Cornerstone Connections 012556

real.solid.
stories
CORNERSTONECONNECTIONS
4THQUARTER2023 TEACHER’S GUIDE
Reality Bible
FOURTH QUARTER 2023
Youth Sabbath School

Teacher’s Guide
*EYT231001*
EYT231001
RealityBible
co r n e r s t o n e welcome
conn e c t i o n s Welcome to the experience of teaching from Cornerstone Connections:
Teacher’s Guide Real. Solid. Stories.
The following are provided for your assistance:
REAL. SOLID. STORIES. • A Word About What’s Ahead . . . (Student Introduction) [p. 2]
• Why the Bible Story Approach? (Teacher Introduction) [p. 3]
4th Quarter 2023 • What Tools Are Provided for Teaching the Stories? [p. 4]
Reality Bible • Complete Scope and Sequence [p. 5]
• 2023 Scope and Sequence [p. 6]
• Overview [p. 9]
world Sabbath School director
Jim Howard
A WORD ABOUT WHAT’S AHEAD . . . (Student Introduction)
General Conference adviser
Ted N. C. Wilson The goal of Cornerstone Connections is to lead you to the Bible to see the
Biblical Research Institute adviser
big story of God and people. This big story continues from the first gener-
Clinton Wahlen ation in Eden to your generation today. It’s about the lives of people as the
God of the universe interacts with them.
design direction
Review and Herald® Design Center If you are looking for a word from God that is real, Cornerstone Connections
captures the message of Scripture and challenges you to make the connec-
circulation
tions to your real life.
Rebecca Hilde
God’s Word is not only real; it is rock-solid. For the first generation to hear
God’s voice in the garden to the last group standing before Christ at the
Second Coming, the Word of God has been and continues to be reliable.
The word from God comes to us in the stories of people who encountered
Him and made a decision either to follow Him or walk away.
Real. Solid. Stories. You will find one in Into the Story in each lesson. Out
of the Story will provide you with ways to search for truth you can apply to
your life. In each lesson you also will find:
• What Do You Think?—a mental activity to get your mind and heart in
gear for the story to follow. Every time you approach a Bible story, you
are coming to it in the context of the story in which you live every day.
• Did You Know?—a brief statistic or definition that digs a little deeper
into the story or provides some helpful facts to bring to the lesson.
• Key Text—a verse that points out a key concept from the story. It is
also a great place to find verses that you can memorize and store
away for later use.
• Punch Lines—a few other verses from Scripture that punctuate key
concepts of the lesson. You may see connections between them and
the Bible story as well as your own life.
• Flashlight—a brief snapshot of Ellen White’s input on the story. These
glimmers that shed light onto the biblical passage will also give you a
glimpse of what awaits you in the suggested weekly reading from her
inspired commentary on the stories—the Conflict of the Ages.*
PRINTED IN THE U.S.A.

•F urther Insight—one or two quotes that will provide further insight
into the central message of the lesson. co rne rstone
• Connecting to Life—the guide to making the truths about God in this
story your very own. Study the Bible lesson during the week in prepa-
connect i o n s
ration for Sabbath School. On Sabbath you will have the opportunity to
Teacher’s Guide
review, discuss, and elaborate on what you learned with your teacher REAL. SOLID. STORIES.
and other students in your Sabbath School class. Each day of the
week you will be directed to explore one of the sections of the lesson, 4th Quarter 2023
to relate it to the story you live, and to make the message from God’s Reality Bible
Word apply to you personally.
WHY THE BIBLE STORY APPROACH? (Teacher Introduction) CORNERSTONE CONNECTIONS Teacher’s Guide (ISSN 0742-
8685), Vol. 54, No. 4, Fourth Quarter 2023. Published
quarterly and copyrighted by the General Conference
There is a tendency to neglect God’s Word because the Bible seems so Corporation of Seventh-day Adventists®, 12501 Old
Columbia Pike, Silver Spring, MD 20904-6600, U.S.A.
old and the issues of life today don’t seem to automatically connect with Published for the General Conference of Seventh-day
the ancient, inspired text. But the Bible was never meant to be just read. Adventists® by Pacific Press® Publishing Association.
It was meant to be studied, reflected on, and integrated into life. It wasn’t Postmaster: Send address changes to CORNERSTONE
written to be analyzed as much as it was to be obeyed. It takes effort. CONNECTIONS Teacher’s Guide, P.O. Box 5353, Nampa, ID,
83653-5353. Postage paid in Nampa, Idaho, and addi-
If you simply want a story to entertain you, then the Bible isn’t for you. tional mailing offices. Single copy, US$35.99 plus postage.
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The Bible is not a novel that grips you, but if you get a firm hold on
Scripture quotations marked KJV are from the King James
the message of the Bible with a teachable heart and an eye that seeks Version.
God, you will find something more than entertaining. You will discover
Scripture quotations marked The Message are from The
a message just for you. “And you will seek Me and find Me, when you Message, copyright © 1993, 2002, 2018 by Eugene H.
search for Me with all your heart” (Jeremiah 29:13, NKJV). Jesus said, Peterson. Used by permission of NavPress Publishing
Group. Represented by Tyndale House Publishers, Inc.
“Therefore whoever hears these sayings of Mine, and does them, I will
Scripture quotations marked NASB are from the New
liken him to a wise man who built his house on the rock” (Matthew 7:24, American Standard Bible®, Copyright © 1960, 1971, 1977,
NKJV). 1995 by The Lockman Foundation. All rights reserved.
Scripture quotations marked NIV are from THE HOLY BIBLE,
NEW INTERNATIONAL VERSION®. Copyright © 1973,
The Bible is the tool used by the promised Teacher—the Holy Spirit. We,
1978, 1984, 2011 by Biblica, Inc.® Used by permission. All
the earthly teachers, will be effective as we first let the Spirit teach us. rights reserved worldwide.
Each of these lessons is built around a specific Bible story. You will lead Scripture quotations marked NKJV are from the New King
the students Into the Story and help them mine truth for their lives Out of James Version®. Copyright © 1982 by Thomas Nelson.
Used by permission. All rights reserved.
the Story. The gems of truth are not already mined for you. You and your
Scripture quotations marked NLT are from the Holy Bible,
students will have an opportunity to dig for yourselves. New Living Translation, copyright © 1996, 2004, 2007,
2013, 2015 by Tyndale House Foundation. Used by permis-
sion of Tyndale House Publishers, Inc., Carol Stream, Illinois
“In daily study the verse-by-verse method is often most helpful. Let the stu-
60188. All rights reserved.
dent take one verse, and concentrate the mind on ascertaining the thought
Scripture quotations marked NRSV are from the New
that God has put into that verse for him, and then dwell upon the thought Revised Standard Version of the Bible, copyright © 1989 by
until it becomes his own. One passage thus studied until its significance is the Division of Christian Education of the National Council
of the Churches of Christ in the USA. Used by permission.
clear is of more value than the perusal of many chapters with no definite All rights reserved.
purpose in view and no positive instruction gained” (Education, p. 189).
Welcome to Cornerstone Connections.
—The General Conference Sabbath School Department

PS Don’t forget to check out the reading plan.
*A special modern adaptation has been created just for you by the Ellen G. White Estate and the
Pacific Press® Publishing Association. Get more info about it at: www.cornerstoneconnections.net.
what tools are provided
for teaching the stories?
(Bolded text helps you review the suggested steps at a glance.)
❶ With each lesson in this Teacher’s Guide you students are also directed to work through
will find an Explore section with topics listed one section of their lesson on their own each
that relate to each week’s story. We have pro- day by following the instructions in Making It
vided a variety of resources for exploring the Real. Encourage students to study the Bible
topic you choose—from discussion questions lesson during the week in preparation for
to illustrations, from reader’s theater scripts Sabbath School. On Sabbath you will review
to learning activities. Use the resources the lesson and will help them elaborate on
at www.cornerstoneconnections.net to it. This process will strengthen in students
create a “program” that is relevant to a sense of accountability and will facilitate a
your group. deeper spiritual understanding of the content
under study in Sabbath School.
❷ Begin the actual “lesson” time with the
cornerstoneconnections
What Do You Think? activity (and the ❼ Each week’s Teacher’s Guide includes a teach-
Did You Know? information) in the student ing tip in Rabbi 101 that will be helpful for you
lesson. The activities are designed to get your to keep for future reference. You are also pro-
students to think, respond, and share with one vided an activity and a summary that helps to
another. The rich discussion that can grow out draw the lesson together and close.
of this exercise is a great entry point. The key
question to ask at the end is “Why did you ❽ In each lesson students are provided with
respond the way you did?” a reference to the volume from the Conflict
of the Ages Series, by Ellen White, that cor-
❸ Your Teacher’s Guide provides an illustration, responds with the week’s story. Students
along with a short “bridge” thought that will who follow the reading plan included in these
help you lead your students into the Bible Sabbath School Bible study guides will be
passage itself. able to read the entire series in four years. The
audio and e-book versions of the Conflict of
❹ The heart of the lesson experience is to read the Ages Series in Today’s Language are now
the Bible passage, Into the Story, together available online at www.cornerstoneconnec
and to discuss it with the help of your Out of tions.net. The prayerful study of God’s Word
the Story for Teachers questions. Other pas- along with the reading of these books promise
sages to compare to this one for further study of to help students grow in their relationship with
the Word are sometimes provided as well. God!
❺ Then share the information about con- ❾ Teachers, in your role as a discipler of youth,
text and background that will make the the GC Sabbath School and Personal Ministries
story become more understandable for you Department wants to help you in every way
and your students. possible to be equipped for this important
work. You are encouraged to go to www
❻ You are provided with a short guide to help .growingfruitfuldisciples.com. There you will
you unpack the other sections of the find resources to help you be more intentional
student lesson with your class. (Your and fruitful in the discipling of your students.
4
scope & sequence
2020 2021 2022 2023
1st Quarter 1st Quarter 1st Quarter 1st Quarter
1. God’s People 1. Jesus 1. The Mission 1. Adam and Eve
2. Solomon 2. It’s Time 2. The Holy Spirit 2. The Serpent
3. Temple Builder 3. Mary 3. The Lame Man 3. Cain and Abel
4. Proud Potentate 4. Simeon/Anna 4. Ananias/Sapphira 4. Seth and Enoch
5. Repentant Author 5. The Wise Men 5. God’s People 5. Noah
6. Rehoboam 6. The Child Jesus 6. Stephen 6. Tower People
7. Jeroboam 7. The Voice 7. Paul 7. Abraham
8. Asa, Ahab, Jezebel 8. Victory 8. Peter 8. Isaac
9. Elijah 9. Messiah Found 9. Paul/Barnabas 9. Lot
10. Evangelist 10. Marriage Feast 10. Gentiles Included 10. Rebekah
11. Coward 11. The Temple 11. Spreading Good News 11. Jacob and Esau
12. The Sabbath 12. Nicodemus 12. The Thessalonians 12. Jacob
13. Jehoshaphat 13. John the Baptist 13. The Ephesians
2nd Quarter 2nd Quarter 2nd Quarter 2nd Quarter

1. Ahab 1. Samaritan Woman 1. The Corinthians 1. Joseph
2. Elisha 2. The Nobleman 2. Workers for Christ 2. The Brothers
3. Prophet 3. The Lame Man 3. Romans/Galatians 3. Moses
4. Naaman 4. John the Baptist 4. Last Journey 4. Egyptians
5. Jonah 5. The Anointed One 5. Adventures and Trials 5. Fleeing Slaves
6. Hosea 6. Peter 6. Philemon 6. Unhappy Campers
7. Isaiah 7. Capernaum 7. Colossians/Philippians 7. Chosen Nation
8. Jehovah 8. The Leper 8. Final Arrest 8. Aaron
9. Ahaz 9. Levi-Matthew 9. Before Nero 9. The Tabernacle
10. Hezekiah 10. The Sabbath 10. John the Beloved 10. Miriam and Zipporah
11. Assyria 11. The Disciples 11. Patmos 11. Twelve Spies
12. Manasseh 12. The Centurion 12. The Revelation 12. Korah
13. Josiah 13. The Demoniac 13. Church Triumphant 13. The Bronze Serpent
3rd Quarter 3rd Quarter 3rd Quarter 3rd Quarter

1. Jeremiah 1. Woman/Jairus 1. First Believers 1. The Borders Revisited
2. Approaching Doom 2. The Seventy 2. Seekers 2. Balaam
3. Last King 3. The Disciples 3. Wycliffe 3. Q
uestionable Neighbors
4. Captives 4. Misunderstandings 4. Luther 4. Law Review
5. Daniel 5. Broken Barriers 5. Zwingli 5. Moses’ Death
6. The Dream 6. Jesus’ Ministry 6. French Reformation 6. Crossing Jordan
7. Three Hebrews 7. Who Is Jesus? 7. English Reformers 7. Rahab
8. Nebuchadnezzar 8. Lawyer/Ruler 8. French Revolution 8. Blessings and Curses
9. Belshazzar 9. The Children 9. American Reformers 9. Gibeonites
10. Daniel 10. Lazarus’s Family 10. William Miller 10. Canaan Divided
11. Daniel 7 11. Zacchaeus 11. Prophecy Fulfilled 11. Last Words of Joshua
12. Daniel 8, 9 12. Mary 12. The Sanctuary 12. Annual Feasts
13. Daniel 10–12 13. James and John 13. God’s Law 13. Early Judges
4th Quarter 4th Quarter 4th Quarter 4th Quarter

1. Haggai/Zerubbabel 1. The King Comes 1. Renewal 1. Samson
2. Zechariah 2. The Pharisees 2. Investigative Judgment 2. Samuel
3. Temple Two 3. The End of Time 3. Origin of Evil 3. Eli
4. Esther 4. Servanthood 4. Snares 4. Philistines
5. Queen 5. The Last Supper 5. Great Deception 5. First King
6. Ezra 6. Gethsemane 6. The Papacy 6. Saul’s Death
7. Nehemiah 7. The Trial 7. Spiritual Challenge 7. Anointed
8. Builders 8. Calvary 8. The Bible 8. Fugitive
9. Plotters 9. Resurrection 9. Last Chance 9. Lunatic
10. Reformers 10. Mary Magdalene 10. Time of Trouble 10. Crowned King
11. Jesus 11. The Emmaus Road 11. Deliverance 11. Incumbent
12. Deliverer 12. By the Sea 12. The End 12. Sinner
13. The Sabbath 13. Jesus’ Ascension 13. The Beginning 13. Absalom
5
1. The Way of Two Worlds Scripture Story: Isaiah 14; Revelation 12; Genesis 1; 2.
Commentary: Patriarchs and Prophets, chapters 1 and 2.
& sequence 2. Law Meets Love
3. Out of Control
Scripture Story: Genesis 3.
Scripture Story: Genesis 4:1-16.
Commentary: Patriarchs and Prophets, chapter 5.
4. A Very Long Walk With God Scripture Story: Genesis 4:25–6:2.
5. Noah Way! Scripture Story: Genesis 6; 7–9:17.
1s t Q uar t e r
Commentary: Patriarchs and Prophets, chapters 7–9.
6. Reaching Toward Heaven Scripture Story: Genesis 11:1-9.
7. Long, Strange Trip Scripture Story: Genesis 12–15; 17:1-16; 18.
8. God Provides Scripture Story: Genesis 21:1-5; 22:1-12.
9. No Laughing Matter Scripture Story: Genesis 19:1-14.
10. Winsome . . . and Then Some Scripture Story: Genesis 24.
11. Identity Theft Scripture Story: Genesis 25:19-34; 27.
12. Struggle by a Stream Scripture Story: Genesis 28–33.
scope
1. Life Is Hard . . . Work! Scripture Story: Genesis 39–41.

2. Could You Do It? Scripture Story: Genesis 41:54-56; 42–50.
3. I See, I Hear, I Know Scripture Story: Exodus 1–4.
4. Apply the Blood! Scripture Story: Exodus 5–11; 12:1-32.
2 0 2 3

5. Faith First? Scripture Story: Exodus 12:34-51; 13–15.
2nd Quar te r

6. Unhappy Campers Scripture Story: Exodus 15:22-27; 16–18.
7. The Covenant of Love Scripture Story: Exodus 19–24.
Commentary: Patriarchs and Prophets, chapters 27, 29, and 32.
8. God Thinks Twice Scripture Story: Exodus 32–34.
9. Making Rooms for God Scripture Story: Exodus 25–40; Leviticus 4; 16.
10. What About Me? Scripture Story: Numbers 11; 12; Leviticus 10:1-11.
11. Get Over Yourself! Scripture Story: Numbers 13; 14.
12. The “Wannabes” Scripture Story: Numbers 16; 17.
13. Drama in the Desert Scripture Story: Numbers 20; 21:1-9.
6
1. The Trust Test Scripture Story: Deuteronomy 2; 3:1-11.
scope & sequence

2. Greed: The Bottomless Pit Scripture Story: Numbers 22–24.
3. Roads to the Soul Scripture Story: Numbers 25.
4. Law and Love Revisited Scripture Story: Deuteronomy 4–6; 28.
5. Last Longing Look Scripture Story: Deuteronomy 31–34.
3r d Q uar t er

6. Promises Don’t Die Scripture Story: Joshua 1–5:12.
7. Behind the Walls Scripture Story: Joshua 5:13-15; 6; 7.
8. First Things First Scripture Story: Joshua 8.
9. Oops! Scripture Story: Joshua 9; 10.
10. Real Estate Section Scripture Story: Joshua 10:40-43; 11; 14–22.
11. Line in the Sand Scripture Story: Joshua 23; 24.
12. Famines and Feasts Scripture Story: Leviticus 23.
Commentary: Patriarchs and Prophets, chapters 50–52.
13. Knowing God’s Will Scripture Story: Judges 6–8; 10.
1. Consequences Scripture Story: Judges 13–16.

2. Prayer Power Scripture Story: 1 Samuel 1; 2:1-11.
3. Eli’s Bad, Bad Boys Scripture Story: 1 Samuel 2:12-36.
4. Turn It Around Scripture Story: 1 Samuel 3–7.
2 0 2 3
5. Trading Leaders Scripture Story: 1 Samuel 8–14.
4th Quar te r

6. So Long, Saul Scripture Story: 1 Samuel 15; 28; 31.
Commentary: Patriarchs and Prophets, chapters 61, 66, and 67.
7. Giant Faith Scripture Story: 1 Samuel 16; 17.
8. Running Scripture Story: 1 Samuel 18–27.
9. A Sad End Scripture Story: 1 Samuel 29; 30; 2 Samuel 1.
10. When Will I Be King? Scripture Story: 2 Samuel 2–5:5.
11. The Golden Age of Israel Scripture Story: 2 Samuel 5:6-25; 6; 7; 9; 10.
12. The Fall and Rise of David Scripture Story: 2 Samuel 11; 12.
13. The Fathers God Chose Scripture Story: 2 Samuel 7; Matthew 1:1-17;
for His Son Luke 3:21-38.
Commentary: Patriarchs and Prophets (or Beginning of the End ),
chapter 70; The Desire of Ages (or Humble Hero ),
chapters 1–4.
7
overview
4THQUARTER2023
October November December

7—Consequences [p. 11] 4—Trading Leaders [p. 43] 2—A Sad End [p. 75]
Many young people struggle with de- God gives Israel the king they beg David’s victory celebration is stopped
pression, anxiety, and fear. Suicide for, against His better judgment. by word of Saul’s final defeat.
is more common now than ever
before. Samson’s life offers an op- 11—So Long, Saul [p. 51] 9—When Will I Be King? [p. 83]
portunity to explore this topic with Outer appearances can’t be trusted; David hangs on to God, even though
care and humility. unchecked power almost always his path is long and difficult.
corrupts.
14—Prayer Power [p. 19] 16—The Golden Age of Israel [p. 91]
Hannah is faithful to fulfill the vow 18—Giant Faith [p. 59] After the long struggle to the throne,
she makes to God in anguish. Reckless and childlike trust in God David finally unites Israel in prosper-
turns human reality upside down. ity.
21—Eli’s Bad, Bad Boys [p. 27]
Poor parenting ends in national trou- 25—Running [p. 67] 23—The Fall and Rise of David
ble and family tragedy. Saul is out to destroy the very per- [p. 99]
son who wins his battles for him. Even after years of complete trust
28—Turn It Around [p. 35] in God, David succumbs to self-
The story of the ark shows God as sufficiency.
holy, just, yet full of mercy.
30—The Fathers God Chose for His
Son [p. 107]
Usually when the Christmas story is
shared, Jesus’ genealogy is com-
pletely ignored. However, the details
of Jesus’ background are critical to
understanding the full story of His
life.
9
LESSON 1
OCTOBER072023
consequences
Scripture Story: Judges 13–16.
chapter 54.
PREPARING TO TEACH Even today Satan seeks to divert our attention from
doing God’s will. He will use every means, including
I. SYNOPSIS our own desires and passions to turn us away from
Hebrews 11 celebrates some of the most amazing God and His will for our lives. Every choice we make
Bible characters as examples of people who found the throughout the day will lead us closer to Him or further
courage to play a part in God’s plan for salvation. Of away. “The very ones whom God purposes to use as
that list, Samson is mentioned as one “whose weak- His instruments for a special work, Satan employs his
ness was turned to strength” (Hebrews 11:34). Samson utmost power to lead astray. He attacks us at our weak
is grouped among those who are historical anchors of points, working through defects in the character to gain
the family of faith. Why? Perhaps Samson’s life is a control of the whole man; and he knows that if these
tragic lesson of someone who learns the chief lessons defects are cherished, he will succeed” (Patriarchs and
of life the hard way—but nevertheless learns. His story Prophets, p. 568). But the good news is that God has
is also darkened—not solely by the way he lived but by made a way of escape—He does not leave us alone to
the way he died. fight this battle against the evil one. The Bible is full of
Too often Samson was controlled by his own promises to help us trust God to overcome sin in our
desires and passions. This inhibited his greatness and lives and become more like Jesus in character. In 2
the way God could use him. “The real greatness of the Peter 1:4, 5 we read, “By which have been given to us
man is measured by the power of the feelings that he exceedingly great and precious promises, that through
controls, not by those that control him” (Patriarchs and these you may be partakers of the divine nature, hav-
Prophets, p. 567). ing escaped the corruption that is in the world through
“Had Samson obeyed the divine commands as lust.”
faithfully as his parents had done, his would have been
a nobler and happier destiny. But association with II. TARGET
idolaters corrupted him. . . .” (Patriarchs and Prophets, The students will:
p. 562) until he sought to marry a Philistine woman. Know the importance and relationship of every-
•
His determination, against his parents’ council, was day choices to our calling.
“Get her for me, for she pleases me well” (Judges 14:3, Feel a sense an urgency to live in harmony with
•
NKJV). “Samson connected himself with the enemies God’s plan for our life.
of Israel. He did not ask whether he could better glo- Respond in partnership with others to build
•
rify God when united with the object of his choice, or community rather than isolation.
whether he was placing himself in a position where he
could not fulfill the purpose to be accomplished by his III. EXPLORE
life” (Patriarchs and Prophets, p. 563). The Holy Scriptures, Seventh-day Adventist
11
Fundamental Beliefs, No. 1: “The Holy Scriptures, “Every great hero of faith has been willing to take
Old and New Testaments, are the written Word of God, a stand. . . .
given by divine inspiration. . . . The Holy Scriptures are “Love always demands commitment. Its cost is a
the supreme, authoritative, and the infallible revelation heart totally surrendered to the Master, the willingness
of His will. They are the standard of character, the test to take a stand. If we are not willing to stand for what
of experience, the definitive revealer of doctrines, and is right, we will fall for what is wrong. If we do not have
the trustworthy record of God’s acts in history.” (Ps. the courage of our convictions to stand for principles
119:105; Prov. 30:5, 6; Isa. 8:20; John 17:17; 1 Thess. of conscience, our hearts will be calloused by compro-
2:13; 2 Tim. 3:16, 17; Heb. 4:12; 2 Peter 1:20, 21.)” mise. Like Pilate, Judas, and King Agrippa, our souls
will be barren.
TEACHING “There is a better way. Through the grace of Christ.
Stand by the convictions of your conscience. You will
I. GETTING STARTED be glad you did.”—Mark Finley, Solid Ground, pp. 215,
216.
Activity Samson failed to stand and do what was right—
Refer the students to the What Do You Think? he was more interested in his own desires. In the
section of their lesson. After they have completed it, end Samson learned humility and obedience, but he
discuss their responses. learned it the hard way.
Samson knew he was dedicated to God and that What lessons have you had to learn the hard way?
God had called him to be an example and a judge for the Are there some lessons demonstrated in Samson’s
Israelites, but he had his own ideas about life. He was life that you can learn without having to experience
self-willed and cared more about what he wanted than them for yourself?
what God wanted. This character weakness made him
incapable of fulfilling the work God had called him to do. II. TEACHING THE STORY
Illustration Bridge to the Story

Share this illustration in your own words: Share the following in your own words:
“Nikita Khrushchev, premier of the former Soviet Although many heroes of faith were gifted by
Union, gave a major address on the state of Soviet God with the qualities needed to impact the world,
affairs before the Supreme Soviet in Moscow. His they failed because they did not follow God’s com-
speech broke new ground as it openly addressed the mands. What does this mean? Samson is an example
savage excesses of the Stalin era. As Khrushchev of someone who had extraordinary abilities for suc-
spoke, someone from the audience sent up an embar- cess, but because he allowed his sinful nature to rule
rassing note. ‘Premier Khrushchev, what were you his thoughts and desires, he had to suffer the con-
doing when Stalin committed all these atrocities?’ sequences of his wrong choices. He had to endure
“Khrushchev angrily shouted, ‘Who sent up this the humiliation of being blinded and enslaved by his
note?’ enemies whom he could have easily conquered had
“Not a person stirred. he relied fully on God and lived a life fully consecrated
“ ‘I will give him one minute to stand up,’ to Him.
Khrushchev pronounced. This story is a sobering reminder that we cannot
“The seconds ticked off. Still no one moved. serve two masters. If we serve self and sin we cannot
“ ‘All right, I will tell you what I was doing,’ truly be on God’s side. We cannot serve God with a
Khrushchev said. ‘I was doing exactly what the writer divided heart. Either we serve Him by surrendering our
of this note was doing—exactly nothing! I was afraid whole heart with its desires and plans and allow His
to be counted.’ plans to take root in our hearts, or else we choose our
“Afraid to be counted. Afraid to take a stand. own ways and separate ourselves from God.
Afraid to stand tall. It seems to me that if there ever
was a time in the history of the world when God was Out of the Story for Teachers
calling us to stand tall, it’s today. Read the Into the Story section with your students.
12
Remind them that this is an abbreviated version of the self-control, but he allowed his human nature to have
story. Suggest to them that for them to get the full control. From his youth he chose the wrong friends, he
impact of Samson’s decisions and how they affected married the wrong woman, and he gave in to sexual
his life, they should, if they haven’t already, read immorality time and time again. Each choice takes him
Judges 13–16. a step lower until his choices land him in the hands of
•H ow could Samson have made better decisions the Philistines.
in the way he lived?
•W hat are the key points in the story of Samson? Sharing Context and Background
•W hat was the source of Samson’s power? In Use the following information to shed more light on
what way was it connected to his hair? the story for your students. Share it in your own words.
• In what way did the little things in Samson’s life Perhaps the problem with Samson was that his
affected his life’s outcome? great strength also became his great weakness.
•W hat was God’s purpose for Samson’s life? In Because of his physical strength he overlooked the
what ways did Samson fail? How did he suc- power of disciplining himself to do the little things and
ceed? recognizing that God’s plan might include some humil-
•W hat do you think are three valuable lessons ity. The Nazarite vow—avoiding cutting his hair and
this story teaches? drinking wine—was a symbol of a fervent devotion to
God. So, did Samson do God’s will?
Extra Teacher’s Questions Ultimately, the Bible says: “For behold, you shall
If Samson had listened to his parents and accepted conceive and give birth to a son, and no razor shall
their council about who he should marry, how might it come upon his head, for the boy shall be a Nazirite to
have helped him in serving and obeying God? Do you God from the womb; and he shall begin to deliver Israel
think his life would have turned out differently? from the hands of the Philistines” (Judges 13:5, NASB).
Even though Samson was a judge in Israel for 20 God would have done great things through Samson
years, he lacked spiritual integrity. Only twice does if he had surrendered his heart to Him and had done
Scripture record him praying—and both times it was what was right.
when he was in trouble. Yet God answered his prayer The Philistines were enemies of God and His peo-
and helped him. Imagine what a spiritual leader he ple. But Samson, instead of staying away from them,
might have been if he had made a commitment of hung out with them and married their women. Instead
praying daily! By reliance on God Samson would have of defending the Israelites from the Philistines, Samson
had the capability to control his desires and exert puts himself right into their hands!
Teaching From . . .
Refer your students to the other sections of their lesson.
• Key Text • Punch Lines

Invite the students to share the key text with Point out to your students the verses listed
the class if they have committed it to memory. in their lesson that relate to this week’s story.
• Flashlight Have them share the verse that spoke most
Read the Flashlight statement, pointing out directly to them and allow them to explain why
that most of the time it is from the commen- they chose it.
tary on this week’s story found in the book • Further Insight
Patriarchs and Prophets. Ask what relation- Ask them how the quote in Further Insight
ship they see between the statement and what conveys the point of the story in this lesson.
they have just discussed from Out of the Story.
13
✁ Tips for Top-Notch Teaching
his strength to honor Him by destroying the temple and
the Philistines. That day, in the name of God, Samson
sought to salvage all the lost opportunities and fail-
What I Don’t Know Versus What I Do Know ures of his life.
RABBI 101
When discussing sensitive topics such as In his death, he killed more Philistines than through-
suicide, it is important to practice a principle out his lifetime.
of teaching and learning that is simply stated:
Don’t let what you don’t know confuse you about III. CLOSING
what you do know. It’s completely OK to admit
that there are things we cannot see. Therefore, Activity
we need to focus our minds on the things we Have your students look up the Bible verses
can know and do in order to respond to what below to answer the following questions.
God wants us to learn. Clearly, when we can’t What does the Bible say about temptation?
know the motives of those who end their life, Galatians 6:7-8
we must adamantly protect students from refer- What lesson does Samson’s life teach us?
ences about whether “Samson” or “Judas” will Proverbs 3:6; 1 Corinthians 10:31; Matthew 22:37
be in heaven or not. How does God promise that He will help us remain
faithful? 1 Corinthians 10:13
How can we escape temptation? James 4:7-8
You would have thought that he would have gotten Summary

wise to Delilah’s scheme after her doing to him the Share the following thoughts in your own words:
very things he told her would make him weak—three Let’s look again at Judges 13–16.
times! But his moral weakness along with his previous 1. What is the first thing we notice about Samson in
choices in life blinded him. Instead of protecting his Judges 13? (He was born miraculously and prophetically.)
secret and honoring God, he gave in to Delilah’s whin- 2. What was Samson’s focus in Judges 14 and
ing. 15? (Although he was devoted to God, his behavior,
The next time Delilah called the Philistine rulers, choices, and associations were not in accordance with
Samson found his strength gone. After having broken God’s plan for his life.)
every Nazirite vow, God left Samson—he would now face 3. What happened to Samson in Judges 16? (He
the Philistines without God’s blessings and protection. was brought low by following his own sinful desires.)
The Philistines took him, put out his eyes, and made 4. In his final moments Samson, according to
him to work as an ox or donkey by turning a heavy mill. Patriarchs and Prophets, “learned more of his own
No doubt whenever they would pass by, they would weakness than he had ever known before; and his
mock and tease him. During this time Samson came afflictions led him to repentance” (p. 566).
to realize his true condition and repented. As his hair God’s grace toward Samson is revealed in that he
began to grow, his strength returned. is mentioned as one of the “heroes of faith” in Hebrews
Celebrating a great feast to their god, Dagon, 11:32. “And what more shall I say? For the time would
the Philistines had Samson brought to the temple. fail me to tell of Gideon and Barak and Samson and
Samson used this opportunity to ask God to give him Jephthah, also of David and Samuel and the prophets.”
Remind the students about the reading plan that will take them through the
inspired commentary of the Bible, the Conflict of the Ages series. The reading that
goes with this lesson is Patriarchs and Prophets (or Beginning of the End ), chapter
54.
14
real.solid.stories
LESSON 1
OCTOBER072023
STUDENT LESSON
Scripture Story: Judges 13–16 .
consequences
chapter 54.
5
Photo © Thinkstock 2011
keytext
“Then
“After Samson
she had prayed to the
given him Lord,
a drink,
‘Sovereign Lord, remember me.
flashlight she said,God,
Please, ‘I’ll draw water me
strengthen for your
just
once
camels too, until they have one
more, and let me with fin-
“In suffering and humiliation, a sport for the Philistines, Samson learned more of his own
blow get revenge on the Philis-
ished drinking’”
weakness than he had ever known before; and his afflictions led him to repentance” tines for my two eyes.’ . . . Then he
pushed with all his might, and down
(Patriarchs and Prophets, p. 566). (Genesis 24:19, NIV).
came the temple on the rulers and
all the people in it. Thus he killed
many more when he died than
while he lived.”
(Judges 16:28, 30, NIV)

15
what
of
the Philis-
tines; now therefore,
get her for me as a wife.’
do you think? “Then his father and mother said to him,

‘Is there no woman among the daugh-
ters of your brethren, or among all my
Agree or disagree:
people, that you must go and get a wife
How do the decisions we make about the little things in our everyday
from the uncircumcised Philistines?’
life contribute to how we will make decisions about the bigger,
more important, things in life?
INTO
“And Samson said to his father, ‘Get
________________________________________
her for me, for she pleases me well.’ ”
_______________________________________
______________________________________
_____________________________________ THE “And he judged Israel twenty years in
STORY
the days of the Philistines.”
“Afterward it happened that he loved

a woman in the Valley of Sorek, whose
“Now there was a certain
name was Delilah. And the lords of the
man from Zorah, of the family
Philistines came up to her and said to
of the Danites, whose name was
her, ‘Entice him, and find out where his
Manoah; and his wife was barren
great strength lies, and by what means

and had no children. And the Angel
we may overpower him.’. . .
of the Lord appeared to the woman
and said to her, ‘Indeed now, you are
“And it came to pass, when she pes-
barren and have borne no children,
tered him daily with her words and
but you shall conceive and bear a
pressed him . . . that he told her all
son. Now therefore, please be care-
his heart, and said to her, ‘No razor
ful not to drink wine or similar drink,
has ever come upon my head, for I
did you and not to eat anything unclean. For

behold, you shall conceive and bear
have been a Nazirite to God from my
know?
mother’s womb. If I am shaven, then
a son. And no razor shall come upon
my strength will leave me, and I shall
his head, for the child shall be a
become weak, and be like any other
Nazirite to God from the womb; and
6 man.’ . . .
hat is a Nazarite he shall begin to deliver Israel out
Vow?” The word of the hand of the Philistines.’. . .
“Then she lulled him to sleep . . . and
“Nazarite” simply
called for a man and had him shave off
means to be separated “So the woman bore a son and
the seven locks of his head. Then she
or consecrated. This called his name Samson; and
began to torment him, and his strength
commitment meant that the individ- the child grew, and the Lord
left him. And she said, ‘The Philistines
ual (man or woman) would, blessed him.”
are upon you, Samson!’ So he awoke.
for a set time: (1) Con-
. . . But he did not know that the Lord
sume no wine, grape “Now Samson . . .
had departed from him.
juice, raisins—anything told his father and
grape. (2) let no razor cut mother, saying,
“Then the Philistines took him and put
their hair, or (3) avoid being ‘I have seen a
out his eyes. . . . They bound him . . .
around or touching anything woman in Tim-
and he became a grinder in the prison.
dead. A New Testament exam- nah of the
However, the hair of his head began to
ple might be found in Romans daugh-
grow again after it had been shaven.
12:1: “Offer your bodies as living ters
sacrifices, holy and pleasing to God.”
“Now the lords of the Philistines gath-
ered together to offer a great sacrifice
to Dagon their god. . . .
16
“They
called for Sam-
son. . . . Samson said punch lines
to the lad who held him by the “But he said to me, ‘My grace is sufficient for you, for my power is made perfect in
hand, ‘Let me feel the pillars which weakness.’ Therefore I will boast all the more gladly about my weaknesses, so that
support the temple, so that I can lean on Christ’s power may rest on me” (2 Corinthians 12:9, NIV).
them.’ Now the temple was full . . . about
three thousand men and women on the roof “And what more shall I say? I do not have time to tell about Gideon,
watching while Samson performed. Barak, Samson and Jephthah, about David and Samuel and the
prophets, who through faith conquered kingdoms, administered
“Then Samson called to the Lord, saying, ‘O Lord God, justice, and gained what was promised; who shut the mouths of
remember me, I pray! Strengthen me, I pray, just this once, lions, quenched the fury of the flames, and escaped the edge
O God, that I may with one blow take vengeance on the Philis- of the sword; whose weakness was turned to strength;
tines for my two eyes!’ And Samson took hold of the two middle and who became powerful in battle and routed foreign
pillars which supported the temple, and he braced himself against armies” (Hebrews 11:32-34, NIV).
them, one on his right and the other on his left. Then Samson said,
‘Let me die with the Philistines!’ And he pushed with all his might, and “No discipline seems pleasant at the time, but
the temple fell. . . . So the dead that he killed at his death were more than painful. Later on, however, it produces a harvest
he had killed in his life” of righteousness and peace for those who have
(Judges 13:2-5, 24; 14:1-3; 15:20; 16:4, 5, 16, 17, 19-23, 25-30, NKJV). been trained by it” (Hebrews 12:11, NIV).
“Those whom I love I rebuke and discipline.
OUT OF THE STORY
So be earnest and repent” (Revelation
3:19, NIV).
“Let God weigh me in honest scales

Read the full story of Samson’s life in Judges 13-16. You’ll see that he was and he will know that I am blameless—if
often determined to have life his way. my steps have turned from the path, if my
heart has been led by my eyes, or if my
What was the source of Samson’s power? hands have been defiled, then may others
eat what I have sown, and may my crops
be uprooted” (Job 31:6-8, NIV).
In what way did the choices in Samson’s life impact his future? “God is my strength and power, and He
makes my way perfect.” (2 Samuel 22:33,
NKJV). 7
What words in this story reveal God’s mercy on Samson? “For my life is spent with grief, and my
years with sighing; my strength fails because of
my iniquity, and my bones waste away” (Psalm
31:10, NKJV).
What was God’s purpose for Samson’s life?
further
What do you think are three valuable lessons this story
teaches?
insight
“None are so sinful that they cannot find
How does the end of Samson’s story teach strength, purity, and righteousness in Jesus,
both sadness and hope? who died for them. He is waiting to strip them of
their garments stained and polluted with sin, and to put
upon them the white robes of righteousness; He bids them
live and not die.”—Ellen G. White, Steps to Christ, p. 52. 17
connectingtolife
Sabbath Tuesday and help others. Everyone struggles from time
Read 2 Corinthians 12:7-10. Read 2 Corinthians 12:9. to time, and it is important for us to look for
A s you respond to the What Do You Think?

section of this week’s lesson, what does
this passage say about true strength and how
I n this week’s Flashlight quote from Patri-
archs and Prophets, Ellen White claims that
Samson “learned more of his own weakness
opportunities to reach out and help those who
may be uncertain of God’s leading. You might
know someone who appears strong yet is
we should relate to our weaknesses? How than he had ever known before; and his having a difficult time. Reach out to them with
does this passage relate to Samson? Where afflictions led him to repentance.” Samson was kindness and words of encouragement. Point
does he seem strong and where do you see his not only a mighty man of strength—he was a them to Jesus and pray with them. What Bible
weaknesses? In the end do you think Samson judge. In what areas of your life do you need to verse could you use to help them in their walk
learned what Paul meant in our reading today? have more strength? What areas of your life do with God?
you need to feel a greater sense of your weak-
ness? Whom do you know today that is in touch
with their strengths and weaknesses? How do
they negotiate through life successfully? What
lessons can you learn from their walk?
Sunday Friday
Read Judges 13–16. Read 2 Samuel 22:33.
W hat does Samson’s story show us about

living up to our potential and how easy
it is to get off track? What does it tell us about
D o you know someone that does not accept
counsel nor seek advice? How does this
lead to trouble? Life offers each of us many
God’s grace and patience even when we sin Wednesday challenges. Is it possible to help someone that
again and again? As you read the end of
Samson’s story, do you sense more triumph
or tragedy?
S amson had physical strength, but his
spiritual weakness got the best of him.
He could have accomplished much more had
makes decisions based only on what they want
and desire? How can you make sure that you
are open to counsel? From whom do you feel
he learned to control his passions and let comfortable asking for Godly advice?
God lead.
Read the Punch Lines in this week’s lesson and

8 identify the passage that is speaking to you
today. Why does this Scripture seem to be so
Monday relevant to you now? Continue to reflect on the
Read Judges 16:28-30. passages and cooperate with God to become
W hat evidences in this verse lead you to

better understand Samson’s heart in the
final moments of his life? What comparison
disciplined and open to His work in your life.
can you make with Samson to the thief on

the cross who also said in his final moments,
“Remember me”?
Thursday
Read Hebrews 11:32-34.
this week’s reading*
I n this week’s lesson we learn about Sam-
son’s life and death. His life is an example of
what happens when we allow our own desires
Patriarchs and Prophets (or Beginning
of the End ), chapter 54.
to rule instead of following God’s plans in how *Beginning of the End is a special adaptation of Patriarchs and
to live. God has a plan for each of us and He Prophets, created for you by the Ellen G. White Estate and Pacific
Press®. Get more information about it at www.cornerstoneconnec
will use us to do mighty things to honor Him
tions.net/article/191/about-us/conflict-of-the-ages-companion
-books#.URlhF1rBO9s. By following the weekly reading plan,
you will read at least one book of the Conflict of the Ages Series
each year.
18
LESSON 2
OCTOBER142023
prayer power
Scripture Story: 1 Samuel 1; 2:1-11.
Commentary: Patriarchs and Prophets (or Beginning of the
End ), chapters 55 and 58.
PREPARING TO TEACH II. TARGET

The students will:
I. SYNOPSIS • Understand the power of prayer and the great-
Elkanah had two wives. One was Peninnah; she ness of God’s mercy and graciousness. (Know)
bore lots of children. The other was Hannah; she had • Feel how much God loves them and that He
no children. Peninnah liked to mock Hannah and flaunt really is listening when they pray. (Feel)
the fact that she had children and Hannah did not. But • Learn how to have a better prayer life and have
even though Hannah had no children, her husband still more trust and faith in Jesus Christ. (Respond)
had a great love for her.
On a certain day, Hannah was sitting by the III. EXPLORE
temple weeping. She was crying out to God and The Father, Seventh-day Adventist Fundamental
was in deep prayer because she desperately wanted Beliefs, No. 3: “God the eternal Father is the Creator,
a child. She vowed to God that if He were to grant Source, Sustainer, and Sovereign of all creation. He
her a son, she would dedicate him to the Lord all the is just and holy, merciful and gracious, slow to anger,
days of his life. And it was while she was in this deep and abounding in steadfast love and faithfulness.
prayer that Eli was sitting on a temple post observing The qualities and powers exhibited in the Son and
her. He was the high priest. Thinking she was drunk, the Holy Spirit are also those of the Father. (Gen. 1:1;
he rebuked her—telling her to put away her wine. But Deut. 4:35; Ps. 110:1, 4; John 3:16; 14:9; 1 Cor. 15:28;
she responded to him saying that she had not drunk 1 Tim. 1:17; 1 John 4:8; Rev. 4:11.)”
or eaten because she was of sorrowful spirit, and had
just poured her heart out to God. So Eli said to her, TEACHING
“Go in peace: and the God of Israel grant thee thy
petition that thou hast asked of him” (1 Samuel 1:17, I. GETTING STARTED
KJV).
And it did come to pass that God granted Hannah Activity
a son, and she called his name Samuel, saying, Refer the students to the What Do You Think?
“Because I have asked him of the Lord” (verse 20, section of their lesson. After they have completed it,
g KJV). And she weaned the child until he was able to discuss their responses.
appear before the Lord. And when he was old enough, Invite the students to share how they feel about
she gave him to live with Eli in the temple. It was a big prayer. Ask them to share with everyone any experi-
fic
sacrifice to give up her son, but she was thankful to ences in which God has fulfilled their prayers and if He
nec
God that He had granted her one. He had heard her answered them in the way they expected or in a totally
s
prayer and fulfilled her request. different way. Make sure they know that even if God
19
listening. We feel as if we’re talking to a wall. But no
answers their prayers in ways they hadn’t expected or matter how far away God seems to be, He is always
hoped, they must still be thankful to God for listening listening to our prayers. God always answers prayers,
to them and responding to their prayers. Read the and although we may not get what we want, He always
Lord’s Prayer with them in order for them to have a gives us answers. In this story we will see God’s amaz-
better understanding of how God wants us to pray. ing power and His love toward Hannah.
Then ask each student to try to apply what they’ve
learned about prayer to their everyday lives. Out of the Story for Teachers
After you read the Into the Story section with your
Illustration students, use the following in your own words to pro-
Share this illustration in your own words: cess it with them.
Rowena had always been taught to pray, but she • What purpose might God have had to delay
seldom did. She thought, If something bad ever hap- Hannah’s childbearing?
pens, I’ll pray for God’s help then. But years went • If Hannah could have looked back at the whole
by, and her life continued in its normal way; nothing life of her special son, what might she have
exciting or terrible happened, and she was content. learned about God’s timing? (Samuel was
Her father had just won a family vacation to Italy, and Israel’s last judge and the best example of what
everyone was quite cheerful and happy. a judge should be. He was also the first priest
Finally the day came when they left. On the drive and prophet to serve under the rule of a king.
to the airport Rowena’s mother said, “Make sure you He was born “right on time” to be at a very
pray for a safe trip.” Rowena shrugged it off, thinking, special place in Israel’s history.)
What could possibly happen? • What are some reasons that you can think of
It was an hour into the flight when things went for the polygamy practiced by some at this time
drastically wrong. The Fasten Seatbelt sign suddenly in spite of God’s clear intent for marriage found
lit up. She glanced out the window to see an engine in Genesis 2:24? (Look in Sharing Context and
smoking. Background below for some discussion start-
“The engine has caught on fire,” said the pilot ers.)
through the speakers. “We are turning around now to • At one point Hannah is so discouraged that
land.” she is physically ill. But on the way back
Relieved that the pilot didn’t sound too worried, home she has a different attitude (1 Samuel
Rowena shrugged everything off again. For a moment 1:18). What reversed her depression?
she thought about praying, but she knew nothing (1) She prayed to God about exactly how
could possibly happen to them. she was feeling, 1 Samuel 1:11. (2) She received
But she had been mistaken. That night on the encouragement from another person, 1 Samuel
news, family and friends watched as information was 1:17. (3) She resolved to leave the problem
given about a jetliner crash. with God, 1 Samuel 1:18. This is a good way to
This story is fiction, but the point is very true. And approach our own discouragement: pray hon-
although it ends tragically, we also learn an important estly to God, leave the problem with Him, and
lesson from it. It is never the wrong time to pray. We rely on the support of godly friends.
must pray not only in bad situations, but at all times. Read Hannah’s prayer together from 1 Samuel 2.
As we get to know God, we come to trust Him, and • What is the theme of Hannah’s poetic prayer?
then, when we pray it will be because we love Him • In what ways does Mary’s song (Magnificat) in
and love talking to Him, not just to help us out of a Luke 1:46-55 remind you of Hannah’s prayer?
bad situation. What do both say about God?
II. TEACHING THE STORY Sharing Context and Background

Use the following information to shed more light on
Bridge to the Story the story for your students. Share it in your own words.
Share the following in your own words: • Polygamy in Israel. “In Israel, as in most of
Sometimes when we pray we feel that God isn’t the ancient world, monogamy was generally
20
practiced. Polygamy was not contrary to law or the principle of monogamy. However, even
morals, but was usually not economically fea- in these countries, monogamy is upheld as
sible. The main occurrence of polygamy would the marital ideal.”—Handbook of Seventh-day
be when the first wife was barren, but there are Adventist Theology, p. 728.
several other factors that encouraged the prac- Shame of childlessness. “Since bearing chil-
•
tice, including (1) an imbalance in the number dren was a sign of God’s greatest blessing
of males and females, (2) the need to produce (Psalm 127:3), the inability to bear children was
large numbers of children to work herds and/ often viewed as a sign of God’s punishment.
or fields, (3) the desire to increase the prestige Additionally, a woman’s status in the family
and wealth of a household through multiple would be very tenuous if she had not borne
marriage contracts, and (4) the high rate of children. A barren woman could be and often
death for females in childbirth. Polygamy is was discarded, ostracized, or given a lower
most common among pastoral nomadic groups status. Mesopotamian prayers and legal texts
and in rural farming communities where it is show that these same issues existed through-
important that every female be attached to out the ancient Near East.”—Bible Background
a household and be productive. In the Bible Commentary.
most cases of polygamy among commoners Double portion for Hannah. “The description
•
occur prior to the period of the monarchy.” of Hannah’s portion is obscure in the Hebrew.
—Bible Background Commentary.* Most translations identify it as a double portion
“The Bible portrays polygamy, beginning (NIV, NASB, NKJV, NRSV), while other sugges-
with Lamech onward (Gen. 4:19), as an act tions have been ‘only one portion’ (RSV) and
of His creatures’ stubbornness. God tolerated ‘special portion’ (NLT). Many of the commenta-
it, but it was not His will for their welfare. The tors favor ‘only one portion’ because that sets
pain of Abraham’s life with Hagar (16:1-6), up the contrast that makes most sense of the
the spiritual calamities that Solomon’s wives context.”—Bible Background Commentary.
brought upon him (1 Kings 11:1-4), and the bit- Hannah’s Song (1 Samuel 2:1-10). “The actions
•
ter results of David’s harem arrangements are of God were often seen as bringing reversal to
forceful reminders of the consequences of this the world. This reversal could be in terms of the
deviation from God’s will. created world (mountains reduced to dust, val-
“In lands where polygamy is lawful, the leys lifted up, sun going dark); the social world
Christian church often finds it difficult to apply (the poor receiving honor, as here, the mighty
Teaching From . . .

Patriarchs and Prophets. Ask what relation- Ask them how the quotes in Further Insight
ship they see between the statement and what convey the point of the story in this lesson.
21
III. CLOSING
Activity
Research Close with an activity and debrief it in your own
RABBI 101
Help the students get involved with the les- words.
son by asking some of them ahead of time to Divide the students into small groups of three or
research the cultural setting of a particular Bible four. Ask each group to make a list of three ways God
story. Some will enjoy this particular type of might answer prayers in ways we don’t expect. Share
learning more than others, and they may come the lists with the whole group and encourage students
up with some interesting background that will to agree or disagree with what others wrote.
bring the lesson to life for the entire class. Ask if there is anyone who can report an unex-
In today’s world that often does not revolve pected answer to prayer that they or someone in their
around an agricultural society, some back- family has had.
ground about polygamy and childlessness in its
cultural context might be helpful for understand- Summary
ing the issues in this lesson. Assign some of the Share the following thoughts in your own words:
more analytical students to bring information to Hannah had no children; her husband’s other wife,
share with the entire class. It will also give those Peninnah, had many. So Hannah prayed to God to
students a chance to be the “authority” for a grant her a child. She vowed to God that if He answered
while instead of it always being the teacher. her prayer, she would give the child back to live the
rest of his days for God. She prayed day in and day
out unceasingly. She also fasted from food and drink.
And in the temple, when Eli thought she was drunk, she
being deposed); or the political world (empires responded that she was not, but she was of a sorrowful
tumbling). This world-upside-down motif was a spirit. She told him of her prayer and her vow to God. Eli
way of expressing God’s sovereign control. It then blessed her and she went on her way. God granted
could be used to convey judgment or reward Hannah a son, and she praised the Lord. And when the
and came to be connected with the future king- child was old enough, she sent him to live with Eli in the
dom of God, where wrongs would be set right temple to serve God. We must remember that God gave
and a new order would take shape.”—Bible Hannah what she asked for, but she also remembered
Background Commentary. to fulfill her vow to God. Prayer is having a conversation
with God—talking to Him about everything and listen-
*The IVP Bible Background Commentary. © 2000 by John H. ing to His hopes and desires for our lives. We can tell
Walton, Victor H. Matthews, and Mark W. Chavalas. Database ©
2006 WORDsearch Corp. Him about our feelings, our thoughts, our hopes, our
dreams, our disappointments, and our fears. We can
seek His guidance and will for our lives by listening to
Him speak to our hearts. Prayer is time spent with God
just as we would spend time talking with a friend.
goes with this lesson is Patriarchs and Prophets (or Beginning of the End ), chapters
55 and 58.
22
real.solid.stories
LESSON 2
OCTOBER142023
STUDENT LESSON
Scripture Story: 1 Samuel 1; 2:1-11.
prayer power
chapters 55 and 58.
9
Photo by Terrill Thomas
keytext
“So in she
“After the course of time
had given him Hannah
a drink,
flashlight became
she said, ‘I’ll draw water for birth
pregnant and gave your
to a son.too,
camels She until
named himhave
they Samuel,
fin-
“Hannah’s prayer was granted; she received the gift for which she had so earnestly
saying, ‘Because I asked the Lord
entreated. As she looked upon the child, she called him Samuel—‘asked of God.’ As soon
for him.’ ”
as the little one was old enough to be separated from his mother, she fulfilled her vow. (Genesis 24:19, NIV).
She loved her child with all the devotion of a mother’s heart . . . but she had received him (1 Samuel 1:20, NIV)
as a treasure consecrated to God, and she would not withhold from the Giver His own”
(Patriarchs and Prophets, p. 570).
23
what
look on your ser-
vant’s misery and
remember me, and not forget
your servant but give her a son, then
do you think? I will give him to the Lord for all the
days of his life, and no razor will ever
be used on his head.’
(T) True or (F) False:
“As she kept on praying to the Lord,
____ You have been mocked for not having certain things Eli observed her mouth. Hannah was
that others have.
____ God answers your prayers every single time, INTO praying in her heart, and her lips were
moving but her voice was not heard. Eli
although sometimes not in the way you
expect. THE thought she was drunk and said to her,
‘How long are you going to stay drunk?
STORY
____ God has spoken to you before. Even if it Put away your wine.’
hasn’t been a literal voice, you have heard
His words in your heart. “ ‘Not so, my lord,’ Hannah replied, ‘I
____ You have prayed to the Lord that He am a woman who is deeply troubled. I
would grant you something, and He “There was a certain man from have not been drinking wine or beer; I
has given you what you asked for. Ramathaim. . . . He had two was pouring out my soul to the Lord.
wives; one was called Hannah and Do not take your servant for a wicked
the other Peninnah. Peninnah had woman; I have been praying here out
children, but Hannah had none. of my great anguish and grief.’
“Year after year this man went up “Eli answered, ‘Go in peace, and may
from his town to worship and sacrifice the God of Israel grant you what you
to the Lord Almighty at Shiloh. . . . have asked of him.’
Whenever the day came for Elkanah
to sacrifice, he would give portions “She said, ‘May your servant find favor
did you
of the meat to his wife Peninnah and in your eyes.’ Then she went her way
to all her sons and daughters. But to and ate something, and her face was
know?
Hannah he gave a double portion no longer downcast.
because he loved her, and the Lord
10 had closed her womb. . . . “Early the next morning they arose and
rayer is the opening of the worshiped before the Lord and then
heart to God as to a friend. “Once when they had finished went back to their home at Ramah.
Not that it is necessary in order eating and drinking in Shiloh, Elkanah made love to his wife Hannah,
to make known to God what we Hannah stood up. Now Eli and the Lord remembered her. So in
are, but in order to enable us to the priest was sitting on his the course of time Hannah became
receive Him. Prayer does chair by the doorpost of the pregnant and gave birth to a son. She
not bring God down to Lord’s house. In her deep named him Samuel, saying, ‘Because I
us, but brings us up to anguish Hannah prayed asked the Lord for him.’ ”
Him.”—Ellen G. White, to the Lord, weeping
Steps to Christ, p. 93. bitterly. And she (1 Samuel 1:1-5, 9-20, NIV)
made a vow,
saying, ‘Lord
Almighty, if
you will
only
24
OUT punch lines
OF THE “Then Abraham prayed to God, and God healed Abimelek, his wife and his female
slaves so they could have children again” (Genesis 20:17, NIV).
STORY “Lord Almighty, God of Israel, you have revealed this to your servant,
saying, ‘I will build a house for you.’ So your servant has found courage
to pray this prayer to you” (2 Samuel 7:27, NIV).
Why did Hannah want a child so badly?
“And when you pray, do not be like the hypocrites, for they
love to pray standing in the synagogues and on the street
corners to be seen by others. Truly I tell you, they have
received their reward in full” (Matthew 6:5, NIV).
“But in your great mercy you did not put an end to

What similarities exist between the covenant that Hannah makes
them or abandon them, for you are a gracious and
with God concerning Samuel and the covenant Samson had with God
merciful God” (Nehemiah 9:31, NIV).
(see last week’s lesson)?
“Do not be anxious about anything, but in
every situation, by prayer and petition, with
thanksgiving, present your requests to God”
(Philippians 4:6, NIV).
Why did Eli think that Hannah was drunk when he found her in the temple?
If a priest or pastor today were to find someone much like Hannah in their
further
church or temple, do you think they would have treated her the same way Eli
did? Why or why not?
insight 11
In what way does this story demonstrate the grace of Jesus Christ and “Our prayers are not to be a
the power of prayer? selfish asking, merely for our
own benefit. We are to ask that
we may give.”—Ellen G. White, Christ’s
Object Lessons, p. 142.
Read through the story again and write down some of the
most important points and the parts that you think mean the
“We are to look upon every duty,
most to you.
however humble, as sacred because
it is a part of God’s service. Our daily
prayer should be, ‘Lord, help me to do my
best. Teach me how to do better work. Give me
energy and cheerfulness. Help me to bring into my
service the loving ministry of the Saviour.’ ”—Ellen G. White,
The Ministry of Healing, p. 474.
25
connectingtolife
Sabbath Monday to our liking? What should be our attitude if our
Read Matthew 6:5. Read 1 Samuel 1:20. prayer is not answered to our liking?
I n the What Do You Think? section, you were

asked true or false questions about yourself.
Most of them were about prayer. Do you think
R efer to this week’s Key Text. Hannah
named her baby Samuel because it meant
that he was something she had asked God for.
that prayer has the same effect on everybody? Think about your life. What is something you
Do you think God answers everyone’s prayers asked God for and received? Is it something to When God doesn’t answer our prayer the way
differently? God answered Hannah’s prayer which you could give a special name? Naming in which we want, He often sends blessings
and gave her a child, but she also made a her son Samuel was one way Hannah showed to “cushion” us through the disappointment.
sacrifice by giving him back to God and letting God how thankful she was for His grace. She Think back to times when your prayer was not
him live in the tabernacle. Do you think you also praised God by dedicating him to work for answered the way you hoped for. Can you think
could give God something you cherished so God all his life. Have you dedicated yourself to of other events that happened around that time
much? Explain. work for God? If so, how? that might have been God’s “cushions”?
Try to see prayer in this perspective: if you had

a friend who never gives of themselves to you, Tuesday Friday

but expects you to give them your time, atten- Read Nehemiah 9:31. Read Ephesians 6:18.
tion, and even things, how would that make
you feel? It’s the same with God. We can ask
Him for things, but we must also thank Him and
T he Flashlight quote leads us to think about
how difficult it must have been for Hannah
to give up her son. He was a cherished gift
I f you fervently prayed to God for something
for a long time, and He finally granted it to
you but asked that you dedicate it to Him in
give of ourselves to Him in return. from God, and Ellen White says that “she loved return, how would you react? What would your
her child with all the devotion of a mother’s heart want—to honor God or to cherish and
Sunday heart.” Imagine giving up someone you love use His gift the way you wanted to? In what
Read Philippians 4:6. because of your greater love for God. Samuel areas in your life might this scenario apply? A
I n Into the Story we see why Hannah expe-

rienced intense grief. She had birthed no
children of her own, yet her husband’s other
was a treasure to Hannah, yet she would not
“withhold from the Giver His own.”
friendship? A talent? What might it look like to
dedicate something back to God?
12 wife, Peninnah, had birthed lots of children. What do you think you would have done in
This wounded Hannah and filled her with sor- Hannah’s position? How willing are you to
row. In the Out of the Story section you were make even small sacrifices because of your
asked why Hannah wanted a child. It wasn’t love for God?
just because Peninnah had children, although
that was part of it. She wanted something Wednesday
to love, and although she had the Lord and
her husband, she ached for a child, and God
granted her one.
I n the Punch Lines are four verses about
prayer and one about mercy. In what way can
you connect them together?
Go to a concordance, look up the words “pray”

and “prayer,” and find other verses about
prayers that were answered. this week’s reading*
Thursday Patriarchs and Prophets (or Beginning
What can we learn from these stories of Read Matthew 6:6 and Mark 11:24. of the End ), chapters 55 and 58.
answered prayer?
W hat are some different ways that we can
pray to God? Are there right and wrong
ways of asking God for something? What
*Beginning of the End is a special adaptation of Patriarchs and
Prophets, created for you by the Ellen G. White Estate and Pacific
should be our attitude if our prayer is answered -books#.URlhF1rBO9s. By following the weekly reading plan,
each year.
26
LESSON 3
OCTOBER212023
Eli’s bad, bad boys

Scripture Story: 1 Samuel 2:12-36.
End ), chapter 56.
PREPARING TO TEACH central meaning of the passage conveys.
I. SYNOPSIS II. TARGET

Eli tried to serve Israel faithfully, yet his own chil- The students will:
dren began to sorely affect his leadership. His sons, • Discover the reality of cause and effect in par-
Hophni and Phinehas, were not only poor examples of enting and leadership. (Know)
behavior but they belligerently mocked God’s law and • Sense a deep conviction for the need of a
His presence. Their rebellion was a display of blatant genuine relationship with God. (Feel)
hypocrisy and disregard for true humility. Ellen White • Decide to become the kind of person today
observed that the source of the problem was in Eli’s who will one day become a godly parent or
parenting practices. In Patriarchs and Prophets she leader. (Respond)
summarizes Eli’s failure directly:
“Loving peace and ease, he did not exercise III. EXPLORE
his authority to correct the evil habits and passions Christian Behavior, Seventh-day Adventist Fun-
of his children. Rather than contend with them or damental Beliefs, No. 22: “We are called to be a
punish them, he would submit to their will and give godly people who think, feel, and act in harmony with
them their own way. Instead of regarding the edu- biblical principles in all aspects of personal and social
cation of his sons as one of the most important of life. For the Spirit to recreate in us the character of our
his responsibilities, he treated the matter as of little Lord we involve ourselves only in those things that will
consequence” (Patriarchs and Prophets, p. 575). produce Christlike purity, health, and joy in our lives.
Paul would take the issue a step further and chal- This means that our amusement and entertainment
lenge parents to a more proactive style of parenting, should meet the highest standards of Christian taste
saying, “Fathers, do not exasperate your children; and beauty. While recognizing cultural differences,
instead, bring them up in the training and instruction our dress is to be simple, modest, and neat, befitting
of the Lord” (Ephesians 6:4, NIV). those whose true beauty does not consist of outward
This lesson can be approached from the point of adornment but in the imperishable ornament of a
view of students who will one day become parents gentle and quiet spirit. It also means that because our
and adopt parenting styles that need to be guided bodies are the temples of the Holy Spirit, we are to
by God’s will and His Word. Furthermore, the story care for them intelligently. Along with adequate exer-
fic of Hophni and Phinehas could also foster discussion cise and rest, we are to adopt the most healthful diet
ec
about the impact spiritual leaders have on communi- possible and abstain from the unclean foods identified
ties of faith. It might be a good idea to allow the stu- in the Scriptures. Since alcoholic beverages, tobacco,
dents to read the story and share what they think the and the irresponsible use of drugs and narcotics are
27
harmful to our bodies, we are to abstain from them as us in the right direction. Perhaps this is relevant to
well. Instead, we are to engage in whatever brings our more than the obvious connection to parenting. To
thoughts and bodies into the discipline of Christ, who which other areas of life can this story apply? Our
desires our wholesomeness, joy, and goodness. (Gen. relationship with friends? Teachers? God?
7:2; Exod. 20:15; Lev. 11:1-47; Ps. 106:3; Rom. 12:1,
2; 1 Cor. 6:19, 20; 10:31; 2 Cor. 6:14-7:1; 10:5; Eph. II. TEACHING THE STORY
5:1-21; Phil. 2:4; 4:8; 1 Tim. 2:9, 10; Titus 2:11, 12; 1
Peter 3:1-4; 1 John 2:6; 3 John 2.)” Bridge to the Story
Share the following in your own words:
TEACHING Eli, as Israel’s leader, chose to avoid disturb-
ing the peace with his children. Instead of causing
I. GETTING STARTED waves of discipline and correction to move his boys
back to the right way of living, he left them to float
Activity along according to their own whims. Eli’s hands-off
Refer the students to the What Do You Think? approach proved disastrous, but it marks a lesson for
section of their lesson. After they have completed it, young and older about the value of discipline. Read
discuss their responses. the following story and discover insights into God’s
Why did you rank the items in the order you way of dealing with people and how parents should
chose? If you were to pick what you think is the most relate to their children.
important season of development for your relationship
with God, what stage would that be, and why? Out of the Story for Teachers
After you read the Into the Story section with your
Illustration students, use the following in your own words to pro-
Share this illustration in your own words: cess it with them.
A boy sailed his toy boat out on a pond in the • As you read this story, what key facts or
park. He imagined the waters rolling up the side of insights did you notice that are important to this
his fearless ship, and the stories of danger and res- story? (Underline them.)
cue played graphically in his mind. He became so • What part of this story challenges your view of
engaged in his play that his boat floated well out of his God? Your view of spiritual leaders?
reach, gradually making a journey away from shore to • Who are the main characters mentioned in this
the middle of the pond. A man sitting on a park bench passage and what are some of the weaknesses
noted the little boy’s predicament and volunteered, this story exposes? (Circle them.)
“Would you like some help?” The young boy, nodding, • What other biblical stories does this passage
replied, “Yes, thanks.” remind you of? Why?
To the boy’s surprise, the man walked to the other • Read 1 Samuel 2:13-17. They give more insight
side of the pond and began throwing rocks at the boat. into the sons of Eli.
The rocks fell just short of smashing the boat and • Why do you think this story is in the Bible?
sending his toy to a watery grave. The boy yelled, “Hey What basic truth does it convey about God?
mister, stop throwing rocks at my boat!” He ran to the What does it say about people?
other side of the pond while the man continued throw- • What do you think it means when the Bible
ing rocks at his boat. When he got to the other side he says about Eli’s sons, “they had no regard
began to implore the man to stop when he noticed that for the Lord”? What would this story look like
his boat was almost back to the other side of the shore. today?
The man was not throwing rocks at his boat but on one • What lesson emerges from this story that is
side of his boat, causing the ripples to slowly but surely particularly relevant to young people today?
move the boat back in the right direction. • To what degree do you think Eli is responsible
Often discipline and accountability can upset our for his sons’ behavior? At what point do indi-
lives and rock us like a boat on the water. The experi- viduals need to own their own choices?
ence is rarely comfortable, but it is necessary to move • What are the most effective ways you have
28
been corrected?
Use the following as more teachable passages that
relate to today’s story:
1 Peter 5:6; Genesis 4:7; Acts 9:1-10; Philippians Reflective Questions
RABBI 101
1:9-11; Luke 21:31, 32. Some teachers gauge their effectiveness by
the volume of discussion that takes place in their
Sharing Context and Background class, and while discussion is good, sometimes
Use the following information to shed more light carefully crafted questions are better left undis-
on the story for your students. Share it in your own turbed by talk. But top-notch teachers will occa-
words. sionally ask questions that lead to real change if
It is important to remember when you read the the students are allowed a little time to quietly
stories in 1 Samuel that Israel is moving from a the- reflect.
ocracy (being directed by God through prophets and For example, a question that may not lead to
judges) to a kingdom (guided primarily by a king). discussion but could lead to life change might be:
Even with ample stories of both God’s gracious pro- “Hophni and Phinehas heard God’s voice warn
vision and His unflinching judgment, people such as them about the danger they were boldly headed
Hophni and Phinehas still wander away from God but into. Do you ever hear God’s voice calling you to
stay close enough to wreak havoc on God’s people. stop or to turn around?” Or another more open-
In 1 Samuel 2:12 the word the Bible uses to ended reflective question might be: “If God were
describe the two boys is belial, which means “worth- to get your attention today, what do you think He
less,” “good for nothing,” or “wicked.” In the New would say to you?”
Testament the word morphs some and gets used as
a proper name for Satan. The sons of Eli grew to be
corrupt, and so the Scriptures claim that they did not
know the Lord. The Hebrew word for “know” is yada, knowing Him intimately.
and it conveys knowing intimately someone or some- The rest of the story of Hophni and Phinehas is
thing as opposed to simply being aware. This word tragic but proves to amplify the way God works with
means “to perceive,” “to understand,” “to have a per- His people. In verse 27 a prophet came to Eli and
sonal experience with another person.” This might be reminded the aged priest (possibly in his mid-90s)
a good opportunity to discuss the difference between about the sacred work of the priesthood. He proph-
the tendency for people to know about God rather than esied: “And what happens to your two sons, Hophni
Teaching From . . .

29
and Phinehas, will be a sign to you—they will both ones? Why do you think this is so? Which qualities
die on the same day” (1 Samuel 2:34, NIV). What a were unique but caused you to think differently about
sad lesson for Eli and all of Israel to learn. But why is the story?”
Samuel’s story mixed into the narrative of Hophni and
Phinehas? In verse 25 Eli tries to rebuke the wayward Summary
young men, but the Bible says: “His sons, however, Share the following thoughts in your own words:
did not listen to their father’s rebuke.” Hophni and Eli was getting old when his boys, Hophni and
Phinehas were given a chance to repent and turn Phinehas, were getting set in their evil ways. But Eli
around, but they closed their ears to God’s call, missed opportunities to discipline his children, and
whereas Samuel was a servant who heard God’s voice they simply lived their lives by their own passions and
clearly and responded. desires. I suppose no parent enjoys correcting their
Perhaps this is an opportunity to ask the students, kids; however, faithful parents try to instruct their chil-
“Are you listening for God’s voice, or do you resist and dren in the best ways to live. Hophni and Phinehas were
block it out?” This is a question more for reflection given the chance to stop their self-absorbed behavior
than for answering; however, it is still one that needs themselves, but they did not listen to God’s voice.
to be asked. God has spoken in His Word, through His Son
Jesus, and through the lives of faithful believers over
III. CLOSING the centuries. But even with many voices calling, it is
still possible to close our ears to God’s call. If you are
Activity curious about that voice or only a little bit interested, I
Close with an activity and debrief it in your own challenge you to, like Samuel, respond, saying, “I hear
words. You.” God does not impose Himself on us but pleads
Ask the students individually, but anonymously, and woos us toward Him. Maybe, as in the illustration
to make a list of three qualities this story encourages used earlier in this lesson, God is throwing rocks to
them to hold in high regard. After everyone has had a cause ripples that draw you closer to Him. I hope you
chance to make their list, post the lists on a wall or a will not resist His promptings.
table where everyone can read them and ask, “Did you
notice a trend or pattern of qualities repeated? Which
56.
30
real.solid.stories
LESSON 3
OCTOBER212023
STUDENT LESSON
Scripture Story: 1 Samuel 2:12-36.
Eli’s bad, bad boys

chapter 56.
13
Photo by Colleen Cahill
keytexts
“Eli’s
“Aftersons weregiven
she had scoundrels; they
him a drink,
flashlight had
she no regard
said, for thewater
‘I’ll draw Lord.”
for your
“There is no greater curse upon households than to allow the youth to have their own camels
(1 Samueltoo,2:12,
untilNIV)
they have fin-
way. When parents regard every wish of their children and indulge them in what they ished drinking’”
“Start children off on the way they
know is not for their good, the children soon lose all respect for their parents, all regard (Genesis
should go,24:19, NIV).when they are
and even
for the authority of God or man, and are led captive at the will of Satan” (Patriarchs and
old they will not turn from it.”
Prophets, p. 579).
(Proverbs 22:6, NIV)
31
what
the God of Israel,
declares: “I promised
that members of your family
would minister before me forever.”
do you think? But now the Lord declares: “Far be

it from me! Those who honor me I
will honor, but those who despise me
Rank the following authority-figure roles in order of impor- will be disdained. The time is coming
tance for the different stages in life: when I will cut short your strength and
Formative years (birth to age 8) the strength of your priestly house, so
____ Teacher
____ Role model
____ Caregiver
____ Friend INTO that no one in it will reach old age, and
you will see distress in my dwelling.
____ Disciplinarian ____ Parent/Guardian
Primary school years (ages 9 to 15) THE Although good will be done to Israel,
no one in your family line will ever reach
STORY
____ Teacher ____ Caregiver old age. Every one of you that I do not
____ Role model ____ Friend cut off from serving at my altar I will
____ Disciplinarian ____ Parent/ spare only to destroy your sight and
Guardian sap your strength, and all your descen-
Youth through young adult (ages 16 to 25) “Eli’s sons were scoundrels; dants will die in the prime of life.
____ Teacher ____ Caregiver they had no regard for the Lord.
____ Role model ____ Friend ... “ ‘ “And what happens to your two
____ Disciplinarian ____ Parent/ sons, Hophni and Phinehas, will be a

Guardian “Now Eli, who was very old, heard sign to you—they will both die on the
about everything his sons were same day. I will raise up for myself a
Why did you rank the above roles differ- doing to all Israel and how they faithful priest, who will do according
ently at different stages? slept with the women who served at to what is in my heart and mind. I will
the entrance to the tent of meeting. firmly establish his priestly house, and
What do you think is the most critical So he said to them, ‘Why do you they will minister before my anointed
stage for character building? do such things? I hear from all the one always. Then everyone left in your
people about these wicked deeds of family line will come and bow down
yours. No, my sons; the report I hear before him for a piece of silver and a
did you spreading among the Lord’s people

is not good. If one person sins
loaf of bread and plead, ‘Appoint me to
some priestly office so I can have food
know?
14 against another, God may mediate to eat.’ ” ’ ”
for the offender; but if anyone
sins against the Lord, who will (1 Samuel 2:12, 22-25, 27, 30-36, NIV)
he best test of the Chris- intercede for them?’ His sons,

tianity of a home is the type however, did not listen to their
of character begotten by its father’s rebuke, for it was the
influence. Actions speak Lord’s will to put them to
louder than the most death. . . .
positive profession of
godliness. If profes- “Now a man of God
sors of religion, instead came to Eli and said
of putting forth earnest, to him, . . .
persistent, and painstak-
ing effort to bring up a well- “ ‘Therefore
ordered household as a witness the Lord,
to the benefits of faith in God, are
lax in their government and indulgent
to the evil desires of their children, they
are doing as did Eli, and are bringing disgrace
on the cause of Christ and ruin upon themselves and
their households.”—Ellen G. White, Patriarchs and Prophets,
32 p. 579.
OUT punch lines
OF THE “Now, discipline always seems painful rather than pleasant at the time, but later
it yields the peaceful fruit of righteousness to those who have been trained by it”
STORY (Hebrews 12:11, NRSV).
“For I have chosen him, so that he will direct his children and his
household after him to keep the way of the Lord by doing what is
As you read this story, what key facts or insights did right and just, so that the Lord will bring about for Abraham what
you notice that are especially important? he has promised him” (Genesis 18:19, NIV).
“Start children off on the way they should go, and even
when they are old they will not turn from it” (Proverbs
What part of this story challenges your view of God? your view of 22:6, NIV).
spiritual leaders?
“Fathers, do not exasperate your children; instead,
bring them up in the training and instruction of the
Lord” (Ephesians 6:4, NIV).
Who are the main characters mentioned in this passage, and what are “Discipline your children, for in that there
some of their weaknesses this story exposes? is hope; do not be a willing party to their
death” (Proverbs 19:18, NIV).
“Fathers, do not embitter your children,

What other biblical stories does this passage remind you of? Why? or they will become discouraged” (Colos-
sians 3:21, NIV).
further
Read 1 Samuel 2:13-17. These verses give more insight into the sons of Eli.
insight
Why do you think this story is in the Bible? What basic truth does it convey
about God? What does it say about people?
15
What do you think it means when the Bible says that Eli’s sons “had no
“Those who desire to con-
regard for the Lord”? What would this story look like today? trol others must first control
themselves.”—Ellen G. White, Child
Guidance, p. 247.
What lesson emerges from this story that is particularly relevant to
your life now?
“Let the child and the youth be
taught that every mistake, every
fault, every difficulty, conquered,
becomes a steppingstone to better and
higher things. It is through such experi-
ences that all who have ever made life worth
the living have achieved success.”—Ellen G. White,
Child Guidance, p. 255.
33
connectingtolife
Sabbath of control. Hophni and Phinehas served as reli- Thursday
Read Proverbs 22:6. gious leaders but were openly belligerent and Read Ephesians 6:4.
T he ranking activity in the What Do You

Think? section of this week’s lesson chal-
lenges you to think about how parents impact
careless about their calling. Perhaps you have
friends or relatives who have steadily built a wall
between their heart and God’s Spirit. Pray for an
M ake a list of five qualities you want to
have as a parent.
children throughout the different stages of awakening in their heart to see the destructive
growth. What are some examples of ideal patterns in their life and respond to God’s urging
training? to experience a genuine walk with Christ.
Tuesday Of the five qualities you have listed above,

Read Matthew 7:17. which do you think will be the most difficult
What are some ways that your parents fulfilled

R ead the Flashlight quote for this week and
reflect on the truth contained in such a
pointed warning to parents. Think of a moment
challenge and why?
some of these roles in your upbringing? How when your parent(s) held you accountable or
did that training impact your life? refused something you wanted that upon later
reflection you realized was probably a good
thing for them to do. Do you know some- Invite someone you respect to help you develop
one—not your parent—who models a fair this quality in your character.
and thoughtful approach to disciplining their
children? What specific behaviors do you want Friday
to adopt when you have children? Read Titus 2:7.
Sunday
Read Matthew 6:1. R eflect on the impact that spiritual leaders
had on Israel’s morale and effectiveness
R ead the passage in Into the Story and

answer the questions listed in the Out of
the Story of this week’s lesson. What do you
as God’s chosen people. Who are some spiri-
tual leaders in your life that have made a pos-
itive difference in your relationship with God?
think should be highlighted: Eli’s breakdown in What specific stories or events have shaped
parenting or his sons’ (Hophni and Phinehas) Wednesday your perception of them as godly leaders?
R
16 hypocrisy and the impact it had on Israel? What ead the Punch Lines listed in this week’s
other story in Scripture does this story bring to lesson and choose the verse that seems to
mind? What do you think is the message God speak to you most today. Why did you choose
has for you in this story? that verse? Which verse seems to capture the
message of this week’s story of Eli and his
sons, Hophni and Phinehas? Maybe this week
you will encounter someone who, like Hophni
and Phinehas, has no regard for the Lord.
What will be your response to such a person?
You might encounter a parent who feels regret
Monday about their parenting choices. How could you
Read 1 Samuel 2:12 and Proverbs 22:6. be a source of encouragement to them?
F irst Samuel 2:12 is one of this week’s Key

Texts, introducing a brief summary of the
whole story: “Eli’s sons were scoundrels; they
had no regard for the Lord.” It is clear from of the End ), chapter 56.
Patriarchs and Prophets that the problem with
Eli’s sons was a gradual and continual rebellion Prophets, created for you by the Ellen G. White Estate and Pacific
that went unchecked and eventually spun out Press®. Get more information about it at www.cornerstoneconnec
each year.
34
LESSON 4
OCTOBER282023
turn it around
Scripture Story: 1 Samuel 3–7.
End ), chapter 57.
PREPARING TO TEACH worship and attention. This is best achieved

through a personal and intimate relationship
I. SYNOPSIS with God.
After a surprising defeat by the Philistines, Israel
ordered the ark of the covenant to come into battle II. TARGET
with them to secure a victory. Israel was living in rebel- The students will:
lion against God, but thought if they had the ark, then • Understand there are consequences for our
God would have to do whatever they wanted. God actions even though they may not be immedi-
decided to teach Israel a lesson they would not soon ate. (Know)
forget. The ark of the covenant was captured by the • Sense the need for repentance and total com-
Philistines who also thought they had captured God. mitment to God. (Feel)
God decided to show both Israel and the Philistines • Have an opportunity to give up things that can
that He was God, He was holy, and He was not to be get in the way of their relationship with God.
trifled with. (Respond)
Israel for so long had been doing what was right
in their own eyes that they forgot God’s eyes were the III. EXPLORE
only ones that mattered. Because of God’s love for Growing in Christ, Seventh-day Adventist Fun-
Israel, God punished them so they could be in right damental Beliefs, No. 11: “By His death on the
relationship with Him. After a series of defeats and cross Jesus triumphed over the forces of evil. He who
plagues, Israel finally learned this lesson and repented subjugated the demonic spirits during His earthly min-
of their sin. They made a new commitment to honor istry has broken their power and made certain their
and serve God alone. ultimate doom. Jesus’ victory gives us victory over
Several lessons emerge from this story: the evil forces that still seek to control us, as we walk
• There are consequences to our actions, even with Him in peace, joy, and assurance of His love.
though they are not always immediate. “Do not (1 Chron. 29:11; Ps. 1:1, 2; 23:4; 77:11, 12; Matt. 20:25-
be deceived: God cannot be mocked. A man 28; 25:31-46; Luke 10:17-20; John 20:21; Rom. 8:38,
reaps what he sows” (Galatians 6:7, NIV). 39; 2 Cor. 3:17, 18; Gal. 5:22-25; Eph. 5:19, 20; 6:12-
• God is holy and is to be treated as such. We 18; Phil. 3:7-14; Col. 1:13, 14; 2:6, 14, 15; 1 Thess.
should worship Him as He tells us to. 5:16-18, 23; Heb. 10:25; James 1:27; 2 Peter 2:9; 3:18;
• In the midst of judgment, there is always mercy. 1 John 4:4.)”
c This is shown when God forgave Israel and
ec
then fought for Israel.
• God is a jealous God who requires all of our
35
TEACHING II. TEACHING THE STORY
I. GETTING STARTED Bridge to the Story

Activity Israel had been doing things their own way for a
Refer the students to the What Do You Think? very long time. They thought they were above the law
section of their lesson. After they have completed it, and could do whatever they wanted to do. For a while,
discuss their responses. they did not see any consequences to their actions.
As you get the students’ responses, ask the fol- This was about to come to an end. God was about to
lowing questions: Which actions do you think have show Israel in a way they would never forget that He is
delayed consequences? What are some of these con- holy and He alone is to be worshiped.
sequences?
Which actions do you think have no conse- Out of the Story for Teachers
quences? Explain your reasoning. Some people After you read the Into the Story section with your
believe that every action has a consequence. Do you students, use the following in your own words to pro-
agree or disagree? Explain. What is something you do cess it with them.
not do now, but would if there were no consequences? • Who are the major players in this story?
• Underline the key facts of this story.
Illustration • What might have been a reason the ark of the
Share this illustration in your own words: covenant was captured?
Burmese pythons are becoming popular pets. • After the ark of the covenant was captured,
Relatively inexpensive, you can buy a hatchling for it was placed in the temple of Dagon, the
as little as $20. People, however, do not realize how Philistine god. Each morning Dagon would be
big they grow. They can grow up to 20 feet. Owners on the ground lying prostrate before the ark.
often decide they cannot handle the large snake, so What do you think was the significance of this?
they let them go free in the wild. This is a lot like sin. It • What does this story teach about God?
starts out small and looks very innocent and manage- • What do you think made the people turn back
able; however, we seldom know how big sin can get to God?
if left unchecked. Often, sin grows out of control and • What did Samuel tell the Israelites to do to
becomes deadly. We have to let it go! return to God?
Looking at pythons from a different angle can • What reasons can you give for Samuel setting
teach us another lesson about sin. The python, though up the stone memorial, Ebenezer?
treated like a pet, is really a predator. It was reported • What gods do you have in your life that you
that a 13-foot Burmese python swallowed a 6-foot need to put away?
alligator in the Florida Everglades. This was a risky • What do you think is the most important mes-
venture for a python. Apparently, this was not the first sage of this story?
time a python had eaten an alligator. There were at • How will the message of this story change the
least four other reported cases, so maybe this snake way you live for God this week?
thought he could get away with it. However, the con- • Ebenezer means “stone of help.” What would
sequences of that action were deadly. The alligator you like God to help you with?
was still alive and split the snake open, literally from Use the following as more teachable passages that
the inside out. relate to today’s story:
That is what sin does to us. It, too, can destroy Psalm 78:52-66; Exodus 20:3-6; Galatians 6:7, 8;
us from the inside out. We may think we have found 1 Peter 4:17; Joel 2:12, 13; Deuteronomy 6:4, 5.
something great. We may even get away with it for
a little while. Though it may look like there are no Sharing Context and Background
consequences to our actions, there are. If we are not Use the following information to shed more light on
careful, and do not repent, sin can destroy us from the story for your students. Share it in your own words.
the inside out. The story of the ark’s capture is one of the dark-
36
est times in Israel’s history. God had been warn- struck them dead.
ing of pending judgment for a long time, but it had They got the message. They ordered someone to
not come. Israel thought they could do whatever be consecrated to keep the ark. Soon Israel’s heart
they wanted and get away with it. Even the priests groaned for God. They mourned after God. They were
thought this. Eli’s sons, Hophni and Phinehas, were sorry for all they had done, and Samuel encouraged
very wicked. They had not been reprimanded by them to repent of their sin. He reminded them they
their father or punished by God, so they had become must put God first and put the other gods away. God
bold in sin, and the people followed. This is why God would share Israel no longer.
refused to fight for Israel. They had to learn that God Through fasting and prayer, God heard them,
will not share His glory with idols. healed them, and helped them. When the Philistines
The Philistines also learned this lesson after heard about this big prayer gathering, they came out
capturing the ark. They put the ark in the temple of to fight Israel again. There will always be obstacles to
their god, Dagon. Dagon was the chief god of the your faith when you try to get on the right path for God.
Philistines. The ark was a trophy for them. Placing Samuel continued to pray for the people, and God
the ark in Dagon’s temple was a symbol of submis- delivered them from the Philistines.
sion to Dagon. _______ _______
***
The first morning, however, Dagon was found bow- SPECIAL NOTE TO TEACHERS: The
ing in submission to the ark. The temple workers New International Version says that 70 men
promptly propped him back up, but the next morn- were slain, whereas the King James and New
ing Dagon was found bowing in submission again. King James versions say 50,070. This may
This time his hands and head were cut off. Hands in confuse students and spark up a discussion
Hebrew represented power, and the head represented about mistakes and contradictions in the
reason. Dagon lay in submission to God, without Bible. This is a difficult question for even Bible
power or intelligence. God then showed His power by translators and scholars.
laying a heavy hand on the Philistines (1 Samuel 5:6). The original manuscripts written in Hebrew
He caused a plague of tumors to come on them. literally say, “seventy men, fifty thousand men.”
When they finally sent the ark back to Israel, the Some manuscripts do not have 50,000 in them
men of Beth Shemesh did not respect God enough at all. When presented with this information,
to follow His orders about how to handle the ark. Not different translators approached it differently.
even the Philistines dared to remove the covering of The Seventh-day Adventist Bible Commentary
the ark, but these men looked into the ark and God shares some possibilities: “Some have sug-
Teaching From . . .

37
gested, ‘He smote seventy men; fifty out of a
thousand,’ or ‘He slew seventy men out of fifty
thousand men.’ . . . Most commentators agree
that only 70 men of Beth-shemesh were slain.” 1 Why Ask Why?
RABBI 101
Ellen White, on translation errors, says, When students hear the question “Why?”
“Some look to us gravely and say, ‘Don’t you outside of the classroom, they often have to
think there might have been some mistake in explain why they did something wrong. For
the copyist or in the translators?’ This is all example, “Why did you leave the milk out?” or
probable. . . . “Why didn’t you clean your room?” Some stu-
“God committed the preparation of His dents become defensive as soon as they hear
divinely inspired Word to finite man. This “Why” at the beginning of a sentence. Try dis-
Word, arranged into books, the Old and New arming students by using more creative ways of
Testaments, is the guidebook to the inhabit- asking why. Consider asking:
ants of a fallen world, bequeathed [given] What is the significance of . . . ?
to them that, by studying and obeying the What reasons can you give for . . . ?
directions, not one soul would lose its way to Will you tell me more about . . . ?
heaven.” 2
Translation difficulties may prove discour-
aging for the students, but assure them God This story is a story of revival and repentance. God
has clearly provided in His Word all they need taught Israel the lesson that He was holy and He alone
to make it to heaven. should be worshiped. He tried telling them. He tried

_______ _______ showing them. He tried wooing them. He tried warning
***
them. But Israel would not listen. God allowed the ark
III. CLOSING and thereby Himself to be captured and taken into the
Philistine camp. His absence definitely made Israel’s
Activity heart grow fonder. Israel soon understood they could
Close with an activity and debrief it in your own words. not have God on their terms. It would either be God’s
Give each student some clay. Instruct them to way or the difficult way. God, through some unfortu-
make something that young people often put before nate circumstances, was disciplining them, as a father
God. After giving them time to make the sculptures, or mother disciplines the child they love.
allow time for the students to share what they have God will do the same with us. If we do not learn
made. Remind students of the first commandment, from Israel’s mistakes, we will have to learn from our
“You shall have no other gods before me” (Exodus own. God will do all that He can to show His love to
20:3, NIV). Collect all the sculptures and heap them us and to help us come into a meaningful and real
together. Make a cross from the clay. While you are relationship with Him. When we make mistakes or
making the cross, remind students that God should missteps, when we sin against God, we must repent.
always have first place in our lives. We must turn around and walk God’s way and He
promises to hear, heal, and help.
Summary
The Seventh-day Adventist Bible Commentary, vol. 2, p. 478.
Share the following thoughts in your own words:
1
2
Ellen G. White, Selected Messages, book 1, p. 16.
57.
38
real.solid.stories
LESSON 4
OCTOBER282023
STUDENT LESSON
Commentary: Patriarchs and Prophets (or Beginning of the End
turn it around
), chapter 57.
17
Photo by Colleen Cahill
keytext
“So
“AfterSamuel
she hadsaid to all
given himthea drink,
Isra-
flashlight elites, ‘If you are returning to the

she said, ‘I’ll draw water for your
Lord with all your hearts, then rid
“There is need today of such a revival of true heart religion as was experienced by ancient camels too, until they have fin-
yourselves of the foreign gods and
Israel. Repentance is the first step that must be taken by all who would return to God. No ished drinking’”
the Ashtoreths and commit your-
one can do this work for another. We must individually humble our souls before God and selves
(Genesisto 24:19,
the Lord and serve him
NIV).
put away our idols. When we have done all that we can do, the Lord will manifest to us only, and he will deliver you out of
His salvation” (Patriarchs and Prophets, p. 590). the hand of the Philistines.”
(1 Samuel 7:3, NIV)
39
what
ken off and were
lying on the threshold;
only his body remained. . . .
do you think? “The Lord’s hand was heavy on the

people of Ashdod and its vicinity; he
brought devastation on them and
Have you ever done something or made a decision afflicted them with tumors. When the
without thinking about the consequences? When we do things people of Ashdod saw what was hap-
that are wrong and our actions do not have immediate pening, they said, ‘The ark of the god
consequences, sometimes we think we can get away of Israel must not stay here with us,
with them. Below is a list of actions; label them by their because his hand is heavy on us and on
consequences, whether they have immediate conse-
quences (IC), delayed consequences (DC), or have no INTO Dagon our god.’ ”
consequences (NC).
___ Cheating on a test THE “They placed the ark of the Lord on the
cart and along with it the chest contain-
STORY
___ Making fun of the new kid ing the gold rats and the models of the
___ Skipping class tumors. Then the cows went straight up
___ Forgetting to say your grace toward Beth Shemesh, keeping on the
___ Playing with your cell phone during “And Samuel’s word came road and lowing all the way; they did not
church to all Israel. turn to the right or to the left. The rulers
___ Eating five candy bars of the Philistines followed them as far as
___ Attending a Friday night basketball “Now the Israelites went out to the border of Beth Shemesh. . . .
game fight against the Philistines. The
___ Telling your friends a lie Israelites camped at Ebenezer, “But God struck down some of the
___ Not studying your Sabbath School and the Philistines at Aphek. . . . inhabitants of Beth Shemesh, putting
lesson seventy of them to death because they
“So the Philistines fought, and looked into the ark of the Lord. The
did you
the Israelites were defeated and people mourned because of the heavy
every man fled to his tent. The blow the Lord had dealt them.”
know?
slaughter was very great; Israel
lost thirty thousand foot sol- “The ark remained at Kiriath Jearim a
diers. The ark of God was long time—twenty years in all.
18 he ark of the covenant was captured, and Eli’s two sons,
a sacred box that God told Hophni and Phinehas, died.” “Then all the people of Israel turned
Moses to build. It was made of back to the Lord. So Samuel said to
wood and covered in gold. On the “Then they carried the ark into all the Israelites, ‘If you are returning to
top of the box sat two gold-cov- Dagon’s temple and set it the Lord with all your hearts, then rid
ered angels with their wings raised, beside Dagon. . . . But the yourselves of the foreign gods and the
facing each other. God’s glory following morning when Ashtoreths and commit yourselves to
and presence dwelled they rose, there was the Lord and serve him only, and he
between the angels (1 Dagon, fallen on his will deliver you out of the hand of the
Samuel 4:4). God was face on the ground Philistines.’ . . .
very particular about the before the ark of
ark of the covenant. It was the Lord! His “Then Samuel took a stone and set it up
housed in the Most Holy Place. head and between Mizpah and Shen. He named
No one was to look at it, except hands had it Ebenezer, saying, ‘Thus far the Lord
the high priest, once a year. When been has helped us.’
it traveled, it had to be wrapped in a bro-
veil, badgers’ skin, and a blue cloth to “So the Philistines were subdued and they
keep it hidden from human eyes. stopped invading Israel’s territory.”
(1 Samuel 4:1, 10, 11; 5:2, 4, 6, 7;

6:11, 12, 19; 7:2, 3, 12, 13,
NIV)
40
OUT punch lines
OF THE “Godly sorrow brings repentance that leads to salvation and leaves no regret, but
worldly sorrow brings death” (2 Corinthians 7:10, NIV).
STORY “You shall have no other gods before me.
“You shall not make for yourself an image in the form of anything
Who are the major players in this story? in heaven above or on the earth beneath or in the waters below”
(Exodus 20:3, 4, NIV).
“I am the Lord; that is my name! I will not yield my glory

to another or my praise to idols” (Isaiah 42:8, NIV).
Underline the key facts of this story. “ ‘Come now, let us settle the matter,’ says the
Lord. ‘Though your sins are like scarlet, they
Draw a rectangle around the verse you think contains the most impor- shall be as white as snow; though they are red
tant point. Why did you choose this verse? as crimson, they shall be like wool’ ” (Isaiah
1:18, NIV).
“Let the wicked forsake their ways and the

unrighteous their thoughts. Let them turn to
What was significant about the fact that the god Dagon fell on his face before the Lord, and he will have mercy on them,
the ark of the Lord? and to our God, for he will freely pardon”
(Isaiah 55:7, NIV).
“If my people, who are called by my name,

will humble themselves and pray and seek
What did Samuel tell the Israelites to do to return to God? my face and turn from their wicked ways,
then will I hear from heaven, and I will
forgive their sin and will heal their land”
(2 Chronicles 7:14, NIV).
What gods do you have in your life that you need to put away?
further 19
What new thing about God did you learn from this story? insight
“As you draw near to Him with
confession and repentance, He
What is the one message from this story that speaks to your
life?
will draw near to you with mercy
and forgiveness.”—Ellen G. White, Steps to
Christ, p. 55.
How can this message change the way you

live for God this week?
41
connectingtolife
Sabbath them. God wanted them to turn from idols and jobs, spending time with friends, and just good
Read Galatians 6:7. give Him their complete attention and worship. old fun all have their place, but sometimes we
T he What Do You Think? section of the les-

son challenged you to look at some actions
and think about the consequences. This week’s
Rewrite the key text to include specific things
God wants you to turn from, as you commit
your ways to Him.
allow these activities to take priority over God.
God does not want to come before just evil
activities in our lives; He wants to come before
lesson shows the consequences of not follow- everything in our lives. What are some activities
ing God. Eli’s sons, Hophni and Phinehas, were that are not necessarily bad but have taken
wicked priests. They performed a lot of evil priority over God in your life? What can you do
acts, yet nothing happened to them for a long to make sure you have a balance between the
time. When you get away with unacceptable or Tuesday good and God?
ungodly behavior, are you more likely to do it Read 1 Samuel 7:2.
again or to repent? Why do you think that is?
T he quote in the Flashlight section lays out
the steps Israel took to get back to God.
They experienced sorrow for what they did and
wanted to make it right. They repented which Friday
means they turned from their old ways and Read Proverbs 16:3.
Sunday walked in a new direction. God calls for us to
W hen we turn from doing things our way
Read James 2:13. repent of wrong and experience His salvation. and begin doing them God’s way, God
R ead the Into the Story section, which tells

of the ark of the covenant being captured,
and answer the study questions provided in the
People often try to ignore the guilt they feel
after doing wrong. What good can guilt and
sorrow over wrong play in our lives?
will bless us. He blessed Israel with deliverance
from the Philistines. When Israel repented, they
were heard by God and were helped by God.
Out of the Story section. Both the Philistines Samuel set up a stone memorial so that Israel
and Israel upset God and both experienced would remember how God helped them. He
judgment from Him. What reasons can you give called it Ebenezer, which means “a stone of
for God’s being upset with the Israelites? help.” Can you find a symbol that will help you
Wednesday remember the commitment you made to God
What reasons can you give for His being upset

R ead the Bible verses in the Punch Lines
section. Which verse stood out to you the
most? Why? What do you think God is trying to
this week? Write a prayer dedicating your life to
God. Place your symbol in a prominent place so
you will remember your commitment.
20 with the Philistines? say to you in this passage?
One of the Punch Lines is 2 Corinthians 7:10.

In The Message, it reads like this: “Distress that
This story includes a lot of judgment and pun- drives us to God does that. It turns us around.
ishment. But with judgment, God always shows It gets us back in the way of salvation. We
mercy. What elements of this story show the never regret that kind of pain. But those who
mercy of God? let distress drive them away from God are full
of regrets, end up on a deathbed of regrets.”
Think about a time when you felt godly sorrow.
What did you learn from that experience?
Monday
Read 1 Samuel 7:3. this week’s reading*
R ead the Key Text and memorize it this
coming week. Israel did what was right
in their own eyes instead of what was right
Thursday
Read Colossians 3:17.
in God’s eyes. Israel learned their lesson and
were now sorry for their actions. Samuel told
the children of Israel what God wanted from
W e all know that bad behaviors and
actions can keep us from God. But good
activities can also keep us from God. School,
each year.
42
LESSON 5
NOVEMBER042023
trading leaders
PREPARING TO TEACH •
Look for leadership opportunities within their
scope of influence. (Respond)
I. SYNOPSIS
Samuel was getting old, and his sons were far III. EXPLORE
from ready to take over leadership positions in Israel. Spiritual Gifts and Ministries, Seventh-day Ad-
Israel had been a theocracy, but the people were ventist Fundamental Beliefs, No. 17: “God bestows
clamoring for the kind of government they saw in the upon all members of His church in every age spiritual
nations around them. Although God knew what the gifts that each member is to employ in loving ministry
tragic consequences would be, He gave them what for the common good of the church and of humanity.
they asked for. Therefore, He chose Saul to be their Given by the agency of the Holy Spirit, who appor-
king. While the people of Israel were happy, Saul was tions to each member as He wills, the gifts provide
not known for making the best decisions. As we read all abilities and ministries needed by the church to
the story we are reminded of what it takes to be a fulfill its divinely ordained functions. According to the
strong and God-centered leader. Scriptures, these gifts include such ministries as faith,
We are hoping to use this lesson to bring about healing, prophecy, proclamation, teaching, administra-
a better understanding of God-led leadership and to tion, reconciliation, compassion, and self-sacrificing
have the students realize that they are all being called service and charity for the help and encouragement
for leadership positions in the kingdom of heaven. By of people. Some members are called of God and
assessing their characters they will take a hard look endowed by the Spirit for functions recognized by
into what would make them good leaders. As well, the church in pastoral, evangelistic, and teaching
they will learn what they can do in order to become ministries particularly needed to equip the members
better leaders in their realm of influence. for service, to build up the church to spiritual matu-
An interesting side note is the fact that while God rity, and to foster unity of the faith and knowledge of
did not approve of the idea of a king for Israel, He God. When members employ these spiritual gifts as
allowed and finally chose the king Himself. This makes faithful stewards of God’s varied grace, the church
for an interesting discussion point during the lesson. is protected from the destructive influence of false
doctrine, grows with a growth that is from God, and
II. TARGET is built up in faith and love. (Acts 6:1-7; Rom. 12:4-8;
The students will: 1 Cor. 12:7-11, 27, 28; Eph. 4:8, 11-16; 1 Tim. 3:1-13;
• Know the story of Saul’s rise to power and what 1 Peter 4:10, 11.)”
fic happened then. (Know)
ec
• Get a feel for what makes a good leader and
what makes a bad leader. (Feel)
s
43
TEACHING Share the following in your own words:
Not everyone is born a leader; some of us have
I. GETTING STARTED to learn how to be effective leaders. Saul was not a
very quick learner. From his reluctance to lead, to his
Activity misunderstanding of his power and even to his abuse
Refer the students to the What Do You Think? and arrogance of power, Saul did not always do what
section of their lesson. After they have completed it, was best for the people with whose care he had been
discuss their responses. entrusted.
Discuss what would be the natural outcome of fol- How do we choose to care for those we are
lowing “man’s plan” as they described it in the What responsible for and to? Do we become prideful and
Do You Think? activity. Discuss what might be the con- arrogant in this process or do we continue to lead from
sequences of following “God’s plan” as they described gentle encouragement with care and love for those we
it. Then discuss what type of leadership abilities would are supposed to be leading? Perhaps an even bigger
emerge in middle life for a person who followed either question is: Do we know where we are going? These
of the plans you have discussed. are good questions to ponder as we prepare to lead
What might this activity say about the qualities to young people to the foot of the cross.
look for when voting for a leader?
Out of the Story for Teachers
Illustration After you read the Into the Story section with your
Share this illustration in your own words: students, use the following in your own words to pro-
“He who thinketh he leadeth and hath no one fol- cess it with them.
lowing him is only taking a walk.”—Unknown. • Underline the specific commands God gives
As a senior in college I was asked to be a substi- the children of Israel in this story.
tute PE teacher in the local elementary school. My first • What promises does God make in this story?
day was exciting! I couldn’t wait to be called coach by • Circle the texts that indicate God does not
the little kids I would be teaching. I went to my first approve of this plan to have a king.
class, which happened to be a third-grade class of • Highlight the moments when it seems Saul is
very excited kids. As I left the classroom with them reluctant to become the king of Israel.
I made the mistake of going first and assuming that • Put a square around those words that seem to
they would stay behind me as we walked to the play- evoke emotion as you read the story. What sort
ing field. I soon learned the very valuable lesson of the of emotions do they evoke in you? Why do you
quote at the beginning of this story. think that is?
Within a few minutes I had third graders bouncing Use the following as more teachable passages that
off the walls in the hallways. I had teachers coming out relate to today’s story:
to find out what was happening and what was so loud. 1 Thessalonians 2:6-9; Proverbs 29:18; Hebrews
I shouted to get their attention, and then I finally had to 12:1-3; Philippians 4:12, 13.
use the whistle to get them to listen to me.
I learned something that day—sometimes you Sharing Context and Background
have to lead from behind. What that means is this— Use the following information to shed more light
sometimes it is important to help people get to where on the story for your students. Share it in your own
they are going by gently encouraging them to move words.
ahead rather than to run before them and assume they It is important to remember the Israelites’ state of
are following. This is sometimes a much harder way to mind at the time of this story. Besides being jealous
lead, but it can be much more rewarding in the end for of the cultures around them, they were also scared
everyone involved. for their future because they knew that Samuel’s sons
were not to be trusted. Rather than simply trusting
II.
TEACHING THE STORY God, they were eager to take matters into their own
hands so that they might have a king to judge them.
Bridge to the Story Perhaps it was not even so much that they did not
44
✁
Tips for Top-Notch Teaching
The Socratic Method
RABBI 101
Most of us have heard of Socrates, the great For most Sabbath School teachers this method
Greek philosopher. However, did you know there is may require too much preparation (try searching
a particular style of guided questioning that is given “Socratic method” on the internet); however, the
his name? This method is used in many law schools basic concept of leading students to learning through
as a way of helping students think through a topic sequential questioning can be adapted and bring
logically and arrive at a knowledgeable conclusion significant rewards to both students and teachers.
without having been “told.” In this week’s story there are many lessons
The basic method is to ask logical, incremental, about leadership. Here are some tips as you lead the
step-by-step questions pertaining to the story or class to insight through careful questioning:
topic. The teacher does not “tell” or lecture. The 1. Keep the discussion focused.
teacher needs to think through the logical progres- 2. Keep the discussion intellectually responsible.
sion of thought they would like to follow before- 3. Stimulate the discussion with probing ques-
hand. However, student answers may make it nec- tions.
essary to adapt the preplanned questions in order 4. Periodically summarize what has and what
to get to the final point the teacher hopes to reach. has not been dealt with and/or resolved.
This method keeps students involved and feeling as 5. Draw as many students as possible into the
if they are discovering truth for themselves. discussion.
trust God—but they were fearful of what might happen and very authoritarian. But still the children of Israel
to them. seemed to want something tangible so they could
It is interesting that they would want a king in the feel as if they were part of the society around them.
fashion of those countries around them. You see, the Perhaps it was jealousy and envy, perhaps simply fool-
yoke of servitude to an ancient king at that time was ish pride that prompted them to ask God for a king.
exceedingly heavy. It was not like some of the free- It is interesting that even though God knew it was
doms that we observe today. It was at times unjust
Teaching From . . .

45
not the best for them, He was willing to allow the chil- 2. W hy did you choose them? What characteris-
dren of Israel a chance to decide their own fate. This tics do they have that attract you?
speaks to the loving kindness of God, as well as to 3. Do you find yourself with any of these charac-
His wisdom. God could have shown His authority by teristics?
not allowing a king to be put in place. But God often 4. How many of these characteristics did Jesus
allows us to learn the lessons that arise from the con- exhibit?
sequences of following a path we think is better than 5. What, in your estimation, makes a good leader?
His. 6. Was Saul this type of leader?
Another important note is that Saul was what one Close with a prayer that your students might be-
would look for in a king at first glance. It is noted that come great leaders.
he was very tall, some even proposing that he was
close to seven feet in stature! He was stately and good Summary
looking, always a plus in a leader, and seemed to be a Share the following thoughts in your own words:
great choice for a king. Even though he was from the This week was all about leadership. We can look at
tribe of Benjamin, the smallest tribe in Israel, he was the leadership of God through Samuel and the leader-
still the kind of person people would follow. ship of Saul and see whose was better for the children
Samuel was called a seer at that time, meaning of Israel. We want the students to ask the question
one who received visions from God. This is not to be “Who am I going to follow?” and, of course, we are
confused with a more modern interpretation of the hoping their answer will be “God.”
word, which means more of a fortune-teller. Samuel Perhaps young people haven’t had a chance to
was considered the conduit through whom God gov- think critically about what makes a good leader. We all
erned His people. follow intuitively those we trust or see as responsible;
but this week, let’s be more intentional about how we
III. CLOSING approach those we follow and seek to bring some real
thoughtful discretion into the process.
Activity Working with young people is always a bit scary
Close with an activity and debrief it in your own in that they are more than willing to be totally hon-
words. est about themselves and those around them. This
Have the students write down the name of one is good for the discussion, but will also challenge us
or two leaders they would be willing to follow. Then as leaders to be the kind of leaders we are speaking
have them write the characteristics that attract them about.
to these leaders. Follow with these questions:
1. Who were the leaders you chose?
59 and 60.
46
real.solid.stories
LESSON 5
NOVEMBER042023
STUDENT LESSON
trading leaders
chapters 59 and 60.
21
Photo by Audrey Goforth
keytexts
“But
“Aftertheshe
people refusedhim
had given to listen to
a drink,
flashlight Samuel. ‘No!’ they said. ‘We want
a king over us. Then we will be like
“When the Israelites first settled in Canaan they acknowledged the principles of the the- camels too, until they have fin-
all the other nations, with a king to
ocracy, and the nation prospered under the rule of Joshua. . . . Gradually they lost their ishedusdrinking’”
lead and to go out before us and
reverence for God and ceased to prize the honor of being His chosen people. Attracted fight our battles.’ ”
(Genesis 24:19, NIV).
by the pomp and display of heathen monarchs, they tired of their own simplicity. Jealousy (1 Samuel 8:19, 20, NIV)
and envy sprang up between the tribes. . . . As they departed from obedience to God’s
“The Lord sends poverty and
law, they desired to be freed from the rule of their divine Sovereign; and thus the demand wealth; he humbles and he exalts.”
for a monarchy became widespread throughout Israel” (Patriarchs and Prophets, p. 603).
(1 Samuel 2:7, NIV)
47
what
and you will
prophesy with them;
and you will be changed into
a different person. Once these signs
do you think? are fulfilled, do whatever your hand

finds to do, for God is with you.’ . . .
Would you rather depend on how God leads you or on how
human culture leads you? Look at these scenarios and write down “As Saul turned to leave Samuel, God
what God has planned as opposed to what man has planned: changed Saul’s heart, and all these
• Tempted to take revenge on someone who has wronged signs were fulfilled that day. . . .
you:
God’s plan ________________________________ INTO “Samuel summoned the people of
Man’s plan _____________________________ THE Israel to the Lord at Mizpah and said to
them, ‘This is what the Lord, the God
STORY
of Israel, says: “I brought Israel up out
of Egypt, and I delivered you from the
• Tempted to gossip: power of Egypt and all the kingdoms
God’s plan __________________________ that oppressed you.” But you have
“Then Samuel took a flask of now rejected your God, who saves you
olive oil and poured it on Saul’s out of all your disasters and calamities.
Man’s plan ________________________ head and kissed him, saying, ‘Has And you have said, “No, appoint a king
not the Lord anointed you ruler over us.” So now present yourselves
• Tempted to steal something you want over his inheritance? When you before the Lord by your tribes and
but cannot afford: leave me today. clans.’
God’s plan ______________________
“. . . three men going up to worship “When Samuel had all Israel come
God at Bethel will meet you there. forward by tribes, the tribe of Benjamin
Man’s plan _____________________ One will be carrying three young was taken by lot. Then he brought
goats, another three loaves of bread, forward the tribe of Benjamin, clan by
and another a skin of wine. They will clan, and Matri’s clan was taken. Finally
greet you and offer you two loaves Saul son of Kish was taken. But when
did you
of bread, which you will accept they looked for him, he was not to be
from them. found. So they inquired further of the
know?
22 Lord, ‘Has the man come here yet?’
“ ‘After that you will go to Gibeah
of God, where there is a Philis- “And the Lord said, ‘Yes, he has hidden
he word “theocracy” comes tine outpost. As you approach himself among the supplies.’
from the Greek theokratia, which the town, you will meet a pro-
is by definition a government cession of prophets coming “They ran and brought him out, and
directly guided by God. This down from the high place as he stood among the people he was
was the governmental with lyres, timbrels, pipes a head taller than any of the others.
structure God had set and harps being played Samuel said to all the people, ‘Do you
up and which was actu- before them, and they see the man the Lord has chosen?
ally working well in Israel. will be prophesying. There is no one like him among all the
However, the people wanted The Spirit of the people.’
to be like their neighboring Lord will come
countries and have a king they powerfully “Then the people shouted, ‘Long live
could call their own. Sounds as u p o n the king!’ ”
if they might have given in to some you,
peer pressure, doesn’t it? (1 Samuel 10:1-7, 9, 17-24, NIV)
48
OUT punch lines
OF THE “If it is to encourage, then give encouragement; if it is giving, then give generously;
if it is to lead, do it diligently; if it is to show mercy, do it cheerfully” (Romans
STORY 12:8, NIV).
“When the angel of the Lord appeared to Gideon, he said, ‘The Lord
What did you think of the introduction speech that is with you, mighty warrior’ ” (Judges 6:12, NIV).
Samuel gave to the people before introducing Saul?
(verses 17-19) Would you like to be introduced that way? “He chose capable men from all Israel and made them lead-
ers of the people, officials over thousands, hundreds, fifties
and tens” (Exodus 18:25, NIV).
“The people rejoiced at the willing response of their

leaders, for they had given freely and wholeheartedly
to the Lord. David the king also rejoiced greatly”
What prompted the people of Israel to want a human king?
(1 Chronicles 29:9, NIV).
further
How do you think choosing to be ruled by a human king as opposed to by
God was a bad idea for the Israelites?
What is the background of Samuel’s sons (1 Samuel 8)? How do you think these
insight
activities might have played into the people’s desire for a king? “The higher the position a
man occupies, the greater
the responsibility that he
What themes do you see displayed in this reading? has to bear, the wider will
23
be the influence that he
exerts and the greater his
need of dependence on God.
Why was Samuel so specific in the instructions that he gave to Saul?
Ever should he remember that
with the call to work comes
the call to walk circumspectly
In what ways do you think Saul had what it took to lead a group before his fellow men. He is to
of people? In what ways didn’t he?
stand before God in the attitude of a
learner. Position does not give holiness
of character. It is by honoring God and
obeying His commands that a man is made
truly great.”—Ellen G. White, Prophets and Kings, pp. 30, 31.
49
connectingtolife
Sabbath he ordered his son Jonathan be put to death.
Read James 4:7. Tuesday You should have already thought about those
T ake time to do the exercise in the What

Do You Think? section of the lesson. Do
you think it would be more difficult to do what
Read Proverbs 14:30.
T he Flashlight section gives us some

insights from inspired commentary on the
characteristics you have that would make you
a great leader; now take some time to think
about those aspects of your character that
people would have you do or what God would texts we have been studying. Ellen White uses are not so great. What can you do to eliminate
have you do? It seems that we often do things a few words that are interesting; “jealousy” those character traits so that you might be
to impress other people, and those things are and “envy” are the first two that jump off the more effectively used by God and not fall into
rarely what God asks us to do. Even the chil- page. Do these words have any meaning in the traps that Saul found himself trying to
dren of Israel tried to impress their neighbors your life? Have you ever asked for things out muddle through?
by obtaining a human king, when they already of jealousy and/or envy? Have they ever been
had the Creator of the universe as their leader. the motivating factor in purchasing something,
Seems crazy, doesn’t it? saying something, or looking or acting a certain
way? It is a good time to ponder what motivates Friday
What can you do to counteract these influences us to do the things we do. Usually, a negative Read Romans 12:9-13.
in your life? outcome occurs when we do something out of
jealousy and envy. Y ou have seen what the people asked God
to do—give them a king. You have seen
the kind of king Saul turned out to be—a weak

Wednesday one. You may have even looked inside yourself
Sunday
Read 2 Corinthians 5:17. T he quotes from the Punch Lines and Other
Eyes deal specifically with leadership. You
to see what kind of leader you might be. Now
take a minute to think about what type of peo-
R ead Into the Story about how Saul became

the king of Israel. Do the questions in Out
of the Story. What do you think was God’s atti-
may want to read 1 Samuel 19 to see what kind
of leader Saul became. He did not do a great
job. The quotes show us some qualities of a
ple you would like to lead and how you might be
able to do that. The world and the church are
in need of thoughtful leaders, whether it be in
tude as reflected through His prophet Samuel? good leader. It is safe to say that a good leader business, politics, sports, music, entertainment,
Do you think it was happy, sad, or mad? Spend acts in the best interest of the group he or she academics, or even working at the neighbor-
some time writing the emotions you would feel is leading. Saul had a pretty rough time with hood fast-food restaurant. What leadership role
if you were leading a group of people who just that approach to leadership during his tenure do you think God might have for you?
couldn’t seem to listen to you and take you as king of Israel. Think about how you would be
24 seriously. if you were king. Would you be like Samuel and
follow God’s leading? Would you be like Saul?
The Scripture story says that God’s Spirit How about David or Solomon?
changed Saul into a different person. How has
God’s Spirit changed you? In what ways do you Often we are critical of those in charge, but we
still need His Spirit to work in your life? rarely think about what we would do given a
certain situation. List the qualities you have that
would make you a good king or queen. If you
are really brave, give your list to someone else
Monday to verify that you are who you think you are.
Read 1 Samuel 2:7 and 8:19, 20.
R ead the Key Text and see how the people

reacted to having a king. Why do you
think they were excited to have a human king Thursday this week’s reading*
when they had the King of the universe as their
leader? Do you think they understood what
God had been doing through Samuel for all
I f you have the book or a computer avail-
able, read chapter 60 of Patriarchs and
Prophets. (Or listen to it on www.cornerstone
of the End ), chapters 59 and 60.
this time? Do you think they were happy that connections/net.) What you will see are the Prophets, created for you by the Ellen G. White Estate and Pacific
God listened to their desire for a king? Explain. many mistakes and character flaws that were tions.net/article/191/about-us/conflict-of-the-ages-companion
exhibited by Saul during his reign. In his pride -books#.URlhF1rBO9s. By following the weekly reading plan,
each year.
50
LESSON 6
NOVEMBER112023
so long, Saul
Scripture Story: 1 Samuel 15; 28; 31.
End ), chapters 61, 66, 67.
PREPARING TO TEACH
II. TARGET
I. SYNOPSIS The students will:
Saul’s story is a tale of power gone sour. He began • Think about the effect of selfishness on one’s
with so much promise. Scripture describes him “as spiritual life. (Know)
handsome a young man as could be found anywhere • Sense the potentially fatal consequences of re-
in Israel, and he was a head taller than anyone else” belling against God. (Feel)
(1 Samuel 9:2, NIV). He was humble (see 1 Samuel • Be challenged to commit fully to God. (Respond)
9:21) and the Spirit of the Lord came upon him in
power (see 1 Samuel 10:6, 10). III. EXPLORE
But sin, a cancer of the soul, corrupted Saul, and he The Nature of Humanity, Seventh-day Adventist
succumbed to a spirit of self-sufficiency. He disobeyed Fundamental Beliefs, No. 7: “Man and woman were
God but felt no remorse for his wrongdoing. Instead, made in the image of God with individuality, the power
he defended himself as if he needed to answer to no and freedom to think and to do. Though created free
one—not even God. Thus Samuel delivered the sober- beings, each is an indivisible unity of body, mind, and
ing message: “You have rejected the word of the Lord, spirit, dependent upon God for life and breath and
and the Lord has rejected you as king over Israel!” all else. When our first parents disobeyed God, they
(1 Samuel 15:26, NIV). The Bible adds: “The Lord denied their dependence upon Him and fell from their
regretted that he had made Saul king over Israel” high position. The image of God in them was marred
(1 Samuel 15:35, NIV). and they became subject to death. Their descendants
From that point on, Saul’s life continued on a share this fallen nature and its consequences. They
downward spiral. He battled mental illness. He became are born with weaknesses and tendencies to evil. But
pathologically jealous of David and tried to murder God in Christ reconciled the world to Himself and by
him. He got involved in the occult, seeking counsel His Spirit restores in penitent mortals the image of
from the witch of Endor. In the end, Saul killed himself their Maker. Created for the glory of God, they are
rather than face the consequences of his actions and called to love Him and one another, and to care for
decisions. their environment. (Gen. 1:26-28; 2:7, 15; 3; Ps. 8:4-8;
Saul’s story has much to teach us about the perils 51:5, 10; 58:3; Jer. 17:9; Acts 17:24-28; Rom. 5:12-17;
of arrogance and selfishness. This story also offers a 2 Cor. 5:19, 20; Eph. 2:3; 1 Thess. 5:23; 1 John 3:4;
spiritual perspective on depression and mental health. 4:7, 8, 11, 20.)”
fic
ec
Another topic that emerges from this story involves the
perils of dabbling in the occult. Clearly, there are many
s
gems to be mined from the experience of Saul.
51
TEACHING someone to devour.” Satan wants your soul. And he’s
happy to weasel his way into your heart through any
I. GETTING STARTED method you allow—impure movies, witchcraft, raun-
chy music, drugs—he’ll destroy you however he can.
Activity Play with the devil and your game will get deadly.
Read some of the statements from the What Do The story of Saul illustrates the consequences of play-
You Think? section and instruct the students to stand ing with the devil. What may have seemed like small
on one side of the room if they agree with the state- compromises ultimately claimed his soul.
ment or the other side of the room if they disagree. Are there any areas in your life in which you are
While they’re standing ask for volunteers to share why allowing the evil one to gain access to your mind and
they answered as they did. Here are some more state- soul? If so, consider carefully the lessons we can learn
ments you can use: from the life of Saul.
• Every sin is a manifestation of selfishness.
• Our society today is too quick to blame every- Out of the Story for Teachers
thing on “mental illness.” After you read the Into the Story section with your
• If Saul had remained humble before God he students, use the following in your own words to pro-
would not have gone insane. cess it with them.
The story of Saul is a case study in what happens
Illustration when a devoted Christian puts selfish interests above
Share this illustration in your own words: obedience to God. Review the highlights of Saul’s
The Associated Press once carried the story of story, then facilitate a discussion by asking the follow-
a toddler who found a baby rattlesnake and began ing questions:
playing with it, not realizing that his “toy” was a deadly • What strategy did Satan use to take Saul down?
serpent. The article pointed out that a single drop of • What similar methods does he use today?
venom from a baby rattler is much more potent than • In what area do you think teens are most vul-
the same amount of venom from a fully grown rattle- nerable to Satan’s attacks?
snake. After discussing these questions about the meth-
The mom discovered her child happily at play, ods of Satan, lead the students in a Bible study on the
holding the deadly reptile in his hand. Before she evil work Satan is doing today.
could attempt a rescue, however, the snake bit the This can be done by assigning the following
boy’s arm. Her child was rushed to the hospital and, texts for students to look up in search of some of the
fortunately, survived. But the story could have ended names the Bible uses for Satan: accuser (Revelation
tragically, had the mother not found the child before 12:10), tempter (Matthew 4:3), enemy (1 Peter 5:8), liar
the venom worked its lethal results. (John 8:44), and evil one (1 John 5:19). It’s important
In the same way, many Christians “play” with sin, to emphasize that Christ came to destroy the work of
thinking it won’t bite. Ellen G. White says in Patriarchs Satan (1 John 3:8), that Christ has supremacy over the
and Prophets, page 431, “All who have ever lived upon devil (Colossians 1:18), and that the power of Christ
the earth have felt the deadly sting of ‘that old serpent, dwelling within through the Holy Spirit is greater than
called the devil, and Satan.’ Revelation 12:9. The fatal the devil (1 John 4:4).
effects of sin can be removed only by the provision Another area to explore with the students in this
that God has made.” lesson highlights the symptoms of Saul’s mental illness.
Some mental health professionals suggest that
II. TEACHING THE STORY there are five basic categories of psychological disor-
ders: anxiety disorders, mood disorders, personality
Bridge to the Story disorders, dissociative disorders, and schizophrenia.
Share the following in your own words: Gain a working knowledge of these disorders (this
The serpent from the Garden of Eden is alive and shouldn’t take long on the internet) and describe them
well today. First Peter 5:8 (NIV) tells us: “Your enemy to your students. Next, find examples from the life of
the devil prowls around like a roaring lion looking for Saul that illustrate some of these mental challenges.
52
Discuss how we are all spiritual, emotional, physical, threatened Israel’s relationship with God. The
and mental beings. In order to enjoy optimum life we only safeguard against this warlike nation was
must be balanced and healthy in all of these spheres. to utterly destroy them.
Review the tragic ending of Saul’s life. 2. 1 Samuel 28—Witchcraft was a practice that
Discuss how it might have ended differently. Ask the Israelites picked up from the original inhab-
for students to share their opinion as to whether or itants of Canaan. In the Old Testament, the
not there was a key event in Saul’s life that spelled his practice of the “black arts” was strictly forbid-
doom (if so, what was it?); or was Saul’s demise the den (see Exodus 22:18 and Leviticus 20:27) by
sum total of many small compromises? penalty of death. The New Testament speaks of
“seducers,” “seducing spirits,” “unclean spirits,
Sharing Context and Background working miracles,” all of which are associated
Use the following information to shed more light on with the works of Satan.
the story for your students. Share it in your own words. 3. 1 Samuel 31—It’s interesting to note that Saul
Each chapter in the assigned reading offers rich faced his death the same way he lived his life—
biblical insights worth exploring. Here is a little back- he took matters into his own hands. He acted
ground from each chapter you may wish to use to dig apart from the counsel of God. Sometimes peo-
deeper: ple plan to “fix” their relationship with God while
1. 1 Samuel 15—Why was God so insistent about on their deathbed in order to sneak into heaven
destroying King Agag and all of the Amalekites? at the last minute, thus amending a lifetime of
Was Saul’s failure to obey God in this regard all sinful indulgences. The reality is, when nearing
that significant? It’s helpful to understand that death, we will most likely respond to God in
the Amalekites were guerilla terrorists. They the same way that we have been responding to
survived by attacking other nations and pil- Him all along. Challenge the students by saying,
laging their wealth and families. They were the “How do you want to face death? That’s how
first to attack the Israelites when God’s people you ought to face life today.”
entered the Promised Land. They continued
to raid the Israelites on a regular basis. Thus III. CLOSING
God knew that as long as the Amalekites were
around, the Israelites would never live without Activity
fear. Moreover, the idol worship and corrupt reli- Close with an activity and debrief it in your own words.
gious teachings that the Amalekites practiced Bring a radio and explain how it can provide
Teaching From . . .

53
entertainment, music, news, a weather report, and
so on—just by tuning in to different frequencies. The
broadcast you receive all depends on the station
Learning by Teaching you’re tuned in to. If you’re not familiar with the
RABBI 101
One effective way to enhance learning is by options available, you have to scan the stations to
encouraging the learners to teach the material find what you prefer. Some options are better than
themselves. By explaining concepts and lessons others.
to others, the teacher, by default, becomes the Ask the class how the radio is like spiritual guid-
most engaged student. To put this teaching tip ance. Explain that there are many spiritual counter-
into practice, ask the students the week before feits clamoring for our attention. The one we tune in
to come the following week prepared to teach to makes all the difference in spiritual life.
one element of the story. For example, one
student may teach a brief history lesson on the Summary
Amalekites. Another student may be assigned Share the following thoughts in your own words:
to give a brief lecture on the geography of the Many young people are following the example of
battles mentioned in 1 Samuel 15; 28; and 31. Saul and receiving counterfeit spiritual guidance.
Of course, all of the students will learn from the Consequently, their soul is at peril. To conclude, read
peer presentations, but the “teachers” will learn Deuteronomy 18:9-15 as a challenge to tune in to
the most! God’s voice. Invite them to experience the adventure
of radical obedience to God. When they make this
kind of nothing-held-back commitment to God, all of

the issues that we face in this life—physical, mental,
emotional, and spiritual—will be shaped by the strong
hand of God. Only then can a person experience the
more abundant life in Christ.
61, 66, and 67.
54
real.solid.stories
LESSON 6
NOVEMBER112023
STUDENT LESSON
Scripture Story: 1 Samuel 15; 28; 31.
so long, Saul
chapters 61, 66, 67.
25
Photo by Audrey Goforth
keytext
“Then the word
“After she had givenof thehim
Lorda came
drink,
flashlight to
sheSamuel:
said, ‘I’ll‘I draw
regretwater
that for
I have
your
made
camelsSaul
too,king,
untilbecause he has
they have fin-
“When Saul chose to act independently of God, the Lord could no longer be his guide,
turned away from me and has not
and was forced to set him aside. Then He called to the throne ‘a man after His own heart’
carried out my instructions.’ ”
(1 Samuel 13:14)—not one who was faultless in character, but who, instead of trusting (Genesis 24:19, NIV).
to himself, would rely upon God, and be guided by His Spirit; who, when he sinned. would (1 Samuel 15:10, 11, NIV)
submit to reproof and correction” (Patriarchs and Prophets, p. 636).
55
what
ter than sacrifice,
and to heed is better
than the fat of rams.’ ”
do you think? “The Philistines assembled and came

and set up camp at Shunem, while Saul
gathered all Israel and set up camp at
Agree or disagree? Gilboa. When Saul saw the Philistine
____ The root cause of depression is selfishness. army, he was afraid; terror filled his
____ Mental health and spiritual health are closely related. heart. He inquired of the Lord, but the
____ Satan cannot tempt us if we are fully committed to
God. INTO Lord did not answer him by dreams
or Urim or prophets. Saul then said to
____ One of the ways Satan gains access to our minds
is through horoscopes. THE his attendants, ‘Find me a woman who
is a medium, so I may go and inquire
STORY
of her.’
“ ‘There is one in Endor,’ they said.
“Samuel said, ‘Although you “So Saul disguised himself, putting on

were once small in your own eyes, other clothes, and at night he and two
did you not become the head of the men went to the woman. ‘Consult a
tribes of Israel? The Lord anointed spirit for me,’ he said, ‘and bring up for
you king over Israel. And he sent you me the one I name.’ ”
on a mission, saying, “Go and com-
pletely destroy those wicked people, “Now the Philistines fought against
the Amalekites; wage war against Israel; the Israelites fled before them,
them until you have wiped them out.” and many fell dead on Mount Gil-
Why did you not obey the Lord?’. . . boa. The Philistines were in hot pur-
did you “ ‘But I did obey the Lord,’ Saul

suit of Saul and his sons, and they
killed his sons Jonathan, Abinadab and
know? said. ‘I went on the mission the

Lord assigned me. I completely
destroyed the Amalekites and
Malki-Shua. The fighting grew fierce
around Saul, and when the archers
overtook him, they wounded him crit-
26 hen temptations brought back Agag their king. The ically.
assail you, when care, soldiers took sheep and cattle
perplexity, and dark- from the plunder, the best of “Saul said to his armor-bearer, ‘Draw
ness seem to surround what was devoted to God, in your sword and run me through, or these
your soul, look to the order to sacrifice them to the uncircumcised fellows will come and run
place where you last saw the light. Rest Lord your God at Gilgal.’ me through and abuse me.’
in Christ’s love and under
His protecting care. When “But Samuel replied: “But his armor-bearer was terrified and
sin struggles for the ‘Does the Lord delight would not do it; so Saul took his own
mastery in the heart, in burnt offerings and sword and fell on it. When the armor-
when guilt oppresses the s a c r i f i c e s bearer saw that Saul was dead, he too
soul and burdens the con- as much as in fell on his sword and died with him. So
science, when unbelief clouds obeying the Saul and his three sons and his armor-
the mind, remember that Christ’s Lord? To bearer and all his men died together
grace is sufficient to subdue sin obey is that same day.”
and banish the darkness. Entering bet-
into communion with the Saviour, we (1 Samuel 15:17-22; 28:4-8; 31:1-6, NIV)
enter the region of peace.”—Ellen G. White,

The Ministry of Healing, p. 250.
56
OUT punch lines
OF THE “Watch and pray so that you will not fall into temptation. The spirit is willing,
but the flesh is weak” (Mark 14:38, NIV).
STORY “The Lord, the Lord, the compassionate and gracious God, slow
to anger, abounding in love and faithfulness, maintaining love to
thousands, and forgiving wickedness, rebellion and sin. Yet
Who are the main actors in this story? he does not leave the guilty unpunished; he punishes the
children and their children for the sin of the parents to
the third and fourth generation” (Exodus 34:6, 7, NIV).
“Be careful to obey all these regulations I am

What do you think is the key verse in Saul’s story? (Underline it.) giving you, so that it may always go well with you
and your children after you, because you will be
What character defects do you see in Saul? (List them.) doing what is good and right in the eyes of the
Lord your God” (Deuteronomy 12:28, NIV).
“Saul died because he was unfaithful to

the Lord; he did not keep the word of the
Lord and even consulted a medium for
guidance, and did not inquire of the Lord.
What emotions, actions, or adjectives enrich this story? (Draw a rectangle
So the Lord put him to death and turned
around them.)
the kingdom over to David son of Jesse”
(1 Chronicles 10:13, 14, NIV).
What words or phrases most capture the various emotions involved? (Circle
them.) “The Spirit clearly says that in later
times some will abandon the faith and
What were the results of Saul’s disobedience? follow deceiving spirits and things taught
by demons” (1 Timothy 4:1, NIV).
If you were to tell the story of Saul to a class of kindergarten kids, what moral
would you stress to them? 27
further
How does this lesson apply in our lives today? insight
“The greatest want of the world
is the want of men—men who will
What does the lesson teach us about selfishness? Depres-
not be bought or sold, men who in
sion? Mental health?
their inmost souls are true and honest,
men who do not fear to call sin by its right
name, men whose conscience is as true to
duty as the needle to the pole, men who will
stand for the right though the heavens fall.”—Ellen G.
White, Education, p. 57.
57
connectingtolife
Sabbath Does God still “turn away from” people He has Thursday
Read Ephesians 6:10-18; 1 Peter 5:8, 9; and called to leadership? Why or why not? Read James 2:19.
James 4:7.
T he What Do You Think section of the

lesson connects Saul’s story with modern-
C. S. Lewis wrote in The Screwtape Letters:
“There are two equal and opposite errors
into which our race can fall about the devils.
day temptations posed by the occult. How can What can I do to safeguard myself from God’s One is to disbelieve in their existence. The
Christians stand against Satan? withdrawing His Spirit from me? other is to believe and to feel an excessive and
unhealthy interest in them.” 1
Which ditch am I more inclined to fall into—the

ditch of disbelieving in demons or the ditch of
obsessing about them? How can I view them
Sunday Tuesday in a balanced way?
Read 1 Samuel 15; 28; 31; and 2 Samuel 11. Read Acts 13:22.
In 1 Samuel 15:10, 11 God tells Samuel

that He is grieved He made Saul the king.
How would you explain these kinds of regrets
I dentify two people you know who strike you
as persons who might be described as David
was (i.e., a person after God’s own heart). List
expressed by God? Why did God choose Saul the characteristics that come to mind when you Friday
as king in the first place? Did God not know think of these people. Read Mark 14:38.
how this decision would turn out?
O ne of the primary reasons for Saul’s
demise was his selfishness. Ask yourself:
How can I become more selfless? What exam-
ples from Christ’s life give me a picture of what
a selfless life looks like? Who is God calling me
Wednesday to selflessly serve today?
Another question that emerges from the story
is this: What was Saul’s “big” sin that ultimately
contributed to his demise? Why did Saul’s sin
T hink about the steps that led to Saul’s
downfall. Read 1 Samuel 15:9-11 and
notice how spiritually strong Saul was when
of keeping animals to sacrifice to God result he began. Note how in the beginning of
28 in the death penalty and yet David committed Saul’s career that “God changed Saul’s heart”
1C. S. Lewis, The Screwtape Letters (New York: Macmillan,
1959 and 1961), Preface.
adultery and murder only to be venerated as (1 Samuel 10:9, NIV) and he prophesied along
a man after God’s own heart? What was the with the prophets in Gibeah. Notice the story of
difference, in God’s eyes, between David and Nahash the Ammonite and think about Saul’s
Saul? fearless resolve to fight for God.
But then, as you see in the Punch Lines,

something deep within Saul’s character began
to unravel. Identify the steps in Saul’s downfall.
What can we do today to avoid this spiritual
Monday spiral toward destruction?
Read 1 Samuel 15:10, 11.
M emorize the Key Text then reflect on these
questions: Patriarchs and Prophets (or Beginning
of the End ), chapters 61, 66, 67.
Have I ever grieved God? If so, how? *Beginning of the End is a special adaptation of Patriarchs and
each year.
58
LESSON 7
NOVEMBER182023
giant faith
Scripture Story: 1 Samuel 16; 17.
PREPARING TO TEACH All in all, this lesson is rich with possibilities. Pray
that God will guide you to shape this lesson to the
I. SYNOPSIS specific needs of the young people in your group.
Perhaps no Bible story has captured the imagina-
tion quite like the well-worn tale of David and Goliath. II. TARGET
In spite of the story’s familiarity, there are still insights The students will:
and lessons to be gleaned from it. • See that God is absolutely trustworthy, in all
Before the epic battle with Goliath we meet David circumstances. (Know)
as a humble shepherd. As the youngest of Jesse’s boys • Experience the joy of feeling unafraid when fac-
and a resident of the small and nondescript town of ing giant obstacles. (Feel)
Bethlehem, David represents the least likely candidate • Commit fully to God to be used in mighty ways
for king. But God measures greatness by a standard dif- to build up the kingdom of heaven. (Respond)
ferent from ours. We consider the outward appearance
of a man while God’s concern is the heart. III. EXPLORE
This lesson offers an ideal template that lends The Remnant and Its Mission, Seventh-day
itself to a variety of discussions. For example, David’s Adventist Fundamental Beliefs, No. 13: “The universal
experience reminds us of the exciting rewards of church is composed of all who truly believe in Christ, but
recklessly trusting God. Regardless of the giants we in the last days, a time of widespread apostasy, a rem-
face, ultimately God is in charge and we can trust nant has been called out to keep the commandments of
Him. The story also illustrates God’s calling. Just as God and the faith of Jesus. (Dan. 7:9-14; Isa. 1:9; 11:11;
God called David to a big, bold vision, so He calls . . . Rev. 12:17; 14:6-12; 18:1-4.)”
each of us to be high-impact players for His kingdom.
Another discussion you may wish to facilitate based TEACHING
on this lesson explores the topic of talents and spiri-
tual gifts. In David’s case, it wasn’t that he had some I. GETTING STARTED
supernatural ability; rather, he had availability to be
used by God. Thus God used a very ordinary kid to Activity
accomplish some extraordinary things. Still another Refer the students to the What Do You Think?
avenue down which you may wish to take this lesson section of their lesson. After they have completed it,
fic looks at the issue of competition. David’s story offers discuss their responses.
ec
a different paradigm for competition and reminds us Invite the students to think of other people in the
s
that in God’s game plan the weak become strong, Bible who demonstrated extraordinary faith. Tell them
and those who are in last place rise to the top. they cannot use any of the stories listed in the What
59
Do You Think? section. Break the students up into In the end, character matters.
groups of three and ask each group to share one of The reason David was chosen to be the king of Israel
the stories they thought of by acting it out as a cha- was because of his character. David’s oldest brother,
rade. Let the other students then guess what story is Eliab, was the obvious choice for king. When Samuel
being acted out. saw Eliab he thought, “Surely the Lord’s anointed stands
After the various Bible stories have been men- here before the Lord” (1 Samuel 16:6, NIV).
tioned or acted out, compile a list of adjectives that “But the Lord said to Samuel, ‘Do not consider his
describe what all these different people (including the appearance or his height, for I have rejected him. The
10 Bible characters in the What Do You Think? section) Lord does not look at the things people look at. People
share in common. look at the outward appearance, but the Lord looks at
the heart’ ” (1 Samuel 16:7, NIV).
Illustration When God looks at your heart, what does He see?
Share this illustration in your own words:
The story is told of an aging emperor. To choose his Out of the Story for Teachers
successor, he called all the young people in the kingdom The Bible tells us that “as we try to become
and said, “I’m giving each of you a seed. Go home, plant acquainted with our heavenly Father through His word,
the seed, water it, and come back here one year from angels will draw near, our minds will be strengthened,
today with what you have grown from this seed. I will our characters will be elevated and refined. We shall
then judge the plants and choose the next emperor!” become more like our Saviour. And as we behold the
A boy named Ling received a seed. He went home beautiful and grand in nature, our affections go out
and got a pot and some planting soil. He planted the after God. While the spirit is awed, the soul is invigo-
seed and watered it carefully. Every day he nurtured rated by coming in contact with the Infinite through His
the seed. In a few weeks Ling’s friends talked about works. Communion with God through prayer develops
their blossoming plants. Ling kept checking his seed, the mental and moral faculties, and the spiritual pow-
but nothing grew. ers strengthen as we cultivate thoughts upon spiritual
A year went by and all the youths of the kingdom things” (The Desire of Ages, p. 70). By spending time
returned to the emperor’s palace with their plants. Ling studying the Bible, we learn how to behave toward
arrived with only a pot of dirt. God and others. Jesus taught good habits of accep-
Ling marveled at the variety of plants grown by tance and love—He taught us how we should treat
all the other youths. They were beautiful, in all shapes others and what we should do to develop a relation-
and sizes. The kids all snickered at Ling’s pot of dirt. ship with our heavenly Father. “The parables by which,
The emperor surveyed the room and commented, during [Jesus’] ministry, He loved to teach His lessons
“What great plants, trees, and flowers you have grown.” of truth show how open His spirit was to the influ-
Then the emperor spotted Ling at the back of the room ences of nature, and how He had gathered the spiritual
with his empty pot. He ordered Ling to the front. teaching from the surroundings of His daily life” (The
The emperor explained, “One year ago I gave Desire of Ages, p. 70).
everyone a seed. I told you to plant it, water it, and The Bible is rich with such stories, and perhaps
bring it back to me today. But I gave you all boiled there is no better story for illustrating character and
seeds that would not grow. All of you, except Ling, virtue than that of David.
have brought me trees and plants and flowers. When • After reading the Into the Story section, have
you found that the seed would not grow, you substi- the students identify David’s virtues (e.g., cour-
tuted another seed for the one I gave you. Ling was age, faith, integrity, patience to practice delayed
the only one with the character to bring me a pot with gratification, etc.) that emerge from the text. As
my seed in it. Therefore, he’s the new emperor!” they call out these traits, write them on a white/
chalkboard.
II. TEACHING THE STORY • Next to the list of character qualities have stu-
dents share the physical attributes (height, nice
Bridge to the Story smile, happy eyes, etc.) they look for in someone
Share the following in your own words: they’re interested in dating. Read this paraphrase
60
of 1 Samuel 16:7: The Lord does not look at this he was anointed in public (2 Samuel 2:4; 5:3).
list (point to the list of physical attributes); man 2. David Serves as a Musician in Saul’s Service—
looks at this list, but the Lord looks at only this list First Samuel 16:14 records: “Now the Spirit of
(point to the list of David’s virtues). the Lord had departed from Saul, and an evil
Other questions to facilitate discussion around the text: spirit from the Lord tormented him” (NIV).
• Why has the story of David and Goliath held Saul committed the unpardonable sin when he
such a strong appeal for kids? rejected the Spirit of God. It was not that God
•
In light of David’s calling, how do you explain withdrew from Saul; but rather Saul rebelled
other stories in the Bible (e.g., anointing Saul, and refused to listen to the promptings of God’s
calling Peter, using Rahab, etc.) when God chose Spirit. Read Psalm 139:7 and discuss this part
people who had less-than-sterling characters? of the story in light of our free will.
•
Look at David’s story from the perspective Temporary relief came to Saul through the
of his spiritual gifts (for a list of the spiritual music of David. According to the Seventh-day
gifts see Romans 12:6-8; 1 Corinthians 12:7- Adventist Bible Commentary, “as Saul listened
11, 27-31; and Ephesians 4:7-13). What were to David’s music his wicked feelings of self-pity
David’s spiritual gifts? Ask the students to and jealousy left him for a time, only to return
identify spiritual gifts they share with David and with double power as time went on” (vol. 2, p.
spiritual gifts they see in themselves but not in 531). As Saul kept rejecting God’s guidance,
David. Invite students to affirm the gifts they he became like the demon-possessed man of
recognize in one another. Christ’s parable in Luke 11:24-26 in which the
last condition of such a soul is considerably
Sharing Context and Background worse than the first state of the soul.
Use the following information to shed more light on 3. David and Goliath—In his book David: A Man
the story for your students. Share it in your own words. of Passion & Destiny pastor and author Charles
There are three primary stories in this passage. Swindoll suggests that there are four lessons
The following commentary fleshes out each story: that emerge from the story of David and Goliath:
1. Samuel Anoints David—The act of anointing A. Facing giants is an intimidating experi-
David was a customary practice in ancient times. ence. With the passage of time it’s easy to
The anointing service set every king and high skim David’s story and forget how scary it must
priest apart for God’s service. In this story David have been to engage in combat with that brute.
was anointed in secret; it was not until later that B. Doing battle is a lonely experience. No
Teaching From . . .

61
one can fight for you. It’s a lonely battle, but it battle after spending sufficient time in prayer,
enables you to grow up and trust God. it’s amazing how stable you can be.
C. Trusting God is a stabilizing experience. D. Winning victories is a memorable experi-
David brought the giant to his knees with ence. As we remember the victories of the past
one stone. We don’t know for sure, but we we can march confidently with God into the
can surmise that David overcame any jitters future.2
because he was stabilized by his trust in
God. If you try to win your spiritual battles in III. CLOSING
✁ your own strength, you’ll lose. But when you
Tips for Top-Notch Teaching

Activity
Close with an activity and debrief it in your own
words.
Allow for a quiet time of reflection to close the
Storytelling as a Teaching Technique lesson. Ask students to write two letters. The first
RABBI 101
By studying the primary teaching method is a letter from God to themselves that begins with
of the greatest teacher in history, Jesus Christ, “Dear _________, Just as I had a great calling for My
it becomes clear that one of the most effective child David, so I am calling you to . . .” The second
tools for high-impact teaching comes through the letter is their response to God.
use of stories. Lou Delfra explains:
Summary
“Jesus’ use of storytelling is not only a useful

pedagogical method, but also a necessary one. Share the following thoughts in your own words:
That is, Jesus did not tell stories merely because Ellen White reminds us: “The education and training
they provided effective illustrations of what he of the youth is an important and solemn work. The great
was really hoping to say more plainly, if only peo- object to be secured should be the proper development
ple would better understand him—though they of character, that the individual may be fitted rightly to
do often serve the useful pedagogical purpose discharge the duties of the present life and to enter at
of elucidating difficult or hard-to-grasp concepts. last upon the future, immortal life. Eternity will reveal the
Rather, Jesus told stories because the ‘subject manner in which the work has been performed.” 3
matter’ with which he was dealing—‘The king- With that sobering perspective in mind, use the
dom of God is at hand. Repent and believe in the story of David to challenge and inspire young people
gospel’ (Mk 1:15)—could often only be revealed to carefully consider character issues. Remind them
in its fullness through image and story.” 1 that God has not changed. Just as God anointed
Because this week’s lesson tells three stories, a young person with a sterling character in ancient
it provides a great opportunity to experiment with times, so He continues to call young people with char-
storytelling as a method of teaching. Not only acter to impact the world today. Each student study-
can you retell the Bible stories (perhaps from the ing the story of David should ask, “Do I have the kind
first-person perspective of Goliath or Eliab), but of character that God can use?”
you can choose modern-day stories as well to 1
Lou Delfra, as quoted from www.silk.net/RelEd/storytell.htm.
illustrate the concepts you’re trying to teach. 2
This list adapted from Charles R. Swindoll, David: A Man of
Passion & Destiny (Dallas: Word Publishing, 1997), p. 48.
3
Ellen White, Testimonies for the Church, vol. 4, p. 418.
62 and 63.
62
real.solid.stories
LESSON 7
NOVEMBER182023
STUDENT LESSON
giant faith
chapters 62 and 63.
29
Photo by The Crystal Lenz
keytext
“David saidhad
“After she to the Philistine,
given ‘You
him a drink,
flashlight come against
she said, mewater
‘I’ll draw with for
sword
your
“David, in the beauty and vigor of his young manhood, was preparing to take a high
and speartoo,
camels anduntil
javelin,
theybut I come
have fin-
position with the noblest of the earth. His talents, as precious gifts from God, were against you in the name of the
employed to extol the glory of the divine Giver. . . . The love that moved him, the sorrows Lord Almighty, the God of the
that beset him, the triumphs that attended him, were all themes for his active thought; (Genesis 24:19, NIV).
armies of Israel, whom you have
and as he beheld the love of God in all the providences of his life, his heart throbbed with
defied.’ ”
more fervent adoration and gratitude, his voice rang out in a richer melody, his harp was
swept with more exultant joy; and the shepherd boy proceeded from strength to strength,
(1 Samuel 17:45, NIV)
from knowledge to knowledge; for the Spirit of the Lord was upon him” (Patriarchs and
Prophets, p. 642).
63
what
appearance, but the
Lord looks at the heart.’
...
do you think? “Jesse had seven

h i s sons pass before Samuel, but
of
Samuel said to him, ‘The Lord has not

If you took a test that measured how much faith you have chosen these.’ So he asked Jesse, ‘Are
in God, what grade do you think you would deserve? (Circle only these all the sons you have?’
one grade.)
A B C D F
If your friends graded the test, what grade do you think INTO “ ‘There is still the youngest,’ Jesse
answered. ‘He is tending the sheep.’
they would give you?
A B C D F THE “Samuel said, ‘Send for him; we will not
STORY
Rank the following Bible stories in order from the sit down until he arrives.’
person who demonstrated the greatest faith (1) to
the one who showed the least faith (10). “So he sent for him and had him
____ Noah and the ark brought in. He was glowing with health
____ Daniel in the lions’ den “The Lord said to Samuel, and had a fine appearance and hand-
____ Peter walking on the water ‘How long will you mourn for some features.
____ David slaying Goliath Saul, since I have rejected him
____ Naaman dipping seven times in the as king over Israel? Fill your horn “Then the Lord said, ‘Rise and anoint
Jordan River with oil and be on your way; I am him; this is the one.’
____ Esther approaching the king to save sending you to Jesse of Bethlehem.
her people I have chosen one of his sons to be “So Samuel took the horn of oil and
____ Moses leading the Israelites king.’. . . anointed him in the presence of his
through the Red Sea brothers, and from that day on the
____ Rahab hiding the Israelite spies “Samuel did what the Lord said. Spirit of the Lord came powerfully
____ Joseph refusing to compromise ... upon David.”
with Potiphar’s wife
____ Abraham offering his son Isaac as “ . . . Then he consecrated Jesse “Then [David] took his staff in his hand,
a sacrifice and his sons and invited them to chose five smooth stones from the
the sacrifice. stream, put them in the pouch of his
30 shepherd’s bag and, with his sling in
did you
“When they arrived, Samuel saw his hand, approached [Goliath] the Phi-
Eliab and thought, ‘Surely the listine. . . .
know?
Lord’s anointed stands here
before the Lord.’ “David said to the Philistine, ‘You come
against me with sword and spear and
oliath was a tall man— “But the Lord said to Samuel, javelin, but I come against you in the
somewhere between 7 ‘Do not consider his appear- name of the Lord Almighty, the God
and 9 feet. The importance or his height, for I of the armies of Israel, whom you have
ant thing to remember is have rejected him. The defied. This day the Lord will deliver
that David with God on his Lord does not look at you into my hands, and I’ll strike you
side defeated Goliath and the things people down and cut off your head.’ . . .
brought honor to God. look at. People
look at the “As the Philistine moved closer to
outward attack him, David ran quickly toward
the battle line to meet him. Reaching
into his bag and taking out a stone,
he slung it and struck the Philistine
on the forehead. The stone sank
into his forehead, and he
fell facedown on the
64 ground.
“So David triumphed
over the Philistine with
punch lines
a sling and a stone; without a “The Lord himself goes before you and will be with you; he will never leave you
sword in his hand he struck down nor forsake you. Do not be afraid; do not be discouraged” (Deuteronomy 31:8,
the Philistine and killed him.” NIV).
(1 Samuel 16:1, 4-7, 10-13; 17:40, 45, 46, 48-50, NIV) “For everything that was written in the past was written to teach
us, so that through the endurance taught in the Scriptures and the
encouragement they provide we might have hope” (Romans
OUT 15:4, NIV).
OF THE “Trust in the Lord with all your heart and lean not on
your own understanding; in all your ways submit to
STORY
him, and he will make your paths straight” (Proverbs
3:5, 6, NIV).
“I can do all this through him who gives me

The narrative of David and Goliath is perhaps the most well-known and
strength” (Philippians 4:13, NIV).
beloved story in Scripture. Perhaps the timelessness of the story can
be explained by the fact that it contains the essential elements of classic “ ‘For I know the plans I have for you,’
drama: the smaller and weaker prevails against the taller and stronger; one declares the Lord, ‘plans to prosper you and
kid changes the destiny of nations; with God’s help, a humble boy triumphs
not to harm you, plans to give you hope and
against impossible odds. a future’ ” (Jeremiah 29:11, NIV).
Read the entire chapter of 1 Samuel 17 and underline any details of the story
that are new to you. What jumps out at you that you haven’t noticed before?
To what do you attribute the story’s timeless appeal to children? What do you
think is the most important point of the story? How does the story apply to
your life today?
further
insight
What does the story teach us about the following topics:
Competition? ________________________________________________________
31
“It is not the capabilities

Purpose in life? __________________________________________________ you now possess or ever
will have that will give you
success. It is that which the
Lord can do for you. . . . He
Talents and spiritual gifts? __________________________________
longs to have you reach after
Him by faith. He longs to have
you expect great things from Him.
Faith in God? __________________________________ He longs to give you understand-
ing in temporal as well as in spiritual
matters.”—Ellen G. White, Christ’s Object Lessons, p. 146.
65
connectingtolife
Sabbath From the selected verses in 1 Samuel 16 and Wednesday
Read Proverbs 3:5, 6.
S hare in your small group your reasons for

ranking the Bible characters in the order
17 the character that has the most impressive
outward appearance is clearly Goliath. Goliath
appears from the camp of the Philistines as a
R ead the Punch Lines and pray about God’s
purpose in your life. What is God calling
you to do?
that you did. Discuss these questions: “champion” (verse 4, NIV), using a rare Hebrew
word that occurs only twice in the Hebrew
What other Bible stories come to mind when Bible (1 Samuel 17:4, 23). The word translated
you think about death-defying faith? “hero” in verse 51 is a more common Hebrew Thursday
word. In the War Scroll discovered at Qumran, Read Philippians 4:13.
Is there a modern-day equivalent to David? Do
you know of anyone who demonstrated similar
faith to the shepherd boy marching toward
the word seems to mean “infantryman.”
What can I do to value the true worth in others

T hink about Eliab, Abinadab, and Shammah.
Chances are you don’t even know who they
are, right? They were three of David’s brothers
some giant obstacle with unflinching courage? and not rely on outward appearances? who paraded in front of Samuel in hopes of
being anointed as king. These were the same
What would it take to build the kind of faith we brothers who were in Saul’s army and listened
read about in the Bible? to Goliath’s taunts for 40 days, while cowering
Monday in fear. Because they allowed their fears to par-
Read 1 Samuel 17:45. alyze them, and not one of them had the kind
Sunday
Read 1 Samuel 16 and 17.
P ersonalize the Key Text to carry with you as
a promise this week when you battle temp-
tation. For example, your personal translation
of heart that David possessed, they have been
forgotten while David’s legacy lives on.
R ead the story of David’s anointing as king

and his encounter with Goliath.
might be something like this: “Satan, you come
to me through [pornographic internet sites], but
I come to you in the name of the Lord Almighty,
What risk is God asking you to take? How can
you swallow your fears and step out in faith in
order to be like David and do something great
The main text in the story of David’s anointing the God of the armies of Israel, whom you have for God?
is verse seven: “But the Lord said to Samuel, defied. This battle belongs to the Lord.”
‘Do not consider his appearance or his height,
for I have rejected him. The Lord does not look Tuesday
at the things people look at. People look at the Read Romans 15:4. Friday
R
32 outward appearance, but the Lord looks at the ead the Flashlight section and then reflect Read Deuteronomy 31:8.
heart’ ” (NIV).
The NIV Life Application Bible offers this com-

on the following questions:
What is a love that moves you?

W hat qualities in David’s heart does God
want to develop in you?
mentary: 1 NIV Life Application Bible (Wheaton, IL: Tyndale House Pub-
lishers, 1999), p. 463.
Saul was tall and handsome; he was an What are sorrows that beset you?
impressive-looking man. Samuel may have
been trying to find someone who looked like
Saul to be Israel’s next king, but God warned What are triumphs that attend you?
him against judging by appearance alone.
. . . Appearance doesn’t reveal what people are
really like or what their true value is. How can your answers to these questions this week’s reading*
become “themes for [your] active thought” so Patriarchs and Prophets (or Beginning
Fortunately, God judges by faith and character, not that your heart might throb “with more fervent of the End ), chapters 62 and 63.
appearances. And because only God can see on adoration and gratitude” and your voice ring out
the inside, only He can accurately judge people. in “a richer melody” so that you can live from Prophets, created for you by the Ellen G. White Estate and Pacific
Most people spend hours each week maintaining strength to strength? Press®. Get more information about it at www.cornerstoneconnec
their outward appearance, they should do even -books#.URlhF1rBO9s. By following the weekly reading plan,
more to develop their inner character.1 you will read at least one book of the Conflict of the Ages Series
each year.
66
LESSON 8
NOVEMBER252023
running
PREPARING TO TEACH life of David seemed to bring out the worst in Saul.
In spite of Saul’s jealous rage, David refused to
I. SYNOPSIS harm him for he was still God’s anointed, and David
This week’s lesson explores the complicated would not allow feelings of revenge to cloud his
relationship between two of God’s anointed leaders, respect for God.
Saul and David. David’s conquest of Goliath and the
subsequent routing of the Philistines by the Israelites II. TARGET
made David quite popular among the Israelites. But, The students will:
to be sure, not everyone can enjoy and appreciate the • Know that pride, and its twin, jealousy, are pre-
successes of others. This seemed to be one of Saul’s cursors to destruction. (Know)
chief failings. • Become aware of the peace that comes from
Ironically, it was David’s loyalty and ability to get obedience to the will of God. (Feel)
the job done—no matter what the mission given him • Seize opportunities to trust God in the most
by Saul—that led Saul to promote him (1 Samuel 18:5). difficult challenges of life, instead of following
His service to King Saul was so exemplary that the their own inclinations. (Respond)
people serenaded him with song: “Saul has slain his
thousands, and David his tens of thousands” (verse 7, III. EXPLORE
NIV). The Law of God, Seventh-day Adventist
Inspired by Satan, Saul concluded that David Fundamental Beliefs, No. 19: “The great principles of
desired his throne, and from that moment on Saul God’s law are embodied in the Ten Commandments
looked for opportunities to kill David. Were it not for and exemplified in the life of Christ. They express
the intervention of God, Saul’s javelin would have God’s love, will, and purposes concerning human con-
killed David (verse 11). Ironically enough, his efforts duct and relationships and are binding upon all people
were undermined from within his own house. Saul’s in every age. (Exod. 20:1-17; Deut. 28:1-14; . . . 1 John
son, Jonathan, developed a covenant of friendship 2:3; 5:3; Rev. 12:17; 14:12.)”
with David that was stronger than his familial ties, and
he protected David. TEACHING
In the succeeding chapters we have a front-row
seat to Saul’s personal destruction. His jealous hatred I. GETTING STARTED
fic of David was so unquenchable that when he found out
ec
Ahimelech the priest had housed the fleeing David, he Activity
ordered the killing of Ahimelech, his household, and 84 Refer the students to the What Do You Think?
s
other priests at Nob. The favor of God at work in the section of their lesson. After they have completed it,
67
discuss their responses. II. TEACHING THE STORY
Invite the students to make a list of things people
get really jealous about. Then ask: What motivates Bridge to the Story
people to become jealous of others? Share the following in your own words:
Sometimes our actions can have a profound effect
Illustration on others. In our lesson for this week Saul’s envy of
Share this illustration in your own words: David pushes his bravest and brightest military tacti-
Jan’s parents brought her up in a Christian home, cian into a life on the run filled with trials, hardships,
but she rebelled against their values. Believing them and stress.
manipulative and controlling, she set out to explore Because indulged sin tends to grow worse, Saul’s
the world on her own. By age 15 she had slipped into descent into self-destruction gains considerable mo-
alcohol and drug abuse. These became addictions mentum with each effort to kill David. He plows
that she could never quite shake. through warning after warning, blinded by his own
Sometimes Jan would visit the church of her child- pride and jealousy. Not once but twice, David spared
hood. She attended evangelistic meeting where she his life, and the sheer magnanimity of the act cuts him
showed interest, but she could never quite grasp the to the heart; but a few hours later he is undeterred.
real power and presence of God. She would come for- Saul’s rejection of God’s restraints leaves him in a free
ward after an appeal—determined to stop using drugs, fall, and his only path forward is down.
but each time she went back to her old life.
Life just kept spiraling downward for Jan—one Out of the Story for Teachers
problem led to another—until her life was completely After you read the Into the Story section with your
out of control. students, use the following in your own words to pro-
Why couldn’t Jan find a way out of her problems? cess it with them.
Could some basic lifestyle decisions have made a • Underline the verses in which significant shifts
major change in her life? occur in the story.
God’s grace is greater than habit or problem that • Is there anything particularly startling about
binds us. God’s grace and power is greater than any the relationships among the main actors in the
adversaries we might face. Here is how you can per- drama? Identify one motivation behind each of
sonally receive His grace and power: their actions.
1. Acknowledge that you are weak and incapable • Are there places in the story in which the Spirit
of battling the enemy on your own (see John 15:5). of God can be seen, or His presence felt? Draw
2. By faith, believe that God’s power is sufficient to a star by those spots.
deliver you (see Philippines 4:13). • If this passage of Scripture was all that we
3. Cut off all pathways of sin. Resist the devil (see knew of these characters, what might we con-
James 4:7).—Adapted from Mark Finley, Solid Ground, clude about the way each of them lived their
pp. 95, 96. lives?
Failure comes when people do not, by God’s • Circle the “minor” players in the narrative. Who
power, separate themselves from evil and temptation. are they, and how do they affect the thinking of
Saul instead of turning to God, continued relying on the main character?
himself. He allowed evil thoughts, jealousy, and dis- • There are gender issues at play in this story. How
obedience to rule his life. With each step Saul drew do the women and men relate in this episode,
further away from God and His plan for his life. The and what are the effects of their interaction?
decisions Saul made throughout his life led him in the • What lessons are there to be learned from this
end to turn completely away from God. biblical episode?
The decisions we make day to day either build • Who in the narrative most exemplifies the char-
character or destroy it. David allowed God to lead in acter and spirit of Jesus?
his life and because of this he was able to respect Saul Use the following as more teachable passages that
as God’s anointed and not harm him when it was in his relate to today’s story: John 15:1-17; Romans 8:18-27;
power to do so. 1 Samuel 20:1-4.
68
Sharing Context and Background Jonathan was a prince, an heir to the throne
Use the following information to shed more light of Israel, and was no weak warrior. With his
on the story for your students. Share it in your own armor-bearer alone he once slew 20 Philistines
words. on a half-acre plot of land in close combat. He,
1. C
ompare and Contrast. While reading the story too, heard the people chanting David’s name
of Saul’s fall from grace and David’s rise to the after he killed Goliath and led successful mili-
throne, it is helpful to consider the differences tary campaigns for his father. He saw how the
in their responses to difficulties right from the women of the city fawned over David. Jonathan
beginning. Saul, king and commander in chief could have easily formed an alliance with his
of Israel’s defense forces, endures the daily father and killed David, but he chose not to.
insults of Israel and their God by Goliath. David, This choice meant that he would probably never
on the other hand, is offended and motivated see the throne of his father, Saul. He knew that
to vindicate God’s name and character. Saul is David would be king, possibly taking his place,
offended by the praise heaped on David; David is yet he was undeterred in his love for David.
humbled by it. When Saul offers David the hand Jonathan was one of the most selfless persons
of his eldest daughter, Merab, in marriage, he in all of Scripture.
responds: “Who am I . . . that I should become 3. Far From Perfect. During his life as a fugitive,
the king’s son-in-law?” (1 Samuel 18:18, NIV). David made some bad decisions under major
Saul, in fact, was planning to have the Philistines duress—one being when he traveled to Nob to
murder David (verse 17) in battle. see Ahimelech, the high priest (1 Samuel 21).
Saul grew more and more fearful of David with “He [Ahimelech] inquired what had brought
each missed assassination. Why? “Because him there. The young man was in constant fear
the Lord was with David but had departed from of discovery, and in his extremity he resorted
Saul” (1 Samuel 18:12, NIV). When God does not to deception. David told the priest he had
guide the life, our decisions become an exercise been sent by the king on a secret errand, one
in force rather than faith. that required the utmost expedition. Here he
2. The Friendship. Few biblical friendships carry manifested a want of faith in God, and his sin
the depth of emotion as the friendship between resulted in causing the death of the high priest.
Jonathan and David. Many writers tend to focus Had the facts been plainly stated, Ahimelech
on David’s vulnerability in this story, but con- would have known what course to pursue to
sider Jonathan’s circumstance for a moment. preserve his life. God requires that truthfulness
Teaching From . . .

69
shall mark His people, even in the greatest peril” III. CLOSING
(Patriarchs and Prophets, p. 655). Not only did
Ahimelech die, but just about all other members Activity
of his family and 84 other priests. Close with an activity and debrief it in your own
4. A Quiet Death. The death of Samuel is men- words.
tioned briefly in 1 Samuel 25:1. The chapter Give each student an index card and a pencil.
does not elucidate the ceremony that ensued. Make the statement that Saul’s pursuit of David is
It states only that the people “assembled and very similar to Satan’s pursuit of us. He is constantly
mourned for him” (NIV), then they buried him looking for ways to harm us physically and spiritually.
at his home in Ramah. In the death of Samuel Ask the students to make two lists. The first is a list
perhaps there was an opportunity for Saul to of the snares that Satan tries to use to trip us up. The
reflect. This was the man who had anointed him second list should consist of the safeguards that God
king, who pointed out his faults and warned him has given us to help us avoid imminent destruction.
to obey God. Of course, this was also the man After the students have finished, ask them to
who told him that God had taken the kingdom share some of their answers. Ask a volunteer to pray,
from him because of disobedience. The king- thanking God for His protection each day.
dom was lost, but Saul needn’t lose his eternal
life. Summary
✁ To the average onlooker, the stories in God’s Word

often seem like . . . well . . . just stories. But they were

real people whose life consequences have been playing
Tips for Top-Notch Teaching out for centuries.
Saul’s unwillingness to obey all that God com-
Word Association manded him inevitably led to his losing the
RABBI 101
One of the great opportunities you can use to throne of Israel, and to his oppression of Israel.
widen the learning of this week’s lesson is to play Unrestrained pride, arrogance, and jealousy led
a word association game with your students. him to persecute a young man who brought him
Here’s how it might work: Place the name of Saul nothing but accolades.
on a chalkboard. Ask the students to shout out In spite of Saul’s behavior—the ugly example
words that come to mind when they think of the of leadership he set—David remained his servant,
Old Testament Saul. Write their answers on the refusing twice to take his life when the chance
board around Saul’s name. Ask the students to presented itself. For his refusal to choose the path
do the same with David and Jonathan. This exer- of revenge, David was driven from his home, chased
cise is a great way to gauge the level of knowl- into the camp of Israel’s sworn enemies, enduring long
edge your students have about a given Bible nights in the wilderness. There were moments when
character, thereby allowing you to focus more on his faith in God faltered, but David would take his
information that will be new or previously uncon- failures to God. It was this practice that differentiated
sidered by them. him from Saul.
64 and 65.
70
real.solid.stories
LESSON 8
NOVEMBER252023
STUDENT LESSON
running
chapters 64 and 65.
33
Photo by Jennifer and Company
keytext
“May
“Afterthe
sheLord
had judge
given between you
him a drink,
flashlight and
she me.
said,And
‘I’llmay
drawthewater
Lord for
avenge
your
the wrongs
camels too,you have
until done
they to me,
have fin-
“Though Saul was ever on the alert for an opportunity to destroy David, he stood in fear
but mydrinking’”
ished hand will not touch you.”
of him, since it was evident that the Lord was with him. David’s blameless character
aroused the wrath of the king; he deemed that the very life and presence of David cast a (1 Samuel
(Genesis 24:12,
24:19, NIV)
NIV).
reproach upon him, since by contrast it presented his own character to disadvantage. It
was envy that made Saul miserable and put the humble subject of his throne in jeopardy.
What untold mischief has this evil trait of character worked in our world!” (Patriarchs and
Prophets, p. 651).
71
what
singing and danc-
ing, with joyful songs
and with timbrels and lyres. As
they danced, they sang: ‘Saul has
do you think? slain his thousands, and David his tens

of thousands.’
Complete the following statement in your own words: “Saul was very angry; this refrain dis-
I dislike people who are jealous because pleased him greatly. ‘They have cred-
__________________________________________ ited David with tens of thousands,’ he
________________________________________
_______________________________________ INTO thought, ‘but me with only thousands.
What more can he get but the king-
What are some qualities about themselves that jeal- THE dom?’ And from that time on Saul kept
a close eye on David.
STORY
ous people overlook when envying others?
__________________________________ “The next day an evil spirit from God
_________________________________ came forcefully on Saul. He was proph-
________________________________ esying in his house, while David was
_______________________________ “After David had finished playing the lyre, as he usually did. Saul
______________________________ talking with Saul, Jonathan had a spear in his hand and he hurled
_____________________________ became one in spirit with David, it, saying to himself, ‘I’ll pin David to the
_____________________________ and he loved him as himself. From wall.’ But David eluded him twice.
that day Saul kept David with him
and did not let him return home “Saul was afraid of David, because the
to his family. And Jonathan made Lord was with David but had departed
a covenant with David because he from Saul. So he sent David away
loved him as himself. Jonathan took from him and gave him command over
off the robe he was wearing and a thousand men, and David led the
gave it to David, along with his troops in their campaigns. In everything
tunic, and even his sword, his bow he did he had great success, because
did you and his belt. the Lord was with him. When Saul saw
how successful he was, he was afraid
34
know? “Whatever mission Saul sent him
on, David was so successful that
Saul gave him a high rank in
of him. But all Israel and Judah loved
David, because he led them in their
campaigns.”
aul opened his heart to the the army. This pleased all the
spirit of jealousy by which his soul troops, and Saul’s officers as (1 Samuel 18:1-16, NIV)
was poisoned. . . . The monarch well.

of Israel was opposing his will to
the will of the Infinite One. “When the men were
Saul had not learned . . . returning home after
that he should rule his David had killed the
own spirit. He allowed Philistine, the women
his impulses to control came out from all
his judgment, until he was the towns of
plunged into a fury of passion . Israel to meet
. . ready to take the life of any who King Saul
dared oppose his will.”—Ellen G. w i t h
White, Prophets and Kings, p. 650.
72
OUT punch lines
OF THE “It was just before the Passover Festival. Jesus knew that the hour had come for
him to leave this world and go to the Father. Having loved his own who were in
STORY the world, he loved them to the end” (John 13:1, NIV).
“For whoever wants to save their life will lose it, but whoever loses
their life for me will find it” (Matthew 16:25, NIV).
Who are the main players or characters in this biblical
narrative? Circle their names. “Pride brings a person low, but the lowly in spirit gain honor”
(Proverbs 29:23, NIV).
What is the relationship between them? Are they family mem-
“For by the grace given me I say to every one of you:
bers, friends, or acquaintances?
Do not think of yourself more highly than you ought,
but rather think of yourself with sober judgment, in
accordance with the faith God has distributed to
each of you” (Romans 12:3, NIV).
What events have brought these people to the place where their lives “Take my yoke upon you and learn from
intersect? me, for I am gentle and humble in heart, and
you will find rest for your souls” (Matthew
11:29, NIV).
“The Lord replied, ‘My Presence will go

Underline the Scriptures in which you see a significant shift in the story. with you, and I will give you rest’ ” (Exo-
dus 33:14, NIV).
Do you see God in this passage? Where is He mentioned?
Whom do you admire most in the passage? Why?
further 35
How can you emulate that person in the way you live today? This week?
insight
What are two lessons that you think God wants you to take from “When by the jealousy of Saul
this biblical episode? driven a fugitive into the wilder-
ness, David, cut off from human
support, leaned more heavily upon
If you could share one point from this story with a God. . . . Through years of waiting and
friend, which would it be? Mark that place in the peril, David learned to find in God his
story with a star.
comfort, his support, his life.”—Ellen G. White,
Education, p. 152.
73
connectingtolife
Sabbath the very cave where David and his men were Thursday
Read 1 Samuel 18:8. hiding (1 Samuel 24). While Saul slept, David Read Matthew 11:29.
L ong before Shakespeare (check out the

Did You Know? section), Israel’s first king,
Saul, was giving new meaning to the word
took a knife and cut off a piece of the king’s
robe, proof that he could have killed him if he
had wanted to do so.
T his week you studied about Saul’s all-
consuming jealousy of David’s success in
military endeavors, popularity with the subjects
“jealousy.” of his kingdom, and the favor of God that
What reason does David give for refusing to seemed to rest on David’s life.
Refer to your answers for the What Do You hurt Saul? (1 Samuel 24:10).
Think? section of the lesson. What was it that Have you ever been jealous of a family member
got Saul so angry at David? or friend? How did you deal with your feelings?
_________________________________ Did you tell the person of whom you were jeal-
ous how you felt about them? Did you tell God?
How can that reason help us in our disagree-
ments with fellow believers?
Did David do anything to warrant Saul’s

response? What blessing or blessings did Saul
overlook in his jealous rage at David? Friday
Read Exodus 33:14.

Tuesday
Read Proverbs 29:23. O ne of the most beautiful themes in this
week’s lesson is the friendship that devel-
Sunday
Read 1 Samuel 18:1-16.
R ead this week’s Flashlight quotation. Did
any part of the quotation stand out to
you? Notice the first part of the second sen-
oped between Jonathan, Saul’s son, and David.
Jonathan risked his life to save David from his
father’s wrath. How is what Jonathan did for
T he Into the Story biblical narrative for this

week’s lesson begins a dark chapter in
the lives of David, Jonathan, and Saul. After
tence: “David’s blameless character aroused
the wrath of the king.”
David similar to what Jesus Christ did for us
on the cross?
What was it about David’s life and character

reading 1 Samuel 18:1-16, complete the Out
that made Saul’s character seem so bad?
of the Story study questions.
Do you think the slaying of Goliath by David
exposed flaws in Saul’s character? Explain. We may not all be asked to risk our lives
36 Having completed the study questions, list two for a friend. However, the depth of love that
specific ways that Saul could or should have Jonathan felt for David is a beautiful example
addressed his feelings of envy toward David. of godly friendship. How can you develop this
1.________________________________ type of godly friendship in your life?
Wednesday
2.________________________________
R ead the Punch Lines for this week. Choose
the scripture that really speaks to you,
then complete the following statements:
Monday This scripture is meaningful to me because

_________________________________
Read 1 Samuel 19:1; 1 Samuel 20:1; 1 Sam-
uel 21:1, 2; 1 Samuel 22:1; and 1 Samuel
23:7.
T his week’s Key Text captures a scene at
the end of a long chase. By the time the
story gets to 1 Samuel 24:12, our key text for
If I follow the lesson taught in this scripture,
it will help me deal with _______________
of the End ), chapters 64 and 65.
this week, David has been on the run for some *Beginning of the End is a special adaptation of Patriarchs and
time, struggling to stay out of Saul’s sight. Prophets, created for you by the Ellen G. White Estate and Pacific
In his pursuit of David, Saul stopped to rest in -books#.URlhF1rBO9s. By following the weekly reading plan,
each year.
74
LESSON 9
DECEMBER022023
a sad end
Scripture Story: 1 Samuel 29; 30; 2 Samuel 1.
End ), chapter 68.
PREPARING TO TEACH • Understand the hardships and trials inherent in

serving God. (Know)
I. SYNOPSIS • Feel a sense of God’s presence even when we
Victory was in the air. The spoils of victory were feel alone and tried. (Feel)
everywhere. David, his mighty warriors, and their • Seek to accept God’s call to love our enemies
families all raised their voices in exultation. They had and those who do us wrong. (Respond)
just defeated the pesky Amalekites, who had burned
their homes in Ziklag and taken their wives and chil- III. EXPLORE
dren captive. The celebration was made even more Unity in the Body of Christ, Seventh-day Ad-
stupendous because the rescue was quite daring ventist Fundamental Beliefs, No. 14: “The church
(1 Samuel 30). David and his men were able to destroy is one body with many members, called from every
the Amalekites and rescue all the captives without any nation, kindred, tongue, and people. In Christ we are
of them being harmed. It was a great military victory, a a new creation; distinctions of race, culture, learning,
testament to God’s protection over His people. and nationality, and differences between high and low,
While they were celebrating their victory against rich and poor, male and female, must not be divisive
the Amalekites, another sad saga was coming to an among us. We are all equal in Christ, who by one Spirit
end. Saul, utterly routed by the Philistines, fell on his has bonded us into one fellowship with Him and with
sword to avoid humiliation at the hand of his enemies one another; we are to serve and be served without
(1 Samuel 31). A young Amalekite seeing this took the partiality or reservation. Through the revelation of
news to David, along with Saul’s crown and armband Jesus Christ in the Scriptures we share the same faith
(2 Samuel 1), claiming to have been the one who and hope, and reach out in one witness to all. This unity
ended Saul’s life. has its source in the oneness of the triune God, who
The young man expected David to celebrate the has adopted us as His children. (Ps. 133:1; Matt. 28:19,
death of his archenemy. He was deathly wrong. David 20; John 17:20-23; Acts 17:26, 27; Rom. 12:4, 5; 1 Cor.
was so incensed that the young alien would dare kill 12:12-14; 2 Cor. 5:16, 17; Gal. 3:27-29; Eph. 2:13-16;
God’s anointed that he had one of his men kill the 4:3-6, 11-16; Col. 3:10-15.)”
young man on the spot. He then wept bitterly at the
loss of Israel’s king and his best friend, Jonathan. TEACHING
David’s respect for God’s anointed knew no
bounds, as evidenced by his lament. I. GETTING STARTED
fic
ec
II. TARGET Activity
s The students will: Refer the students to the What Do You Think?
75
section of their lesson. After they have completed it, students, use the following in your own words to pro-
discuss their responses. cess it with them.
From their answers you may be able to draw some • After reading the Into the Story Bible passage,
lessons about delayed gratification, trust in God, and what immediately strikes you, stops you cold,
perseverance. stands out?
• What did David make the men of Judah do?
Illustration Why did he do this? What was he attempting
Share this illustration in your own words: to teach them?
The Fence • What did David mean by the following phrases:
“There was a little boy with a bad temper. His “A gazelle lies slain on your heights, Israel”
father gave him a bag of nails and told him that every (NIV)
time he lost his temper, to hammer a nail in the back “Tell it not in Gath” (NIV)
fence. The first day the boy had driven 37 nails into “Saul and Jonathan—in life they were loved and
the fence. Then it gradually dwindled down. He dis- admired” (NIV)
covered it was easier to hold his temper than to drive • Was David underplaying the evil that Saul had
those nails into the fence. done during his lifetime?
Finally the day came when the boy didn’t lose his • What circumstances surrounded Saul’s death?
temper at all. He told his father about it, and the father What did the Philistines do with Saul’s body?
suggested that the boy now pull out one nail for each (1 Samuel 31:7-10). Do you think David had
day that he was able to hold his temper. The days knowledge of this when he prepared his la-
passed, and the young boy was finally able to tell his ment?
father that all the nails were gone. • Do you think David felt relieved that his long
The father took his son by the hand and led him to nightmare was finally over?
the fence. He said, “You have done well, my son, but Use the following as more teachable passages that
look at the holes in the fence. The fence will never be relate to today’s story:
the same. When you say or do things in anger, they Psalm 38; Matthew 6:25-33; Isaiah 25:4.
leave a scar just like this one.”
(Source: https://teachnet.com/communicate/in Sharing Context and Background
spiration/story-the-fence/.) Use the following information to shed more light
on the story for your students. Share it in your own
II. TEACHING THE STORY words.
1. Low Point. Sometimes low moments will come
Bridge to the Story into our lives, no matter how gifted, talented,
Share the following in your own words: and anointed we are. David experienced one
In the illustration just shared, the father makes of these moments when he returned to Ziklag
the compelling point that uncontrolled, untempered and found his home and the homes of his men
anger often leads to decisions that hurt others as well burned to the ground, and their loved ones
as ourselves. The temptation to give in to his anger captured and taken away by the Amalekites.
must have been very powerful for David. Due to the Ellen White wrote: “David seemed to be cut
actions of one extremely powerful person, Saul, he off from every human support. All that he held
was forced to make his living in caves and hillsides, dear on earth had been swept from him. Saul
fending for food where he could get it, even camp- had driven him from his country; the Philistines
ing among Israel’s enemies. David somehow never had driven him from the camp; the Amalekites
gave place to his anger. Perhaps it was all that David had plundered his city; his wives and children
had experienced at Saul’s hand that taught him the had been made prisoners; and his own familiar
patience needed to rule God’s people. friends had banded against him, and threatened
him even with death. In this hour of utmost
Out of the Story for Teachers extremity David, instead of permitting his mind
After you read the Into the Story section with your to dwell upon these painful circumstances,
76
looked earnestly to God for help. He ‘encour- out: “Tell it not in Gath, proclaim it not in the
aged himself in the Lord.’ He reviewed his past streets of Ashkelon” (2 Samuel 1:20, NIV).
eventful life. Wherein had the Lord ever for- Gath and Ashkelon were major cities of the
saken him? His soul was refreshed in recalling Philistines. David shuddered at the thought
the many evidences of God’s favor” (Patriarchs that these cities would now rejoice at the
and Prophets, p. 692). expense and sorrow of God’s people. He was
2. O
ne Mountain. Two Battles. In 1 Samuel 28:4 urging his people to be discrete in the way
the Bible states: “The Philistines assembled and they handled this bit of news. Many times we
came and set up camp at Shunem, while Saul are less than judicious with our statements,
gathered all Israel and set up camp at Gilboa” especially when they involve some juicy tidbit
(NIV). Saul prepared for the final battle of his life, of information. What does David’s plaintive
though he did not know it. Many years earlier wail say to us?
another group assembled on this same moun- 4. Thanks for All the Help! After defeating the
tain range, down by a spring. “So Gideon took Amalekites, the Bible says: “When David
the men down to the water. There the Lord told reached Ziklag, he sent some of the plunder to
him, ‘Separate those who lap the water with the elders of Judah, who were his friends, say-
their tongues as a dog laps from those who ing, ‘Here is a gift for you from the plunder of
kneel down to drink.’ Three hundred of them the Lord’s enemies.’ David sent it to those who
drank from cupped hands, lapping like dogs. All were in Bethel, Ramoth Negev and Jattir; to
the rest got down on their knees to drink. The those in Aroer, Siphmoth, Eshtemoa and Rakal;
Lord said to Gideon, ‘With the three hundred to those in the towns of the Jerahmeelites and
men that lapped I will save you and give the the Kenites; to those in Hormah, Bor Ashan,
Midianites into your hands. Let all the others Athak and Hebron; and to those in all the other
go home’ ” (Judges 7:5-7, NIV). As we know, places where he and his men had roamed”
Gideon and his men routed the Philistines with (1 Samuel 30:26-31, NIV). David did not forget
God’s help. But the Lord was not with Saul. The those who had helped him. When God blessed
Philistines decimated his forces, and Saul com- him, he blessed others! What a servant! In spite
mitted suicide. Mount Gilboa witnessed two of his flaws, David exemplified the heart of God
huge battles with two very different outcomes. in his actions.
3. W
atch Your Mouth. In his lament David cries
Teaching From . . .

77
After a few minutes, ask the students to share
their findings with the class. Then ask, How can we
develop similar attributes in our lives? Close with a
prayer asking God’s help to make all of you better
In-Class Journal
RABBI 101
leaders for Him, but more important, better follow-
Consider purchasing some inexpensive jour-
ers of Him.
nals for your class, or you may ask your students
to buy them. Allowing opportunities for reflective
journaling is one of the best ways to change the
Summary
week-to-week dynamics of your classroom. For
The book of 1 Samuel ends with the death of
instance, this week’s topic offers several perfect
Saul. How could someone who had been given
opportunities for personal reflection. You might
so much—good looks, a royal throne, the anointing
ask the students to write about an experience
of God—go astray? His life and death are a stark
in their life, or in the life of a friend, when, say, a
reminder to us that except we abide in Christ, we can
bully got his just deserts. How did they feel when
do nothing.
they heard what happened to their nemesis? Or
His demise is juxtaposed against the rise of David,
you might ask them to write a paragraph or two
God’s handpicked successor to the throne. If we
about what they’d miss most about their best
needed any more evidence of David’s fitness for high
friend.
office, he delivers it in the way in which he handles the
death of Saul. God didn’t tell David to hold a special
ceremony or to mourn Saul’s death.

III. CLOSING Upon hearing of Saul’s and Jonathan’s deaths, David
immediately forgot all the harm that Saul had caused
Activity him. All that consumed him was the love he had for
Close with an activity and debrief it in your own both Saul and Jonathan, and the way in which the
words. enemies of God would reproach His name, because
Divide the class into groups of two or three. Ask they had successfully killed Israel’s king.
each group to come up with two attributes of David, When the glory of God supersedes everything
one that made him a great leader, and one that made else in our lives, we will approach the spirit that David
him a great servant of God. exhibited that day in Ziklag.
68.
78
real.solid.stories
LESSON 9
DECEMBER022023
STUDENT LESSON
Scripture Story: 1 Samuel 29; 30; 2 Samuel 1.
a sad end
chapter 68.
37
Photo by Lew Campbell
keytext
“Then Davidhad
“After she andgiven
all the men
him with
a drink,
flashlight him
she took
said,hold of their
‘I’ll draw clothes
water and
for your
tore them.
camels too, They mourned
until they have and
fin-
“David seemed to be cut off from every human support. All that he held dear on earth had
been swept from him. Saul had driven him from his country; the Philistines had driven him
wept
ished and fasted till evening for
drinking’”
from the camp; the Amalekites had plundered his city; his wives and children had been Saul and his son Jonathan, and
made prisoners; and his own familiar friends had banded against him, and threatened him for the army of the Lord and for
even with death. In this hour of utmost extremity David, instead of permitting his mind to the nation of Israel, because they
dwell upon these painful circumstances, looked earnestly to God for help. He ‘encouraged had fallen by the sword.”
himself in the Lord’ ” (Patriarchs and Prophets, p. 692).
(2 Samuel 1:11, 12, NIV)
79
what
the mighty,
the bow of Jonathan
did not turn back, the sword
of Saul did not return unsatisfied.
do you think? “ ‘Saul and Jonathan—in life they were

loved and admired, and in death they
Which do you like better, the beginning of a long journey or the
were not parted. They were swifter than
ending of one? Explain your answer:
eagles, they were stronger than lions.
INTO “ ‘Daughters of Israel, weep for Saul,

who clothed you in scarlet and finery,
THE
who adorned your garments with orna-
ments of gold.
Do you remember a particularly trying time in your life
that you wished would come to an end? What did
you learn from that experience? STORY “ ‘How the mighty have fallen in battle!
Jonathan lies slain on your heights. I
grieve for you, Jonathan my brother;
“David took up this lament you were very dear to me. Your love
concerning Saul and his son for me was wonderful, more wonderful
Jonathan, and he ordered that than that of women.
the people of Judah be taught this

“ ‘How the mighty have fallen! The
lament of the bow (it is written in
weapons of war have perished!’ ”
the Book of Jashar):
(2 Samuel 1:17-27, NIV)
“ ‘A gazelle lies slain on your heights,
Israel. How the mighty have fallen!
did you
“ ‘Tell it not in Gath, proclaim it not
in the streets of Ashkelon, lest the
know?
daughters of the Philistines be glad,
lest the daughters of the uncircum-
cised rejoice.
38
o you know the mean- “ ‘Mountains of Gilboa, may you
ing of the word “lament”? To have neither dew nor rain, may
lament something is to show no showers fall on your ter-
grief, sorrow, or regret by way raced fields. For there the
of a song or poem. shield of the mighty was
despised, the shield of
Saul—no longer rubbed
with oil.
“ ‘From the blood

of the slain, from
the flesh of
80
OUT punch lines
OF THE “As a prisoner for the Lord, then, I urge you to live a life worthy of the calling you
have received” (Ephesians 4:1, NIV).
STORY “Submit to God and be at peace with him; in this way prosperity will
come to you” (Job 22:21, NIV).
Who is the main character in this passage?
“Lead me, Lord, in your righteousness because of my
enemies—make your way straight before me” (Psalm 5:8,
NIV).
“My friends and companions avoid me because of

Who is the audience that is listening to David’s lament?
my wounds; my neighbors stay far away” (Psalm
38:11, NIV).
“For I am the Lord your God who takes hold of

your right hand and says to you, Do not fear; I
What do you think is the objective of David’s lament? Why does will help you” (Isaiah 41:13, NIV).
he make all the men of Judah learn the lament and share in its
presentation?
Who are the minor characters in this passage? (Circle them.)
List three phrases or lines in the lament that are especially emotional.
further
insight
“The angels of heaven 39
What lesson(s) can you learn from this passage?

are sent forth to minister
to those who shall be heirs
of salvation.”—Ellen G. White, The
Desire of Ages, p. 639.
“We know not what results a

day, an hour, or a moment may
determine, and never should we
begin the day without committing our
ways to our heavenly Father. His angels
are appointed to watch over us, and if we
put ourselves under their guardianship, then in
every time of danger they will be at our right hand.”
—Ellen G. White, Christ’s Object Lessons, p. 341.
81
connectingtolife
Sabbath What did David do to the Amalekite who killed Promise ____________________________
Read Ecclesiastes 7:8. Saul? __________________________________
R ead and respond to the What Do You __________________________________ Condition __________________________

Think? questions in this week’s lesson. __________________________________ __________________________________
Life is filled with beginnings and endings,
journeys started and ended, projects begun and Why? _____________________________ Thursday
finished. In this week’s study, David’s life as a __________________________________ Read Job 22:21.
fugitive comes to an end, as does Saul’s life of
disobedience to God. What does this act tell you about David’s
respect for the person God chose to be king?
D o you know of someone at your church,
school, or in your community who has
been hurt or killed? What can you do to help
Do you agree with Solomon’s opinion in Eccle- __________________________________ this person and/or their loved ones during this
siastes 7:8? ________________________ __________________________________ difficult time?
__________________________________
How are Solomon’s words applicable to the Not sure what to do? Why not ask God to show
experience his father went through while run- Tuesday you how to help, then talk with your parents,
ning from Saul? _____________________ Read 1 Samuel 27:1-4 and 29:1-7. pastor, and youth leader to get ideas about
R
__________________________________ ead the Flashlight focus for this week. what you can do.
__________________________________ Ellen White is writing about one of the

lowest moments in David’s life. As great as Friday
Sunday David was, he was not without human flaws. Read Psalm 38:11.
Read 1 Samuel 30.
A s you read the Into the Story passage

and complete the Out of the Story study
As he fled from Saul, David made a pact with
Achish, a Philistine commander, and hid among
his people.
W hen King David and his men returned
to Ziklag—their home among the
Philistines—following their broken alliance,
questions, keep the setting in mind. David, his they found the city in flames and their families
men, and their families have just returned to How did the alliance fall apart? ____________ taken captive.
their burned-out homes after a daring rescue __________________________________
from the Amalekites. The Amalekites were exacting revenge on
Why did David put his safety and that of David for his raids on them. David’s alliance
As they struggle to survey the damage to the his people in the hands of an enemy? with the Philistines brought him much trouble.
40 city and their homes, an Amalekite brings news What does this say about his trust in God’s How did David’s failure to trust God affect those
of Saul’s and Jonathan’s deaths. Remember, protection? around him? How do your failures to obey God
David respected Saul, and he loved Jonathan. __________________________________ affect others?
__________________________________ __________________________________
What do you think David felt as all of these __________________________________ __________________________________
events came together at once?
__________________________________ Wednesday
A
__________________________________ s you read this week’s Punch Lines, focus
__________________________________ on the promise given to us by God in each
one. God’s promises are always conditional
Monday upon our obedience. Choose two scriptures
Read 2 Samuel 1:5-15. from the Punch Lines list and state below the
T he news of Saul’s and Jonathan’s deaths

devastated David and his men. How did
David and his men find out about Saul’s and
promises God makes and the conditions we
must meet to receive them.
Promise ____________________________
Jonathan’s deaths? __________________________________ of the End ), chapter 68.
__________________________________ Condition __________________________ *Beginning of the End is a special adaptation of Patriarchs and
__________________________________ __________________________________ Prophets, created for you by the Ellen G. White Estate and Pacific
__________________________________ Press®. Get more information about it at www.cornerstoneconnec
each year.
82
LESSON 10
DECEMBER092023
when will I be king?

Scripture Story: 2 Samuel 2–5:5.
End ), chapter 69.

The students will:
I. SYNOPSIS Know that David’s experience of trusting God
•
David had been preparing to be king since he was through difficult times can be an example for
a teenager. Samuel had anointed him and declared them.
him Saul’s successor, but David’s road to the throne Feel confident that God has a plan for their
•
was long and filled with challenges. There were high lives.
points, such as his victory over Goliath and his friend- •
Choose to trust in God’s plan even when it
ship with Saul’s son Jonathan. There were long years seems difficult or impossible. (Respond)
of low points, when David and his band of followers
lived as outlaws in the hills, fugitives from an angry III. EXPLORE
king. Even after Saul’s death, David did not have an The Church, Seventh-day Adventist Fundamental
easy path to the throne. For many years he fought to Beliefs, No. 12: “The church is the community of believ-
win his claim to the throne of all Israel. ers who confess Jesus Christ as Lord and Saviour. In
Through it all, David trusted God. He trusted that continuity with the people of God in Old Testament
God’s promise for his life would be fulfilled, even when times, we are called out from the world; and we join
it seemed least likely. He remained open to God’s together for worship, for fellowship, for instruction in the
leading even in difficult times. And his faith was finally Word, for the celebration of the Lord’s Supper, for ser-
rewarded. At the age of 37, having spent his entire vice to humanity, and for the worldwide proclamation of
youth and young manhood in a quest for the throne, the gospel. The church derives its authority from Christ,
he became king of the united 12 tribes of Israel, and who is the incarnate Word revealed in the Scriptures.
began the most successful reign in the history of the The church is God’s family; adopted by Him as children,
Jewish monarchy. its members live on the basis of the new covenant.
This week’s lesson focuses on how we, too, can The church is the body of Christ, a community of faith
trust in God’s promises and God’s plan for our lives of which Christ Himself is the Head. The church is the
even when the road is long and difficult. High school- bride for whom Christ died that He might sanctify and
aged Christians will be able to relate to the young cleanse her. At His return in triumph, He will present her
David being anointed by Samuel, with a sense that to Himself a glorious church, the faithful of all the ages,
God has a calling and a purpose for their lives. But the purchase of His blood, not having spot or wrinkle,
when that purpose seems a long way from being ful- but holy and without blemish. (Gen. 12:1-3; Exod. 19:3-
fic
ec filled, and faith grows weak, how do we hold on and 7; Matt. 16:13-20; 18:18; 28:19, 20; Acts 2:38-42; 7:38;
keep trusting God? That question is at the core of 1 Cor. 1:2; Eph. 1:22, 23; 2:19-22; 3:8-11; 5:23-27; Col.
s David’s story this week. 1:17, 18; 1 Peter 2:9.)”
83
TEACHING II. TEACHING THE STORY
I. GETTING STARTED Bridge to the Story

Activity We live in a society in which everything is instant.
Refer the students to the What Do You Think? We get impatient if it takes longer than a minute to
section of their lesson. After they have completed it, microwave our lunch, longer than a few seconds to
discuss their responses. download a page on the internet. Television has pre-
Invite students to share stories of times they had sented us with a world in which complex problems are
to wait for something. Encourage them to begin with solved in 30 or 60 minutes, while “real” news is com-
trivial experiences if that’s what they’re comfortable pressed into 15-second sound bites. We want what
with—waiting in line at a store or a doctor’s office, we want, when we want it—right now!
waiting for Christmas or birthdays as a child, et cetera. One thing that can never be rushed is the process
If the discussion doesn’t automatically go deeper, of growing into the person God has destined us to
ask: Have you ever had to wait for God to answer a be. For David, it took 20 years of fighting, running,
prayer? Are there prayers you are still waiting for God and hiding before he was crowned king. Other bibli-
to answer? How does it affect your faith when you wait cal characters experienced the same kind of waiting
for God to help you with a situation and it seems you period before they realized their destiny. We, too, may
don’t get a response right away? have to wait to see God’s will worked out in our lives,
Remind students that David’s journey from anoint- but that doesn’t mean God isn’t working with us. He
ing to becoming king of all Israel probably took as always has a plan!
much as 20 years. In our world of instant gratification,
especially with the short-term vision of youth, it’s hard Out of the Story for Teachers
to imagine waiting that long for God’s purpose in our After you read the Into the Story section with your
lives to be worked out. But it’s comforting to remem- students, use the following in your own words to pro-
ber that God will prevail even if the difficulties we’re in cess it with them.
right now seem overwhelming. • After Saul’s death, what obstacles did David
still face on the way to the throne?
Illustration • How much time passed between Saul’s death
Share this illustration in your own words: and David’s coronation as king of both Israel
Throughout history men and women have had to and Judah? Draw a timeline of the events that
wait to inherit their thrones either because of war or happened during those years.
long life of the ruler on the throne. Queen Elizabeth I • How do you think David felt during the years
of England, daughter of Henry VIII, spent her child- that he fought a civil war to win power over all
hood and youth in a state of uncertainty. Depending Israel?
on her father’s marriages and the changing politics • How do you think David felt on the day when
of England, Elizabeth was sometimes recognized as he was finally crowned king of a united nation?
heir to the throne, and other times treated as though What do you think he might have said to God
she were not a royal princess at all. When her half- in prayer on that day?
sister Mary ruled England, Elizabeth spent some time • What kind of obstacles do young Christians
in prison. When Mary died and a messenger came to today face in achieving their destiny? What
announce to the 25-year-old Elizabeth that she was might stand between you and the “throne” God
finally queen of England, Elizabeth quoted Psalm has planned for you? How can you deal with
118: “This is the Lord’s doing, and it is marvellous in these kinds of obstacles?
our eyes.”
Sharing Context and Background
Use the following information to shed more light
on the story for your students. Share it in your own
words.
84
The idea of kingship was still a new one for the
nation of Israel. In fact, the idea of being a “nation” was
pretty new too! David was only the second king of Israel.
Before the time of Saul, Israel was a collection of tribes Drawing a Timeline
RABBI 101
with no central government. The only real figures of cen- It’s often difficult for students to get a sense
tral power and authority were the judges, prophets, and of events happening in history, especially when
priests that God used to bring His word to the people. a Bible passage (like this week’s) covers a long
But the Israelites wanted a king. They wanted to period of time with many events. You can show
be a powerful nation like the countries around them. students how to draw a timeline by demonstrat-
Although this wasn’t God’s original plan, He allowed ing on the chalkboard or whiteboard, using your
the prophet Samuel to anoint Saul as the first king of own life or anyone else’s life as an example. Draw
Israel. When Saul proved unfaithful to God, Samuel a horizontal line, and mark key life events on it in
anointed David—the youngest son of an obscure fam- the order they occurred. Students can practice
ily, with no connection or claim to the throne—to suc- by drawing a timeline of important events in their
ceed Saul. own lives. Then apply the skill to the Bible story.
But that promise took years to fulfill. At first David Individually or as a group, draw a timeline of the
was the younger son who stayed at home while his events that happen in this story. This will help
brothers went off to war. Later he was the young hero students to grasp the outlines of the story and to
who killed a giant; the musician whose playing soothed see cause and effect in the story’s events.
the king’s nerves; the best friend of the king’s son; mar-
ried to (and then divorced from!) the king’s daughter;
and finally an outlaw on the run, head of a group of going to be accomplished. From the story of David we
desperate men who lived in hills and caves. David’s can learn about patient faith and trust in God.
teens and 20s were filled with narrow escapes, desper-
ate measures, and brushes with death. III. CLOSING
Most of us don’t live at that level of excitement, but
we can relate to the boy who was anointed by Samuel, Activity
looking forward to being king. We all have our hopes Close with an activity and debrief it in your own
and dreams for the future. God assures us that He has words.
a plan for our lives, yet we often don’t see how it’s ever
Teaching From . . .

85
Besides being king of Israel, David was known Summary
as a poet and musician who composed many of the Share the following thoughts in your own words:
psalms in our Bible. If you read the Psalms you’ll see David waited, worked, and fought to become
that the full range of human experience is represented king of Israel from the time he was a teenager till he
there—joy, faith, despair, anger, fear. David wrote was in his late 30s. He never stopped believing that
about the highs and lows of his experience. God had a plan and that God was on his side, even
If you were to write a psalm that expressed where when things got difficult. His faith was eventually
you are in your life path and your walk with God right rewarded when he sat upon the throne of Israel.
now, what would it say? Take a few minutes to write a As a young person, you can be assured that God
short prayer to God that tells what you are feeling and has a plan for your life. As He says to the people of
what you need from God right now. This is not to be Israel in Jeremiah 29:11, He has plans to give you hope
shared with anyone unless you want to. When you’ve and a future. But those plans may not always seem
written your psalm, keep it in your Bible and share it obvious to you. Sometimes the path in front of us gets
with God in your private prayer time. Remember that dark, and we have nothing but faith to move us forward.
whether you feel glad, sad, mad, afraid, impatient, or When you get discouraged and begin to doubt that God
alone, it’s OK to tell God what you really feel—just as is working in your life, remember David and his long
David did. He is watching, He is listening, and He does road to the throne. Even in the darkest hours, when he
have a plan for your life! was living in caves and on the run for his life, David was
in God’s care, in God’s plan. And so are you.
69.
86
real.solid.stories
LESSON 10
DECEMBER092023
STUDENT LESSON
Scripture Story: 2 Samuel 2–5:5.
chapter 69.
when will I be king?
41
Photo by The Crystal Lenz
keytext
“When all the
“After she hadelders
given ofhim
Israel had
a drink,
flashlight come to King
she said, David
‘I’ll draw at Hebron,
water for your
“The hour for the coronation was appointed; the man who had been expelled from the
the kingtoo,
camels made
untila covenant
they havewith
fin-
court of Saul, who had fled to the mountains and hills and to the caves of the earth to them
ished at Hebron before the Lord,
drinking’”
preserve his life, was about to receive the highest honor that can be conferred upon man and they anointed David king over
by his fellow man. . . . The time had come, and David, by solemn rite, was consecrated to (Genesis 24:19, NIV).
Israel.”
his office as God’s vicegerent. The scepter was placed in his hands . . . , and the people
gave their pledges of loyalty. The diadem was placed upon his brow, and the coronation (2 Samuel 5:3, NIV)
ceremony was over. Israel had a king by divine appointment. He who had waited patiently
for the Lord, beheld the promise of God fulfilled” (Patriarchs and Prophets, p. 701).
87
what
ever, remained
loyal to David.”
“The war between the house of Saul
do you think? and the house of David lasted a long

time. David grew stronger and stronger,
while the house of Saul grew weaker
Which statement best describes your attitude when you have
and weaker. . . .
to wait a long time for something?
____ I feel frustrated and angry, and everyone knows it.
“Abner conferred with the elders of
INTO
____ I feel angry, but I keep the anger inside and it stresses
Israel and said, ‘For some time you
me out.
have wanted to make David your king.
THE
____ I really don’t care.
Now do it! For the Lord promised
____ I feel excited because I know the thing will be
David, “By my servant David I will res-
worth waiting for.
STORY
cue my people Israel from the hand of
____ I try to change the situation to see if I can
the Philistines and from the hand of all
make things happen faster.
their enemies.” ’
____ I lose interest and move on to something
else.
“In the course of time, David “Abner also spoke to the Benjamites
inquired of the Lord. ‘Shall I go in person. Then he went to Hebron to
up to one of the towns of Judah?’ tell David everything that Israel and the
he asked. whole tribe of Benjamin wanted to do.
did you When Abner, who had twenty men with
know?
“The Lord said, ‘Go up.’ him, came to David at Hebron, David
prepared a feast for him and his men.
“David asked, ‘Where shall I go?’ Then Abner said to David, ‘Let me go
at once and assemble all Israel for my
hat did it mean to
“ ‘To Hebron,’ the Lord answered. lord the king, so that they may make a
be a king in Bible
covenant with you, and that you may
times? A king was
“So David went up there with his two rule over all that your heart desires.’ So
far more than just
wives, Ahinoam of Jezreel and Abi- David sent Abner away, and he went
a head of state,
gail, the widow of Nabal of Carmel. in peace.”
much more powerful than a president or
David also took the men who were
42 prime minister today. While a king in the
with him, each with his family, and “All the tribes of Israel came to David
ancient world would usually have advisors or
they settled in Hebron and its at Hebron and said, ‘We are your own
counselors, he wasn’t required to take their
towns. Then the men of Judah flesh and blood. In the past, while Saul
advice. He was considered “above the law.”
came to Hebron and there they was king over us, you were the one
Everything in the nation was believed to be the
anointed David king over the who led Israel on their military cam-
king’s property—including all the people—and
tribe of Judah. . . . paigns. And the Lord said to you, “You
the king was free to use the land,
will shepherd my people Israel, and you
its resources, and its people
“Ish-Bosheth son of will become their ruler.” ’
as he chose.
Saul was forty years
The idea of having a king
old when he became “When all the elders of Israel had come
was new for the people
king over Israel, to King David at Hebron, the king made
of Israel. Until Saul was
and he reigned a covenant with them at Hebron before
chosen king, the Israelites
two years. the Lord, and they anointed David king
had had no single, all-powerful
The tribe of over Israel.”
ruler except God. The role of king
Judah,
placed a huge amount of power in
how- (2 Samuel 2:1-4, 10; 3:1, 17-21; 5:1-3, NIV)
the hands of one man. He couldn’t
be voted out of office—removed only
by death! When David was crowned king,
people in Israel hoped to have a king who would
rule justly and follow God’s laws, rather than one who would
abuse his power and make his people suffer as so many kings
88 at that time did.
OUT punch lines
OF THE “After removing Saul, he made David their king. God testified concerning him: ‘I
have found David son of Jesse, a man after my own heart; he will do everything
STORY I want him to do’ ” (Acts 13:22, NIV).
“ ‘For I know the plans I have for you,’ declares the Lord, ‘plans to
If God had chosen David as king, why did David prosper you and not to harm you, plans to give you hope and a
have to fight a long and bloody civil war to secure his future’ ” (Jeremiah 29:11, NIV).
right to the throne?
“Those who wait on the Lord shall renew their strength;
they shall mount up with wings like eagles, they shall run
and not be weary, they shall walk and not faint” (Isaiah
40:31, NKJV).
“Endow the king with your justice, O God, the

Do David’s actions throughout this story indicate that he was, in fact,
royal son with your righteousness” (Psalm 72:1,
following God’s will? Why or why not?
NIV).
“And we know that all things work together

for good to those who love God, to those who
are the called according to His purpose”
(Romans 8:28, NKJV).
What was David’s attitude toward his defeated enemies? What does this tell
us about David?
How do you think David felt about finally becoming king after waiting so long?
further
What type of leader do you think David was, considering that the elders of
Israel asked that he become king over them as well as over Judah?
insight 43
“Faith is trusting God—

believing that He loves us and
knows best what is for our
How do you think David was able to maintain his faith in God, and
his trust in God’s promise, when he had to wait so long and fight
good. Thus, instead of our own,
so hard to become king? it leads us to choose His way. In
place of our ignorance, it accepts
His wisdom; in place of our weakness,
His strength; in place of our sinfulness,
His righteousness.”—Ellen G. White, Education, p.
253.
89
connectingtolife
Sabbath Like David, we may spend years preparing for does that verse, its context, the account of King
Read 2 Samuel 5:3. our destiny, but those are never wasted years. David’s life, and yours all relate to one another?
D avid was called by God as a young boy to

become Israel’s king, yet he had to wait
for many years and experience many hard-
God is with us as He was with David throughout
the years in the wilderness—teaching, guiding,
training.
ships before he finally wore the crown. What Thursday
do you think kept him going during his years Monday Read 2 Peter 3:9.
as an outlaw? What obstacles did he still face
even after he was crowned king of Judah?
Read Jeremiah 29:11.
T he fulfillment of the prophecy Samuel

made when David was a teenager finally
C an you think of an area in your life where
it’s hard for you to trust God’s promises?
Maybe you’ve prayed for help in a situation but
came about on the day that David was crowned don’t see any immediate results. As you think
During those years, David’s faith must have king of the united kingdom of Israel and Judah. of David’s long journey to the throne, write
wavered at times. It seemed as if God’s promise God kept His promise, just as God always does. a brief prayer telling God what you want to
was so far from being fulfilled. Yet the difficult happen in your situation, and promising to trust
experiences of those years prepared him to How does the story of David help you trust Him with the future outcome. (Use the Notes
become the king Israel needed. God’s promises? pages in the back of your study guide.)
How do you feel when you pray and do not Friday

seem to see results? Why does God’s plan Read Jeremiah 1:5.
sometimes include waiting, struggling, and
learning?
It may take a long time before others see
and recognize what God has seen in you all
along—the person you are capable of becom-
D avid was probably just about the age you
are now when he was anointed by the
prophet Samuel and began his journey to the
ing. During the years David was a shepherd throne. By age 30, he was king of Israel.
boy, an outlaw, and a pretender to the throne,
Second Samuel 5:3 tells us that after David’s God always saw him as a king. Eventually, Where do you imagine yourself at age 30? Take
long years of struggle and hardship he finally others recognized the person God had created a little time to picture your own future. Do you
received his promised reward: he became David to be. believe that God has a plan for you? Do you
king of all Israel. We, too, will receive God’s have a sense that He is calling you toward a
blessings if we learn to wait patiently for Him. Tuesday particular role, or is the future still very unclear
44 Read Isaiah 40:31. for you? Do you trust Him to lead you in the
Sunday
Read Romans 8:28. R ead the Flashlight section of the lesson.
As Ellen White describes in this passage,
direction that’s best for you?
W hen we read the stories of King David, we

step into a world very different from our
own. It’s often more like a fantasy novel than like
life takes unexpected twists and turns. Just
look at the lives of celebrities who can be pop-
ular and adored one minute, hated or forgotten
the world we know: a world where kings rule by the next. But when we, like David, allow God
absolute power and disputes are settled by hand- to take control of our lives, we can be assured
to-hand combat. A world where a young man’s that life’s twists and turns will always end up
destiny can be changed forever by a prophecy being for our good. Can you think of some “ups
that takes half a lifetime to fulfill. and downs” in your life that have worked out
for the best in the end?
Yet in this remote and ancient world, God
taught His people lessons that are still relevant this week’s reading*
today. How clear is your sense that God has a
plan for your life? Even if it isn’t clear, or easy Wednesday of the End ), chapter 69.
to trace, in what ways are you able to believe
that it is there? T his week’s Punch Lines come from vari-
ous places in the Bible. Choose the one
that speaks most directly to you and look it up,
noting the context in which it is written. How -books#.URlhF1rBO9s. By following the weekly reading plan,
90 each year.
LESSON 11
DECEMBER162023
the golden age

of Israel
Scripture Story: 2 Samuel 5:6-25; 6; 7; 9; 10.
End ), chapter 70.
PREPARING TO TEACH III. EXPLORE

Christ’s Ministry in the Heavenly Sanctuary,
I. SYNOPSIS Seventh-day Adventist Fundamental Beliefs, No. 24:
The early years of David’s reign were considered “There is a sanctuary in heaven, the true tabernacle
a “golden age” in Israel’s history. After the years that the Lord set up and not humans. In it Christ min-
of conflict and civil war after Saul’s death, David’s isters on our behalf, making available to believers the
coronation marked the beginning of a period of peace benefits of His atoning sacrifice offered once for all on
and prosperity. Israel defeated their old enemies, the the cross. . . . It is a work of investigative judgment,
Philistines. David showed mercy to the family of Saul. which is part of the ultimate disposition of all sin, typi-
He established his new capital city at Jerusalem and fied by the cleansing of the ancient Hebrew sanctuary
brought the ark of the covenant back to that city. His on the Day of Atonement. . . . This judgment vindicates
eventual goal was to build a temple for the Lord in the justice of God in saving those who believe in Jesus.
Jerusalem, but this was a goal that was to be realized It declares that those who have remained loyal to God
not by David—but by his son Solomon. David’s suc- shall receive the kingdom. The completion of this min-
cess as king was due to his faithfulness to God, but istry of Christ will mark the close of human probation
success also created temptations for David, just as it before the Second Advent. (Lev. 16; Num. 14:34; Ezek.
does for anyone—the temptation to trust in his own 4:6; Dan. 7:9-27; 8:13, 14; 9:24-27; Heb. 1:3; 2:16, 17;
strength rather than relying on God’s power as he had 4:14-16; 8:1-5; 9:11-28; 10:19-22; Rev. 8:3-5; 11:19;
been forced to do during the long, hard years before 14:6, 7, 12; 20:12; 22:11, 12.)”
he became king.
TEACHING
II. TARGET
The students will: I. GETTING STARTED
Know that faithfulness to God is sometimes—
•
though not always—rewarded with success in Activity
this life. Refer the students to the What Do You Think? sec-
Feel they can trust God with the success or
• tion of the student lesson. After they have completed
failure of their dreams. it, discuss their responses.
Respond by thanking God for the blessings He
• Divide into groups of three or four and give each
has given and trying to use those blessings to group poster board, magazines and catalogues to cut
fic bless others. up, scissors, glue, and markers. Ask each group to make
ec
a collage that illustrates the concept of “success.”
When the groups have finished, discuss their post-
s
91
ers. Do the images they chose illustrate success from people who are less fortunate.
the world’s point of view or from God’s? Can the two We all have hardships and difficulties. But we also
ever be the same? Give examples of people who are have all been given blessings, talents, and abilities.
successful both by worldly terms and on God’s terms. This week’s lesson uses the story of King David’s most
What opportunities do such people have? What spe- successful years to explore how we can respond when
cial challenges or dangers might they face? God is doing good things in our lives.
Illustration Out of the Story for Teachers

Share this illustration in your own words: After you read the Out of the Story section with
A story is told of a rich man who was unhappy with your students, use the following in your own words to
his life. He had lots of money but had to travel and process it with them.
be away from his family all the time. His life was very Brainstorm with the group about the qualities that
stressful. He envied the lifestyle of his poor friend, who you think make a good leader. Write them on a white/
had almost no money but was happily married and chalkboard as the group comes up with ideas.
content in his home life. • Would these be good qualities for a leader
One day he told this to another man, who said, “If today?
you wish your life could be more like the life your poor • What about for a king in David’s time?
friend enjoys, why not try giving away some of your • What differences are there between what was
money to him?” The rich man immediately gave sev- required for a leader then, and what we look for
eral hundred thousand dollars to his poor friend. He today? What are the similarities?
could easily afford it, and it was enough to transform Discuss how David’s personal qualities and experi-
the poor man’s life. ence measured up to the list.
At first, the poor man was ecstatic. But then • What made David a good king?
he began to worry about where he should keep • In the light of difficulties David faced on the
the money, how he should invest it, and whether it road to becoming king, what strengths do you
might be stolen. He and his wife, who had previously think he gained during those years that helped
been so happy together, began to quarrel about how him when he was king?
to spend the money. Finally they decided that the • How do you think becoming king changed
money was destroying their peaceful and happy life, David?
and they agreed to give it back. Look in the Bible passages for evidence to support
Blessings—money, success, other good things— the group’s answers to those questions.
can come into anyone’s life, but they don’t necessarily
bring happiness unless they are accompanied by the Sharing Context and Background
proper spirit. In fact, success can be just as much of Use the following information to shed more light
a spiritual problem as failure, unless we learn how to on the story for your students. Share it in your own
deal with it properly. words.
When God has blessed us with good things, the
II. TEACHING THE STORY appropriate response is gratitude. One of the reasons
that King David was a “man after God’s own heart”
Bridge to the Story was that he knew how to respond in joy and gratitude
Share the following in your own words: to the good things God had given him. The prayer
A lot of times as Christians we focus on how to David prayed after the prophet Nathan told him he
deal with hardship, difficulty, and failure. But how do was not called to build God’s temple demonstrates
we deal with the good things that happen? Hardship that David realized all his success was due to God.
causes some people to lose their faith in God—but He gave God credit for placing him on the throne and
so does success! Sometimes when people get ahead keeping him there.
in this world, they begin to trust in themselves rather David’s name is associated with many of the
than in God. They may forget to be grateful to God for beautiful ancient hymns in the Bible book we know as
His blessings, or forget to share their blessings with Psalms. Though David did not write all the psalms, he
92
is believed to have written many of them. The psalms
David wrote express the whole range of human emo-
tions, from fear and sadness to hope and gladness.
Many of them are beautiful hymns of praise expressing Arts and Crafts
RABBI 101
King David’s gratitude for all God had done for him. Although many high school-aged youth feel
There are many other interesting events that take that they’ve outgrown “arts and crafts,” students
place in the overall biblical passages for this week: have a variety of learning styles. Making a col-
2 Samuel 5:6-25; 6; 7; 9; 10, with commentary in lage, as suggested in the opening activity for
Patriarchs and Prophets, chapter 70. A few notes relat- this lesson, allows those whose skills are more
ing to other incidents besides Into the Story follow: visual than verbal to explore the lesson ideas in
King’s ownership of the city (2 Samuel 5:9): their own way. Be sure to provide a variety of
“The title ‘City of David’ may reflect the ancient prac- magazines to cut up that you know will contain
tice that the capital city became not only the royal pictures relevant to the subject of the collage.
residence but the personal estate of the reigning king For example, for a collage about success, you
and his successors . . . much the same way that Omri might choose business and celebrity magazines
bought the site for his new capital, Samaria (1 Kings that will contain pictures of wealthy and power-
16:24).”—Bible Background Commentary.* ful people, as well as mission magazines that
David’s activity (2 Samuel 6:14-21): “The verb will show pictures of people who have found
translated ‘danced’ in verses 14 and 16 is used only success through serving others.
in this passage. The use of the word in the related lan-
guage of Ugaritic shows it to be something one does
with fingers, thus suggesting snapping or waving fin- is possible, then, that David is not involved in dance at
gers. The verb translated ‘leaping’ in verse 16 is used all but is swaying his arms and snapping or waving his
only here and in a slightly different form in Genesis fingers.”—Bible Background Commentary.
49:24, where it is a description of the agility of the David’s action contrasted to normal (2 Samuel
arms. In the parallel passage, 1 Chronicles 15:29, the 9:7): “Mephibosheth had good cause to be afraid of
verb translated ‘dancing’ is only used of human activity David. There is wide precedent in Mesopotamian texts
twice (once parallel to singing and rejoicing, Job 21:11; for the elimination of all rival claimants to the throne
and once opposite to mourning, Eccl. 3:4). It generally when a king comes to power (compare Baasha’s mur-
conveys swaying, trembling or vibrating movements. It der of Jeroboam’s family in 1 Kings 15:29). Such purges
Teaching From . . .

93
also occurred years later as a form of revenge for politi- Summary
cal opposition or rebellion attempted against previous Share the following thoughts in your own words:
rulers. For example, Ashurbanipal mutilated, executed, Every life includes highs and lows. For David, the
and fed the bodies of his grandfather’s rivals to dogs early years of his reign were a “high” time when he
as part of his first official acts as king of Assyria. David, finally experienced victory and success after years of
however, treats Mephibosheth, the only surviving male waiting and struggle. These years were a “high” time
member of the royal family, as the rightful heir to Saul’s for Israel, too, as the nation experienced unity, strength,
estates. His generosity is coupled with the command to and prosperity unlike anything they had known before.
eat at David’s table. In this way Mephibosheth is treated We all know we need to cling to God during the
with honor, though some have noted it also keeps him low times, but what about when things are going well?
under observation should he be inclined to subver- That’s when we need to praise God for what He has
sion.”—Bible Background Commentary. done for us. That’s when we need to share His bless-
ings with others, as David did by ruling Israel justly and
III. CLOSING showing compassion to the relatives of his defeated
enemies. Most of all, our successful times are the
Activity times when we need to continue trusting God, recog-
Close with an activity and debrief it in your own nizing that our success is not our own achievement
words. but a gift from Him. When hard times come again—
Read Psalm 63 together as a group. You may read and they will—we need to know we still have God’s
in unison (making sure everyone is using the same power to rely on.
translation) or assign a verse at a time for people to

* The VIP Bible Background Commentary, Old Testament
read. When the psalm is done, ask: What does this
© 2000 by John H. Walton, Victor H. Matthews, and Mark W.
psalm tell us about David’s relationship with God? Chavalas. Database © 2006 WORDsearch Corp.
How did he relate to God in good times and in bad
times? What can we learn from David that will help us
when we deal with both good times and bad times in
our Christian lives?
70.
94
real.solid.stories
LESSON 11
DECEMBER162023
STUDENT LESSON
Scripture Story: 2 Samuel 5:6-25; 6; 7; 9; 10.
chapter 70.
the golden age of Israel
45
Photo by Terrill Thomas
keytext
“Your
“Afterhouse
she had andgiven
your kingdom will
him a drink,
flashlight endure
she said,forever before
‘I’ll draw waterme;
for your
your
throne
camelswill
too,be until
established forever.”
they have fin-
“The kingdom of Israel had now reached in extent the fulfillment of the promise given to
Abraham, and afterward repeated to Moses: ‘Unto thy seed have I given this land, from ished
(2 drinking’”
Samuel 7:16, NIV)
the river of Egypt unto the great river, the river Euphrates.’ Genesis 15:18. Israel had
become a mighty nation, respected and feared by surrounding peoples. In his own realm
David’s power had become very great. He commanded, as few sovereigns in any age
have been able to command, the affections and allegiance of his people. He had honored
God, and God was now honoring him” (Patriarchs and Prophets, p. 716).
95
what
of their rulers
whom I commanded
to shepherd my people Israel,
‘Why have you not built me a house
do you think? of cedar?’ ” ’
Choose the best response to the statements below: “ ‘Now then, tell my servant David,
When things are going well for me, I feel . . . “This is what the Lord Almighty says: I
a. guilty took you from the pasture, from tend-
b. worried that it can’t last ing the flock, and appointed you ruler
c. excited
d. grateful INTO over my people Israel. I have been
with you wherever you have gone, and
I think that God has blessed me . . . THE I have cut off all your enemies from
before you. Now I will make your name
STORY
a. a little bit great, like the names of the greatest
b. not that much, right now men on earth. And I will provide a place
c. a great deal for my people Israel and will plant
d. not at all them so that they can have a home of
“After the king was settled their own and no longer be disturbed.
in his palace and the Lord Wicked people will not oppress them
had given him rest from all his anymore, as they did at the beginning
enemies around him, he said to and have done ever since the time
Nathan the prophet, ‘Here I am, I appointed leaders over my people
living in a palace of cedar, while Israel. I will also give you rest from all
the ark of God remains in a tent.’ your enemies.
“Nathan replied to the king, ‘What- “ ‘ “The Lord declares to you that the
did you
ever you have in mind, go ahead Lord himself will establish a house for
and do it, for the Lord is with you.’ you: When your days are over and you
know?
rest with your ancestors, I will raise up
“But that night the word of the Lord your offspring to succeed you, your
came to Nathan, saying: own flesh and blood, and I will estab-
istorians think King David lish his kingdom. He is the one who
46 probably ruled from about “ ‘Go and tell my servant David, will build a house for my Name, and I
1004-965 b.c. It was during “This is what the Lord says: will establish the throne of his kingdom
his reign that Israel became rec- Are you the one to build me a forever. I will be his father, and he will
ognized as a nation rather than house to dwell in? I have not be my son. When he does wrong, I
just a collection of tribes. King David established dwelt in a house from the day will punish him with a rod wielded by
Israel’s power in two ways: first, by defeating Isra- I brought the Israelites up men, with floggings inflicted by human
el’s enemies, particularly the out of Egypt to this day. I hands. But my love will never be taken
Philistines, and second, have been moving from away from him, as I took it away from
by forming alliances place to place with a Saul, whom I removed from before
with friendly neigh- tent as my dwelling. you. Your house and your kingdom will
boring countries. “His Wherever I have endure forever before me; your throne
authority was recognized moved with all will be established forever.” ’ ”
from the borders of Egypt the Israelites,
and the Red Sea to the banks of did I ever (2 Samuel 7:1-16, NIV)
the Euphrates.” (See www.jewish say to

virtuallibrary.org.) He united the 12 any
tribes and established the nation’s cap-
ital at Jerusalem. David’s reign was later
looked back on as the “Golden Age” of Israel’s
history.
96
OUT punch lines
OF THE “He gives his king great victories; he shows unfailing love to his anointed, to David
and to his descendants forever” (Psalm 18:50, NIV).
STORY “I will sing a new song to you, my God; on the ten-stringed lyre I will
make music to you, to the One who gives victory to kings, who delivers
What was the secret of David’s success as king? his servant David” (Psalm 144:9, 10, NIV).
“And now, Lord God, keep forever the promise you have
made concerning your servant and his house. Do as you
promised, so that your name will be great forever”
Once David had established peace in Israel, what was his next (2 Samuel 7:25, 26, NIV).
goal? Why was this important to him?
“You will conceive and give birth to a son, and
you are to call him Jesus. He will be great and
will be called the Son of the Most High. The Lord
God will give him the throne of his father David,
and he will reign over Jacob’s descendants
Why did God not want David to build a temple for Him? (See 1 Chronicles
forever; his kingdom will never end” (Luke
22:8-10 for more detail.)
1:31-33, NIV).
What had God done for David in the past?
further
What promises did God make to David for the future? insight
“Truth, uprightness, purity,
have been pointed out as 47
How do you think David might have felt after receiving this message from secrets of life’s success. It is
the Lord? Read 2 Samuel 7:18-29 for David’s response.
faith that puts us in posses-
sion of these principles.”—Ellen
G. White, Education, p. 253.
How do you think you would feel receiving a message like this?
“Success in any line demands a
definite aim. He who would achieve
true success in life must keep steadily
What has God already promised you in His Word that
compares? in view the aim worthy of his endeavor.
Such an aim is set before the youth of
today. The heaven-appointed purpose of giv-
ing the gospel to the world in this generation is
the noblest that can appeal to any human being.”
—Ellen G. White, Education, p. 262.
97
connectingtolife
Sabbath fulfilled in a spiritual sense through Jesus, who Thursday
Read 2 Samuel 7:18-29. came from King David’s family line and whose Read James 4:10.
S uccess affects different people in different

ways. After experiencing many hardships in
his youth, David was richly blessed by God when
reign will last into eternity. What evidence can
you find in the Bible for that view? H ow well do you handle success? Check
one or more responses below:
he became king. Sum up in your own words ___ I haven’t experienced enough success
how David responded to the blessings God had to know.
given him: God’s promises to us are not always fulfilled ___ Success worries me. I’m not comfortable
in the way we expect them to be. God’s plan with it.
may be far greater than we can comprehend, ___ I’m grateful when God sends good things
yet we can always trust Him to eventually my way.
What can we learn from David about how we bring good out of whatever happens. ___ I get conceited and make mistakes when
should respond to the good things God does things are going well.
for us? Tuesday
Read Psalm 144:9, 10. When you are trying to succeed at some-
A s Ellen White points out in the Flashlight

quote the reign of David was a golden
thing—school, sports, anything that’s impor-
tant to you—you probably pray and ask God
Sunday age for Israel in terms of power and influence to help you do well. Next time, also pray that if
Read 1 Corinthians 6:19, 20. among the nations. For a brief time the 12 you succeed, God will help you to handle suc-
A s David reflected on how God had blessed

him by making him king, he wanted to
do something to honor God in return. His idea
tribes were united into one kingdom that was
victorious over its enemies and prosperous
within its own borders.
cess well and use it to glorify Him and benefit
others—just as David did during the “golden
years” of his reign.
seemed like a good one: he would build a
permanent temple in which to worship God, to Why do you think God blessed David’s rule in Friday
replace the movable tabernacle that had been spite of the very human and serious mistakes Read 2 Timothy 2:15.
God’s house in Israel ever since the days of
wandering in the wilderness.
he made? What can we do to open the way for
God’s blessing in our lives? G ratitude is good for you! When you reflect
on the good things in your life, it lifts your
spirits and strengthens your faith in God.
What was the first thing David decided to do
48 to secure God’s presence in his new capital Make a list of 10 things you are grateful for.
city? How did God respond? What was God’s When our lives are in harmony with God’s will, (Use the Notes pages in the back of your study
response to the second part of David’s plan? it’s easier for God to pour out His blessings on guide.) Pray a prayer of thanks to God for those
us and to use us to bless others. blessings. Then, think of other people who have
been part of those good things. Write a card,
Wednesday note, or email to each of those people to say
Monday
Read Acts 2:29-36. D avid experienced success during the early
years of his reign. He had worked hard and
thanks for what they have done for you.
G od promised David that a king from his line

of descendants would sit on the throne
and rule Israel forever. At first glance, this
earned that success, but success has its dan-
gers as well as its benefits. A successful person
can come to believe that he is “self-made.”
seems like a promise that was not fulfilled. The
line of kings descended from David ruled only While David never lost his sense of gratitude to
until the Babylonian captivity—and for most God, unfortunately he fell to the temptation to this week’s reading*
of that time, the nation was divided into two put his faith in himself. How is it possible to be
kingdoms, Israel and Judah, with the kings of successful while not becoming overconfident,
David’s line ruling only in Judah. or acting as if ordinary rules don’t apply to you?
Christians believe that God’s promise was Press®. Get more information about it at www.cornerstoneconnec
each year.
98
LESSON 12
DECEMBER232023
the fall and rise

of David
End ), chapter 71.
PREPARING TO TEACH Students need to discover that David’s conviction and

sincere repentance, which occurred after the fact, is
I. SYNOPSIS actually the way to avoid such a fall.
David’s life is characterized by devotion to God.
But the praise that would naturally be given to David II. TARGET
is quieted by one disgraceful season in his life. On the The students will:
surface, David’s desire for Bathsheba is often used as a • Understand the way sin, repentance, and grace
starting point in discussing what went wrong as David work in our lives. (Know)
simply “gave in” to temptation. But murdering the • Experience the joy of repentance and trust in
husband of his mistress and arranging a royal cover- God’s grace. (Feel)
up signify a condition in David’s heart that goes way • Commit to regular repentance and submission
beyond succumbing to a moment of weakness. Ellen to God. (Respond)
White claims: “It was the spirit of self-confidence and
self-exaltation that prepared the way for David’s fall” III. EXPLORE
(Patriarchs and Prophets, p. 717). David’s fall was the Marriage and the Family, Seventh-day Adventist
result of a subtle shift from recognizing God as the Fundamental Beliefs, No. 23: “Marriage was divinely
source of his success to believing that his royal future established in Eden and affirmed by Jesus to be a
was well-deserved. David’s misdeeds are clear and lifelong union between a man and a woman in loving
well known. companionship. For the Christian a marriage commit-
Perhaps the pressing issue in this story is not ment is to God as well as to the spouse, and should
David’s misdeeds, but his missed deeds. David missed be entered into only between a man and a woman who
the opportunity to repent and surrender his humanness share a common faith. Mutual love, honor, respect,
to God and submit to God’s power and grace. Lust, and responsibility are the fabric of this relationship,
adultery, deceit, and pride all find their way into the which is to reflect the love, sanctity, closeness, and
story of David because those elements were allowed permanence of the relationship between Christ and His
to grow in his heart going unchecked by repentance. church. . . . (Gen. 2:18-25; Exod. 20:12; Deut. 6:5-9;
Jesus, in the Sermon on the Mount, warned, “Anyone Prov. 22:6; Mal. 4:5, 6; Matt. 5:31, 32; 19:3-9, 12; Mark
who looks at a woman lustfully has already commit- 10:11, 12; John 2:1-11; 1 Cor. 7:7, 10, 11; 2 Cor. 6:14;
ted adultery with her in his heart” (Matthew 5:28, NIV). Eph. 5:21-33; 6:1-4.)”
Sin seems to be sinful only when it is discovered in
fic action, but young people need to examine and discuss
ec
the source of David’s down fall—self. David lost his
way before the whole mess became visible to others.
s
99
TEACHING How might this story reflect a similar experience
you have had?
I. GETTING STARTED
II. TEACHING THE STORY
Activity
Refer the students to the What Do You Think? Bridge to the Story
section of their lesson. After they have completed it, Share the following in your own words:
discuss their responses. Desmond’s story may remind you of moments in
At what point do you think it would be the most which you have tried to avoid guilt through more dis-
difficult to turn around and confess? When do you honest behavior. Our story and Desmond’s story mirror
think it would be easiest? Why? a timeless drama in the Old Testament that portrays
In groups of two or three, share a hypothetical the horror of sin but magnifies the amazing grace of
scenario in which someone actually waited till the God.
most difficult time to confess and repent of something. Carefully read this story, making note of insights
that may be new to you.
Illustration
Share this illustration in your own words: Out of the Story for Teachers
Desmond was 6 and fascinated by tools and trin- After you read the Into the Story section with your
kets, to the point of obsession. While visiting at a distant students, use the following in your own words to pro-
family member’s house for a reunion, Desmond became cess it with them.
fixated on a pocketknife that lay dangerously visible on While this story is one of the more familiar narra-
the countertop. Desmond inched his way closer while tives in the Old Testament, read 2 Samuel 11:1-17 first;
family and friends ate and laughed inside the house then examine the dramatic conclusion and answer or
and out on the patio. The young boy looked around the do the following:
house to see if anyone was watching because he knew • Circle all the key people mentioned in this story.
that his parents would not let him have or even play • What are some reasons that you think David
with a pocketknife. Desmond’s grandpa watched his relentlessly pursued the course he chose?
grandson move close, quickly snatch the knife from the • What details of 2 Samuel 11:1-17 are new to
counter, and put it in his pocket. you?
Desmond’s blood was boiling with fear and excite- • Why do you think Nathan confronted David
ment. He went swiftly into the living room far from with a parable?
where there was anyone to get a closer look at his • How might David’s reaction to the story have
“good” fortune. Suddenly he heard someone’s foot- been different with another approach?
steps coming to his end of the house, and he froze • How would you describe David’s repentance?
when he heard his grandpa’s voice calling his name. • Do you think David sincerely repented because
He quickly hid the knife in an empty vase when his he was convicted of his sin or because he was
grandpa entered the room, startling Desmond. caught? How do you tell the difference?
The young boy’s hand was still in the vase when • What do you think is the key verse or sentence
his grandpa asked, “What are you doing with that in this story? Why?
vase, my little man?” •
Why do you think this story is in the Bible?
“Nothing,” Desmond said sheepishly. Desmond What message(s) does it convey to us today?
could not get his hand out of the vase as it was Use the following as more teachable passages that
clutched in a fist, and if he let go and dropped the knife, relate to today’s story:
it would make a loud noise that would expose his deed. Acts 13:22; Isaiah 1:18; Psalm 103:12; Hebrews 8:12.
Desmond tried to lie by saying his hand was stuck
but retracted quickly when Grandpa pulled out a ham- Sharing Context and Background
mer to set his imprisoned appendage free. The room Use the following information to shed more light
grew quiet, and a noisy clank hit the bottom of the on the story for your students. Share it in your own
vase as Desmond finally let the knife go. words.
100
Consider a few insights to common questions on
this story:
1. Why was David back home when his men were
fighting a battle? Teaching by Storytelling
RABBI 101
This story takes place in the springtime, and Perhaps the oldest teaching strategy is story-
his soldiers were out fighting the Ammonites telling. The reason stories are so effective is that
while David was lounging around Jerusalem they immediately arrest and engage the students.
playing king. This fact is a window into the Most of our lives can be described in a series
mind of David. Israel wanted a king—a leader. of stories. For example, if you were to tell three
Remember the hopeful claim a king would stories from your life that were pivotal moments
bring: “Then we will be like all the other nations, in shaping who you are today, what stories would
with a king to lead us and to go out before us you tell? When you use stories to teach, remem-
and fight our battles” (1 Samuel 8:20, NIV). ber that the story is often the lesson, and if told
David was no longer the mighty king leading or read well, it needs very little explanation. You
his people to victory but the self-absorbed king might read a story and ask, “What do you think
who had people do his bidding. this story teaches?” or “Why do you think I chose
2. Why didn’t Bathsheba resist? Wasn’t she as this story?”
guilty as David?
Clearly, Bathsheba was obligated to do what-
ever the king asked. Perhaps she was flattered This story portrays David losing all his moral
by David’s attraction. Either way, the law of God reference points. In a way, it was as though
states in Leviticus 20:10 (NIV) that both David he thought he was above the law. This is not
and Bathsheba were guilty: “If a man commits hard to understand when you look at the pre-
adultery with another man’s wife—with the wife vailing customs of Eastern rulers. The crimes
of his neighbor—both the adulterer and the that merited punishment and judgment were
adulteress are to be put to death.” If the hus- not applicable to the king, so leaders did not
band, Uriah, had discovered the true situation, feel an obligation to restraint or caution. David
he would have been allowed under Levitical law became comfortable with the idea that he could
to put them both to death. suspend or live above the laws of God and of
3. What happened to David’s keen sense of right the people.
and wrong?
Teaching From . . .

101
4. W
hy did David tell Uriah to “go down to your III. CLOSING
house and wash your feet”?
Since Bathsheba had become pregnant as Activity
a result of her affair with David, the young king Close with an activity and debrief it in your own
thought he could cover his sin if Uriah went and words.
had sex with Bathsheba. The phrase “wash Invite the students to create and write a brief para-
your feet” was a euphemism for engaging in ble that would have a similar impact as Nathan’s story
sex. David simply wanted to find another way had on King David. Students should work in groups
to obscure his sin without admitting it. But of two to four. Invite the students to read the parables
Uriah was a dedicated soldier and leader and and have the other students ascertain what the central
would not go home during a time of war and be message of the story is.
entertained with distractions. So Uriah, instead
of sleeping with his wife, stayed the night on the Summary
palace grounds. Share the following thoughts in your own words:
5. W
hy did Nathan use a parable? Ellen White comments about how quiet the Scrip-
Prophets have always used dramatic meth- tures are in praising people for the virtues and skills
ods to get the point across. Whether it was that they demonstrate throughout the course of their
fire from heaven on Mount Carmel or walking life. In Patriarchs and Prophets she asserts: “All the
through town with a yoke around the prophet’s good qualities that men possess are the gift of God;
neck, the purpose of such an approach was their good deeds are performed by the grace of God
to arrest attention and to emphasize the point. through Christ” (Patriarchs and Prophets, p. 717).
Also, David had diluted his own thinking so Whether David had vanquished a lion, a bear, or a
much that he could rationalize anything. Had giant, a passionate song of praise to God was never
Nathan confronted David directly, he most likely far from his mind or his lips. But as time wore on and
would have become defensive and not admit- success framed David’s life, the young king failed to
ted to his wrong. However, when David made a recognize God’s plan at work in his life.
final judgment of the man in the story, he could His affair with Bathsheba and the murder of her
no longer hide. husband mark David’s glorious rise to greatness with
David’s repentance is key to this story. If you want a dark stain of shame. But what makes this story so
to read the song he wrote as a testimony to this event, powerful is how we see the deep and earnest repen-
you can read it in Psalm 51. tance David makes as well as the cleansing power of
God’s forgiveness. Do you sense that God is urging
you to repent and turn from a course of behavior or a
pattern of thinking that is destructive? You can try to
ignore it or cover it up, but David would plead with you
to be honest with yourself and with God and experi-
ence the liberty of God’s promised forgiveness.
71.
102
real.solid.stories
LESSON 12
DECEMBER232023
STUDENT LESSON
chapter 71.
the fall and rise of David
49
Photo by Alden Ho
keytext
“Then David
“After she hadsaid
givento him
Nathan, ‘I
a drink,
flashlight have sinned
she said, ‘I’llagainst the Lord
draw water for.’your
“Whoever under the reproof of God will humble the soul with confession and repentance, camels too,
“Nathan until ‘The
replied, they Lhave fin-
ord has
as did David, may be sure that there is hope for him. Whoever will in faith accept God’s ished drinking’”
taken away your sin. You are not
promises, will find pardon. The Lord will never cast away one truly repentant soul” (Patri- going to die.’
(Genesis ” NIV).
24:19,
archs and Prophets, p. 726).
(2 Samuel 12:13, NIV)
103
what
‘As surely as the
Lord lives, the man
who did this must die! He must
pay for that lamb four times over,
do you think? because he did such a thing and had

no pity.’
It is a well-known truth that dishonesty has a way of “Then Nathan said to David, ‘You are
building and compounding the more one tries to maintain the lie. the man! This is what the Lord, the
At what point on the continuum do you think it is most difficult God of Israel, says: “I anointed you
for someone to confess and repent of a lie?
INTO king over Israel, and I delivered you
from the hand of Saul. I gave your
1 2 3 4
1—When you first realize that lying is an option. THE master’s house to you, and your mas-
ter’s wives into your arms. I gave you
STORY
2—After you have made the first step into all Israel and Judah. And if all this had
dishonesty. been too little, I would have given you
3—After you have had to cover the first lie with even more. Why did you despise the
another. word of the Lord by doing what is evil
4—When all the evidence is making it clear “The Lord sent Nathan to in his eyes? You struck down Uriah the
that you have been dishonest but it is too David. When he came to him, Hittite with the sword and took his wife
big to own. he said, ‘There were two men in to be your own. You killed him with the
a certain town, one rich and the sword of the Ammonites. Now, there-
Why? ________________________ other poor. The rich man had a fore, the sword will never depart from
____________________________ very large number of sheep and your house, because you despised me
____________________________ cattle, but the poor man had nothing and took the wife of Uriah the Hittite to
____________________________ except one little ewe lamb he had be your own.”
____________________________ bought. He raised it, and it grew up
with him and his children. It shared “ ‘This is what the Lord says: “Out
his food, drank from his cup and of your own household I am going to
did you
even slept in his arms. It was like a bring calamity on you. Before your very
daughter to him. eyes I will take your wives and give
know?
them to one who is close to you, and
“ ‘Now a traveler came to the rich he will sleep with your wives in broad
50 man, but the rich man refrained daylight. You did it in secret, but I will
n 2 Samuel 12:5 (NIV) the Bible from taking one of his own sheep do this thing in broad daylight before
says, “David burned with anger against or cattle to prepare a meal for all Israel.” ’ ”
the man and said to Nathan, ‘As surely the traveler who had come to
as the Lord lives, the man who did this him. Instead, he took the ewe “Then David said to Nathan, ‘I have
must die!’ ” When David heard Nathan lamb that belonged to the sinned against the Lord.’
tell the story of how the rich poor man and prepared it
man was unwilling to take for the one who had come “Nathan replied, ‘The Lord has taken
a sheep from the many to him.’ away your sin. You are not going to
he had and took the one die.’ ”
precious lamb from a poor “David burned with
man, he was incensed. As anger against the (2 Samuel 12:1-13, NIV)
a matter of fact, the phrase man and said
“David burned with anger” refers to Nathan,
to breathing rapidly in passion,
especially through the nose. Per-
haps you have noticed that when some
people get really angry, their nostrils flare
out? Perhaps, David’s nostrils were flaring with a
demand for justice!
104
OUT punch lines
OF THE “Create in me a pure heart, O God, and renew a steadfast spirit within me. Do
not cast me from your presence or take your Holy Spirit from me. Restore to me
STORY the joy of your salvation and grant me a willing spirit, to sustain me” (Psalm
51:10-12, NIV).
“Then I let it all out; I said, ‘I’ll come clean about my failures to
While this story is one of the more familiar narratives in the God.’ Suddenly the pressure was gone—my guilt dissolved, my
Old Testament, read 2 Samuel 11:1-17 first, then examine sin disappeared” (Psalm 32:5, The Message).
the dramatic conclusion and answer the following questions.
“For the word of God is alive and powerful. It is sharper
Circle all the key people mentioned in this story. than the sharpest two-edged sword, cutting between
soul and spirit, between joint and marrow. It exposes
What are some reasons you think David relentlessly pursued the our innermost thoughts and desires. Nothing in all
course he chose? creation is hidden from God. Everything is naked
and exposed before his eyes, and he is the one
to whom we are accountable” (Hebrews 4:12,
13, NLT).
Are any details of this story new to you?
“Let the wicked forsake his way, and
the unrighteous man his thoughts: and let
him return unto the Lord, and he will have
mercy upon him; and to our God, for he will
abundantly pardon” (Isaiah 55:7, KJV).
Why do you think Nathan confronted David with a parable?
“You have heard that it was said, ‘You
shall not commit adultery.’ But I tell
you that anyone who looks at a woman
lustfully has already committed adultery
How might David’s reaction to the story have been different if Nathan had used with her in his heart” (Matthew 5:27,
a different approach? 28, NIV).
51
How would you describe David’s repentance? Do you think David sin-
cerely repented because he was convicted of his sin or because he was
caught? How do you tell the difference? further
What do you think is the key verse or sentence in this story?

insight
Why? “The prayer of David after his fall,
illustrates the nature of true sorrow
for sin. His repentance was sincere and
deep. . . . David saw the enormity of his
Why do you think this story is in the Bible?
What message(s) does it convey to us
transgression. . . . It was not for pardon only
today? that he prayed, but for purity of heart.”—Ellen G.
White, Steps to Christ, pp. 24, 25.
105
connectingtolife
Sabbath Tuesday strengthen you in ways that might be surpris-
Read Hebrews 4:14. Read Colossians 3:13. ing. As you do this, write down what you think
R ead and respond to the exercise in the

What Do You Think? section of this week’s
lesson. Some may acknowledge the wrong
T ake a moment to read and reflect on the
amazing promise written by Ellen White in
this week’s Flashlight quote. What part of this
was most helpful: (1) the liberating feeling of
honest confession; (2) the support you felt
because your friend was praying for you; or (3)
they do and immediately confess and ask promise would you like to claim today? the knowledge that your friend was going to
forgiveness. Others give in to the notion that hold you accountable for a good choice.
they can escape the shame of their wrongdoing
by another lie. How does being aware that God
knows everything impact whether you expand
on a lie or confess it? Write a prayer to God embracing this promise
to you. Think about someone you know who Friday
responds to God’s voice promptly when they Read Psalm 51:10-12.
Sunday
sense they have done something wrong. For
some the words “I was wrong” or “I was being
selfish” or “I’m sorry” ring with humility and
R eflect on David’s struggle story and rumi-
nate on how his struggle mirrors aspects
of your own life. How have you reacted toward
Read 1 John 1:9. sincerity. How has such a person shaped your God after making a regrettable choice? Do you
A s you read the Into the Story passage for

this week answer the questions in the Out
of the Story section. What is the message you
life? How do you see their example helping you
in the future?
tend to first try to find a way of escape? When
in your life have you simply hoped the problem
would just go away? Think of the rich joy and
think God is trying to tell you? What part of grace that awaits anyone who will face God
David’s experience do you relate to the most? with honest and humble repentance, trusting in
From David’s fall with Bathsheba to the point God’s forgiving nature.
where he confessed and found forgiveness Wednesday
with God, what part of the story speaks to
you today? R ead the Punch Lines for this week’s lesson
and highlight the key phrases that speak
to you in each verse. Reflect for a moment
why you think those phrases are particularly
relevant to you today and write out your own
52 paraphrase of the one verse you want to share
with someone else this week. Pray that God
will cause you to encounter someone who will
Monday need a promise found in these passages and
Read 2 Samuel 12:13. be looking for an opportunity to share how
T he Key Text this week conveys the full and

complete repentance of David. With all the
people that David hurt in this whole experience,
the story of David’s fall and repentance has
deepened your walk with God.
why do you think he begins with confessing his Thursday

sin against the Lord? Read Psalm 32:5.
I n what area of your life do you struggle with

temptation—and not just the temptation
itself but the hiding of the fact when you give
in to it? Maybe this week you could share your this week’s reading*
When we reflect on the hurtful things we do to struggle with a godly friend who can pray for Patriarchs and Prophets (or Beginning
others we often fail to recognize what it does to you and hold you accountable for making the of the End ), chapter 71.
God. Consider for a moment how your thoughts right choice in your next hour of temptation.
or behavior affect God. There’s a freedom that comes from sharing Prophets, created for you by the Ellen G. White Estate and Pacific
your struggle with a safe friend. They may Press®. Get more information about it at www.cornerstoneconnec
each year.
106
LESSON 13
DECEMBER302023
the fathers God

chose for His Son
Scripture Story: 2 Samuel 7; Matthew 1:1-17; Luke 3:21-38.
chapters 1–4.

The students will:
I. SYNOPSIS • See the importance of genealogies in the ancient
Since this Sabbath falls around Christmas, the les- world. (Know)
son merges the seven lessons preceding it on the life • Sense the validity in Jesus’ claim of being the
of David with the Christmas story. The confluence of Messiah. (Feel)
these two topics showcases the significance of Jesus • Be challenged with the question Jesus put to
as the Son of David. His disciples: “Who do you say that I am?”
The Christmas story recorded in both Matthew (Respond)
and Luke include the genealogy of Jesus. Usually
when the Christmas story is shared, however, that III. EXPLORE
slice of the story is completely ignored. No doubt the The Life, Death, and Resurrection of Christ,
Bible writers did not intend for the reader to skip “the Seventh-day Adventist Fundamental Beliefs, No. 9:
begats.” The details of Jesus’ background are criti- “In Christ’s life of perfect obedience to God’s will, His
cal to understanding the full story of the Incarnation. suffering, death, and resurrection, God provided the
Listing the ancestry of Jesus underscores the fact that only means of atonement for human sin, so that those
He was indeed the long-awaited Messiah, the Son of who by faith accept this atonement may have eternal
David. In the 17 different verses in the New Testament life, and the whole creation may better understand the
where Jesus was referred to as the Son of David, it infinite and holy love of the Creator. . . . (Gen. 3:15; Ps.
was primarily meant to refer to His Messianic title as 22:1; Isa. 53; John 3:16; 14:30; Rom. 1:4; 3:25; 4:25;
the Old Testament prophesied concerning Him. 8:3, 4; 1 Cor. 15:3, 4, 20-22; 2 Cor. 5:14, 15, 19-21; Phil.
There are many relevant talking points in this les- 2:6-11; Col. 2:15; 1 Peter 2:21, 22; 1 John 2:2; 4:10.)”
son. For example, by highlighting some of the unsa-
vory characters in Jesus’ family tree you may wish to TEACHING
emphasize the unconditional love of God. No matter
how spectacular our sin, God is not afraid to include I. GETTING STARTED
every one of us in His family.
Whatever elements you choose to feature, the les- Activity
son should be all about Jesus—His ancestry, His birth Refer the students to the What Do You Think? sec-
as the fulfillment of prophecy, His life and claims to be tion of their lesson. After they have completed it, grade
fic the Messiah (i.e., the Son of David), and His death as the quiz and have each student share briefly their fam-
ec
our only hope of salvation. Focus on and lift up Jesus! ily history.
As an alternate way to introduce the topic, instruct
s
107
each student to write a catchy, gripping opener to a whom was born Jesus, who is called Christ’ [Matthew
book about Jesus’ genealogy and life story. Remind 1:1-16, KJV].”
them that they want their sentence to catch people’s There you have the first two sentences in Matthew’s
attention and make them want to read more about book.
who Jesus is. Give them the option of texting the
assignment to you. Share the following examples: II. TEACHING THE STORY
• “Born to die that I might live.”
• “A King is born.” Bridge to the Story
• “A long line of fathers ends here.” In your own words explain:
• “It is just the beginning.” In ancient Israel, they loved genealogies. Imagine
• “It’s who you know that leads you home.” their world: no ipads, no game devices, no televi-
• “Do you know the forever King?” sion. At night people would sit around the fire and tell
• “Is the newborn King your Father?” stories. One of their favorite methods of storytelling
was listing names. This gave people a sense of iden-
Illustration tity, passing from one generation to another. Hearing
Share this illustration in your own words: the lists they would conclude, “I’m not just a root-
After sharing catchy openers, transition into the less nomad. Ask me who I am, I’ll tell you about my
lesson by saying something like “Now that’s the way people.” Still today in the Middle East there are tribal
to start a book. Grab the reader’s attention. This begs nomads who can spend hours just reciting the names
the question, What was Matthew thinking? Clearly his of ancestors.
introduction would land him at the top of a list called

‘100 Worst First Lines of Books.’ Just listen to his Out of the Story for Teachers
opening [for effect, read all of “the begats”]: After you read the Into the Story section with your
“ ‘The book of the generation of Jesus Christ, the students, use the following in your own words to pro-
son of David, the son of Abraham. Abraham begat cess it with them.
Isaac; and Isaac begat Jacob; and Jacob begat Judas Jesus lived in an oral culture. For the most part,
and his brethren; and Judas begat Phares and Zara of they did not keep written records. This meant that
Thamar; and Phares begat Esrom; and Esrom begat the only way to establish legal status, financial stand-
Aram; and Aram begat Aminadab; and Aminadab ing, vocational credibility, and property rights was to
begat Naasson; and Naasson begat Salmon; and depend on their memory of genealogies. For example,
Salmon begat Booz of Rachab; and Booz begat Obed if you wanted to be a priest in Jesus’ day, you had to
of Ruth; and Obed begat Jesse; and Jesse begat prove that you were in a line of descendants dating
David the king; and David the king begat Solomon back to Aaron from the tribe of Levi.
of her that had been the wife of Urias; and Solomon So it’s not surprising that Matthew would begin
begat Roboam; and Roboam begat Abia; and Abia his book in the manner that he did. People would have
begat Asa; and Asa begat Josaphat; and Josaphat loved that. To establish the identity of the Messiah—
begat Joram; and Joram begat Ozias; and Ozias begat this rabbi who spoke with unrivaled authority—and
Joatham; and Joatham begat Achaz; and Achaz begat show that this Anointed One came from the right line
Ezekias; and Ezekias begat Manasses; and Manasses was not only captivating but also very important.
begat Amon; and Amon begat Josias; and Josias From the beginning of his Gospel, Matthew is
begat Jechonias and his brethren, about the time establishing the fact that this baby “born in Bethlehem
they were carried away to Babylon: and after they in Judea, during the time of King Herod” (Matthew 2:1,
were brought to Babylon, Jechonias begat Salathiel; NIV) was indeed the Messiah, the Son of David.
and Salathiel begat Zorobabel; and Zorobabel begat Jesus descended from David through both par-
Abiud; and Abiud begat Eliakim; and Eliakim begat ents, fulfilling the requirement for inheritance of the
Azor; and Azor begat Sadoc; and Sadoc begat Achim; throne through Joseph, and fulfilling the prophecy of
and Achim begat Eliud; and Eliud begat Eleazar; and being the seed of David through Mary.
Eleazar begat Matthan; and Matthan begat Jacob;
and Jacob begat Joseph the husband of Mary, of Sharing Context and Background
108
Explore with the students the scandalous back- brought the staff with her, and Judah was busted.
ground of the women that Matthew includes in the Rahab. Matthew continues: “Salmon, the father of
opening paragraph of his book. Explain to the students Boaz, whose mother was Rahab” (Matthew 1:5, NIV).
how the inclusion of these women in the lineage of Here’s another pagan Gentile. She didn’t just pretend
the Messiah would have been a shocking attention- to be a prostitute; she was one. In the ancient world,
grabber to any reader in the ancient world. if a woman was not married and she wasn’t under the
Tamar. The first names mentioned in Matthew’s care of a family, she basically had three choices: she
Gospel—Abraham, Isaac, Jacob, Judah—would have could starve to death, she could beg, or she could be
been expected. But then he mentions “Judah the a prostitute.
father of Perez and Zerah, whose mother was Tamar” Ruth. Next, Matthew mentions “Boaz the father of
(Matthew 1:3, NIV). To include the name of a woman Obed, whose mother was Ruth” (Matthew 1:5, NIV).
was shocking. To mention the name of Tamar was You may remember the story of Ruth, but there
downright reprehensible. is something about her you may not know. Ruth was
Check out Genesis 38 for this R-rated scandal: not just a Gentile; she was a Moabite. According to
Judah was going to choose a wife for his son, and he Genesis 19:37, the Moabites were the product of an
found a Canaanite woman named Tamar. He married incestuous relationship between Lot and one of his
her to his oldest boy, Er, who was then put to death daughters. Moabites were considered by the Israelites
because of his wickedness. Judah was then obligated to be so unclean that the law said: “No . . . Moabite
to care for Tamar because he had taken her away from or any of their descendants may enter the assem-
her homeland. But he abandoned her. bly of the Lord, not even in the tenth generation”
Being a woman in that day meant that Tamar had (Deuteronomy 23:3, NIV). The Israelites considered the
no legal rights. So she disguised herself as a cult pros- Moabites to be the vilest people on the planet.
titute and got business from her father-in-law. It was Bathsheba. Matthew is not done yet. “David was
dark, she was veiled, and he didn’t recognize her. He the father of Solomon, whose mother had been Uriah’s
slept with her and then gave her his staff as a pledge wife” (Matthew 1:6, NIV). Remember Uriah’s wife, Bath-
to pay her. sheba? Once again Matthew includes another sordid
A few months later Judah was told that his wid- story. Uriah was a Hittite, which means Bathsheba was
owed daughter-in-law Tamar was pregnant. He got all a Gentile by marriage.
self-righteous, and he said: “Bring her out and have It’s as if Matthew searched the Scriptures for the
her burned to death!” (Genesis 38:24, NIV). Tamar most unsavory folk he could find and then connected
Teaching From . . .

109
gift. Wrap each one individually and let them open the
present at the end of class. See the summary below
to connect the ribbon with the stories in this study.
Close with an appeal to accept Christ’s sacrifice on
Connecting the Dots
RABBI 101
the cross.
Judith Kieff writes, “One of the most impor-
tant functions of a teacher is to help students
Summary
make important connections between the sub-
Consider the scarlet ribbon that weaves its way
ject matters they study.”* The lesson this week
through the genealogy of Jesus:
offers an ideal opportunity to help students con-
Tamar gives birth to twin boys. One of them
nect the following dots:
reaches his hand out of her body first and the mid-
• Connecting David and Jesus
wife ties a scarlet cord around his wrist. In this way
• Connecting the Old Testament and the
they could identify the firstborn—indicating which
New Testament
boy would receive the inheritance. You see, there is a
• Connecting scandalous women and
blessing that is being passed down from Abraham to
God’s amazing grace
Isaac to Jacob to Judah. The ultimate blessing, our
• Connecting the story of David and the
inheritance of eternal life, will be the Deliverer who will
story of Christmas
come from this line.
• Connecting the ancient world and the
The spies informed Rahab, “We’re coming back,
modern world
and the city is going to be destroyed. Because of your
Take advantage of this chance to help stu-

kindness to us, however, you can just tie a scarlet cord
dents get a wholistic perspective of the bigger
to the window where you let us out, and we will spare
story. By connecting the story of Tamar to David
you and your family. When we see the scarlet cord, it
to Jesus to today the young people can gain a
will be a sign, and you will be saved. The scarlet cord
deeper appreciation for the story of salvation.
will be a sign of salvation” (see Joshua 2:17-21).
“Then the governor’s soldiers took Jesus into the
Praetorium and gathered the whole company of sol-
them to Jesus. This made for some riveting reading diers around him. They stripped him and put a scarlet
indeed! robe on him” (Matthew 27:27, 28, NIV). Indeed, the
scarlet robe is a symbol of our inheritance. It is a sym-
III. CLOSING bol of our blessing. And it is a symbol of our salvation.
Activity *As quoted at www.questia.com/googleScholar.qst;jsessionid

=D2F03EA9AFE85ACB0955170D7D48B861.inst3_2b?docId
Close with an activity and debrief it in your own =5010937268.
words.
Give each student a scarlet ribbon as a Christmas
Remind the students about the reading plan, that will take them through the
70 and The Desire of Ages (or Humble Hero), chapters 1–4.
110
real.solid.stories
LESSON 13
DECEMBER302023
STUDENT LESSON
Scripture Story: 2 Samuel 7; Matthew 1:1-17; Luke 3:21-38.
chapters 1–4.
the fathers God chose for His Son
53
Photo © Luis Guerra, Jr.
keytext
“Now Jesus
“After she hadhimself wasa about
given him drink,
flashlight thirty years old when he began his
ministry. He was
camels too, untilthethey
son, have
so it was
fin-
“The Pharisees had gathered close about Jesus as He answered the question of the
thought, of Joseph, the son of Heli,
scribe. Now turning He put a question to them: ‘What think ye of Christ? whose son is He?’
. . . the son of David.”
This question was designed to test their belief concerning the Messiah—to show whether (Genesis 24:19, NIV).
they regarded Him simply as a man or as the Son of God. A chorus of voices answered, (Luke 3:23, 31, NIV)
‘The Son of David.’ This was the title which prophecy had given to the Messiah” (The
Desire of Ages, p. 608).
111
what
Amminadab,
Amminadab the
father of Nahshon,
Nahshon the father of Salmon,
do you think? Salmon the father of Boaz, whose

mother was Rahab,
Boaz the father of Obed, whose
Here’s a quiz to see how well you know genealogy:
mother was Ruth,
1. You have the names of three siblings born between 1884
Obed the father of Jesse,
and 1887 and need to know the names of their parents. Which
and Jesse the father of King David.
INTO
census would be the best one to start with?
“David was the father of Solomon,
___ 1880 ___ 1900 ___ 1910
whose mother had been Uriah’s wife,
THE
2. The best place to start your genealogical research
is . . .
“ . . . and Jacob the father of Joseph,
___ Internet ___Grandma ___Library
STORY
the husband of Mary, and Mary was
3. Your grandfather’s sister’s daughter is your . . .
the mother of Jesus who is called the
___ great-aunt ___ second cousin
Messiah.”
___ first cousin once removed
“Now Jesus himself was about
4. You found several records that give your
“I will be his father, and he thirty years old when he began his min-
ancestor’s birth date. Which source is most
will be my son. When he does istry. He was the son, so it was thought,
reliable?
wrong, I will punish him with a rod of Joseph,
___ 1834 baptismal record

wielded by men, with floggings the son of Heli, the son of Matthat,
___ 1850 census
inflicted by human hands. But the son of Levi, the son of Melki,
___ 1902 death record
my love will never be taken away the son of Jannai, the son of Joseph,
Answers: from him, as I took it away from the son of Mattathias, the son of
1. 1900; the siblings were not born yet in 1880, and by 1910 they
were probably not living with their parents.
Saul, whom I removed from before Amos,
2. Grandma; start with your relatives. The biggest regret family his- you. Your house and your kingdom the son of Nahum, the son of Esli,
torians report is that they didn’t interview relatives when they could.
3. First cousin once removed.
will endure forever before me; your the son of Naggai, the son of Maath,
4. The baptismal record, because it was recorded when the event throne will be established forever.” the son of Mattathias, the son of
occurred—the closer the record to the event, the more reliable.
Semein,
“This is the genealogy of Jesus the son of Josek, the son of Joda,
the Messiah the son of David, the the son of Joanan, the son of Rhesa,
son of Abraham: the son of Zerubbabel, the son of
54
did you Abraham was the father of
Isaac,
Shealtiel,
the son of Neri, the son of Melki,
know? Isaac the father of Jacob,

Jacob the father of Judah
and his brothers,
the son of Addi, the son of Cosam,
the son of Elmadam, the son of Er,
the son of Joshua, the son of Eliezer,
here are 17 verses in the New
Judah the father of Perez the son of Jorim, the son of Matthat,
Testament that describe Jesus
and Zerah, whose mother the son of Levi, the son of Simeon,
as the “Son of David.” But
was Tamar, the son of Judah, the son of Joseph,
how is it possible for
Perez the father of the son of Jonam, the son of
Jesus to be David’s “son”
Hezron, Eliakim,
if David lived approxi-
Hezron the the son of Melea, the son of Menna,
mately 1,000 years before
father of Ram, the son of Mattatha, the son of
Jesus? Matthew 1 outlines
Ram the Nathan,
the genealogical proof that
father of the son of David, the son of Jesse,
Jesus was a direct descendant
the son of Obed, the son of Boaz, . . .
of David through Joseph, Jesus’
the son of Seth, the son of Adam,
legal father. The genealogy in Luke 3
the son of God.”
gives Jesus’ lineage through His mother, (2 Samuel 7:14-16; Matthew 1:1-6, 16; Luke 3:23-
Mary. Thus, Jesus is a descendant of David, 32, 38, NIV)
both through Joseph by adoption and Mary by blood.
112
OUT punch lines
OF THE “This is how the birth of Jesus the Messiah came about: His mother Mary was
pledged to be married to Joseph, but before they came together, she was found to
STORY be pregnant through the Holy Spirit. Because Joseph her husband was faithful
to the law, and yet did not want to expose her to public disgrace, he had
in mind to divorce her quietly.
Why do you think God tells David that He will be
a father to his son and will punish him when he does “But after he had considered this, an angel of the Lord
wrong? Do you think this is a promise or a threat? (See appeared to him in a dream and said, ‘Joseph son of David, do
Proverbs 3:12 and Hebrews 12:3-11). not be afraid to take Mary home as your wife, because what
is conceived in her is from the Holy Spirit’ ” (Matthew
1:18-20, NIV).
“Then Jesus said to them, ‘Why is it said that the

How does the knowledge that God loves you too much to allow you to Messiah is the Son of David?’ ” (Luke 20:41, NIV).
continue to do wrong and harm your relationship with Him, others, and
“But he was pierced for our transgressions,
yourself give you hope as you face life’s difficulties?
he was crushed for our iniquities; the punish-
ment that brought us peace was on him, and
by his wounds we are healed. We all, like
sheep, have gone astray, each of us has
turned to our own way; and the Lord has
Scan through the genealogies (Matthew 1:1-16 and Luke 3:23-38) and under-
laid on him the iniquity of us all” (Isaiah
line all the names you have heard of.
53:5, 6, NIV).
Circle all the people who have stories with which you are familiar.
Star the names of the people whose story you know very well.
further
Both Matthew 1 and Luke 3 contain genealogies of Jesus. Read through each
one and note how the two lists are similar and how they are different. For
example, when the genealogies arrive at David, they split with David’s sons:
“Nathan,” who is on Mary’s side, and “Solomon,” who is on Joseph’s side.
insight 55
“In the fields where the boy
Similarities:
David had led his flock, shep-
herds were still keeping watch
by night. Through the silent
Differences: hours they talked together of the
promised Saviour, and prayed for
the coming of the King to David’s
throne. ‘And, lo, the angel of the Lord
Why do you suppose they are different?
came upon them. . . . And the angel said
unto them, Fear not: for, behold, I bring you
good tidings of great joy, which shall be to all
people. For unto you is born this day in the city of
David a Saviour, which is Christ the Lord.’ ”—Ellen G. White,
The Desire of Ages, p. 47.
113
connectingtolife
Sabbath ing Ruth’s ancestors, the Moabites) Jesus poses in Luke 20:41?
Read Genesis 5 and 11:10-32. __________________________________ __________________________________
I n a small group of friends, discuss the __________________________________ __________________________________

following: Bathsheba (Matthew 1:6; 2 Samuel 11–12:24;
• Share what you know about your parents, 1 Chronicles 3:5) ____________________ Thursday
grandparents, great-grandparents, et cetera. __________________________________ Read Matthew 1:1-17.
How far back in your family history can you go
with knowing something about your ancestors?
• What is your family story? How does your
What do these women have in common? What
is Matthew trying to tell us by mentioning these
R eflecting on Matthew’s genealogy of Jesus,
Martin Luther once said, “It is as though
God intended for people to hear this genealogy
family history color that story? women in the bloodline of Jesus? What does and say to themselves, ‘Oh, Christ is the kind of
• What are the benefits of studying your family this tell us about Jesus? person who is not ashamed of sinners. See, he
history? even puts them in his family tree.’ ”
• What are the benefits of studying the family Monday
history of Jesus? Read Luke 3:23-31. Have you ever felt like Jesus was ashamed
• Numerous genealogies are listed in both the
Old Testament and the New Testament. Why
do you think the writers of the Bible were so
E xplain why Luke said “so it was thought”
that Jesus was the son of Joseph and
David. Does the inclusion of this statement
of you? The next time you feel that you have
disappointed Jesus, remember that there is no
sin that would cause Jesus to love you less.
careful to include these lists? What can we cast doubt on the divine origin of Jesus? Why His love knows no boundaries. His family tree is
learn from them? or why not? loaded with bad apples like you and me—and
__________________________________ __________________________________ that’s precisely why He came!
__________________________________ __________________________________
__________________________________ Friday
Tuesday Read Matthew 27:28.
Sunday
M atthew’s genealogy of Jesus would have
sent shock waves through the com-
Read Matthew 16:13.
A fter reading the Flashlight section reflect

on the question that Jesus put to the
M atthew tells us that the soldiers put a
scarlet robe on Jesus’ body. Scarlet is
a symbol of scandal. Toward the end of Jesus’
munity because of his inclusion of women. Pharisees: “What think ye of Christ? whose son life Matthew is saying, “Now you see the scarlet
In the ancient world women did not establish is He?” Compare this question to the question thread in the One who took on all of our sins. It
bloodlines. They had no legal rights. They were that Jesus asked His disciples in today’s is a sign of salvation, a symbol of grace, weav-
56 treated as property—much like one might own reading—“Who do people say the Son of ing all the way to a bloodstained cross. There’s
a horse or cow today. What was most explosive, Man is?” room in the family for you. Will you accept
however, had to do with which women Matthew Jesus’ invitation to join His family?”
included. Is this the same question? Explain.
__________________________________
Read the following stories of the women that __________________________________
Matthew includes and jot down a few of the Consider what the following verses say about
details. the identity of Christ and then complete the
sentence:
Tamar (Matthew 1:3; Genesis 38) _________
__________________________________
Matthew 16:16—Jesus is ______________
__________________________________
John 3:16, 17—Jesus is _______________ this week’s reading*
Rahab (Matthew 1:5; Joshua 2; 6:22, 23; see John 10:30—Jesus is _________________ Patriarchs and Prophets (or Beginning
also Hebrews 11:31 and James 2:25) Colossians 1:13-23—Jesus is ___________ of the End ), chapter 70; The Desire of
__________________________________ Ages (or Humble Hero ), chapters 1–4.
__________________________________ Wednesday *Beginning of the End is a special adaptation of Patriarchs and
R
__________________________________ ead the three texts included in the Punch Prophets, created for you by the Ellen G. White Estate and Pacific
Ruth (Matthew 1:5; see also Genesis 19:37 Lines section. How do Matthew 1:18-20 Press®. Get more information about it at www.cornerstoneconnec
and Deuteronomy 23:3 for background regard- and Isaiah 53:5, 6 answer the question that -books#.URlhF1rBO9s. By following the weekly reading plan,
each year.
114
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Youth Sabbath School

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Welcome to Cornerstone Connections.

—The General Conference Sabbath School Department

2nd Quarter 2nd Quarter 2nd Quarter 2nd Quarter

3rd Quarter 3rd Quarter 3rd Quarter 3rd Quarter

4th Quarter 4th Quarter 4th Quarter 4th Quarter

& sequence 2. Law Meets Love

1. Life Is Hard . . . Work! Scripture Story: Genesis 39–41.

Commentary: Patriarchs and Prophets, chapters 23 and 24.

Commentary: Patriarchs and Prophets, chapter 25.

scope & sequence

Commentary: Patriarchs and Prophets, chapter 43.

1. Consequences Scripture Story: Judges 13–16.

Commentary: Patriarchs and Prophets, chapters 59 and 60.

October November December

Illustration Bridge to the Story

• Key Text • Punch Lines

You would have thought that he would have gotten Summary

(Judges 16:28, 30, NIV)

do you think? “Then his father and mother said to him,

“Afterward it happened that he loved

great strength lies, and by what means

did you and not to eat anything unclean. For

“Those whom I love I rebuke and discipline.

OUT OF THE STORY

“Let God weigh me in honest scales

A s you respond to the What Do You Think?

Read Judges 13–16. Read 2 Samuel 22:33.

W hat does Samson’s story show us about

Read the Punch Lines in this week’s lesson and

W hat evidences in this verse lead you to

can you make with Samson to the thief on

PREPARING TO TEACH II. TARGET

II. TEACHING THE STORY Sharing Context and Background

• Key Text • Punch Lines

(Patriarchs and Prophets, p. 570).

“But in your great mercy you did not put an end to

I n the What Do You Think? section, you were

Try to see prayer in this perspective: if you had

a friend who never gives of themselves to you, Tuesday Friday

I n Into the Story we see why Hannah expe-

Go to a concordance, look up the words “pray”

Eli’s bad, bad boys

PREPARING TO TEACH central meaning of the passage conveys.

I. SYNOPSIS II. TARGET

• Key Text • Punch Lines

Eli’s bad, bad boys

do you think? But now the Lord declares: “Far be

____ Disciplinarian ____ Parent/ sons, Hophni and Phinehas, will be a

did you spreading among the Lord’s people

he best test of the Chris- intercede for them?’ His sons,

STORY (Hebrews 12:11, NRSV).

“Fathers, do not embitter your children,

T he ranking activity in the What Do You

Tuesday Of the five qualities you have listed above,

What are some ways that your parents fulfilled

R ead the passage in Into the Story and

• Key Text • Punch Lines

• Key Text • Punch Lines

• Key Text • Punch Lines

Disciplinarian Parent/ sons, Hophni and Phinehas, will be a

• Key Text • Punch Lines

• Key Text • Punch Lines

• Key Text • Punch Lines

• Key Text • Punch Lines

• Key Text • Punch Lines

PREPARING TO TEACH • Understand the hardships and trials inherent in