS WORKSHEET KEY PROVERBS youtube
 HEBREW POETRY INTRODUCTION ppt Benware pages 174-177 PROVERBS ppt
Lesson Review: …………………………………………………………………………………………..……


the review. Students will tend to wait until the review to fill in the blanks.
Lesson Content: ………………………………………………………………………………………..……...

Introduction

 Use the PROVERBS youtube video to get a lighthearted overview of the book of Proverbs.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Use Slide #’s 30-35 of the HEBREW POETRY INTRODUCTION ppt to provide an overview of the book of
Proverbs and provide possible points for class discussion. Have students take notes.

 Have students read Benware pages 174-177and complete the CLASS WORKSHEET.
 Use the PROVERBS ppt to help students understand the contents of Proverbs.

118
POETIC BOOKS – PROVERBS
Lesson Summary: ……………………………………………………………………………………………

This lesson will be a Summary of the book of Proverbs. In particular, this lesson will cover the content of the
three point outline of the book of Proverbs. This lesson will also have students complete the Summary section
of the Class Worksheet from pages 174-177 of Benware..

1. Students will gain an understanding of the value of Wisdom from God’s perspective and will be
challenged to evaluate their own placement of value on Wisdom.

 CLASS WORKSHEET CLASS WORKSHEET KEY PROVERBS SONG youtube
 Benware pages 174-177 HEBREW POETRY INTRODUCTION ppt
Lesson Review: …………………………………………………………………………………………..……

Lesson Content: ………………………………………………………………………………………..……...

Introduction

 Use the PROVERBS SONG youtube video to provide a humorous look at the book of Proverbs.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students complete reading Benware pages 174-177 and complete the Summary section of the the
CLASS WORKSHEET.
 If time remains, have students read Proverbs chapters 1 and 2 in their entirety. Proverbs 1 and 2 provides
for the students a very high view of the value of Wisdom. Point out to students the author’s high view of
Wisdom.
119
POETIC BOOKS – ECCLESIASTES
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be an Introduction and Summary of the Book of Ecclesiastes. In particular, this lesson will
cover the four point outline of the book of Ecclesiastes, the authorship and date of Ecclesiastes, the purpose of
Ecclesiastes, and special considerations on Ecclesiastes. This lesson will also have students complete a Class
Worksheet from Benware pages 178-180.
1. Students will grasp the major events of the book of Ecclesiastes.
2. Students will understand the four basic divisions of the book of Ecclesiastes.
 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 178-180 ECCLESIASTES youtube
 HEBREW POETRY INTRODUCTION ppt KEY BLANKS THIS IS IT youtube
 TURN TURN TURN youtube TURN TURN TURN youtube lyrics
Lesson Review: ……………………………………………………………………………………………………..
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Print out the lyrics of TURN TURN TURN and use the TURN TURN TURN song to introduce the lesson.
This song, sung by the Byrds in the late 60’s, should prove interesting for this generation. The lyrics of this
song are taken from the book of Ecclesiastes.
 Use the THIS IS IT youtube video to introduce the book of Ecclesiastes. This video demonstrates the vanity
of life. We can accumulate life’s goods to make us appear bigger and better, but we can’t take them with us.
It is a very good discussion starter. Ask students to view the video and then ask for their interpretation of
what they saw. Move the discussion toward the question, “What happens after I die?” or “Is life nothing
more than gaining fame/reputation through things/stuff?” Use this video to introduce the vanity of
vanities, mentioned in the book of Ecclesiastes.
Guided Practice: ..…………………..…………………………………………………….…..…….

 Use the HEBREW POETRY INTRODUCTION ppt slide # 36-39 to introduce information about the book of
Ecclesiastes. Have students take notes.

 Have students use the KEY BLANKS to create a key for the book of Ecclesiastes that includes key words,
key verses, key chapter, and key characters. Hand out one page per student. Students may use scissors to
cut out the key or the more meticulous students may want to cut out the key in detail. Have students write
the Important Data About Ecclesiastes on page 179 (Key Word, Key Verse, Key Chapter, Key Characters,
Meaning of Ecclesiastes, and Geography of Ecclesiastes).

 Have students read Benware pages 178-180 and complete the CLASS WORKSHEET .
 Have students use notes, Keys, and classwork sheets to study for Unit 3 Assessment in 3-20-5.
120
POETIC BOOKS – SONG OF SOLOMON
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be an Introduction and Summary of the Book of Song of Solomon. In particular, this lesson
will cover the four point outline of the book of Song of Solomon, the authorship and date of Song of Solomon,
the purpose of Song of Solomon, and special considerations on Song of Solomon. This lesson will also have
students complete a Class Worksheet from Benware pages 181-183.
1. Students will grasp the major emphasis of the book of Song of Solomon.
2. Students will understand the four basic divisions of the book of Song of Solomon.
 SONG OF SOLOMON PICK UP LINES youtube HEBREW POETRY INTRODUCTION ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Use the CLASS WORKSHEET KEY from the previous lesson to review the Introduction and Summary of
Ecclesiastes with the sudents ensuring that the students have the answers to their class worksheet. Only
ask for questions students were unable to answer.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the HEBREW POETRY INTRODUCTION ppt slides #39-45 to help students grasp the contents of the
book of Song of Solomon. Have students take notes.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students use the KEY BLANKS to create a key for the book of Song of Solomon that includes key
students write the Important Data About Song of Solomon on page 182 (Key Word, Key Verse, Key Chapter,
Key Characters, Meaning of Song of Solomon, and Geography of Song of Solomon).

 Have students complete reading Benware pages 181-183 and the CLASS WORKSHEET.

 Have students use notes, Keys, and classwork sheets to study for Unit 3 Assessment in lesson 3-20-5.
121
POETIC BOOKS – LAMENTATIONS
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be an Introduction and Summary of the Book of Lamentations. In particular, this lesson will
cover the five point outline of the book of Lamentations, the authorship and date of Lamentations, the purpose
of Lamentations, and special considerations on Lamentations. This lesson will also have students complete a
Class Worksheet from Benware pages 184-186.
1. Students will grasp the major events of the book of Lamentations.
2. Students will understand the five basic divisions of the book of Lamentations.
3. Students will complete the two pages of the CLASS WORKSHEET.
 LAMENTATIONS ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Use the CLASS WORKSHEET KEY from the previous lesson to review the Introduction and Summary of
Song of Solomon with the sudents ensuring that the students have the answers to their class worksheet.
Only ask for questions students were unable to answer.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the LAMENTATIONS ppt to help students grasp the contents of the book of Lamentations. Have
students take notes.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students complete reading Benware pages 184-186 and complete the CLASS WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of Lamentations that includes key words,
key verses, key chapter, and key characters. Hand out one page per student. Students may use scissors to
cut out the key or the more meticulous students may want to cut out the key in detail. Have students write
the Important Data About Lamentations on page 185 (Key Word, Key Verse, Key Chapter, Key Characters,
Meaning of Lamentations, and Geography of Lamentations)

122
POETIC BOOKS – REVIEW
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be a Review of the Poetic Books in preparation for an assessment of the Poetic Books in lesson
3-20-5.
1. Students will review the Poetic Books in preparation for the Unit 3 Assessment in lesson 3-20-5.

 POETIC BOOKS REVIEW ppt KEY BLANKS HEBREW POETRY INTRODUCTION ppt
 ROUTE 66 JOB ROUTE 66 PSALMS ROUTE 66 PROVERBS
 ROUTE 66 ECCLESIASTES ROUTE 66 SONG OF SOLOMON ROUTE 66 LAMENTATIONS
Lesson Review: ……………………………………………………………………………………….…..….…..…

30 min (participation grade)
 Use the Route 66 youtube videos series for this unit to review the six Poetic Books covered in UNIT 3.

 Students may also use class worksheets from lessons 3-18-1 through 3-20-3 for student review of the
Poetic Books.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction
15 min (participation grade)
 Use the POETIC BOOKS REVIEW ppt to help students review the contents of the Poetic Books.
or

 Use the HEBREW POETRY INTRODUCTION ppt if students need further help in reviewing the contents of
the Poetic Books.
Guided Practice: ..…………………..…………………………………………………….…..…….

5 min

 Use the KEY BLANKS if students need further help in reviewing the contents of the Poetic Books.

123
POETIC BOOKS – UNIT 3 ASSESSMENT
Lesson Summary: ………………………………………………………………………………………………

This lesson is a Unit 3 Assessment. This lesson will assess the student’s grasp of information presented in Unit
3 regarding The Poetic Books of the Old Testament.

2. To identify areas in the unit in which students demonstrate high and low levels of learning.

Lesson Review: …………………………………………………………………………………….……..……

 NO REVIEW
Lesson Content: ………………………………………………………………………………………..……...

Introduction

 UNIT 3 ASSESSMENT
 Hand out ASSESSMENT. Students may use their textbook and any personal notes, but they may not use
class worksheets or study guides.
124
Old Testament Survey Curriculum Guide – UNIT 4
UNIT 4
PROPHETIC BOOKS
125
Old Testament Survey Curriculum Guide – UNIT 4 4-21-1
INTRODUCTION TO PROPHETIC BOOKS – GOD’S MESSENGERS 1
Lesson Summary: …………………………………………………………………………………….……………

This lesson will be an Introduction to the Prophetic Books. Specifically, students will be introduced to the
concept of Major/Minor prophets as well as make the distinction of Pre-Exilic, Exilic, and Post-Exilic prophets. In
particular, this lesson will also have students complete a Class Worksheet from Benware pages 188-192.

1. Students will understand the twofold distinction between the major/minor prophets and the
difference between the pre-exilic/exilic/post-exilic prophets.
3. Students will also review the symmetry of the OT.

 INTRO TO OT PROPHETS ppt THE MAJOR PROPHETS ppt THE MINOR PROPHETS ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Use the first portion of the INTRO TO OT PROPHETS ppt (slides 1-10) to help orient students to where
they are in the OT Survey course.
 Use this portion of the ppt to discuss the symmetry in the cataloguing of the Major and Minor Prophets
with a total of 17 prophets divided into 5 major and 12 minor.
Lesson Content: …………..…………………………………………………………………...…...…
Introduction

 Use the second portion of the INTRO TO OT PROPHETS ppt (slides 11-22) to introduce the concept of
categorizing the prophets into the categories of pre-exilic, exilic, and post-exilic prophets and to introduce
students to the general contents of each OT prophetic book.
Guided Practice: ..…………………..…………………………………………………….…..…….


 If necessary, use the THE MAJOR PROPHETS and the THE MINOR PROPHETS ppt slides to reinforce the
concept of Major and Minor Prophets. The Minor Prophets ppt is a very good but extensive presentation.
It might be advisable to only use the Major Prophets presentation and then only list the names of the minor
prophets. The Minor Prophets may be used later for the final review in Unit 5 or may be used individually
for each minor prophet book as it is scheduled during the course.
OR
 Have students begin reading Benware pages 188-192 and begin the CLASS WORKSHEET. Students will
have all class period of the next lesson to complete the class worksheet to be reviewed and turned at the
end of the next lesson.

 Have students begin reading Benware pages 188-192 and begin the CLASS WORKSHEET. Students will
have all class period of the next lesson to complete the class worksheet to be reviewed and turned at the
end of the next lesson.
126
INTRODUCTION TO PROPHETIC BOOKS – GOD’S MESSENGERS 2
Lesson Summary: …………………………………………………………………………………….……………

This lesson will continue with an Introduction to the Prophetic Books. In particular, this lesson will make the
distinction between the oral prophets and the writing prophets. This lesson will continue the introduction on
prophets who were ministering during the Divided Kingdom era that covers Obadiah, Joel, Jonah, Amos, Hosea,
Isaiah, and Micah. In particular, this lesson will also have students complete a Class Worksheet from Benware
pages 188-192.


 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 188-192 Benware Chart pg 191
Lesson Review: ……………………………………………………………………………………….…..….…..…


 For review, use the Benware chart on page 191 to discuss with students the categorizing of the prophets
into categories of pre-exilic, exilic, and post-exilic prophets as well as to be sure they understand the
distinction bewtwen the major and minor prophets being called such due to the length of their books and
not their importance. Also, review a chronological distinction made between the prophets. Benware lists
prophets chronologically. Also this section in particular, covers prophets who were ministering during the
Divided Kingdom or pre-exilic prophets.
 Also introduce the idea of the Oral Prophets as those who spoke Gods Word and have no written record of
their ministry such as Elijah and Elisha. Contrast the Oral Prophets with the Writing Prophets whose
records of prophecy are contained in the Old Testament writings.
Lesson Content: …………..…………………………………………………………………...…...…
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students complete reading Benware pages 188-192 and complete the CLASS WORKSHEET and turn
it in at the end of the class period.
127
PROPHETIC BOOKS – OBADIAH
Prophecies During the Divided Kingdom
Lesson Summary: …………………………………………………………………………………….……………
This lesson will begin the first group of prophetic books, ”Prophecies During the Divided Kingdom” which
include the books of Obadiah, Joel, Jonah, Amos, Hosea, Isaiah, and Micah. In particular, this lesson will be an
Introduction and Summary of the Book of Obadiah. In particular, this lesson will cover the three point
outline of the book of Obadiah, the authorship and date of Obadiah, the purpose of Obadiah, and special
considerations on Obadiah. This lesson will also have students complete a Class Worksheet from Benware
pages 194-196.

1. Students will grasp the major events of the book of Obadiah.
2. Students will understand the three basic divisions of the book of Obadiah.

 CLASS WORKSHEET CLASS WORKSHEET KEY OT SURVEY ppt
 KEY BLANKS Benware pgs 194-196 Timeline in Benware pg 191
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review the CLASS WORKSHEET KEY from the previous lesson to ensure students have completed it with
thorough understanding.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction
 As a class, spend some time observing the timeline in Benware pg 191 to provide a brief
historical/chronological/categorical perspective of the prophets.

 Use slide #1-5 of the OT SURVEY ppt to provide a very brief introduction to the book of Obadiah.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students use the KEY BLANKS to create a key for the book of Obadiah that includes key words, key
Important Data About Obadiah on page 195 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Obadiah, and Geography of Obadiah).


128
PROPHETIC BOOKS – JOEL
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be an Introduction and Summary of the Book of Joel. In particular, this lesson will cover the
two point outline of the book of Joel, the authorship and date of Joel, the purpose of Joel, and special
considerations on Joel. This lesson will also have students complete a Class Worksheet from Benware pages
197-200.
1. Students will grasp the major events of the book of Joel.
2. Students will understand the two basic divisions of the book of Joel.
 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pgs 197-200 JOEL ppt KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with students the previous CLASS WORKSHEET to ensure students have successfully completed
both the Introduction and Summary sections of the worksheet.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the JOEL ppt to introduce the book of Joel.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students use the KEY BLANKS to create a key for the book of Joel that includes key words, key verses,
key chapter, and key characters. Hand out one page per student. Students may use scissors to cut out the
key or the more meticulous students may want to cut out the key in detail. Have students write the
Important Data About Joel on page 198 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Joel, and Geography of Joel).


129
PROPHETIC BOOKS – JONAH AND THE FULFILLMENT OF THE ABRAHAMIC COVENANT
Lesson Summary:……………………………………………………………………….……………
This lesson will demonstrate how the book of Jonah is a prime Old Testament example of God’s faithfulness to
fulfill the Abrahamic covenant to “bless all nations”. The book of Jonah demonstrates God’s desire to extend His
grace to the people/nation of Assyria, who were not only a non-Hebrew ethnic/people group, but they were also
notorious for their terror and brutality in war. This lesson will also provide information about the incredible brutal
reputation that the Assyrians had in the Middle East which will provide background information for understanding
the book of Jonah. Students will also complete a Class Worksheet.

1. Students will understand the brutality of the nation of Assyria as a backdrop for understanding
the initial response of Jonah to flee to Tarshish instead of obeying God’s call to go to the tortorous
Assyrians and preach God’s message of forgiveness to them.
2. Students will understand that Jonah is a key Old Testament book which demonstrates God’s desire
to reach the Nations.

 CLASS WORKSHEET CLASS WORKSHEET KEY THE ASSYRIANS: MASTERS OF WAR youtube
 Benware pgs 197-200 MCGRUFF youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Review with students the previous CLASS WORKSHEET to ensure students have successfully completed
both the Introduction and Summary sections of the worksheet
Lesson Content: …………..…………………………………………………………………...…...…
Introduction
 Use the MCGRUFF youtube video to introduce the idea that if someone feels bullied/threatened, the normal
reaction is to run from the threat. In this case, Samantha decides to quit/run away from her ballet class
because that is the place where she feels threatened. The Assyrians were in effect bullies, whose number
one goal was to instill fear into people; a true bully.
 The MCGRUFF youtube video has many points of comparisons to the book of Jonah. The original intent of the
video is to deter bullying. However, there are many unique connections to the book of Jonah. 1. Jonah felt
fearful of being bullied and ran away. 2. There is a reference to a whale. 3. The main character (Samantha)
wants to quit or run away because of the bullying. Attempt to elicit these responses from students.
Guided Practice: ..…………………..…………………………………………………….…..…….

 Use the THE ASSYRIANS: MASTERS OF WAR youtube video to introduce the students to the brutality of
the Assyrians in their warfare tactics. As students view the video, have the students fill out the CLASS
WORKSHEET. Use the last five minutes of this section to review the worksheet with students.
 Connect for the students, the idea of the barbarism of the Assyrians and the command of God to send Jonah
to the city of Nineveh, the Assyrian capital TO Jonah’s response to run away from the threat of torture.
Then connect God’s unending grace and mercy for all nations, even those notorious for torture and
brutality TO the story.
The final and ultimate application to the book of Jonah is the modern day commission of God to reach
all nations, even present day Iraq and its emergent Al-Qaeda terrorist cell groups. Who will go?
130
PROPHETIC BOOKS – JONAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be an Introduction to the Book of Jonah. In particular, this lesson will cover the six point
outline of the book of Jonah, the authorship and date of Jonah, the purpose of Jonah, and special considerations
on Jonah. This lesson will also have students complete a Class Worksheet from Benware pages 201-203.

1. Students will understand the six basic divisions of the book of Jonah.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 201-203 JONAH youtube
 JONAH CARTOON youtube KEY BLANKS OVERBOARD – THE STORY OF JONAH youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with students the cruelty of the Assyrians, God’s grace for offering them salvation and Jonah’s
response to run from both the Assyrians and God.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the JONAH CARTOON youtube video for a very short summary of the book of Jonah.
 For another good look at Jonah, use the JONAH youtube video for a short introduction to the book of Jonah.
This introduction is unique as it uses homonyms and images to convey the contents of Jonah. Very good!
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students use the KEY BLANKS to create a key for the book of Jonah that includes key words, key
Important Data About Jonah on page 202 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Jonah, and Geography of Jonah).

 Have students read Benware pages 201-203and complete the Introduction section of the CLASS
WORKSHEET.

CLASS WORKSHEET to be reviewed before the next lesson.
131
PROPHETIC BOOKS – JONAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Book of Jonah. In particular, this lesson will cover the major events of the
book of Jonah. This lesson will also have students complete a Class Worksheet from Benware pages 201-203.

1. Students will grasp the major events of the book of Jonah.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 201-203 JONAH ppt
 IN THE BELLY OF A WHALE youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with students the previous Jonah CLASS WORKSHEET to ensure students have successfully
completed the Introduction section of the worksheet.
Lesson Content: …………..……………………………………………………………………...…..

Introduction
 Use the IN THE BELLY OF A WHALE youtube video for an humorous introduction to the lesson.

 Use the OVERVBOARD – THE STORY OF JONAH youtube video for another humorous summary of the
book of Jonah.

 Use the JONAH ppt for further understanding of the book of Jonah.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students read Benware pages 201-203 and complete the Summary section of the CLASS
WORKSHEET.

132
PROPHETIC BOOKS – AMOS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be an Introduction to the Book of Amos. In particular, this lesson will cover the four point
outline of the book of Amos, the authorship and date of Amos, the purpose of Amos, and special considerations
on Amos. This lesson will also have students complete a Class Worksheet from Benware pages 204-207.

1. Students will understand the four basic divisions of the book of Amos.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 204-207 AMOS ppt KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with students the Summary section of the previous CLASS WORKSHEET.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the AMOS ppt for a short introduction to the book of Amos.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students use the KEY BLANKS to create a key for the book of Amos that includes key words, key
Important Data About Amos on page 204 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Amos, and Geography of Amos).

 Have students read Benware pages 204-207and complete the Introduction section of the CLASS
WORKSHEET.

 Have students complete reading Benware pages 204-207and complete the Introduction section of the
133
PROPHETIC BOOKS – AMOS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Book of Amos. In particular, this lesson will cover the major events of the
book of Amos. This lesson will also have students complete a Class Worksheet from Benware pages 204-207.

1. Students will understand the four basic events of the book of Amos.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 204-207 AMOS1 ppt KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with students the Introduction section of the previous CLASS WORKSHEET.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the AMOS ppt for a short introduction to the book of Amos.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students use the KEY BLANKS to create a key for the book of Amos that includes key words, key
Important Data About Amos on page 204 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Amos, and Geography of Amos).

 Have students read Benware pages 204-207and complete the Summary section of the CLASS
WORKSHEET.

 Have students complete reading Benware pages 204-207and complete the Summary section of the CLASS
WORKSHEET to be turned in before the next lesson.
134
PROPHETIC BOOKS – REVIEW/QUIZ8
Lesson Summary: …………………………………………………………………………………….……………
This lesson provide the students with Quiz8 to Assess Student’s Learning of the objectives of the last nine
lessons.

1. Students will turn in class worksheet from previous lesson.
2. Students will take QUIZ8.

 QUIZ8 QUIZ8 KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..……………………………………………………………………...….


 Hand out QUIZ8to be taken in class. Students may use their book and personal notes. Students may not
use Class Worksheets or Study Guides.
Guided Practice: ..…………………..…………………………………………………….…..…….
135
PROPHETIC BOOKS – HOSEA
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review Quiz8 and will be an Introduction to the Book of Hosea. In particular, this lesson will
cover the two point outline of the book of Hosea, the authorship and date of Hosea, the purpose of Hosea, and
special considerations on Hosea. This lesson will also have students complete a Class Worksheet from Benware
pages 208-211.

1. Students will understand the two basic divisions of the book of Hosea.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 208-211 KEY BLANKS
 HOSEA ppt QUIZ8 KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review the results of Quiz8 with students.
Lesson Content: …………..…………………………………………………………………...…..

Introduction

 Use the HOSEA ppt for a short introduction to the book of Hosea.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students use the KEY BLANKS to create a key for the book of Hosea that includes key words, key
Important Data About Hosea on page 209 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Hosea, and Geography of Hosea).

 Have students read Benware pages 208-211 and complete the Introduction section of the CLASS
WORKSHEET.
Independent Practice: ..…………………………………………………………………….…..

136
PROPHETIC BOOKS – HOSEA
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Book of Hosea. In particular, this lesson will cover the major events of
the book of Hosea. This lesson will also have students complete a Class Worksheet from Benware pages 208-
211.

1. Students will understand the two basic events of the book of Hosea.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 208-211
 HOSEA LOVE STORY (Part 1-6) youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…


Lesson Content: …………..…………………………………………………………………...…...…

Introduction

 Use the HOSEA LOVE STORY youtube video for a short introduction to the book of Hosea.
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET KEY.

137
PROPHETIC BOOKS – ISAIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be an Introduction to the Book of Isaiah. In particular, this lesson will cover the three point
outline of the book of Isaiah, the authorship and date of Isaiah, the purpose of Isaiah, and special considerations
on Isaiah. This lesson will also have students complete a Class Worksheet from Benware pages 212-219.

1. Students will understand the basic divisions of the book of Isaiah. (1-39 and 40-66)as well as
Benwares three point outline.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 212-219 ISAIAH ppt KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review the idea of “Major/Minor” prophets emphasizing that the distinction between the two is not
importance but the extent of the prophets’ writings. Up to this point in the Prophetic section, we have been
dealing with minor prophets since the extent of their writings has been fairly small. However, Isaiah covers
66 chapters, quite a lengthy piece of writing compared to the other prophets studied so far. Therefore,
Isaiah is considered one of the Major Prophets.
Lesson Content: …………..………………………………………………………………..…...…...

Introduction

 Use the ISAIAH ppt for a short introduction to the book of Isaiah.
Guided Practice: ..…………………..…………………………………………………….…..….….


WORKSHEET.

138
PROPHETIC BOOKS – ISAIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Book of Isaiah. In particular, this lesson will cover the major events of
the book of Isaiah. This lesson will also have students complete a Class Worksheet from Benware pages 212-
219.

1. Students will understand the major events of the book of Isaiah.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 212-219 KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with students the Introduction section of the previous CLASS WORKSHEET KEY.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Read Isaiah 53 together as a class and allow students to reflect on the chapter as it relates to the suffering
servant and its implications for understanding the New Testament.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students use the KEY BLANKS to create a key for the book of Isaiah that includes key words, key
Important Data About Isaiah on page 212 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Isaiah, and Geography of Isaiah).

WORKSHEET.

reviewed before the next lesson.
139
PROPHETIC BOOKS – MESSIANIC PROPHESIES
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be an Overview of the Messianic Prophesies in the Book of Isaiah. In particular, in this lesson,
students will record ten prophecies from the book of Isaiah and then record the New Testament account of the
fulfillment of those particular prophecies.

1. Students will understand that God has pretold story of the Messiah in the book of Isaiah as part of
the fulfillment of the Abrahamic Covenant.

 CLASS WORKSHEET CLASS WORKSHEET KEY MESSIANIC PROPHESIES ppt
 GOD’S UNUSUAL MESSIAH ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with students the Summary section of the previous CLASS WORKSHEET KEY
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the GOD’S UNUSUAL MESSIAH ppt to present the idea of “Messiah”; especially the improbability of the
fulfillment of prophecy. Have students take notes.
 Use MESSIANIC PROPHESIES ppt to illustrate some of the prophecies that have been fulfilled about the
Messiah.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Divide students into two groups: the Prophecy group and the Fulfillment group. Using the CLASS
WORKSHEET, have individuals in each group complete each reference on the Class worksheet. Have
students report to the class by reading in pairs the prophecy/fulfillment of each reference. The purpose of
the assignment is for students to recognize Isaiah as a major book that contains many of the Messianic
prophecies of the OT.

 Have students complete the CLASS WORKSHEET to be reviewed before the next lesson.
140
PROPHETIC BOOKS – MICAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will end the Prophets of the Divided Kingdom section. In particular, this lesson will be an
Introduction to the Book of Micah and will cover the three point outline of the book of Micah, the authorship
and date of Micah, the purpose of Micah, and special considerations on Micah. This lesson will also have
students complete a Class Worksheet from Benware pages 220-222.

1. Students will understand the three basic divisions of the book of Micah.

 KEY BLANKS MICAH ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review the previous CLASS WORKSHEET with the class.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the MICAH ppt to introduce the book of Micah. Have students take notes.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students use the KEY BLANKS to create a key for the book of Micah that includes key words, key
Important Data About Micah on page 220 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Micah, and Geography of Micah).

WORKSHEET.

 Have students complete reading Benware pages 220-222 and complete the Introduction section of
the CLASS WORKSHEET to be reviewed before the next lesson.
 Have students use notes, Keys, and classwork sheets to study for QUIZ9 in lesson 4-24-5.
141
PROPHETIC BOOKS – MICAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Book of Micah. In particular, this lesson will cover the major events of
the book of Micah. This lesson will also have students complete a Class Worksheet from Benware pages 220-
222.

1. Students will understand the basic events of the book of Micah.

 MICAH 6:6-8 youtube MICAH 6:8 (1) you tube MICAH 6:8 (2) you tube
 MICAH 6:8(3) you tube MICAH 6:8 (4) you tube
Lesson Review: ……………………………………………………………………………………….…..….…..…

 Review with students the Introduction section of the previous CLASS WORKSHEET KEY
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Introduce a summary of Micah by using the MICAH 6:6-8 youtube video.

 Have students use the KEY BLANKS to complete a key for the book of Micah that includes key words, key
Important Data About Micah on page 220 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Micah, and Geography of Micah). When students complete the key for Micah, then have them catch up on
other keys or other classwork they have not completed.
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET.
 You may use the following three versions of Micah 6:8 for background music as students complete their
worksheet.
MICAH 6:8 (1) 3:57
MICAH 6:8 (2) 2:21
MICAH 6:8 (3) 2:33 (Spanish)
MICAH 6:8 (4) 3:42

142
PROPHETIC BOOKS – REVIEW
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Review of the Prophetic Books During the Divided Kingdom in preparation for Quiz9 in
lesson 4-24-5.

1. Students will review the Prophecies During the Divided Kingdom which are the prophetic books
Obadiah (4-21-1) through Micah (4-24-2).
2. Students will also review the Introductory material in lessons 4-21-1 through 4-21-2 along with
content from the lesson on Messianic Prophecies (4-23-5) in preparation for Quiz9 in lesson 4-
24-5.

 THE MAJOR PROPHETS ppt THE MINOR PROPHETS ppt
 KEYS from lessons 4-21-1 through 4-24-4 CLASS WORKSHEETS (4-21-1 through 4-24-4)
 ROUTE 66 OBADIAH ROUTE 66 JOEL ROUTE 66 JONAH ROUTE 66 AMOS
 ROUTE 66 HOSEA ROUTE 66 ISAIAH ROUTE 66 MICAH
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Use the Route 66 youtube videos to review the contents of the seven prophetic books Obadiah – Micah.
 Students may also use class worksheets from lessons 4-21-1 through 4-24-4 for student review of the
Prophetic Books.
Lesson Content: …………..…………………………………………………………………...…..


 Use both the THE MAJOR PROPHETS ppt and the THE MINOR PROPHETS ppt to help students review the
contents of the Prophetic Books.
 Also review with students the distinction made between Pre-exilic prophets, post-exilic prophets, prophets
of the Divided Kiingdom and prophets of the restoration period to help them gain a chronology of the
prophetic writings. Also, review the significant difference between oral and writing prophets.
Guided Practice: ..…………………..…………………………………………………….…..…….

5 min
 Use the KEYS from lessons 4-23-1 through 4-24-4 if students need further help in reviewing the contents of
the Prophetic Books.

143
PROPHETIC BOOKS – DISCOVERY PAPER WORKDAY & REVIEW
Lesson Summary: …………………………………………………………………………………….……………
This lesson will give students the opportunity to continue thinking about and preparing for their Course
Discovery Paper (CDP). It will also be a day of review in preparation for QUIZ9 in Lesson 4-24-5.

1. Students will review the CDP topic list (see page 12 in the course syllabus) and narrow their
selection to three possible choices for their course paper.
2. Students will begin developing a strategy for research and study.

 COURSE DISCOVERY PAPER LIST COURSE DISCOVERY PAPER – PROCESS WORKSHEET
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with students to ensure they have all the necessary materials in hand for study and review. Allow
students some time to gather their materials.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the first ten minutes of the class period for students to review the suggested topics for the Course
Discovery Paper.
 Use the next ten minutes of the class period for students to select three topics for their Course Discovery
Paper. Have students list the three selected topics on the worksheet.
 Use the next five minutes of the class period for students to reduce their three topics for their Course
Discovery Paper to the topic of their choice. Have students list the selected topic on the worksheet.
 Use the next five minutes of the class period for students to select a plan for the completion of their Course
Discovery Paper to the topic of their choice. Have students list their plans on the worksheet.
 Use the next ten minutes of the class period for students begin a draft outline for their Course Discovery
Paper. Have students list the three selected topics on the worksheet.
Guided Practice: ..…………………..…………………………………………………….…..…….

 If students have already completed the introduction section above, allow students time to review and
study for Quiz9.

144
PROPHETIC BOOKS – QUIZ9
Lesson Summary: …………………………………………………………………………………….……………
This lesson provides students with QUIZ9 to Assess Student’s Learning of the objectives of the last nine
lessons.


 QUIZ9 QUIZ9 KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...….


 Hand out QUIZ9 to be taken in class. Students may use personal notes and their textbook, but they may not
Guided Practice: ..…………………..…………………………………………………….…..…….
145
PROPHETIC BOOKS – NAHUM
Prophecies During the Single Kingdom
Lesson Summary: …………………………………………………………………………….……
This lesson will review QUIZ9 and will begin the second group of prophetic books, “Prophecies During the
Single Kingdom” which includes the books of Nahum, Zephaniah, Jeremiah, and Habakkuk. With the exception
of Nahum, all books in this section are addressed to Judah. Nahum is addressed to Nineveh the capital of
Assyria. In particular, this lesson will be an Introduction to the Book of Nahum as it relates to being the sequel
to the book of Jonah, both of which focus on the destruction of the great city of Nineveh. In Jonah, God’s
Compassion and Commitment to fulfilling the Abrahamic Covenant is in focus as He sends Jonah to the Gentile
nation of Assyria to preach and offer God’s forgiveness to the residents of Nineveh. In Nahum, the limit of God’s
patience has been exceeded and judgment is finally announced to the Ninevites. In addition, this lesson will
cover the three point outline of the book of Nahum, the authorship and date of Nahum, the purpose of Nahum,
and special considerations on Nahum. This lesson will also have students complete a Class Worksheet from
Benware pages 224-227.

1. Students will make a thematic connection between the book of Nahum and the book of Jonah.
2. Students will understand the three basic divisions of the book of Nahum.

 NAHUM ppt NAHUM INTRODUCTION ppt KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with the class the results of Quiz9.
Lesson Content: …………..…………………………………………………………………...….....

Introduction

 Use the NAHUM INTRODUCTION ppt to introduce the book of Nahum as it relates to being the sequel to
Jonah finally administering God’s judgment on the great city of Nineveh.
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET.

146
PROPHETIC BOOKS – NAHUM
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Book of Nahum. In particular, this lesson will cover the major events of
the book of Nahum. This lesson will also have students complete a Class Worksheet from Benware pages 224-
227.

1. Students will understand the basic events of the book of Nahum.
2. Students will complete the summary section of the CLASS WORKSHEET.

Lesson Review: ……………………………………………………………………………………….…..….…..…


Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Have students use the KEY BLANKS to create a key for the book of Nahum that includes key words, key
Important Data About Nahum on page 225 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Nahum, and Geography of Nahum).
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students read Benware pages 224-227and complete the Summary section of the CLASS
WORKSHEET.

 Have students complete reading Benware pages 224-227and complete the CLASS WORKSHEET to be
147
PROPHETIC BOOKS – THE CHARACTER OF GOD
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Character of God as presented in the book of Nahum.

1. Students will discover the character of God through the book of Nahum; especially His dual
character of beign a Just Avenger and being a Compassionate Forgiver.
2. Students will learn that God’s vengeance is actually a demonstration of His jealous love to protect
His people from apostasy and idolatry.
3. Students will understand that God’s vengeance and love are not hypocritical contrasts or
contradictions of His character, but rather they actually demonstrate that they are a compatible
pair of qualities that characterize the veracity of God’s intense love for His people.

 NAHUM – THE CHARACTER OF GOD ppt CLASS WORKSHEET CLASS WORKSHEET KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with students the Summary section of the previous CLASS WORKSHEET KEY.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the NAHUM – THE CHARACTER OF GOD ppt and the CLASS WORKSHEET for an overview of the
character of God as demonstrated in the book of Nahum.
 Use the CLASS WORKSHEET and the discussion questions and writing assignment embedded in the
Powerpoint presentation in order to help students interact relevantly with the material. Students will
complete the class worksheet in conjunction with the ppt presentation.
Guided Practice: ..…………………..…………………………………………………….…..…….
148
PROPHETIC BOOKS – ZEPHANIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be an Introduction to the Book of Zephaniah as it relates to Zephaniah’s message of the
coming judgment of Judah and the coming blessing of all nations as it pertains to the promise of the Abrahamic
Covenant of Genesis 12:3. In addition, this lesson will cover the four point outline of the book, the authorship
and date of Zephaniah, the purpose of Zephaniah, and special considerations on Zephaniah. This lesson will
also have students complete a Class Worksheet from Benware pages 228-230.

1. Students will understand the message of Zephaniah as a message of unrelenting judgment upon
the nation of Judah and encouragement for them to repent and return to God.
2. Students will understand the four basic divisions of the book of Nahum as a message of judgment
of Judah and the surrounding nations and the final division as pronouncement of Blessing All
Nations as promised in the Abrahamic Covenant.

 ZEPHANIAH ppt KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review the previous CLASS WORKSHEET with the class.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the ZEPHANIAH ppt to introduce the book of Zephaniah.
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of Zephaniah that includes key words, key
Important Data About Zephaniah on page 228 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning
of Zephaniah, and Geography of Zephaniah).
149
PROPHETIC BOOKS – ZEPHANIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Book of Zephaniah. In particular, this lesson will make life application
from the book of Zephaniah. This lesson will also have students complete a Class Worksheet from Benware
pages 228-230.

1. Students will understand the basic events of the book of Zephaniah and reflect upon their own
life in light of the contents of Zephaniah.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 228-230 ZEPHANIAH1 ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the ZEPHANIAH1 ppt for a life appplication to the book of Zephaniah.
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET.

 Have students review worksheets Nahum (4-25-1) through Zephaniah (4-25-5) in preparation for Quiz10
in lesson 4-26-5.
150
PROPHETIC BOOKS – THE NAMES OF GOD
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be an examination of the Names of God. In particular, in this lesson, students will record the
names of God presented in the lesson and understand the meaning of those names. Students will also complete
a class worksheet identifying the character qualities associated with God’s names.

1. Students will understand that the names of God are indendifiers and indicators of His character.

 OT NAMES OF GOD youtube NT NAMES OF GOD youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…


Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the OT NAMES OF GOD youtube and NT NAMES OF GOD youtube videos to introduce students to the
various names of God.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Divide students into four groups. Using the CLASS WORKSHEET, have each group identify the character
qualities of God associated with the names of God on the Class Worksheet. Instruct the class to complete
the class worksheet. Direct students to discuss and differentiate between characteristics that identify the
nature of God as opposed to the character of God.

 Have students review worksheets Nahum (4-25-1) through Names of God (4-26-1) in preparation for
Quiz10 in lesson 4-26-5.
151
PROPHETIC BOOKS – JEREMIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be an Introduction to the Book of Jeremiah as it relates to the impending judgment God is
about to bring upon Judah through the nation of Babylon. In addition, this lesson will cover the four point
outline of the book of Jeremiah, the authorship and date of Jeremiah, the purpose of Jeremiah, and special
considerations on Jeremiah. This lesson will also have students complete a Class Worksheet from Benware
pages 231-236.

1. Students will understand the four basic divisions of the book of Jeremiah.
2. Students will understand that the final chapter of Jeremiah, chapter 52, is extremely important to
the entire book because it provides a powerful testimony to the accuracy of Jeremiah’s predictions
of God’s judgment.
3. Students will complete the Introduction Section of the CLASS WORKSHEET

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 231-236 JEREMIAH ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review the previous CLASS WORKSHEET KEY with the class.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the JEREMIAH ppt to introduce the book of Jeremiah as it relates to the background and the response
Jeremiah received from his proclamation of God’s irreversible judgment on Judah.
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET.

 Have students review worksheets Nahum (4-25-1) through Jeremiah 94-26-2) in preparation for Quiz10 in
lesson 4-26-5.
152
PROPHETIC BOOKS – JEREMIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Book of Jeremiah. In particular, this lesson will cover the major events of
the book of Jeremiah. This lesson will also have students complete a Class Worksheet from Benware pages 231-
236.

1. Students will understand the basic events of the book of Jeremiah.
2. Students will understand that the final chapter of Jeremiah, chapter 52, is extremely important to
the entire book because it provides a powerful testimony to the accuracy of Jeremiah’s predictions
of God’s judgment.

Lesson Review: ……………………………………………………………………………………….…..….…..…


Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Have students use the KEY BLANKS to create a key for the book of Jeremiah that includes key words, key
Important Data About Jeremiah on page 232 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning
of Jeremiah, and Geography of Jeremiah).
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET.

 Have students review worksheets Nahum (4-25-1) through Jeremiah (4-26-3) in preparation for Quiz10 in
lesson 4-26-5.
153
PROPHETIC BOOKS – HABAKKUK
Lesson Summary: …………………………………………………………………………………….……………
This lesson will end the section on Prophecies During the Single Kingdom and focus on an Introduction and
Summary of the Book of Habakkuk. In particular, this lesson will cover the three divisions of the book of
Habakkuk as well as the major events of the book of Habakkuk. This lesson will also have students complete a
Class Worksheet from Benware pages 237-240.

1. Students will understand the three basic divisions of the book of Habakkuk.
2. Students will understand the unity and diversity of God’s holiness and his patience with sin.
3. Students will complete the Introduction amd Summary sections of the CLASS WORKSHEET.

 HABAKKUK ppt HABAKKUK1 ppt HABAKKUK INTRODUCTION ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


Lesson Content: …………..…………………………………………………………………...…...

Introduction
 Use the HABAKKUK INTRODUCTION ppt for a short introduction to the book of Habakkuk. OR/BOTH

 Use the first seven slides of the HABAKKUK ppt for a short introduction to the book of Habakkuk.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students use the KEY BLANKS to create a key for the book of Habakkuk that includes key words, key
Important Data About Habakkuk on page 238 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning
of Habakkuk, and Geography of Habakkuk).


 Have students read Benware pages 237-240 and complete the Introduction and Summary sections of the
CLASS WORKSHEET.

 Have students complete reading Benware pages 237-240 and complete the Introduction and Summary
sections of the CLASS WORKSHEET to be reviewed before the next lesson.
 Have students review worksheets Nahum (4-25-1) through Habakkuk (4-26-4) in preparation for Quiz10 in
lesson 4-26-5.
154
PROPHETIC BOOKS – QUIZ10
Lesson Summary: …………………………………………………………………………………….……………
This lesson provides students with Quiz10 to Assess Student’s Learning of the objectives of the last nine
lessons.


 QUIZ10 QUIZ10 KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...….


 Hand out QUIZ10 to be taken in class. Students may use their personal notes and their textbok but may not
Guided Practice: ..…………………..…………………………………………………….…..…….
155
PROPHETIC BOOKS – DANIEL
Prophecies During the Exile
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review QUIZ10 and will begin the third group of prophetic books, “Prophecies During the Exile”
which includes the books of Daniel and Ezekiel. Both books are dated under the Babylonian ruler
Nebuchadnezzar. In particular, this lesson will introduce the concept of Apocalyptic Literature as it relates to
both Daniel and Ezekiel. In addition, this lesson will cover an Introduction to the Book of Daniel. Daniel is
addressed to the Exiles and Gentiles in Babylon. This lesson will cover the three point outline of the book of
Daniel, the authorship and date of Daniel, the purpose of Daniel, and special considerations on Daniel. This lesson
will also have students complete the introduction section of a Class Worksheet from Benware pages 242-248.

1. Students will be introduced to the concept of Apocalyptic Literature as it relates to the books of
Daniel and Ezekiel.
2. Students will understand the three basic divisions of the book of Daniel.

 APOCALYPTIC LITERATURE ppt DANIEL ppt KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with the class the results of Quiz10.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 To introduce the concept of Apocalyptic Literature of both Daniel and Ezekiel use the APOCALYPTIC
LITERATURE ppt.
 Use the DANIEL ppt to introduce the book of Daniel emphasizing the theme of the book and the three main
points in the outline.
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of Daniel that includes key words, key
Important Data About Daniel on page 243 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Daniel, and Geography of Daniel).
 Have students begin reviewing ALL UNIT 4 worksheets (4-21-1 through 4-28-3) in preparation for UNIT4
ASSESSMENT in lesson 4-28-5.
156
PROPHETIC BOOKS – DANIEL
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Book of Daniel. In particular, this lesson will cover the major events of
the book of Daniel. This lesson will also have students complete the Summary section of the Class Worksheet
from Benware pages 242-248.

1. Students will understand the basic events of the book of Daniel as it relates to the first division
of the book being a life history of Daniel as opposed to the next two divisions being prophecies as
they relate to the NATIONS and the nation of Israel.

 DANIEL2 youtube
Lesson Review: ……………………………………………………………………………………….…..….…..…


Lesson Content: …………..…………………………………………………………………...…...


 Use the DANIEL2 youtube video reading of Daniel 2 and have students draw the image of the figure
described in that chapter. Allow ten minutes for the reading and drawing.
 Afterwards, using the DANIEL you tube video, review the image described in Daniel 2 with the students’
drawings and then also provide a brief interpretation of that figure using the video.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students read Benware pgs 242-248 and complete the Summary section of the CLASS WORKSHEET.

 Have students review ALL UNIT 4 worksheets (4-21-1 through 4-28-3) in preparation for UNIT4
157
PROPHETIC BOOKS – PROPHECIES OF DANIEL
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Summary of the Prophecies of the Book of Daniel. In particular, this lesson will focus on
chapter 2 and chapters 7-12 of the book of Daniel to provide the student with the opportunity to become
familiar with the content of those chapters. In this lesson, there will be a very minimal attempt at a historical
interpretation of the visions of Daniel 2, 7, and 8 since to attempt a full interpretive spectrum would encompass
a variety of other issues beyond the scope of a summary lesson.

1. Students will read Daniel chapters 2, 7 and 8.
2. Students will understand the basic historical interpretation of Nebuchadnezzar’s dream in chapter 2,
Daniels dream in chapter 7, and the image of the Ram and the Goat in chapter 8.
3. Students will delineate chapters 1-6 (with the exception of chapter 2) as historical, and chapters 7-12
(and chapter 2) as visions.
4. Students will understand the structure of the book of Daniel as it relates to the first division of the book
being a life history of Daniel as opPosed to the next two divisions being prophecies as they relate to the
NATIONS and the nation of Israel.

 CLASS WORKSHEET DANIEL youtube DANIEL2 youtube DANIEL ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


Lesson Content: …………..…………………………………………………………………...…...

Introduction
 As a class, read together Daniel chapter 2.

 Review the image of the figure described in Daniel chapter 2.
Guided Practice: ..…………………..…………………………………………………….…..…….

 Have students read chapter 7 and 8 of Daniel together as a class.

 Use the DANIEL ppt to connect Nebuchadnezzar’s dream of ch2 with Daniel’s dream of ch7 and the vision
of the Ram and the Goat of ch8. Help students see the connection between the three chapters and three
visions.

 Allow students time to complete the KEY for the book of Daniel or get caught up with other unfinished class
worksheets or keys from previous lessons.

158
PROPHETIC BOOKS – EZEKIEL
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be an Introduction to the Book of Ezekiel. Ezekiel is, as is Daniel, addressed to the Jews exiled
in Babylon and the remnants of Judah who remained in their hardened unbelief. This lesson will cover the five
point outline of the book of Ezekiel, the authorship and date of Ezekiel, the purpose of Ezekiel, and special
considerations on Ezekiel. This lesson will also have students complete the introduction section of a Class
Worksheet from Benware pages 249-254.

1. Students will continue the concept of Apocalyptic Literature as it relates to the books of Daniel and
Ezekiel.
2. Students will understand the five basic divisions of the book of Ezekiel.

 EZEKIEL ppt KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with the class the historical interpretation of the the vision of the beast in Daniel 2.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use slides 1-16 of the EZEKIEL ppt to introduce the book of Ezekiel to students. Students may use their
CLASS WORKSHEET and fill in some of the answers during the ppt presentation.
Guided Practice: ..…………………..…………………………………………………….…..…….


WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of Ezekiel that includes key words, key
Important Data About Ezekiel on page 250 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Ezekiel, and Geography of Ezekiel).
159
PROPHETIC BOOKS – EZEKIEL
Lesson Summary: …………………………………………………………………………………….……………
This lesson will finish the third group of prophetic books, “Prophecies During the Exile” which includes the
books of Daniel and Ezekiel. Both books are dated under the Babylonian ruler Nebuchadnezzar. This lesson
will be a Summary of the Book of Ezekiel. In particular, this lesson will cover the major events of the book of
Ezekiel and students will discover points of application to their lives. Students will be introduced to the
connection Ezekiel may have to the book of Revelation as both books are apocalyptic in nature. This lesson will
also have students complete the summary section of the Class Worksheet from Benware pages 249-254.

1. Students will understand the major events of the book of Ezekiel.
2. Students will discover points of personal application from the book of Ezekiel.
3. Students will connect the book of Ezekiel and the book of Revelation via apocolyptic genre.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 249-254 EZEKIEL ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the EZEKIEL ppt slides 17-29 to complete the Summary of Ezekiel. Use the slides to help students
think through not only the content but also personal application. Slides 18-21 may be used for this purpose.
 Use slides 26-28 to connect Ezekiel to the book of Revelation. No other inferences should be made in the
connection of these two books other than both are apocolyptic in nature and therefore both use imagery
that is familiar to the Jewish people albeit the same imagery.
Guided Practice: ..…………………..…………………………………………………….…..…….


 Have students read Benware pgs 249-254 and complete the Summary section of the CLASS WORKSHEET.

160
PROPHETIC BOOKS – HAGGAI
Prophecies After the Exile
Lesson Summary: …………………………………………………………………………………….……………
This lesson will begin the fourth and final group of prophetic books, “Prophecies After the Exile” which includes
the books of Haggai, Zechariah, and Malachi. All three books are dated after the Judean captives have returned
to Jerusalem just prior to the restoration period. This lesson is an Introduction and Summary of the Book of
Haggai. Haggai, as well as Zechariah and Malachi, are addressed to the Jews who have returned from exile in
Babylon. This lesson will cover the three point outline of the book of Haggai, the authorship and date of Haggai,
the purpose of Haggai, and special considerations on Haggai. This lesson will also focus on personal application
obedience to God’s priorities. Students will also complete the Class Worksheet from Benware pages 256-259.

1. Students will understand the three basic divisions of the book of Haggai.
3. Students will recognize from the book of Haggai that disobedience to God’s priorities brings discontent
and dissatisfaction, while obedience to God’s priorities ensures God’s presence, blessing, and favor.

 HAGGAI ppt KEY BLANKS PROPHETIC BOOKS STUDY GUIDE
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with the class the Summary section of the CLASS WORKSHEET from the previous lesson.
Lesson Content: …………..…………………………………………………………………...…...

Introduction
 Use the HAGGAI ppt presentation to summarize the book of Haggai. Help students think through the
content and personal application. Slide number 11 may be used for this purpose.

 Also, using the HAGGAI ppt presentation, help students understand the historical connection between
Haggai and not only Zechariah, but also to the later events recorded in the books of Ezra and Nehemiah.
Slide #3 will help with this. Students may fill out the CLASS WORKSHEET during the slide presentation.
Guided Practice: ..…………………..…………………………………………………….…..…….



 Have students use the KEY BLANKS to create a key for the book of Haggai that includes key words, key
Important Data About Haggai on page 257 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Haggai, and Geography of Haggai).
sections of the CLASS WORKSHEET to be reviewed before the next lesson.
 Have students complete the PROPHETIC BOOKS STUDY GUIDE and review ALL UNIT 4 worksheets (4-21-
1 through 4-28-3) in preparation for UNIT4 ASSESSMENT in lesson 4-28-5.
161
PROPHETIC BOOKS – ZECHARIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will continue the fourth and final group of prophetic books, “Prophecies After the Exile” which
includes the books of Haggai, Zechariah, and Malachi. All three books are dated after the Judean captives have
returned to Jerusalem just prior to the restoration period. This lesson is an Introduction and Summary of the
Book of Zechariah. Zechariah, as well as Haggai and Malachi, are addressed to the Jews who have returned
from exile in Babylon. This lesson will cover the four point outline of the book of Zechariah, the authorship and
date of Zechariah, the purpose of Zechariah, and special considerations on Zechariah. This lesson will also have
students complete the Introduction and Summary section of a Class Worksheet from Benware pages 260-262.

1. Students will understand the four basic divisions of the book of Zechariah.
2. Students will complete the Introduction and Summary sections of the CLASS WORKSHEET.
3. Students will become familiar with the messianic prophesies in Zechariah.

 ZECHARIAH ppt KEY BLANKS
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with the class the CLASS WORKSHEET from the previous lesson.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the ZECHARIAHppt to introduce the book of Zechariah emphasizing the outline of the book and the
Messianic Prophecies mentioned in Zechariah.
Guided Practice: ..…………………..…………………………………………………….…..…….


CLASS WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of Zechariah that includes key words, key
Important Data About Zechariah on page 261 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning
of Zechariah, and Geography of Zechariah).
section of the CLASS WORKSHEET to be reviewed before the next lesson.
 Have students complete the PROPHETIC BOOKS STUDY GUIDE and review ALL UNIT 4 worksheets (4-21-
1 through 4-28-3) in preparation for UNIT4 ASSESSMENT in lesson 4-28-5.
162
PROPHETIC BOOKS – MALACHI
Lesson Summary: …………………………………………………………………………………….……………
This lesson will end the fourth and final group of Prophetic Books, “Prophecies After the Exile” which includes
the books of Haggai, Zechariah, and Malachi. All three books are dated after the Judean captives had returned to
Jerusalem just prior to the restoration period. This lesson is an Introduction and Summary of the Book of
Malachi. Malachi, as well as Zechariah and Haggai, are addressed to the Jews who have returned from exile in
Babylon. This lesson will cover the four point outline of the book of Malachi, the authorship and date of
Malachi, the purpose of Malachi, and special considerations on Malachi. This lesson will also have students
complete the Introduction and Summary section of a Class Worksheet from Benware pages 263-265.

1. Students will understand the four basic divisions of the book of Malachi.
2. Students will complete the Introduction and Summary sections of the CLASS WORKSHEET.

 CLASS WORKSHEET CLASS WORKSHEET KEY Benware pages 263-265 MALACHI ppt
Lesson Review: ……………………………………………………………………………………….…..….…..…


 Review with the class the CLASS WORKSHEET from the previous lesson.
Lesson Content: …………..…………………………………………………………………...…...

Introduction

 Use the MALACHI ppt to introduce the book of Malachi emphasizing the theme of the book and the four
main points in the outline.
Guided Practice: ..…………………..…………………………………………………….…..…….


CLASS WORKSHEET.

 Have students use the KEY BLANKS to create a key for the book of Malachi that includes key words, key
Important Data About Malachi on page 264 (Key Word, Key Verse, Key Chapter, Key Characters, Meaning of
Malachi, and Geography of Malachi).
sections of the CLASS WORKSHEET to be turned in before the next lesson.
 Have students complete the PROPHETIC BOOKS STUDY GUIDE and turned in at the beginning of the next
lesson.
163
PROPHETIC BOOKS – REVIEW
Lesson Summary: …………………………………………………………………………………….……………
This lesson will be a Review of the Prophetic Books (4-21-1 through 4-28-5) in preparation for an assessment
of the prophetic books in lesson 4-28-5.

1. Students will review the Prophetic Books in preparation for the Unit 4 Assessment in lesson 4-28-5.
2. Students will review the Prophetic Books Study Guide which will help them review each of the
prophetic books within the time frame of the ministry of each prophet in relation to the exile; i.e. pre-
exilic, post exilic, and in relation to the single kingdom and divided kingdom.

 PROPHETIC BOOKS STUDY GUIDE ROUTE 66 NAHUM ROUTE 66 ZEPHANIAH
 ROUTE 66 JEREMIAH ROUTE 66 HABAKKUK ROUTE 66DANIEL
 ROUTE 66 EZEKIEL ROUTE 66 HAGGAI ROUTE 66 ZECHARIAH
 ROUTE 66 MALACHI
Lesson Review: ……………………………………………………………………………………….…..….…..…

50 min
 Use the ROUTE 66 youtube videos to review the prophetic books in this section.
 Use the PROPHETIC BOOKS STUDY GUIDE for student review of the Prophetic Books.
 Review should consist of students knowing each of the prophetic books within the time frame of the
ministry in relation to the exile; i.e. pre-exilic, post exilic, and in relation to the single kingdom and divided
kingdom.
 Use the Test Key for Study Guide Key.
Lesson Content: …………..…………………………………………………………………...…...…

Introduction
Guided Practice: ..…………………..…………………………………………………….…..…….

 Have students review the PROPHETIC BOOKS STUDY GUIDE and review ALL UNIT 4 worksheets (4-
21-1 through 4-28-3) in preparation for UNIT4 ASSESSMENT in the next lesson 4-28-5.
164
PROPHETIC BOOKS – ASSESSMENT 4
Lesson Summary: ……………………………………………………………………………………………
This lesson is the Unit 4 Assessment. This lesson will assess the student’s grasp of information presented in
Unit 4 regarding The Prophetic Books of the Old Testament.

1. To assess student learning in Unit 4, specifically the ability to identify the names of the four groups
of prophets based upon their ministry in relation to the exile to Babylon and in relation to the united
kingdom and divided kingdom. Also key words for each prophetic book will be assessed.
2. To identify areas in the unit in which the students demonstrated high and low levels of learning.

Lesson Review: …………………………………………………………………………………………….……

 NO REVIEW
Lesson Content: ………………………………………………………………………………………..….…...

Introduction

 Administer UNIT 4 ASSESSMENT
165
UNIT 5
REVIEW
REVIEW – GENESIS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Genesis.

1. Students will review the CLASS WORKSHEET of the book of Genesis in preparation for an open book,
open notes final exam.

 CLASS WORKSHEET CLASS WORKSHEET KEY PICTORIAL OTppt
 COURSE ASSESSMENT STUDY GUIDE COURSE ASSESSMENT STUDY GUIDE KEY
Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


 Have students review class notes, book chapters, quizzes, assessments, Timelines, and CLASS WORKSHEETS,
etc.
 Using the COURSE ASSESSMENT STUDY GUIDE, have students update their Class TIMELINE so that it is
current with the latest events from Genesis to Malachi. Ensure that students include the minimum events listed
in the COURSE ASSESSMENT STUDY GUIDE KEY.
Guided Practice: ..…………………..…………………………………………………….…..…….

 Have students review worksheets from ALL UNITS (1-4) in preparation for UNIT5 COURSE ASSESSMENT.
 Have students complete/review THE COURSE ASSESSMENT STUDY GUIDE in preparation for UNIT5 COURSE
ASSESSMENT.
167
REVIEW – EXODUS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Exodus.

1. Students will review the CLASS WORKSHEET of the book of Exodus in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
168
REVIEW – LEVITICUS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Leviticus.

1. Students will review the CLASS WORKSHEET of the book of Leviticus in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
169
REVIEW – NUMBERS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Numbers.

1. Students will review the CLASS WORKSHEET of the book of Numbers in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
170
REVIEW – DEUTERONOMY
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Deuteronomy.

1. Students will review the CLASS WORKSHEET of the book of Deuteronomy in preparation for an open
book, open notes final exam.

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
171
REVIEW – JOSHUA
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Joshua.

1. Students will review the CLASS WORKSHEET of the book of Joshua in preparation for an open book, open
notes final exam.

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
172
REVIEW – JUDGES
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Judges.

1. Students will review the CLASS WORKSHEET of the book of Judges in preparation for an open book, open
notes final exam.

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
173
REVIEW – RUTH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Ruth.

1. Students will review the CLASS WORKSHEET of the book of Ruth in preparation for an open book, open
notes final exam.

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
174
REVIEW – 1SAMUEL
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of 1Samuel.

1. Students will review the CLASS WORKSHEET of the book of 1Samuel in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
175
REVIEW – 2SAMUEL
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of 2Samuel.

1. Students will review the CLASS WORKSHEET of the book of 2Samuel in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
176
REVIEW – 1KINGS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of 1Kings.

1. Students will review the CLASS WORKSHEET of the book of 1Kings in preparation for an open book, open
notes final exam.

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
177
REVIEW – 2KINGS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of 2Kings.

1. Students will review the CLASS WORKSHEET of the book of 2Kings in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
178
REVIEW – 1CHRONICLES
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of 1Chronicles.

1. Students will review the CLASS WORKSHEET of the book of 1Chronicles in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
179
REVIEW – 2CHRONICLES
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of 2Chronicles.

1. Students will review the CLASS WORKSHEET of the book of 2Chronicles in preparation for an open

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
180
REVIEW – EZRA
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Ezra.

1. Students will review the CLASS WORKSHEET of the book of Ezra in preparation for an open book, open
notes final exam.

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
181
REVIEW – NEHEMIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Nehemiah.

1. Students will review the CLASS WORKSHEET of the book of Nehemiah in preparation for an open

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
182
REVIEW – ESTHER
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Esther.

1. Students will review the CLASS WORKSHEET of the book of Esther in preparation for an open book, open
notes final exam.

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
183
REVIEW – JOB
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Job.

1. Students will review the CLASS WORKSHEET of the book of Job in preparation for an open book, open
notes final exam.

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
184
REVIEW – PSALMS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Psalms.

1. Students will review the CLASS WORKSHEET of the book of Psalms in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
185
REVIEW – PROVERBS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Proverbs.

1. Students will review the CLASS WORKSHEET of the book of Proverbs in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
186
REVIEW – ECCLESIASTES
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Ecclesiastes.

1. Students will review the CLASS WORKSHEET of the book of Ecclesiastes in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
187
REVIEW – SONG OF SOLOMON

Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Song of Solomon.

1. Students will review the CLASS WORKSHEET of the book of Song of Solomon in preparation for an open

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
188
REVIEW – LAMENTATIONS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Lamentations.

1. Students will review the CLASS WORKSHEET of the book of Lamentations in preparation for an open

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
189
REVIEW – OBADIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Obadiah.

1. Students will review the CLASS WORKSHEET of the book of Obadiah in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
190
REVIEW – JOEL
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Joel.

1. Students will review the CLASS WORKSHEET of the book of Joel in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
191
REVIEW – JONAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Jonah.

1. Students will review the CLASS WORKSHEET of the book of Jonah in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
192
REVIEW – AMOS
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Amos.

1. Students will review the CLASS WORKSHEET of the book of Amos in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
193
REVIEW – HOSEA
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Hosea.

1. Students will review the CLASS WORKSHEET of the book of Hosea in preparation for an open book ,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
194
REVIEW – ISAIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Isaiah.

1. Students will review the CLASS WORKSHEET of the book of Isaiah in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
195
REVIEW – MICAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Micah.

1. Students will review the CLASS WORKSHEET of the book of Micah in preparation for an open book\,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
196
REVIEW – NAHUM
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Nahum.

1. Students will review the CLASS WORKSHEET of the book of Nahum in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
197
REVIEW – ZEPHANIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Zephaniah.

1. Students will review the CLASS WORKSHEET of the book of Zephaniah in preparation for an open

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
198
REVIEW – JEREMIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Jeremiah.

1. Students will review the CLASS WORKSHEET of the book of Jeremiah in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
199
REVIEW – HABAKKUK
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Habakkuk.

1. Students will review the CLASS WORKSHEET of the book of Habakkuk in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
200
REVIEW – DANIEL
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Daniel.

1. Students will review the CLASS WORKSHEET of the book of Daniel in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
201
REVIEW – EZEKIEL
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Ezekiel.

1. Students will review the CLASS WORKSHEET of the book of Ezekiel in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
202
REVIEW – HAGGAI
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Haggai.

1. Students will review the CLASS WORKSHEET of the book of Haggai in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
203
REVIEW – ZECHARIAH
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Zechariah.

1. Students will review the CLASS WORKSHEET of the book of Zechariah in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
204
REVIEW – MALACHI
Lesson Summary: …………………………………………………………………………………….……………
This lesson will review the book of Malachi.

1. Students will review the CLASS WORKSHEET of the book of Malachi in preparation for an open book,

Lesson Review: ……………………………………………………………………………………….…..….…..…
Lesson Content: …………..…………………………………………………………………...…...


etc.
Guided Practice: ..…………………..…………………………………………………….…..…….

ASSESSMENT.
205
OVERVIEW OF THE OLD TESTAMENT – COURSE ASSESSMENT
Lesson Summary: ……………………………………………………………………………………………

This lesson is a Course Assessment. This lesson will assess the student’s grasp of the basic information presented
in Unit 1-Unit 5 regarding the English order of the naming of the books of the Old Testament, identifying the four
eras of OT history, listing key OT events on an OT timeline, and identifying the key words of each book of the OT.

1. To assess student learning of the basic lesson material in Unit 1 – Unit 5.
2. To identify areas in the unit in which the students demonstrated high and low levels of learning.

 COURSE ASSESSMENT COURSE ASSESSMENT KEY
Lesson Review: …………………………………………………………………………………………..……

 NO REVIEW
Lesson Content: ………………………………………………………………………………………..……...

Introduction
 COURSE ASSESSMENT
206
Old Testament
Survey
Student Class
Worksheet Samples
Old Testament Survey Student Class Worksheets 1-2-4
http://www.biblewheel.com/Canon/OTSymmetryTable.gif
CHART 7
208
McGough, Richard Amiel, The Perfect Symmetry of the Old Testament, http://www.biblewheel.com/canon/PerfectSymmetry.asp , OT Symmetry Chart
209
CHART 7a
OT Survey Quiz1 Study Guide

NAME:___________________________
List 5 reasons why it is important to study the Old Testament. (Use complete sentences.)
1.
2.
3.
4.
5.
List 3 characteristics that the OT and the New Testament have in common. Answers may vary…
1.
2.
3.
What are the two emphases of this course? Or asked another way, “What two things must happen first
before someone will make sense of the Old Testament?”
1.
2.
Check the box below that indicates the view that this course takes in presenting a survey of the Old
Testament.
 English  Scientific  Hebraist  Symmetry  Foundational  Chronological  Hebrew
Use whatever memory device that best helps you. List the English order of OT books.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
210
OT Survey Quiz1 Study Guide (cont’d)

Draw lines to match the appropriate name of the order and/or classification of the Old Testament on the
left with its proper description on the right.
This view attempts to put the OT books in

order based upon the equal number of books
1. Foundational in certain categories of books.
2. Hebraist
3. Symmetry This view attempts to put the OT books in
4. Scientific order based on the number of certain
5. Hebrew categories.
6. Chronological
7. English This view attempts to put the OT books in
order of the author’s birthday.

order based on the historical significance of
each book.

order from an English perspective.

order of the date of the events in the book.

order from a Jewish perspective.
What is the Purpose of this Study/Course? (Use complete sentences.)

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
211
NAME:___________________________
OT Survey Quiz1 Study Guide Key

List 5 reasons why it is important to study the Old Testament. (Use complete sentences.)
1. It is important to study the Old Testament because one cannot properly understand the New
Testament without a proper understanding of the Old Testament.
2. It is important to study the Old Testament because one cannot properly understand God’s ways,
His purposes, and His plans for future ages without a clear comprehension of the Old Testament.
3. It is important to study the Old Testament because our knowledge of God is deficient without it.
4. It is important to study the Old Testament because we are inclined to walk with more reverence
before our majestic God.
5. It is important to study the Old Testament because foundational truths are found in the Old
Testament that the New Testament assumes we know and understand.
List 3 characteristics that the OT and the New Testament have in common. Answers may vary…
1. Both are symmetrical
2. Both have four divisions
3. Both have the Messiah as the central figure
4. Both are incomplete without the other
What are the two emphases of this course? Or asked another way, “What two things must happen first
before someone will make sense of the Old Testament?”
1. The first emphasis of this course is to observe how the first eleven books of the Bible relate to one
another to form a chronological and historical basis for the rest of the Bible.
2. The second emphasis of this course to develop a central, unifying theme of the Old Testament,
which is God’s covenant promises to Abraham and his descendants (the nation of Israel).
Check the box below that indicates the view that this course takes in presenting a survey of the OT.
 English  Scientific  Hebraist  Symmetry  Foundational  Chronological  Hebrew
Use whatever memory device that best helps you to list the English order of OT books.
Joshua Hosea
Judges Joel
Ruth Amos
1Samuel Obadiah
2Samuel Jonah
1Kings Micah
2Kings Nahum
Genesis 1Chronicles Job Isaiah Habakkuk
Exodus 2Chronicles Psalms Jeremiah Zephaniah
Leviticus Ezra Proverbs Lamentations Haggai
Numbers Nehemiah Ecclesiastes Ezekiel Zechariah
Deuteronomy Esther Song of Daniel Malachi
Solomon
212
Draw lines to match the appropriate name of the order and/or classification of the Old Testament on
the left with its proper description on the right.
1. Foundational This view attempts to put the OT books in

2. Hebraist order based upon the equal number of books
3. Symmetry in certain categories of books.
4. Scientific
5. Hebrew This view attempts to put the OT books in
6. Chronological order based on the number of certain
7. English categories.


order of the date of the events in the book.



each book.
What is the Purpose of this Study/Course? (Use complete sentences.) Any combination from below.
1. The purpose of this Course is to assist the student in seeing the pattern, progression, and
the unity of the Old Testament Scriptures and to be able to think through the entire Old
Testament.
2. The purpose of this Course is to give students a Big Picture of the Old Testament so they
can put together the smaller parts.
3. The purpose of this Course is to develop the central, unifying theme of the Old Testament,
which is God’s covenant promise to Abraham and his descendants (the nation of Israel).
213
OT Survey Quiz1
NAME:___________________________
1. Check the box below that indicates the view that this course takes in presenting a survey of the Old
Testament. - 1 point
 English  Scientific  Hebraist Score
 Symmetry  Foundational  Chronological
 Hebrew 30
2. List 5 reasons why is it important to study the Old Testament. (Use complete sentences.) – 5 points
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
3. What are the two emphases of this course? Or asked another way, “What two things must happen first
before someone will make sense of the Old Testament?” (Use complete sentences.) – 2 points
1. ________________________________________________________________________
2. ________________________________________________________________________
4. What is the Purpose of this Course? (Use complete sentences.) – 1 point
______________________________________________________________________________
5. Use whatever memory device that best helps you. List the English order of OT books. – 10 points. You
may abbreviate book names.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
214
6. Draw lines to match the appropriate name of the order and/or classification of the Old Testament on the
left with its proper description on the right. – 5 points
order based upon the equal number of books
1. Foundational in certain categories of books.

2. Hebraist order based on the number of certain
categories.
3. Symmetry This view attempts to put the OT books in

4. Scientific
5. Hebrew

6. Chronological order of the date of the events in the book.
7. English This view attempts to put the OT books in


each book.
7. How many books are there in the Standard English Classification of the Old Testament? –
1 point Circle the correct answer
a. 40 b. 49 c. 39 d. 33 e. 36
8. Write a short paragraph explaining the most significant or most interesting thing you have learned so far
in this course. – 5 points
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
215
KEY BLANK
BOOK NAME:
WORD: CHARACTERS:
GEOGRAPHY:
DIRECTIONS:
Fill in the key with pertinent (KEY)

information from the chapter in
Benware. Decorate your key in any
way desirable and then cut out and
turn in for a grade. Grades are
calculated based on completeness,
creativity, and cutting ability.
216
Creation Cartoon
DOLPHIN, LAMBERT, “THE UNIQUENESS OF CREATION WEEK”,
http://www.ldolphin.org/Unique.html, http://ldolphin.org, ACCESSED SEPTEMBER 2012.
217
The Abrahamic Covenant (Benware 32-25)

Personal Blessings for Abraham
What were the three promises God gave personally to Abraham?
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
Blessings to Abraham’s Descendants

Did this aspect of the covenant apply to all of Abraham’s children? YES NO
To what descendants specifically did this promise refer?

_______________________________ ______________________________
What two promises were given to these two descendants of Abraham?

_______________________________ ______________________________
What part does the Euphrates River and the River of Egypt (Nile) play in the covenant?
_____________________________________________________________________________________
What aspect of the covenant has not been fulfilled?

_____________________________________________________________________________________
Universal Blessings
Who is the Abrahamic Covenant ultimately intended to include?
____________________________________________________________________________________
What were God’s intentions with Israel?

_____________________________________________________________________________________
How would you describe the ultimate fulfillment of this aspect of the promise?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
218
The Abrahamic Covenant (cont’d)
The Nature of the Abrahamic Covenant
List the two characteristics of the Abrahamic Covenant.
_____________________________________________
_____________________________________________
What was the unique factor about the Abrahamic Covenant distinguishing it from most all other covenants
including the Mosaic Covenant?
_____________________________________________________________________________________
_____________________________________________________________________________________
What does it mean that the Abrahamic Covenant is UNCONDITIONAL?

_____________________________________________________________________________________
_____________________________________________________________________________________
Name one of the most important keys to biblical interpretation? ________________________________

_____________________________________________________________________________________
Who ultimately is responsible for fulfilling the Abrahamic Covenant? (Circle all that apply)
a. Abraham b. Isaac c. Jacob d. God e. Jesus f. Christians
The Abrahamic Covenant and the Other Biblical Covenants

How do the Palestinian, Davidic, and New Covenant relate to the Abrahamic Covenant?
_____________________________________________________________________________________
_____________________________________________________________________________________
Define the Palestinian Covenant: __________________________________________________________
Define the Davidic Covenant: _____________________________________________________________
Define the New Covenant: _______________________________________________________________
Define the Mosaic Covenant: _____________________________________________________________
219
The Abrahamic Covenant KEY (Benware 32-25)
Personal Blessings for Abraham
What were the three promises God gave personally to Abraham?
1. FATHER OF A GREAT NATION
2. HAVE A MULTITUDE OF DESCENDANTS
3. PROSPER MATERIALLY
Blessings to Abraham’s Descendants

Did this aspect of the covenant apply to all of Abraham’s children? YES NO
To what descendants specifically did this promise refer?

LINE OF ISAAC LINE OF JACOB
What two promises were given to these two descendants of Abraham?

GREATNESS LAND
What part does the Euphrates River and the River of Egypt (Nile) play in the covenant? THESE TWO RIVERS
ARE THE EXTENDING BOUNDARIES OF THE LAND PROMISED BY GOD.
What aspect of the covenant has not been fulfilled? THE EXACT BOUNDARIES GIVEN TO ISRAEL BY GOD
EXTENDING FROM THE EUPHRATES TO THE NILE
Universal Blessings
Who is the Abrahamic Covenant ultimately intended to include? ALL MANKIND
What were God’s intentions with Israel? THAT ISRAEL WOULD BE A WORLDWIDE BLESSING RATHER THAN
ISOLATE HER FROM THE NATIONS.
How would you describe the ultimate fulfillment of this aspect of the promise?
THE ULTIMATE FULFILLMENT OF THIS PART OF THE COVENANT WILL BE FULFILLED IN “THE SEED” OF
ABRAHAM, THE LORD JESUS CHRIST. IT HAS BEGUN TO BE FULFILLED IN GENESIS 12, IS BEING FULFILLED
TODAY, AND WILL CONTINUE TO BE FULFILLED INTO THE FUTURE UNTIL JESUS RETURNS.
The Nature of the Abrahamic Covenant

List the two characteristics of the Abrahamic Covenant.
1. IT IS AN EVERLASTING COVENANT.
2. IT IS AN UNCONDITIONAL COVENANT.
What was the unique factor about the Abrahamic Covenant distinguishing it from most all other covenants
including the Mosaic Covenant? THE ABRAHAMIC COVENANT WAS AN UNCONDITIONAL COVENANT
UNLIKE THE VASSEL-TREATY CONVENANTS OR THE MOSAIC COVENANT.
What does it mean that the Abrahamic Covenant is UNCONDITIONAL? IT MEANS THAT GOD WILL FULFILL
THE COVENANT AS A COMMITMENT TO HIS PROMISE AND THAT THE COVENANT COULD NOT BE
INVALIDATED IN ANY WAY BY THE FAILURE OR UNBELIEF OF THE NATION OF ISRAEL.
220
Name one of the most important keys to biblical interpretation? UNDERSTANDING THE UNCONDITIONAL
NATURE OF THE ABRAHAMIC COVENANT IS ONE OF THE MOST IMPORTANT KEYS TO BIBLICAL
INTERPRETATION.
Who ultimately is responsible for fulfilling the Abrahamic Covenant? (Circle all that apply)
a. Abraham b. Isaac c. Jacob d. God e. Jesus f. Christians
The Abrahamic Covenant and the Other Biblical Covenants

How do the Palestinian, Davidic, and New Covenant relate to the Abrahamic Covenant? THEY ARE ALL
SUBCOVENANTS OF THE ABRAHAMIC COVENANT AND AS SUCH, THEY ARE ALL ETERNAL AND
UNCONDITIONAL.
Define the Palestinian Covenant: THE PALESTINIAN COVENANT CONFIRMED THAT THE LAND OF CANAAN
BELONGED TO ISRAEL FOREVER BUT THAT IT ALSO COULD BE TAKEN AWAY FOR A TIME AND THEN
RESTORED TO THEM FOREVER.
Define the Davidic Covenant: THE PROMISE OF THE SEED OF ABRAHAM WAS DEVELOPED IN THE DAVIDIC
COVENANT PROMISING A DYNASTY, NATION, AND THRONE TO ISRAEL.
Define the New Covenant: THE NEW COVENANT EMPHASIZES THE SPIRITUAL BLESSING OF ALL MANKIND
THROUGH THE SEED OF ABRAHAM WHO IS JESUS.
Define the Mosaic Covenant: THE MOSAIC COVENANT WAS A CONDITIONAL COVENANT BETWEEN GOD
AND THE NATION OF ISRAEL WITH MOSES AS THE INTERMEDIARY.
221
http://www.ccwtoday.org/presentations_ebooks.asp#pictorialSurvey
PICTORIAL OLD TESTAMENT
222
223
READING GOD’S WORD6
READ REGULARLY!
To insure good physical health we generally have three meals each day. How often do we feed on
God's Word (see I Peter 2:2; Matthew 4:4; Job 23:12)? How often do we hear people say, "I'm so
busy today that I do not have time to eat lunch and supper?”
Perhaps you think you do not have time to read the Bible every day. A man once made this excuse to
the great evangelist, D.L. Moody. He answered, "My friend, if you are too busy to read the Bible
every day you are busier than Almighty God ever intended any human being should be, and you had
better let some things go, and take time to read the Bible."
It’s good to set aside a special time during the day for your reading. Many Christians find the
morning to be the best time because they can start the day by hearing from God. Others read in the
evenings or during some quiet time during the day (some mothers might wait until after the children
have gone to school in the morning). Choose a time that will work best for you.
READ SLOWLY!
What really counts is not how much of God's Word you go through but how much of God's Word
goes through you! It is much better to read and understand one verse, than to read three chapters and
not remember anything that you read in those chapters! A little read with understanding is better than
much read with no understanding. According to I Corinthians 14:19, Paul would probably want us to
read five words with our understanding, rather than read ten thousand words so hastily that we do
not get anything out of our reading! Likewise, you can get more from the Lord in five minutes spent
unhurriedly than in thirty-five minutes with your eye on the clock!
READ SYSTEMATICALLY!
Many people do not know where to start reading in the Bible, so they sometimes use the "lucky dip"
method. They say, "Lord, show me where you want me to read" and randomly open their Bible and
start reading wherever the Bible happens to open. Sometimes the Lord will bless this method, but in
general, it is not the best way to read His Word.
To show you some of the dangers in the "lucky dip" method, consider the following illustration: The
story is told of a man who used this method. The first verse he happened to turn to was Matthew
27:5 which says Judas "went and hanged himself". Since he was not sure how this verse applied
to himself, he flipped to another passage and the Bible fell open to Luke 10:37: "Then said Jesus
unto him, Go, and do likewise." The man was quite upset and he did not know how he could ever
obey that, so he decided to turn to one more place. Again he opened the Bible at random and to his
horror his finger fell upon John 13:27: "Then said Jesus unto him, “What you are about to do, do
it quickly." As you can see, this method could easily cause a person to take verses out of context!
2-9-4
6“Reading God’s Word”, Middletownbiblechurch.org,

http://www.middletownbiblechurch.org/bstudy/reading.pdf
224
Old Testament Survey Student Class Worksheets
When we read a short story, we generally start at the beginning and read through until we get to the
end. This is how the writer wrote it, and this is the best way to read it. We usually read letters in the
same way. The same should be true with the books of the Bible. The best way to read is to start at
the beginning of a book and continue until you get to the end. When Paul wrote the book of Romans,
he did not write chapter 13 first and then chapter 8. He began with chapter 1 and then wrote chapter
2, etc. If he wrote it this way, shouldn't we read it this way?
Have you ever thought of reading the Bible all the way through? Many believers have found this to
be of great blessing. To assist you in this, Bible reading schedules have been published. Most people
can read the Bible through in one year if they read for about one half hour each day. The Bible
reading schedule will tell you how much to read each day.
READ CAREFULLY!
Pay close attention to every word. Do not overlook any details. Be a good detective and see what
you can discover! Sometimes we miss what God has for us because we fail to see what is right
before our eyes! Also, be careful not to let your mind start to daydream. (To check this you can
always ask yourself: What did I just read?)
READ INQUISITIVELY!
As you read the Bible, always be asking questions such as these: Who is the author or speaker? To
whom is the passage written or who is the speaker addressing? What are the main ideas? Who do the
pronouns ("he" "she" "they" "it" "you" etc.) refer to? Some other key questions that will help to
bring out the meaning of the passage as are follows:
Is there any command to obey? Is there any promise to believe? Is there a good example to
follow? Is there any sin to avoid? Do I learn anything about God? Do I learn anything about
man? Is there anything I can thank God for?
Questions such as these will help make the passage real to you. J.G. Mathieson tells of a little boy
who was in the habit of attending the preaching of the Gospel every Lord’s day. Being unable to
attend one evening, he decided to go to his room and read his Bible. His mother was upstairs caring
for the little ones and did not know what her boy was doing. However she noticed he was very quiet.
Thinking perhaps he was up to some mischief, she called to him, "What are you doing?" He replied,
"I am watching Jesus raise Lazarus from the dead!"
He was reading from John chapter 11. He was so involved and careful with his Bible reading, it was
as if he were actually there watching this great miracle! It was all very real to him.
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READ PRAYERFULLY!
Depend upon the Holy Spirit to teach you. Make it a habit to pray before you read. Psalm 119:18 is a
good example of such a prayer! Why is this important? It is the Lord that gives understanding (2
Timothy 2:7).
When your time of reading is through, the real spiritual exercise has just begun. Now you need to go
out and put into practice the truth that you read. J. Wilbur Chapman has given us the following
suggestions for how we can get the most from the Word of God:
Study it through. Never begin a day without mastering a verse from its pages.
Pray it in. Never lay aside your Bible until the verse, or passage you have studied,
has become a part of your being.
Put it down. The truth that God teaches you, put in the margin of your Bible or in your notebook.
Work it out. Live the truth you get in the morning through each hour of the day.
Pass it on. Seek to tell someone else what you have learned.
"Never let good books take the place of the Bible. Drink from the Well, not from the streams that
flow from the Well"-- Amy Carmichael.
Questions for Study of Bible Chapters:

1. What is the principle subject of this chapter?
2. What is the leading lesson of this chapter?
3. What is the key verse in this chapter?
4. Who are the principle persons in this chapter?
5. What does the chapter teach concerning Christ?
6. Is there, in this chapter, any example for me to follow?
7. Is there in this chapter, any error or sin for me to avoid?
8. Is there, in this chapter, any duty for me to perform?
9. Is there, in this chapter, any promise for me to claim?
10. Is there, in this chapter, any prayer for me to echo?
"Man shall not live by bread alone, but by every word

that proceeds from the mouth of God" - Jesus.
It's not how much of God's Word you go through that counts,
but how much of God's Word goes through you!
Martin Luther said that he studied the Bible as he gathered apples. First, he shook the whole tree, that the
ripest might fall; then he climbed the tree and shook each limb; and then when he had shaken each limb; he
shook every branch. After that he examined every twig, and looked under every leaf. In other words, search
the Bible as a whole, study each book, then study each chapter, study each verse, and finally study each word!
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READING QUESTIONS
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1. What is the most important decision to make in order to establish a regular reading time?
________________________________________________________________________________________
2. Why is it important to read the Bible slowly?

________________________________________________________________________________________
3. Explain why the “lucky dip” method of reading is not a good method.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. What will help make a passage of scripture real to you?

________________________________________________________________________________________
________________________________________________________________________________________
5. In what two categories in the article above would you place the first and second stanza of the
quotation below?
“It's not how much of God's Word you go through that counts,
but how much of God's Word goes through you!”
Stanza 1
 Read Regularly  Read Slowly  Read Systematically
 Read Carefully  Read Inquisitively  Read Prayerfully
Stanza 2
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READING QUESTIONS - KEY

What is the most important decision to make in order to establish a regular reading time?
DECIDING ON A TIME TO READ
Why is it important to read the Bible slowly? SO YOU UNDERSTAND WHAT YOU
READ.
Explain why the “lucky dip” method of reading is not a good method. BECAUSE IT IS
EASY TO TAKE SCRIPTURE OUT OF CONTEXT AND MISUNDERSTAND THE
MEANING.
What will help make a passage of scripture real to you? ASKING GOOD QUESTIONS
OF THE TEXT
In what two categories in the article above would you place the first and second stanza of the
quotation below?
“It's not how much of God's Word you go through that counts,
but how much of God's Word goes through you!”
Stanza 1
 Read Regularly  Read Slowly  Read Systematically
Stanza 2
 Read Carefully  Read Inquisitively  Read Prayerfully
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Application Numbers 15-25

INTRODUCTION: In order to extract a biblical principle from the text, one must make an
observation of fact from the text. That fact then becomes the foundation upon which a
general biblical principle rests. For instance, FACT: One companion of Jesus on the cross
expressed humility and was rewarded with eternal life while another expressed
resentment and was not rewarded. Therefore, a biblical principle to extract from this fact
is “God rewards humility.”
Not all biblical facts become biblical principles however. For instance, FACT: Judas hung
himself. It does not follow that just because Judas hung himself that God desires all men to
hang themselves.
In the previous lessons, you learned how to recognize a biblical principle and make
personal application using the formula, Observations, Generalizations, Biblical Principles,
Life Application, and Questions to Ponder.
Now continue to work through each of the following verses to come up with your
own Observations, Generalizations, Biblical Principles, Life Application, and
Questions to Ponder.
 Read Numbers 15:27, 30 again. What biblical principle can be extracted from the biblical text?
Observation:
Generalization:
Biblical Principle:
Life Application:
Questions to Ponder:
 Read Numbers 15:31, again. What biblical principle can be extracted from the biblical text?
Observation:
Generalization:
Biblical Principle:
Life Application
 Read Numbers 20:12 again. What biblical principle can be extracted from the biblical text?
Observation:
Generalization:
Biblical Principle:
Life Application:
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Application Numbers 15-25 (cont’d)

 Read Numbers 21:4-5 again. What biblical principle can be extracted from the biblical text?
Observation:
Generalization:
Biblical Principle:
Life Application:
Observation:
Generalization:
Biblical Principle:
Life Application:
Observation:
Generalization:
Biblical Principle:
Life Application:
Now choose one of the Biblical Principles from chapters 15-25 and
make it THE one with which you will allow God to use to transform
your life.
Write out the Biblical Principle you chose.
230
Application Numbers 15-25

INTRODUCTION: In order to extract a biblical principle from the text, one must make an
observation of fact from the text. That fact then becomes the foundation upon which a
general biblical principle rests. For instance, FACT: One companion of Jesus on the cross
expressed humility and was rewarded with eternal life while another expressed
resentment and was not rewarded. Therefore, a biblical principle to extract from this fact
is “God rewards humility.”
Not all biblical facts become biblical principles however. For instance, FACT: Judas hung
himself. It does not follow that just because Judas hung himself that God desires all men to
hang themselves.
In the previous lessons you learned how to recognize a biblical principle and make
personal application using the formula, Observations, Generalizations, Biblical Principles,
Life Application, and Questions to Ponder.
Now continue to work through each of the following verses to come up with your
own Observations, Generalizations, Biblical Principles, Life Application, and
Questions to Ponder.
 Read Numbers 15:27, 30 again. What biblical principle can be extracted from the biblical text?
Observation: God makes a distinction in severity between unintentional sin and intentional sin.
Generalization: People can intentionally sin and unintentionally sin and receive consequences
relatively.
Biblical Principle: God is more severe for intentional sin than He is for unintentional sins.
Life Application: I should list the intentional sin in my life and repent from them.
Questions to Ponder: Is there any intentional sin in my life that I must confess and repent from them.
 Read Numbers 15:31, again. What biblical principle can be extracted from the biblical text?
Observation: People who sin intentionally are considered as despising God’s Word and breaking His
commands.
Generalization: Intentional sin is tantamount to despising God.
Biblical Principle: God views intentional sin as despising Him and breaking His commands.
Life Application: I must consider the weight God puts on intentional sin before I decide to commit it.
Questions to Ponder: What intentional sins in my life do I commit without considering God’s
evaluation of them.
Observation: Moses did not honor God as being holy in the sight of the Israelites.
Generalization: God desires His people to honor Him as holy in the sight of His people.
Biblical Principle: God is holy and desires His people to honor Him as being holy.
Life Application: I need to live a holy life and recognize and communicate God’s holiness to others.
Questions to Ponder: In what ways can I demonstrate God’s holiness to others?
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 Read Numbers 21:4-5 again. What biblical principle can be extracted from the biblical text?
Observation: The Israelites grew impatient and then spoke against God and Moses.
Generalization: Giving in to impatience can lead to sin.
Biblical Principle: God will punish His people for impatience and speaking against Him.
Life Application: I need to beware that my impatience does not lead me into sin.
Questions to Ponder: At what am I most impatient?
Observation: Balak demonstrates faithfulness and fidelity to the Words of God.

Generalization: There will always be choices in life for riches/benefits or obedience to God’s Word.
Biblical Principle: God desires within His people the conviction that obedience is better than riches.
Life Application: I must decide within myself that obedience to God is the greatest treasure in life.
Questions to Ponder: What do I treasure more than learning to obey God?
Observation: Phineas was zealous for God’s honor and acted on defending it.
Generalization: God’s honor should be protected by His people.
Biblical Principle: God’s people should act to protect God’s honor.
Life Application: I should act, speak, and/or write to protect God’s honor.
Questions to Ponder: What areas in my life make it possible to defend God’s honor?
Now choose one of the Biblical Principles from chapters 15-25

and make it THE one with which you will allow God to use to
transform your life.
Write out the Biblical Principle you chose.
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Discovering God’s Mission To the World
Use Discovering God’s Mission to the World worksheet and list the common thread
that ties each of the Bible thoughts together.
Team #1 List the common thread tying each verse together:
Gen 12:2-3, 7
Gen 18:18
Gen 22:18
Gen 26:4
Gen 28:14-15

Gen 22:18
Gen 26:4
Gen 28:13-14
Gen 50:24
Team # 3 LAW - List the common thread tying each verse together:
Ex 15:13-14
Num 14:13-16
Deut 28:9-10
Team # 4 PSALMS - List the common thread tying each verse together:
Ps 86:9
Ps 66:7
Ps 67:2, 4
Team # 5 PROPHETS - List the common thread tying each verse together:
Is 42:6-7
Dan 7:13-14
Mal 1:11
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Discovering God’s Mission to the World - KEY
Law-prophets-writings- Gen 12:2-3, 7 all peoples of the earth/phulai will be blessed through
gospels-acts-Paul’s letters- Gen 18:18 all ethnos your offspring
general letters-revelation
God’s passion/mission is Gen 22:18 all ethnos of the earth will be blessed through your offspring
woven throughout the Bible. Gen 28:14-15 all peoples of the earth/phulai Gen 11:1, 8-9
The Bible is God’s revelation
of His passion and mission in Gen 10:5, 20, 31-32
the world.
Acts 17:26-27
Gen 22:18 (Abraham) all ethnos of the earth will be blessed through your offspring
Gen 26:4 (Isaac) through your offspring all ethnos on earth will be blessed
Gen 28:13-14 (Jacob) all peoples on earth/phulai will be blessed through…your offspring
Gen 50:24 (Joseph) promised an oath to Abraham, Isaac and Jacob
Team # 3 LAW - List the common thread tying each verse together:
Ex 15:13-14 the ethnos will hear and tremble

Num 14:13-16the ethnos/laos who have heard this report about you…
Deut 28:9-10 all the peoples of the earth will see…
Team # 4 PSALMS - List the common thread tying each verse together:
Ps 86:9 All the ethne you have made will come and worship before you.
Psalm 46:10a-b
Ps 66:7 His eyes watch the ethnos …
Psalm 47:1-2, 8-
9
Ps 67:2,4 May God be gracious so that your salvation be known among the ethnos
Team # 5 PROPHETS - List the common thread tying each verse together:
Is 42:6-7 I will make you a light for the ethnos /Gentiles

Dan 7:13-14 all peoples, ethnos, and men of every language worshipped him
Mal 1:11 My name will be great among the ethne.
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INTRODUCTION TO PSALMS
Authorship and Date of Psalms

Check the box of the pie chart that most accurately reflects the known authorship of the psalms in the
book of Psalms?
   UNKNOWN  KNOWN
If 100 psalms have known authors, how many unknown authors would that make?
 30  25  20  50
Match the author with the number of psalms written by that author.
______ Moses a. 12
______ Heman b. 73
______ Ethan c. 50
______ Anonymous d. 1
______ Korah’s Sons e. 100
______ David f. 10
______ Asaph g. 150
Who was reigning as the king of Judah at the writing of most of the psalms in the book of Psalms?
 David  Saul  Jeroboam  Solomon
How many years of Jewish history do all of the Psalms cover?  3000  250  100  1000
What two life situations most likely was the context in which most of the psalms were composed?
1. __________________________________________________________________________
2. __________________________________________________________________________
Explain how some of God’s miraculous powers evidenced in the era of formation are similar to the
processes used by the Holy Spirit in collecting the psalms that were included in the canon of Scripture.
_____________________________________________________________________________________
_____________________________________________________________________________________
Who do scholars identify as the possible one final editor of all the Psalms once they were all collected?
  David  Saul  Esther  Ezra  Asaph  Moses  Ethan
Into how many divisions does the book of Psalms naturally fall?
  150  100  12  15 5  72
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Using your notes from the daily lesson PowerPoint presentation, explain how the structure of the book
of Psalms is similar to the Pentateuch. _____________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Purpose of Psalms
What is the one single element found in almost every psalm in the book of Psalms? _________________
Explain how the Israelites used the book of Psalms for worship. _________________________________
_____________________________________________________________________________________
For personal application, how could you use the book of Psalms to make an impact on your personal life
of worship? ___________________________________________________________________________
_____________________________________________________________________________________
Because the book of Psalms accurately reflects the full range of human emotions, list the two helpful
ways the book is used.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
Important Data About Psalms

List the following information for the book of Psalms.
KEY CHAPTER: KEY WORD:
KEY VERSES: KEY CHARACTERS:
MEANING OF PSALMS: GEOGRAPHY OF PSALMS:
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Basic Outline of Psalms
Fill in the basic outline of the book of Psalms.

I. ______________________________
II. ______________________________
III. _____________________________
IV. _____________________________
V. _____________________________
Special Consideration on Psalms

What are some unique features of Psalms? (check as many as apply)
 Psalms were meant to be interpreted as prose.
 Psalms is the compliment book to Proverbs.
 Psalms is poetry.
 Psalms were meant to be sung.
 The Psalms are easy to interpret.
 Literary devices, parallelisms, figures of speech, and graphic imagery are found in the Psalms.
What two eras would the writing of the book of Psalms NOT fall under?
Era of Formation Era of Theocracy Era of Monarchy Era of Restoration
SUMMARY OF PSALMS
How many different types of psalms does Benware identify?  15  10  9 5  12
List the various types of psalms and match the psalm with the correct elements with which it is
identified using the information (a-d) to the right.
1. _________ _________ a. Judgment

2. _________ _________ b. Handiwork of God
3. _________ _________ c. Life from God’s Perspective
4. _________ _________ d. Divine Commentary
5. _________ _________ e. Sorrowing Over Sin
6. _________ _________ f. Declaration of God’s Work
7. _________ _________ g. Cry to God for Help
8. _________ _________ h. Song of Ascent
9. _________ _________ i. King/Jesus/Messiah
What is the reason why it cannot be argued too strongly that these psalms must be placed in these
categories? ___________________________________________________________________________
237
INTRODUCTION TO PSALMS - KEY
Authorship and Date of Psalms

Check the box of the pie chart that most accurately reflects the known authorship of the psalms in the
book of Psalms?
   UNKNOWN  KNOWN
If 100 psalms have known authors, how many unknown authors would that make?
 30  25  20  50
Match the author with the number of psalms written by that author.
D______ Moses a. 12
D______ Heman b. 73
D______ Ethan c. 50
C______ Anonymous d. 1
F______ Korah’s Sons e. 100
B______ David f. 10
A______ Asaph g. 150
Who was reigning as the king of Judah at the writing of most of the psalms in the book of Psalms?
 David  Saul  Jeroboam  Solomon
How many years of Jewish history do all of the Psalms cover?  3000  250  100  1000
What two life situations most likely was the context in which most of the psalms were composed.
_____________________________ THE CRUCIBLE OF DIFFICULT PERSONAL EXPERIENCES
_____________________________ PUBLIC WORSHIP SERVICES
Explain how some of God’s miraculous powers evidenced in the era of formation are similar to the
processes used by the Holy Spirit in collecting the psalms that were included in the canon of Scripture.
_____________________________________________________________________________________
_____________________________________________________________________________________
JUST AS GOD USED NATURAL PHENOMENON TO WORK CERTAIN POWERS SO DID THE HOLY SPIRIT
USE MEN AND NATURAL PROCESSES TO PRESERVE THE 150 BOOKS THAT WERE INCLUDED IN THE
CANON.
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Who do scholars identify as the possible one final editor of all the Psalms once they were all collected?
 David  Saul  Esther  Ezra  Asaph  Moses  Ethan
Into how many divisions does the book of Psalms naturally fall?
 150  100  12  15  5  72
Using your notes from the daily lesson PowerPoint presentation, explain how the structure of the book
of Psalms is similar to the Pentateuch.
THE PENTATEUCH IS COMPRISED OF FIVE BOOKS AS IS THE BOOK OF PSALMS. ALSO THE CONTENT OF
EACH BOOK OF THE PENTATEUCH AND THE CONTENT OF EACH BOOK OF THE BOOK OF PSALMS
COINCIDES WITH EACH OTHER. THE CONTENT OF THE BOOK OF GENESIS, THE FIRST BOOK OF THE
PENTATEUCH, IS SIMILAR TO THE FIRST BOOK OF PSALMS. THE CONTENT OF THE BOOK OF EXODUS,
THE SECOND BOOK OF THE PENTATEUCH, IS SIMILAR TO THE SECOND BOOK OF PSALMS. THE
CONTENT OF THE BOOK OF LEVITICUS, THE THIRD BOOK OF THE PENTATEUCH, IS SIMILAR TO THE
THIRD BOOK OF PSALMS. THE CONTENT OF THE BOOK OF NUMBERS, THE FOURTH BOOK OF THE
PENTATEUCH, IS SIMILAR TO THE FOURTH BOOK OF PSALMS. AND THE CONTENT OF THE BOOK OF
DEUTERONOMY, THE FIFTH BOOK OF THE PENTATEUCH, IS SIMILAR TO THE FIFTH BOOK OF PSALMS.
Purpose of Psalms
What is the one single element found in almost every psalm in the book of Psalms?
PRAISE IS THE ONE SINGLE ELEMENT FOUND IN ALMOST EVERY PSALM.
Explain how the Israelites used the book of Psalms for worship.
THE ISRAELITES USED THE BOOK OF PSALMS AS A HYMNAL OF WORSHIP SINCE PRAISE IS A KEY TO
WORSHIP.
For personal application, how could you use the book of Psalms to make an impact on your personal life
of worship? THE BOOK OF PSALMS COULD IMPACT MY LIFE OF WORSHIP IF I WOULD MAKE USE OF
THE PSALMS TO PERSONALLY READ AND REFLECT WITH A CONTEMPLATIVE ATTITUDE TOWARD GOD.
Because the book of Psalms accurately reflects the full range of human emotions, list the two helpful
ways the book is used.
IT IS USED TO HELP GOD’S PEOPLE FIND THEIR WAY THROUGH THE VARYING EXPERIENCES OF
LIFE.
IT SERVES AS EXPRESSIONS OF HUMAN FEELING IN JOY/SORROW, DEPRESSION/JUBILATION,
DARKNESS/LIGHT.
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Important Data About Psalms
List the following information for the book of Psalms.
KEY CHAPTER: 23 – FAVORITE PSALM KEY WORD: PRAISE

REFLECTING THE TONE OF MANY OTHER PSALMS
KEY CHARACTERS: DAVID AND ASAPH
KEY VERSES: 1:1-6; 23:1-6, 34:1-22, 51:1-13,
119:129-52
GEOGRAPHY OF PSALMS: THE LAND OF ISRAEL
MEANING OF PSALMS: PRAISE – THE ELEMENT
THAT IS FOUND IN ALMOST EVERY PSALM
Basic Outline of Psalms

Fill in the basic outline of the book of Psalms.
I. PSALMS 1-41
II. PSALMS 42-72
III. PSALMS 73-89
IV. PSALMS 90-106
V. PSALMS 107-150
Special Consideration on Psalms

What are some unique features of Psalms? (check as many as apply)
 Psalms were meant to be interpreted as prose.
 Psalms is the compliment book to Proverbs.
 Psalms is poetry.
 Psalms were meant to be sung.
 The Psalms easy to interpret.
 Literary devices, parallelisms, figures of speech, and graphic imagery are found in the
Psalms.
What two eras would the writing of the book of Psalms NOT fall under?
Era of Formation Era of Theocracy Era of Monarchy Era of Restoration
240
SUMMARY OF PSALMS
How many different types of psalms does Benware identify?  15  10 9 5  12
List the various types of psalms and match the psalm with the correct elements with which it is
identified using the information (a-d) to the right.
1. MESSIANIC _________ _________i a. Judgment

2. LAMENT _________ _________g b. Handiwork of God
3. TESTIMONIAL _________ _________f c. Life from God’s Perspective
4. PILGRIM _________ _________h d. Divine Commentary
5. IMPRECATORY _________ _________a e. Sorrowing Over Sin
6. PENITENTIAL _________ _________e f. Declaration of God’s Work
7. WISDOM _________ _________c g. Cry to God for Help
8. HISTORICAL _________ _________d h. Song of Ascent
9. NATURE _________ _________b i. King/Jesus/Messiah
What is the reason why it cannot be argued too strongly that these psalms must be placed in these
categories? ___________________________________________________________________________
BECAUSE A SINGLE PSALM MAY HAVE ELEMENTS OF SEVERAL PSALM TYPES IN IT AND THERFORE THE
LISTS SHOULD NOT BE SEEN AS “FIXED” CATEGORIES.
241
INTRODUCTION TO OBADIAH
Authorship and Date of Obadiah
True or False:
Obadiah is the shortest book of the Old Testament.  True False
Obadiah is a well-known prophet.  True False
Obadiah’s name means “servant of the Lord”.  True False
Obadiah is the earliest prophetic book written.  True False
The book of Obadiah was written in 854 BC.  True False
The Edomites are irrelevant to the book of Obadiah.  True False
What evidence is there within the book of Obadiah that indicates that it was written in 845 BC?
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
Purpose of Obadiah
What is the purpose of the writing of Obadiah?
1. ___________________________________________________________________________
2. ___________________________________________________________________________
Basic Outline of Obadiah

Fill in the headings and references for a basic outline of Obadiah.
I. ______________________________________________________________ ( )
II. ______________________________________________________________ ( )
III. ______________________________________________________________ ( )
Special Considerations on Obadiah

Review the paragraph on the Edomites in Benware, page 102 and on page 195-196. Check all that
applies about the book of Obadiah?
 The Edomites were the descendants of Jacob.
 The Edomites were the descendants of Abraham.
 The Edomites and Israel were arch enemies.
 The prophets praised the Edomites for their treatment of Jacob.
 Jehoram was not king of Judah at the time Obadiah wrote his book.
 God allowed Edom to revolt against Israel.
242
Important Data About Obadiah

List the following information for the book of Obadiah.
KEY CHAPTER: KEY WORD:
KEY VERSES: KEY CHARACTERS:
MEANING OF OBADIAH: GEOGRAPHY OF OBADIAH:
SUMMARY OF OBADIAH
What is the subject matter of Obadiah? ____________________________________________________
List the two sins of Edom for which judgment was coming.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
Explain the source of Edom’s confidence that they would never be destroyed. _____________________
_____________________________________________________________________________________
What does Benware mean when he refers to a “blood relative” attacking the people of God? _________
_____________________________________________________________________________________
How does Obadiah’s pronouncement of judgment fulfill a component of the Abrahamic Covenant?
_____________________________________________________________________________________
Finish this sentence: “A man can enjoy the creation __________________________________________”
How does Obadiah move the Abrahamic Covenant forward to fulfillment? ________________________
_____________________________________________________________________________________
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INTRODUCTION TO OBADIAH - KEY

Authorship and Date of Obadiah
True or False:
Obadiah is the shortest book of the Old Testament.  True  False
Obadiah is a well-known prophet.  True False
Obadiah’s name means “servant of the Lord”. True  False
Obadiah is the earliest prophetic book written.  True  False
The book of Obadiah was written in 854 BC.  True  False
The Edomites are irrelevant to the book of Obadiah.  True  False
What evidence is there within the book of Obadiah that indicates that it was written in 845BC?
1. JERUSALEM WAS ATTACKED IN THE DAYS OF KING JEHORAM.
2. THE EVENTS IN OBADIAH BEST FIT THE DAYS OF KING JEHORAM.
3. THE EDOMITES ASSISTED THE ENEMIES OF JUDAH.
4. THE EDOMITES ASSISTING THE ENEMIES OF JUDAH IN THE ATTACK OF JERUSALEM
OCCURRED IN 845BC.
Purpose of Obadiah
What is the purpose of the writing of Obadiah?
1. OBADIAH SEVERELY DENOUNCES THE EDOMITES FOR THEIR ASSISTANCE IN THE ATTACK
ON JERUSALEM AND PRONOUNCES GOD’S JUDGMENT ON THEM.
Basic Outline of Obadiah

Fill in the headings and references for a basic outline of Obadiah.
I. THE OVERTHROW OF EDOM (1-9)
II. THE OFFENSE OF EDOM (10-14)
III. THE OUTLOOK FOR EDOM (15-21)
Special Considerations on Obadiah

Review the paragraph on the Edomites in Benware, page 102 and on page 195-196. Check all that
applies about the book of Obadiah?
 The Edomites were the descendants of Jacob.
 The Edomites were the descendants of Abraham.
 The Edomites and Israel were arch enemies.
 The prophets praised the Edomites for their treatment of Jacob.
 Jehoram was not king of Judah at the time Obadiah wrote his book.
 God allowed Edom to revolt against Israel.
244
Important Data About Obadiah

List the following information for the book of Obadiah.
KEY CHAPTER: NO CHAPTER DIVISIONS KEY WORD: GOD’S RETRIBUTIVE JUSTICE
KEY VERSES: 10-14 EDOM’S SIN KEY CHARACTERS: EDOMITES
MEANING OF OBADIAH: THE SERVANT OF THE GEOGRAPHY OF OBADIAH: EDOM

LORD - WRITER OF THE BOOK
SUMMARY OF OBADIAH
What is the subject matter of Obadiah? ____________________________________________________
COMING JUDGMENT ON EDOM
List the two sins of Edom for which judgment was coming.
1. PRIDE
2. INJURY DONE TO JUDAH
Explain the source of Edom’s confidence that they would never be destroyed.
THE EDOMITES ENJOYED NATURAL FORTIFICATION IN THE CANYONS AND CLIFFS OF THEIR CAPITAL
CITY OF PETRA. (SEE PICTURE ON PAGE 195)
What does Benware mean when he refers to a “blood relative” attacking the people of God.
THE EDOMITES WERE DESCENDANTS OF ESAU, JACOB’S BROTHER, AND THUS A BLOOD RELATIVE OF
THE PEOPLE OF GOD.
How does Obadiah’s pronouncement of judgment fulfill a component of the Abrahamic Covenant?
OBADIAH PRONOUNCED JUDGMENT ON EDOM AND ISRAEL ACQUIRING THE WHOLE LAND PROMISED
BY GOD INCLUDING THE LAND OCCUPIED BY THE EDOMITES.
Finish this sentence: “A man can enjoy the creation __________________________________________”

IF HE KNOWS THE CREATOR.
How does Obadiah move the Abrahamic Covenant forward to fulfillment? ________________________
_____________________________________________________________________________________
THE EDOMITES DID NOT HELP JUDAH AND MAY HAVE EVEN PARTICIPATED IN THE ATTACK AND
DESTRUCTION OF JERUSALEM IN THE DAYS OF KING JOHORAM. IN ESSENCE EDOM WAS CURSING
THE PEOPLE OF GOD. GOD IS FULIFILLING THE AC IN PART BY CURSING THOSE WHO CURSED THE
NATION.
245
Old Testament Survey Study Guide 5-29-1 thru 5-36-4

List the English order of OT books. Do not abbreviate book names. Then using notes from the
Introduction Section of the course, place numbers on the chart that indicate the 17-5-17 structure
pattern of the Old Testament.
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
List the key word for each of the Foundational books of the Old Testament.
___GENESIS A. ____________________________________
___EXODUS B. ____________________________________
___LEVITICUS C. ____________________________________
___NUMBERS D. ____________________________________
___DEUTERONOMY E. ____________________________________
___JOSHUA F. ____________________________________
___JUDGES G. ____________________________________
___RUTH H. ____________________________________
___1SAMUEL I. ____________________________________
___2SAMUEL J. ____________________________________
___1KINGS K. ____________________________________
___2KINGS L. ____________________________________
___1CHRONICLES M. ____________________________________
___2CHRONICLES N. ____________________________________
___EZRA O. ____________________________________
___ESTHER P. ____________________________________
___NEHEMIAH Q. ____________________________________
246
Old Testament Survey Study Guide (cont’d)

List the key word for each of the Poetic Books of the Old Testament.
5-29-1 thru 5-36-4
___JOB A. ____________________________________
___PSALMS B. ____________________________________
___PROVERBS C. ____________________________________
___ECCLESIASTES D. ____________________________________
___SONG OF SOLOMON E. ____________________________________
___LAMENTATIONS F. ____________________________________
List the key word for each of the Prophetic books of the Old Testament.
___OBADIAH A. ____________________________________
___JOEL B. ____________________________________
___JONAH C. ____________________________________
___AMOS D. ____________________________________
___HOSEA E. ____________________________________
___ISAIAH F. ____________________________________
___MICAH G. ____________________________________
___NAHUM H. ____________________________________
___ZEPHANIAH I. ____________________________________
___JEREMIAH J. ____________________________________
___HABAKKUK K. ____________________________________
___DANIEL L. ____________________________________
___EZEKIEL M. ____________________________________
___HAGGAI N. ____________________________________
___ZECHARIAH O. ____________________________________
___MALACHI P. ____________________________________
Complete an OT Timeline with at least 15 major events that demonstrates a basic overview of Old Testament
history. You must include Benware’s four eras of OT history and the first five major events in OT history.
Write below the timeline. (15points + 1 point for every event beyond 15 events.)
247
5-29-1 thru 5-36-4
Old Testament Survey Study Guide - KEY
List the English order of OT books. Do not abbreviate book names. Then using notes from the
Introduction Section of the course, place numbers on the chart that would indicate the 17-5-17
structure pattern of the Old Testament.
Joshua Hosea
_____________________________________________________________________________________________________
Judges Joel
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Ruth Amos
_____________________________________________________________________________________________________
1Samuel Obadiah
_____________________________________________________________________________________________________
2Samuel Jonah
_____________________________________________________________________________________________________
1Kings Micah
_____________________________________________________________________________________________________
2Kings Nahum
Genesis 1Chronicles Job Isaiah Habakkuk
Exodus 2Chronicles Psalms Jeremiah Zephaniah
Leviticus Ezra Proverbs Lamentations Haggai
Numbers Nehemiah Ecclesiastes Ezekiel Zechariah
Deuteronomy Esther Song of Daniel Malachi
Solomon
5 12 5 5 12
17 5 17
Benware groups the Old Testament into what four categories?
ERA OF FORMATION ERA OF THEOCRACY ERA OF MONARCHY ERA OF RESTORATION
List the key word for each of the Foundational books of the Old Testament.
___GENESIS A. BEGINNINGS
___EXODUS B. REDEMPTION
___LEVITICUS C. HOLY/HOLINESS
___NUMBERS D. OBSERVE/ DO/OBEY
___JOSHUA F. VICTORY
___JUDGES G. DEFEAT
___RUTH H. KINSMAN REDEEMER
___1SAMUEL I. KING
___2SAMUEL J. DAVID
___1KINGS K. DIVISION
___2KINGS L. CAPTIVITY
___1CHRONICLES M. TEMPLE
___2CHRONICLES N. TEMPLE
___EZRA O. SPIRITUAL RESTORATION
___ESTHER P. PROVIDENCE OF GOD
___NEHEMIAH Q. PHYSICAL RESTORATION
248
Old Testament Survey Study Guide – KEY (cont’d)

List the key word for each of the Poetic Books of the Old Testament.
___JOB A. SUFFERING/SOVEREIGNTY
___PSALMS B. PRAISE
___PROVERBS C. WISDOM
___ECCLESIASTES D. VANITY
___SONG OF SOLOMON E. LOVE
___LAMENTATIONS F. LAMENT
List the key word for each of the Prophetic books of the Old Testament.
___OBADIAH A. GOD’S RETRIBUTIVE JUSTICE
___JOEL B. THE DAY OF THE LORD
___JONAH C. THE GRACE OF GOD
___AMOS D. PREPARE TO MEET GOD
___HOSEA E. GOD’S LOVE FOR ISRAEL
___ISAIAH F. THE SERVANT OF THE LORD
___MICAH G. PERSONAL RIGHTEOUSNESS
___NAHUM H. THE VENGEANCE OF GOD
___ZEPHANIAH I. THE DAY OF THE LORD
___JEREMIAH J. THE NEW COVENANT
___HABAKKUK K. THE HOLINESS OF GOD
___DANIEL L. TIMES OF THE GENTILES
___EZEKIEL M. COMING JUDGMENT/RESTORATION
___HAGGAI N. CONSIDER YOUR WAYS
___ZECHARIAH O. THE COMING MESSIAH
___MALACHI P. THE FEAR OF THE LORD
Complete an OT Timeline with at least 15 major events that demonstrates a basic overview of Old Testament
history. You must include Benware’s four eras of OT history and the first five major events in OT history.
Write below the timeline. (15points + 1 point for every event beyond 15 events.) Answers may vary but
must include the following points.
Creation, Scattering the Nations, Gathering the Nations, Abrahamic Covenant, Enslavement,
Law, Tabernacle, Conquering Canaan, Cycles of Judges, Kings (Saul, David Solomon), Temple,
United Kingdom, Divided Kingdom, Assyria Captivity, Babylonian Captivity, Return and
Restoration. Era of Monarchy
Era of Theocracy Era of Restoration
Era of Formation
Enslavement Temple
Plagues Wandering
Fall Nations Isaac Joseph Law Joshua Samuel David United Assyrian Restoration
Kingdom Captivity Walls
Creation Flood Abrahamic Jacob Moses Worship Samson Saul Solomon Divided Babylonian Revival
Covenant Kingdom Captivity
249
Old Testament Survey Bibliography
Old Testament
Survey
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9/10 Bible
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Ministries, 1999.
Wight, Fred H. Manners and Customs of Bible Lands. Chicago: Moody, 1953.
Wright, C. J. H. Knowing Jesus through the Old Testament. Downers Grove, Ill.: InterVarsity Press, 1995.
Wua, Jen-Her, and Shu-Ching Wanga. “What Drives Mobile Commerce? An Empirical Evaluation of the Revised
Technology Acceptance Model. ”Information and Management 42, no. 5 (July 2005): 719-29.
Youngblood, Ronald F. The Heart of the Old Testament. Grand Rapids: Baker, 1998.
Zuck, Roy B., ed. A Biblical Theology of the Old Testament. Chicago: Moody, 1991.
257
Old Testament
Survey
Chart Citation Guide

Old Testament Survey Chart Citation Guide
CHARTS # Location
1-1-3 OT Order and Classification 1 -
1-1-3 OT Order and Classification 1a -
1-1-3 Old Testament Structure 2 http://home.snu.edu/~hculbert/ot.htm
1-1-3 Old Testament Tanakh 3 http://www.truthnet.org/Apologetics/5/
1-1-3 Old Testament Library of 39 Books 4 http://www.scriptureman.com/bibsur1.html
1-1-3 The Hebrew Bible 5 http://scheinerman.net/judaism/Education/tanakh.html
1-1-5 Chronological OT Chart 6 Ryrie, Charles C. Ryrie Study Bible, Expanded Edition, New
International Version, Chicago: Moody Press, 1994.
1-1-5 Chronological OT Chart KEY 6a Ryrie, Charles C. Ryrie Study Bible, Expanded Edition, New
International Version, Chicago: Moody Press, 1994.
1-2-1 OT Symmetry Chart 7 http://www.biblewheel.com/Canon/OTSymmetryTable.gif
1-2-1 Symmetrical Structure of OT KEY 7a http://www.biblewheel.com/Canon/OTSymmetryTable.gif
1-2-1 OT Catalogue 8 http://www.biblewheel.com/Canon/OTSymmetryTable.gif
1-2-2 OT Table of Contents 9 -
1-2-2 OT Table of Contents KEY 9a -
1-2-3 Comparing OT and NT 10 Adapted from https://bible.org/seriespage/comparing-old-and-new-testaments
1-2-3 Comparing OT and NT KEY 10a Adapted from https://bible.org/seriespage/comparing-old-and-new-testaments
1-3-3 Simple Timeline 11 -
1-3-3 Old Testament Timeline 12 -
1-3-3 Traveling Through the OT 13 http://visualunit.files.wordpress.com/2012/05/travelling_ot.pdf
1-3-3 Bible Timeline 14 http://christianbackgrounds.info/bible-timeline-backgrounds,
1-3-3 Divine Plan of Redemption 15 http://thewordseekers.org/godplan.asp
1-3-3 OT Time Line 16 http://www.pastorbiker.com/old-testament-timeline.html
1-3-3 Major Periods in OT History 17 http://tben.wordpress.com/2010/11/17/timeline-of-major-old-
testaments-periods
1-3-3 Overview of OT History 18 http://www.truthnet.org/TheMessiah/1_Introduction
1-3-3 Historical Timeline Abraham to Jesus 19 http://www.lastofall.net/2011/09/old-testament-timeline-abraham-to-ezra.html
1-3-3 Old Testament Story 20 http://prophetess.lstc.edu/~rklein/Doc5/otstory.pdf
1-3-3 OT Survey chart/Timeline 21 http://ogdenchurchofchrist.org/bible-study/charts
1-3-3 Outline of OT History 22 http://www.tonywatkins.co.uk/christian/bible-christian/old-
testament-history-a-timeline
1-3-3 Old Testament Timeline 23 source unknown
1-3-3 Old Testament Historical Overview 24 http://jmsmith.org/art/graphics
1-3-3 The Old Testament Books 25 http://bibletimelines.org/Chronological_Bible.htm
1-3-3 Biblical Timeline 26 http://plantingthegospel.org/?p=237
1-3-3 PreHistory-Exile Timeline 27 source unknown
1-3-3 Middletown Church Timeline 28 http://www.middletownbiblechurch.org/bofbooks/booksch7.htm
1-3-3 Bible Survey 29 http://fly.hiwaay.net/~wgann/survey/survey.htm#timeline
1-3-3 Bible Survey 30 http://fly.hiwaay.net/~wgann/survey/survey.htm#timeline
1-3-5 Basic Map Of Israel 31 http://www.keyway.ca/htm2002/bethel.htm
259
Old Testament Survey Chart Citation Guide
CHARTS # Location
1-3-5 Basic Map Of Israel 32 Adapted from http://www.keyway.ca/htm2002/bethel.htm
1-3-5 Map of Israel 33 http://www.keyway.ca/htm2002/bethel.htm
1-3-5 Fertile Crescent 34 http://biblestudydownloads.com/Bible_Geography
1-3-5 Israel’s Strategic Location 35 http://biblestudydownloads.com/Bible_Geography
1-3-5 Bodies of Water in Israel 36 http://biblestudydownloads.com/Bible_Geography
1-3-5 Mountains in Israel 37 http://biblestudydownloads.com/Bible_Geography
1-3-5 From Dan to Beersheba 38 http://biblestudydownloads.com/Bible_Geography
1-3-5 Elevations –North/South1 39 http://biblestudydownloads.com/Bible_Geography
1-3-5 Elevations –Coastal Plains 40 http://biblestudydownloads.com/Bible_Geography
1-3-5 Elevations – Shephelah 41 http://biblestudydownloads.com/Bible_Geography
1-3-5 Elevations – Central Mountain Range 42 http://biblestudydownloads.com/Bible_Geography
1-3-5 Elevations- Jordan Rift 43 http://biblestudydownloads.com/Bible_Geography
1-3-5 Elevations – Trans Jordan Plateau 44 http://biblestudydownloads.com/Bible_Geography
1-3-5 Elevations –North/South2 45 http://biblestudydownloads.com/Bible_Geography
1-3-5 Topography of Israel 46 http://www.studylight.org/se/maps/browse.cgi?st=11&pn=3
1-3-5 Judah – Israel Relief Map 47 http://www.bible-history.com/old-testament/divided-kingdom.html
1-3-5 Five Regions 48 http://fourthwall.deviantart.com/art/Five-Regions-of-Israel-172888590
2-5-3 Call It A Day Cartoon 49 http://www.ldolphin.org/Unique.html, http://ldolphin.org
2-5-3 Call It A Day Cartoon KEY 50 http://www.ldolphin.org/Unique.html, http://ldolphin.org
2-6-3 Map of Abraham’s Travels 51 http://bible.org/assets/netbible/ot1.jpg
2-7-2 Exodus Timeline 52 source unknown
2-7-3 Ten Plagues Worksheet 53 Complete Bible Story Clip Art Book, Ventura: Gospel Light. 1989.
2-7-3 Ten Plagues Worksheet KEY 54 Complete Bible Story Clip Art Book, Ventura: Gospel Light. 1989.
2-11-3 Deuteronomy Puzzle 55 http://www.thepotters.com/puzzles/deuteronomy.gif
2-11-3 Deuteronomy Puzzle KEY 55 -
2-11-4 Joshua Cartoons 56 http://www.thebackpew.com
2-12-2 Cycle of Sin in Judges 56a http://www.jesusplusnothing.com
2-15-3 Kings & divided Kingdoms Chart 57 http://chrisedmondson.blogspot.com/2010/07/1-2-kings-1-2-chronicles.html
2-15-3 Divided Kingdom Map KEY 58 http://www.inancientfootsteps.com/twelve-tribes/index.html
2-15-3 Blank Divided Kingdom Map 59 http://www.sewhttkr.home.comcast.net
260
Old Testament
Survey
Youtube.com Video
Citation Guide
Old Testament Survey Youtube.com Citation Guide
1-2-1 Books of the Bible http://youtu.be/Jo-1W0PNUFI
1-2-2 Mrs. Smith - Books of the Old Testament http://youtu.be/XhP7xta2I7Y
1-3-1 How To Worship http://youtu.be/3K4fveLQZZQ
1-3-1 What is Worship http://youtu.be/nuYoVjp33zk
1-3-1 Wrong Worship http://youtu.be/ZJp98hoqy5I
2-5-2 The Fabulous Bentley Brothers – Genesis http://youtu.be/EtWaEJ0dBXI
2-5-4 The Seven First Days of Creation http://youtu.be/lU_SJ08UNag
2-5-4 God’s Glory in His Creation http://youtu.be/wJYaAbrWsvA
2-5-5 The Beginning of the World http://youtu.be/dgdNPsI2uH8
2-6-1 Genesis – Creation of the World http://youtu.be/_RKByQf9jsk
2-7-2 Books of the Bible - Exodus http://youtu.be/DPmRwNPw-QI
2-7-4 The Plagues Lyrics - Prince of Egypt http://youtu.be/rv70p-dXvPg
2-7-4 The Plagues Clip - Prince of Egypt http://youtu.be/-tVTEyuCKn4
2-8-1 Books of the Bible – Leviticus http://youtu.be/lGL0bYzxLMY
2-9-1 Books of the Bible – Numbers http://youtu.be/9RsCZZo59C8
2-11-1 The Fabulous Bentley Brothers – Pentateuch http://youtu.be/IIXkN2ogKTY
2-11-1 The Pentateuch Movie http://youtu.be/_V5n9Eb6ouE
2-11-3 The Pentateuch http://youtu.be/EtWaEJ0dBXI
2-11-3 Previously, In the Pentateuch (part 1) http://youtu.be/91q0tUVig8I
2-11-3 Previously, In the Pentateuch (part 2) http://youtu.be/fkt8Up1PybE
2-11-3 The Pentateuch – the Musical http://youtu.be/3jWfWJz8vpc
2-11-3 Jesus in the Pentateuch http://youtu.be/2rDuRLJZvm4
2-11-4 Joshua Fought the Battle of Jericho http://youtu.be/0hGEFJ-zsOk
2-11-5 When the Jordan River Stopped http://youtu.be/V2n4kVM5qCE
2-12-1 The Fabulous Bentley Brothers – Judges http://youtu.be/TzEAmeM7Qj0
2-12-1 The Story of Samson http://youtu.be/NFNeuwEOZJc
2-12-1 The Historical Books http://youtu.be/kB2orHSt12s
2-12-2 Jepthah http://youtu.be/NFyekTrObRc
2-12-2 Gideon http://youtu.be/ct7N6mn6gRE
2-12-3 The Story of Ruth http://youtu.be/cx1ideNpj_w
2-12-3 The Book of Ruth http://youtu.be/Tqw-18mUFp8
2-12-4 The Ice Cream Song – OT Review http://youtu.be/T7GLF9zfXso
2-13-1 The Thread http://youtu.be/o5qdXWnvynE
2-13-1 Unreached Village http://youtu.be/amTBrUNpcz4
2-13-1 John Piper on Missions http://youtu.be/pmLdbgGyxl0
2-13-1 The Tower of Babel http://youtu.be/3PYETwbP3uY
2-5-2 Books of the Bible – 1Samuel http://youtu.be/yExsh_-FlCg
2-13-3 King Saul http://youtu.be/RH5jJHUiGKQ
2-13-3 Saul and David http://youtu.be/iQNP38yC6jY
2-13-4 The Fabulous Bentley Brothers – 2Samuel http://youtu.be/K6Zjk46AzpU
2-13-4 1&2 Samuel http://youtu.be/Rn77cgLQmDQ
2-13-5 King David http://youtu.be/Q1EpRWcu44I
2-14-1 1Kings http://youtu.be/XheRtqkQ-4g
2-14-1 The Kings of Judah http://youtu.be/YHWt07LrXko
2-14-1 39 Kings of Judah and Israel http://youtu.be/HzPgqR6guRg
2-14-3 The Story of David http://youtu.be/s-v23fu6y-U
262
2-14-1 2Kings http://youtu.be/o2ausqaWG0w
2-14-4 Lego Elijah http://youtu.be/1I0lZcVYQqI
2-15-1 1Chronicles http://youtu.be/sD2e_J22b48
2-15-1 2Chronicles http://youtu.be/-FJPUAZKde8
2-15-1 Assyrian Captivity 1 http://youtu.be/fLj1zG2B0Ko
2-15-1 Assyrian Captivity 2 http://youtu.be/Pu4zo8tmdFs
2-15-1 Assyrian Captivity 3 http://youtu.be/61mBkR3L-1E
2-15-1 The Babylonian Exile http://youtu.be/m81aMREehJk
2-15-3 Jeroboam and Rehoboam http://youtu.be/ExQmAP9s9jc
2-15-4 Books of the Bible - Ezra http://youtu.be/qTAsvVK6JCc
2-15-4 Ezra1-3 Background History http://youtu.be/8IOmMlHqkbs
2-15-4 Ezra 4-6 Background History http://youtu.be/ZtRitelD2aE
2-15-4 OT/NT Song http://youtu.be/_Iy7AedyE3Q
2-16-1 Purim http://youtu.be/UG7UeaKE_dc
2-16-1 The Story of Esther http://youtu.be/UGQ3oSJ_xbc
2-16-3 Nehemiah Rocks http://youtu.be/pde5s-aF_5s
2-16-3 Just Another Brick in the Wall http://youtu.be/tp8_aCXlD-Y
2-16-3 Ezra & Nehemiah – the Beginning http://youtu.be/IvyhG-NVJf4
2-16-4 The Fabulous Bentley Brothers – Nehemiah http://youtu.be/z0MDpVx3wXM
2-16-4 The Nehemiah Story http://youtu.be/7uWtmvDvs3k
2-17-1 Route 66 – Genesis http://youtu.be/_OWdKbAhD4o
2-17-1 Route 66 – Exodus http://youtu.be/po0S8hh3NlA
2-17-1 Route 66 – Leviticus http://youtu.be/wv4VAEFP3r8
2-17-1 Route 66 – Numbers http://youtu.be/6hfXxo4NP1M
2-17-1 Route 66 – Deuteronomy http://youtu.be/NuYF5y3eUO0
2-17-2 Route 66 – Joshua http://youtu.be/-sgsioU3XD8
2-17-2 Route 66 – Judges http://youtu.be/6M5pU8UotTc
2-17-2 Route 66 – Ruth http://youtu.be/XRrVg4toS5c
2-17-2 Route 66 – 1Samuel http://youtu.be/Cns4hIPg65w
2-17-2 Route 66 – 2Samuel http://youtu.be/YvOl0odc6V8
2-17-3 Route 66 – 1Kings http://youtu.be/UQlsdm0PJtk
2-17-3 Route 66 – 2Kings http://youtu.be/M2ipx31Krf8
2-17-3 Route 66 – 1Chronicles http://youtu.be/Sgatti-muF8
2-17-3 Route 66 – 2Chronicles http://youtu.be/HtQruRpTUBg
2-17-3 Route 66 – Ezra http://youtu.be/X8eCctCL1eU
2-17-3 Route 66 – Esther http://youtu.be/VbrtyZnb00U
2-17-3 Route 66 – Nehemiah http://youtu.be/0R2nGJwubeQ
3-18-2 Comic Book Job http://youtu.be/bSUyi4PYt7s
3-18-3 Job’s Story http://youtu.be/fBIApb3Dwak
3-18-3 Job’s Song http://youtu.be/1uZJFUNl8NQ
3-18-4 Stick Figure Job http://youtu.be/WisOPTRoM5U
3-18-4 Summary of Job http://youtu.be/9rhEYvKgSX0
3-19-2 Psalms Song http://youtu.be/4JnQimRO-mQ
3-19-3 Psalms Reading http://youtu.be/I765FFw1Rpc
3-19-4 Proverbs http://youtu.be/SfpKWvITAIk
3-19-4 Proverbs Song http://youtu.be/pn-TclqYj6g
263
3-20-1 Ecclesiastes http://youtu.be/8DA8O6813xs
3-20-1 Turn Turn Turn http://youtu.be/W4ga_M5Zdn4
3-20-1 Turn Turn Turn Lyrics http://youtu.be/zLl_bJoZeDk
3-20-1 This Is It http://youtu.be/tCRbVEGHZlQ
3-20-2 Song of Solomon Pick Up Lines http://youtu.be/f4uIdXn7-jA
3-20-4 Route 66 – Job http://youtu.be/aKHDLz5o2Y4
3-20-4 Route 66 – Psalms http://youtu.be/TlbRT3BBTyw
3-20-4 Route 66 – Proverbs http://youtu.be/w3v_LIcGZcc
3-20-4 Route 66 – Ecclesiastes http://youtu.be/iBWfaY5NSZM
3-20-4 Route 66 – Song of Solomon http://youtu.be/4QTwNd61HA8
3-20-4 Route 66 – Lamentations http://youtu.be/li-97jape1Q
4-21-5 The Assyrians: Masters of War http://youtu.be/vpKxRJDmnQI
4-21-5 McGruff – Anti- Bullying Cartoon http://youtu.be/EvhIdB_8WXE
4-22-1 Humorous Take on the Story of Jonah http://youtu.be/aQQRjVK5iZs
4-22-1 Jonah’s Story http://youtu.be/OeHaPAfWNVM
4-22-2 In the Belly of a Whale http://youtu.be/wH5NEDzv-os
4-23-2 Hosea’s Love Story (Part 1-6)
http://www.youtube.com/watch?v=yyWWXSwtPP0&feature=share&list=PL0E4A71D4DBC2F595
4-24-1 Micah 6:6-8 http://youtu.be/9U7NBAmtqCw
4-24-2 Micah 6:8 Song – Charlie Hall http://youtu.be/n4xmPuMXnL4
4-24-2 Micah 6:8 Song – Maranatha Series http://youtu.be/2h78_PCheIM
4-24-2 Miqueas 6:8 Song – Spanish http://youtu.be/d9UT7gTu8vI
4-24-2 Micah 6:8 Song http://youtu.be/Jy708vXBIZk
4-24-3 Route 66 – Obadiah http://youtu.be/cpgCODq-Bqk
4-24-3 Route 66 – Joel http://youtu.be/W0hMA1mG_Nc
4-24-3 Route 66 – Jonah http://youtu.be/jppp8vOCU14
4-24-3 Route 66 – Amos http://youtu.be/piWJdxA1m3g
4-24-3 Route 66 – Hosea http://youtu.be/cwDZDCXNkXw
4-24-3 Route 66 – Isaiah http://youtu.be/r9o3GN6uo4o
4-24-3 Route 66 – Micah http://youtu.be/5ZbY4SxNxQ0
4-26-1 OT Names of God http://youtu.be/T5-6gwssX0Y
4-26-1 NT Names of God
http://www.youtube.com/watch?v=qedj7hANnmI&feature=share&list=PL5E35BBC50C5E24BE
4-27-2 Daniel 2 – Nebuchadnezzar’s Dream http://youtu.be/AA3qHi-rwvI
4-27-3 Daniel 2 – Interpretation http://youtu.be/CHH-bwdGGvE
4-28-4 Route 66 – Nahum http://youtu.be/El4P7T_hsdE
4-28-4 Route 66 – Zephaniah http://youtu.be/0-8n1NwWFeI
4-28-4 Route 66 – Jeremiah http://youtu.be/hriKnzMRyI8
4-28-4 Route 66 – Habakkuk http://youtu.be/dIV_CE964dQ
4-28-4 Route 66 – Daniel http://youtu.be/SGBfBlQxbFU
4-28-4 Route 66 – Ezekiel http://youtu.be/vWjP6JWPUYg
4-28-4 Route 66 – Haggai http://youtu.be/VRQJfqFSZ-o
4-28-4 Route 66 – Zechariah http://youtu.be/DUzIdjm6jAI
4-28-4 Route 66 – Malachi http://youtu.be/xZch9oBleUE
264
Old Testament
Survey
PowerPoint
Citation Guide
Old Testament Survey PowerPoint Citation Guide
1-1-2 Why Study the Old Testament? http://www.bibletruthsyoudidnotsee.com/external1.html

1-2-1 Symmetrical OT Structure Adapted from Biblewheel.com, http://www.biblewheel.com/Canon/OTSymmetryTable.gif
1-2-1 OT Catalogue http://www.biblewheel.com/Canon/OTSymmetryTable.gif
1-2-3 Bible Introduction http://powershow.com/view1/1bbb22-MDRjO/THE_BIBLE_IS_NOT_ONE_BOOK_powerpoint_ppt_presentation
1-3-1 Brief OT Timeline http://www.angelfire.com/nt/theology/OTSurvey.html
1-3-2 God’s Dealings With Mankind http://www.angelfire.com/nt/theology/OTSurvey.html
1-3-4 How to Create an OT Timeline -
1-3-5 OT Geography Slides 18-26 http://www.wikihow.com/Draw-Israel
1-4-2 View of Bible & Timeline source unknown
1-4-3 The Ancient Hebrews http://www.pptpalooza.net/PPTs/GlobalStudies/AncientMiddleEast-4.ppt.
1-4-4 Atlas http://www.ebibleteacher.com/imagehtml/batlas.html
2-5-1 Did Moses Write the Pentateuch http://ratiochristi.org/media/blog/downloads/Did_Moses_Write_the_Pentateuch.ppt.
2-5-3 Key Blanks http://www.azpartsmaster.com/Products/Schlage-SC1-Brass-Key-Blanks-Box-of-50__F08154.aspx
2-5-5 Origins Cartoons http://radiofreethinker.com/tag/intelligent-design
2-5-5 Origins Cartoons http://www.scientificpsychic.com/search/evolution.html
2-5-5 Origins Cartoons http://www.scottklarr.com/topic/453/collection-of-atheist-and-atheism-motivational-posters
2-5-5 Origins Cartoons http://www.churchoftherock.ca/blog/a-monkeys-uncle
2-5-5 Origins Cartoons http://creationismvevolution.blogspot.com/2007/10/cartoons-attacking-creationism.html
2-5-5 Origins Cartoons http://www.personal.psu.edu
2-5-5 Origins Cartoons http://radiofreethinker.com/tag/intelligent-design/
2-5-5 Origins Cartoons http://the-messiahs-blog.blogspot.com/2010/12/pathetic-fallacy-of-intelligent-design.html
2-5-5 Origins Cartoons http://imgfave.com/search/creation%20science
2-5-5 Origins Cartoons http://atheisthitsquad.tumblr.com/post/421605836/billy-wins-his-first-creation-science-fair
2-6-2 Genesis http://www.knollwoodchurch.org/sermon/20080511Genesis.ppt.
2-6-3 Abraham http://www.revelationofthemystery.com/SlideShows/20060421AbrahamAndFaith.pps
2-6-4 Abrahamic Covenant source unknown
2-6-4 Abraham’s Journey to the Promised Land http://www.primaryresources.co.uk/re/powerpoint/Abrahams.ppt
2-7-1 Pictorial Old Testament http://www.ccwtoday.org/presentations_ebooks.asp#pictorialSurvey
2-7-2 Exodus http://www.vannoylib.ibri.org/2007-Exodus-to-Exile/OT_550.ppt
2-7-3 Exodus1 http://www.powershow.com/view/c228b-
NDYzM/OldTestament_Survey_The_Book_of_Exodus_powerpoint_ppt_presentation
2-7-4 Exodus Review http://r122conference.org/Andy%20Lubben%20-%20Exodus.ppt.
2-7-4 Ten Plagues –Natural and Supernatural http://freepdfdb.com/ppt/powerpoint-presentation-62903583.html
2-8-2 The Tabernacle http://www.authorstream.com/Presentation/Bourriagueja-1254935-tabernacle-in-the-wilderness/
http://www.ebibleteacher.com/sites/default/files/images/1/tabernacle3%20furnishings%201024.JPG
2-8-4 Exodus/Leviticus http://www.angelfire.com/nt/theology/exodus.html
266
2-9-4 Covenants http://www.angelfire.com/nt/theology/leviticus/html

Adapted from http://www.newmanlib.ibri.org/NewmanPpt/JesusFoundation.ppt
2-9-4 Numbers http://thegoodteacher.com/Teaching/Numbers.ppt
2-11-1 Deuteronomy Review http://biblestudydownloads.com/OT_Backgrounds/OT_Backgrounds_files/Covenants-
Ancient%20%26%20Modern-47.ppt.
2-11-2 Deuteronomy http://www.angelfire.com/nt/theology/deuteronomy.html
2-11-4 Introduction to Joshua http://www.stpaulsdorking.org.uk/Publisher/File.aspx?ID=91552
2-12-3 The Book of Ruth source unknown
2-12-4 OT History http://catholic-resources.org/Courses/Israel-History.ppt
2-12-4 Genesis –Ruth Review -
2-13-2 1&2 Samuel http://somehelpful.info/OT/1&2-Samuel.ppt
2-13-2 1&2 Samuel Cartoons http://www.thebackpew.com
2-13-4 1& 2 Samuel http://www.docstoc.com/docs/124524858/PowerPoint-Presentation
2-13-5 2Samuel Application http://ebookbrowse.com/have-you-ever-considered-ppt-d189446143
2-14-2 1&2 Kings http://somehelpful.info/OT/1&2-Kings.ppt
2-14-4 1&2 Kings Overview http://freepdfdb.net/ppt/amos-2889394.html
2-15-3 12 Tribes of the Divided Kingdom http://healinghaven.typepad.com/photos/fillmores_12_power/12-tibes-of-israel.html
2-15-5 Ezra Cartoons http://www.thebackpew.com
2-17-4 Historical Books Overview source unknown
3-18-1 Hebrew Poetry http://www.bible.gs/english.html/HebrewPoetry
3-18-1 Hebrew Poetry Introduction http://www.westlondoncog.org/f/docs/EBSPPLesson5.ppt
3-19-2 Old Testament Survey: Psalms http://www.knollwoodchurch.org/sermon/20091227Psalms.ppt
3-19-4 Proverbs http://www.washingtonubf.org/Resources/BibleReport/proverbs.ppt
3-20-3 Bible Survey Lamentations http://fontainebaptist.com/BibleSurvey/PowerPoint/Lamentations.ppt
3-20-4 Poetic Books Review http://www.angelfire.com/nt/theology/PoeticBooks.html
4-21-1 Intro to OT Prophets source unknown
4-21-1 The Major Prophets http://www.westlondoncog.org/f/docs/EBSPPLesson5.ppt
4-21-1 The Minor Prophets http://www.truthchasers.com/fc_showcase.htm
4-21-2 Prophets Survey source unknown
4-21-4 Joel http://biblestudydownloads.com/OT_Survey/OT_Survey.html
4-22-2 Jonah http://www.angelfire.com/nt/theology/ppt/32-Jonah.ppt
4-22-3 Amos http://www.washingtonubf.org/Resources/BibleReport/amos.ppt
4-22-4 Amos1 http://www.biblestudydownloads.com
4-23-1 Hosea http://www.slideshare.net/chronicwriter
4-23-3 Isaiah http://www.washingtonubf.org/Resources/BibleReport/isaiah.ppt
267
4-23-5 Messianic Prophesies http://www.osta.com/apologetics/MessianicProphesies.ppt

4-23-5 God’s Unusual Messiah http://www.bellairechurchofchrist.org/system/files/GOD%E2%80%99S++UNUSUAL++MESSIAH.ppt.
4-24-2 Micah source unknown
4-24-3 The Major Prophets http://www.westlondoncog.org/f/docs/EBSPPLesson5.ppt
4-24-3 The Minor Prophets http://truthchasers.com/fc_showcase.htm
4-25-1 Nahum http://urbanlife.org.za/sites/urbanlife.org.za/files/2009-06-30%20SALT%20-
%20Nahum%20Zephaniah%20Habakkuk%20Jeremiah.ppt
4-25-1 Nahum Introduction http://www.biblestudydownloads.com
4-25-3 The Character of God http://www.lewistoncnh.org/minorprophets/Nahum/the%20character%20of%20God.ppt
4-25-4 Zephaniah http://www.romfordelimchurch.co.uk/teachings/sunday-audio-sermons/?show&file_name=Zephaniah.ppt
4-25-5 Zephaniah1 http://www.romfordelimchurch.co.uk/teachings/sunday-audio-sermons/?show&file_name=Zephaniah.ppt
4-26-2 Jeremiah http://www.westlondoncog.org/f/docs/EBSPPLesson6-PP97.ppt
4-26-4 Habakkuk http://www.biblestudydownloads.com
4-26-4 Habakkuk1 http://vimeo.com/57936086
4-26-4 Habakkuk Introduction http://www.angelfire.com/nt/theology/ppt/35-Habakkuk.ppt
4-27-1 Apocalyptic Literature http://www.newmanlib.ibri.org/Contents/Contents-newmanlib-tit.htm
4-27-1 Daniel unknown source
4-27-3 Daniel http://biblestudyresourcecenter.com/book_of_daniel
4-27-4 Ezekiel http://churchofchristatharrodsburg.com/bible/old_testament/bible_024.ppt
4-28-1 Haggai http://fontainebaptist.com/BibleSurvey/PowerPoint/Haggai.ppt
4-28-2 Zechariah http://www.angelfire.com/nt/theology/ppt/38-Zechariah.ppt
4-28-3 Malachi unknown source
268
Old Testament Survey – Course Evaluation
COURSE EVALUATION
Teacher: Tim Skelly 541-530-2071 pastortimskelly@gmail.com
1. According to the course objectives as stated on page 2 of the Course Syllabus and listed below, did
this course accomplish what it intended to accomplish? _X_ Yes ____ No
If no, please explain:
Yes, this course does accomplish the stated goals. My students have a solid understanding of
the culture and a basic understanding of each book. The students have also developed an
appreciation of the big picture of the Old Testament and thus understand how the pieces fit
together.
Class Objectives:
1. The student will become familiar with the general contents and interpretation of the Old
Testament books from Genesis through Malachi.
2. The student will understand the importance of the cultural, historical, and geographical
background for the proper interpretation of the OT.
3. The student will acquire an appreciation of the overall importance of the OT, its proper
authority, and its absolute importance as a foundational base for a thorough understanding
of the New Testament.
2. Please list three strengths of the course:
1. Very strong content
2. An easy to follow format
3. An all-inclusive package (i.e. assessments, videos, daily lessons, class worksheets, PowerPoint
presentations, maps, charts)
3. Please list three weaknesses of the course:
1. I would like to see more on applying each book to the students’ personal lives.
2. The class worksheets have become monotonous and has taken great work to keep the
students engaged in the work.
3. We are still working out bugs on the technical end (i.e. It would be nice to access (click-on) all
the resources from the lesson plan page instead of going out of the lesson plan page to the
resource page).
4. What could you do to improve this course?
I love the video idea for introducing each book. I only wish there was a bigger variety and more
videos used for other parts of the lesson besides just the introduction. Also I would like to see
the information studied and discovered in more ways than just class worksheets.
5. Comments:
Overall this is an amazing curriculum that is done with creativity and excellence! I would highly
recommend this curriculum. It has been easy to use and has proven to be effective as a learning
tool and has been a great resource for me, daily in the classroom. I took Old Testament Survey
in college and I wish that curriculum could have been as exciting, creative, and easy to follow as
Mr. Tharp’s.
269
Old Testament Survey – Course Evaluation
COURSE EVALUATION
Teacher: Beau Shelby 541-643-7294 bshelby@uvcs.org
Old Testament Survey Evaluation
Dear Curriculum Team, I have had the privilege of teaching the Old Testament Survey class for the past
two months. As I have taught this class, I have noticed that the Course Syllabus does accomplish the
class objectives. I feel that the strengths of this course is the detail of course information. I think that
the information is detailed enough for a survey course, but not overly detailed. The only weakness of
this course is that the class handouts need to be corrected for grammar and spelling errors. The
worksheets need to be checked to make sure that the right questions are on the correct Bible Book
pertaining to the information. I feel that the weakness of this course is more in the technical side more
than the informational part. Since I have not been teaching this course for very long, I do not feel that I
can accurately tell you what could and should be changed to improve this course.
Mr. Shelby
270

OT Curriculum Guide

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Old Testament Survey

CHRISTIAN HIGH SCHOOL

A CAPSTONE RESEARCH PROJECT

Submitted to the Faculty

PhD Biblical Studies

at Trinity College of the Bible and Trinity Theological Seminary

CHRISTIAN HIGH SCHOOL

Read and Approved by:

CHRISTIAN HIGH SCHOOL

Doug Tharp, PhD

CERTIFICATES AND LICENSES

Secondary School Principal

Elementary School Principal

Director and Co-Founder

Pastor of Community Outreach/Missions

Pastor of Small Groups

Papua New Guinea Branch Bible Translation Coordinator

Sulka Bible Translation Project Manager

The content of the CDP should include the following:

Class Grading System

How to Succeed in this Class

 Arrive on time and prepared.

Possible Consequences for Not Meeting Expectations:

Course Discovery Paper Grade Sheet

Student _____________ Topic__________________________________ _________ Paper Grade_____

* SCORED GRADE SHEET SAMPLE ON NEXT PAGE

EXAMPLE Course Discovery Paper Grade Sheet

Student John Doe Topic __Jepthah and Human

Course Discovery Paper Topics

HOW TO USE THIS CURRICULUM GUIDE

The RESOURCE GUIDE consists of two (2) folders:

Ex. 1-1-2 Class Worksheet.doc

A Summary of the lesson will be identified with the following icon…………………………….…

Any Review information will be identified with the following icon……………………….

OVERVIEW OF COURSE CONTENTS

Week 2 Day 1 Symmetrical View of Old Testament

Week 3 Day 1 Brief Overview of OT History from Acts 7

Week 4 Day 1 Geography of Old Testament 2

UNIT 2 – FOUNDATIONAL BOOKS

Week 6 Day 1 SUMMARY OF GENESIS: God’s Dealings with Mankind

Week 7 Day 1 Pictorial Old Testament Review

Week 8 Day 1 INTRODUCTION TO LEVITICUS

Week 9 Day 1 INTRODUCTION TO NUMBERS

Week 10 Day 1 Application 1

Week 11 Day 1 INTRODUCTION TO DEUTERONOMY

Week 12 Day 1 INTRODUCTION TO JUDGES

Week 13 Day 1 Israel and the Nations

Week 14 Day 1 INTRODUCTION TO 1 KINGS

Week 15 Day 1 INTRODUCTION TO 1 & 2 CHRONICLES

Week 16 Day 1 INTRODUCTION TO ESTHER

Week 17 Day 1 Unit Review

UNIT 3 – POETIC BOOKS

Week 19 Day 1 INTRODUCTION TO PSALMS

Week 20 Day 1 INTRODUCTION AND SUMMARY OF ECCLESIASTES

UNIT 4 - PROPHETIC BOOKS

Week 22 Day 1 INTRODUCTION TO JONAH

Week 23 Day 1 INTRODUCTION TO HOSEA

Week 24 Day 1 INTRODUCTION TO MICAH

Week 25 Day 1 INTRODUCTION TO NAHUM

Week 26 Day 1 Names of God

Week 27 Day 1 INTRODUCTION TO DANIEL

Week 28 Day 1 INTRODUCTION AND SUMMARY OF HAGGAI

Week 30 Day 1 REVIEW OF JOSHUA

Student _ Topic__________________ _ Paper Grade_