Children Who Knew God

Lesson 1A Girl Who Acted ............................................................3Exodus 2:1-10

Lesson 2A Boy Who Dreamed ......................................................8Genesis 37:2-11, 19-20, 26-27; 45:4-5

Lesson 3A Girl Who Spoke Up ....................................................132 Kings 5:1-5a, 14

Lesson 4A Boy Who Shared ........................................................18John 6:1-14

TABLE OF CONTENTS

Prepare Before the SessionRead the session for today in the Study Guide. Then read the options in this Teaching

Guide, placing checkmarks beside the activities you plan to include. After you have decidedwhich options to use, gather the appropriate materials.

WHAT’S IN YOUR TEACHING GUIDE

This Teaching Guide has three purposes:➤ to give the teacher tools for focusing on the content of the session in the Study Guide.➤ to give the teacher additional Bible background information.➤ to give the teacher variety and choice in preparation.

The Teaching Guide includes two major components: Teacher Helps and Teacher Options.

Teacher Helps

Teacher Options

Bible BackgroundThe Study Guide is your mainsource of Bible study material.This section helps you more fullyunderstand and interpret the Scripture text.

Teaching Outlineprovides you with an outlineof the main themes in theStudy Guide.

The next three sections provide a beginning, middle, and endfor the session, with focus paragraphs in between.

Focus Paragraphsare printed in italics at the top of the page because they

are the most important part of the Teaching Guide. Theseparagraphs will help you move your class from “what the text

meant” to “what the text means.”

You Can Choose!There is more material in each session than you can use, so choose the options from each sectionto tailor the session to the needs of your group.

Bible BackgroundIntroductionThe birth narrative of Moses is

based on two factors: first, theancient literary devices for telling

the story of a deliverer and, second, atendency to connect a hero’s past tothings he accomplished in his future(Fretheim, 37).

Clearly, Moses was a hero to theIsraelites and is a hero of our faith. Yetother significant heroes of the birthnarrative can go unnoticed. This passagealso includes the ironic account of howthree women (Pharaoh’s daughter, Moses’mother, and Moses’ sister) thwartedPharaoh’s plans by helping Moses live.Moses’ sister is not introduced until verse4. She acted by protecting and providingfor Moses at a time of great risk.

Immediately before the birth narrativeof Moses begins, we learn of Pharaoh’splan to enslave the Hebrews in order tocurb their population growth. OncePharaoh realized this plan was notworking, he decided to kill the newbornsons of every Hebrew family (1:15-22).Pharaoh never recognized that his fightwas not against the Hebrew people butagainst their God. Moses was born in atime of oppression at the hands of Egypt.It does not take much imagination tosense the fear and intimidation that musthave swept through Hebrew homes. Wecan assume that many families hid their

young sons from Pharaoh, hoping tospare them from the harsh measures ofthe king. The story of Moses is a successstory thanks to the women who acted onhis behalf.

Miriam and MosesBefore we are told anything about Moseshimself, we learn about his parents andtheir heritage as descendants of the patri-arch Levi (2:1). The house of Levi wasimportant because it became the priestlyclass in Israel. The man who would be thesavior for the Israelites was born in secretand hidden from the world for threemonths (2:2). When he grew too big tohide, his mother built him a basket madeof papyrus reeds and coated with tar andpitch (2:3). With the infant Moses lyinginside, she set the basket adrift on theNile River, uncertain if she would ever seeher son again.

Moses’ sister, Miriam, makes her firstappearance in the narrative once he isplaced in the river (2:4). The Bible doesnot say how old Miriam was at this time.She died near the end of the Israelites’wilderness wanderings (Num 20:1), buther age at death is not recorded. Somepropose she was as young as six or seven;others suggest she may have been ten oreleven.

Miriam follows the basket containingher brother, watching from the safety ofthe reeds as it floats down the river (2:4).We are not told why she watched the

1Lesson Teaching Guide

A GIRL WHO

ACTED

Exodus 2:1-10

basket, but we can assume she acted asher family’s representative. What wasMiriam looking for? Did she expectMoses to be saved or to be killed? Didshe simply have to know the end of thestory? One rabbinic interpretation is thatshe had predicted to her father that hewould have a son who would grow up tobe Israel’s liberator. Though happy atfirst, when the child had to be cast awaythe father scolded Miriam and asked whatwould be the outcome of her prophecy.Therefore, she went to the river to seehow her prophecy would be fulfilled(Exodus Rabbah 1:26; b. Sotah 12b–13a).

More likely, however, Miriam wassimply prayerfully watching, putting intopractice behavior she had learned fromher mother, trusting that only God couldsave Moses (Rylaarsdam, 857). In anyevent, she kept a watchful eye on thisvulnerable member of her family.

Miriam and Pharaoh’s DaughterMiriam watches as Pharaoh’s daughtersends a maid to take the baby from thewater (2:5). The princess sees the babyand realizes this abandoned child is aHebrew boy (2:6). Though she knows herfather’s edict, she does not call for theinfant’s death. Instead, the biblical writertells us, “He was crying and she felt sorryfor him.” Pharaoh’s daughter and herservants remind us that, more often thannot, people are created to be kind to oneanother (Fretheim, 38).

Now Miriam leaps to action. Shetakes a great risk to reveal herself to theprincess and her entourage (2:7).Revealing that she has been spying on theprincess puts herself and her brother indanger. It is a bold step, but she takes therisk that God will protect her from harm.She asks Pharaoh’s daughter if she canhelp by finding “one of the Hebrewwomen” to nurse and care for the child.Had the princess been so inclined, shecould have had both Miriam and herbrother put to death.

Instead, the princess acts just asboldly. She tells Miriam to find a Hebrew

woman to nurse her newly adopted son(2:8). Was this a tongue-in-cheek request?Did she know that the young girl and theinfant were connected? Did she suspectthat Miriam would simply retrieve thebaby’s mother? We can only guess.Miriam does, in fact, return with hermother. The mother is thus reunited withthe child she thought she would never seeagain. The princess hires Moses’ motherto nurse and care for him (2:9). Pharaoh’s

I. Moses’ Birth (2:1-2)A. Moses’ Parents and Levite Heritage

(2:1)B. Moses is born and hidden for three

months (2:2).

II. Moses in the Nile River (2:3-4)A. Moses is placed in a papyrus basket

in the Nile (2:3).B. Moses’ sister watches over him from

a distance (2:4).

III. Moses Drawn from the Nile (2:5-6)A. Pharaoh’s daughter discovers Moses’

basket (2:5).B. Pharaoh’s daughter feels pity for

“one of the Hebrew babies” (2:6).

IV. Miriam Acts (2:7-8)A. Moses’ sister reveals herself to

Pharaoh’s daughter and offers tofind a suitable Hebrew woman tonurse the baby (2:7).

B. Miriam gets Moses’ mother to nursehim (2:8).

V. Moses Becomes a Son (2:9-10)A. Pharaoh’s daughter pays Moses’

mother to take him and nurse him(2:9).

B. Moses is weaned (2:10).1. He is brought to Pharaoh’s

daughter and becomes her son.2. Pharaoh’s daughter names him

“Moses” (2:10).

4 Lesson 1

❍ Thinking Like a ChildBegin with the following questions.

Questions➤ What is your earliest childhood

memory? Why is it significant to you?➤ Do you recall anyone acting on behalf

of your well-being when you were ayoung child? Explain.

Prompt the group to think about theirexperiences as children. Can they recalltimes when they were utterly dependenton another person?

We remember Moses as the strong andindependent person of later chapters, yetthe beginning of his life reminds us thathe could easily have never lived to see hisfirst birthday had it not been for the bravewomen in his life—especially his sister.

❍ Hidden PicturesRefer to hidden-picture books like Where’sWaldo. You may want to bring examples ofsuch books to show the class. For many,especially children, these books are enjoy-able because they let the reader lookdeeper into a picture to find hiddendetails. Great joy can be found in seeingan image that others cannot see at first.Children often respond to these booksbecause they have an enormous capacityfor faith. They believe the image is on thepage, and it is their job to find it.

The story of Miriam is like a hidden-picture game. Though she lives in theshadow of her brother, her actions whilewatching him on the river reveal a newimage. God is at work in her life, usingher to secure Moses’ well-being. Miriam’sstory reminds us that God often works inthe hidden parts of our everyday lives.Miriam’s actions help us see the hiddenwork of God.

Why should we care about Moses’ sister in this story? We could focus on thefaith of his mother or the risk Pharaoh’s daughter took. Yet it was Miriam whochose to watch her brother in the basket on the Nile River. It was she who

acted boldly in the presence of Pharaoh’s daughter. Miriam’s story reminds us that God iscalling us to act boldly, too.

A Way to Begin

Teaching Guide 5

daughter will pay her to serve as a nanny for her own son. God works in the midst ofirony!

Moses lives his childhood days among his people as his mother nurses and cares forhim (v. 9). Later he is turned over to Pharaoh’s daughter and raised in Pharaoh’s house-hold (v. 10).

In verse 10, we learn that the name “Moses” is given to him not by his Hebrewmother but by his adopted Egyptian mother. “Moses” is a common Egyptian nameelement found in the names of several pharaohs. However, the biblical writer suggests aHebrew derivation based on a verb meaning “draw out.” Unknowingly, Pharaoh’s daugh-ter helped Moses take the first step on his journey as God’s deliverer of Israel.

Apparently, he remained connected to his people. He experienced community,family, and maternal love that solidified his sense of identity with the Hebrews. Oneday, he rose up to help set them free.

❍ A Mother’s LoveDiscuss the decision of Moses’ mother toplace her three-month-old son in a basketand put him on the river. By today’s stan-dards this action would be classified aschild abuse.

Discuss the desperate decisionsparents sometimes make today in hopesof providing a future for their children.What sacrifices do these decisionsinvolve? What risks do parents sometimestake in a hopeless situation?

Questions➤ How do we respond to the decision of

Moses’ mother?➤ If we knew nothing else about Moses’

life after Exodus 2:10, would we viewher decision favorably?

➤ How do we respond to the fact that herdecision endangered both of her chil-dren?

➤ If you were Moses’ mother, would yoube able to make the same decision?

❍ A Child Shall Lead ThemPoint to stories of young children whohave saved the lives of parents, siblings, orothers by dialing 9-1-1 or otherwisedemonstrating clear-headedness in anemergency. Read Exodus 2:1-10. Explainthat rabbinic tradition makes Miriamroughly between age six and eleven at thistime.

Questions➤ Do we expect children to take the

initiative in an emergency? Why or whynot?

➤ What characteristics might suggest achild is likely to handle such a situationwell?

➤ What does Miriam’s willingness andreadiness to act tell us about her char-acter?

➤ What lessons could we learn from thisyoung girl’s preparedness to act?

❍ Compare and ContrastCompare and contrast the actions ofMoses’ mother, Miriam, and Pharaoh’sdaughter.

❍ Questions to PonderRead Exodus 2:1-10. Discuss the followingquestions.

Questions➤ With whom do you most identify in

this story? Why?➤ Why do you think God chose to work

through Miriam? Why didn’t God actin another way?

➤ What can we learn about God throughthe story and actions of Miriam?

A Way to Explore Scripture Moses’ birth narrative highlights women as key factors in Moses’ survivaland, thus, God’s liberation of Israel. Pharaoh, the merciless king, is outsmarted

by those who are not supposed to act. Moses’ mother, Miriam, and Pharaoh’sdaughter act in ways contrary to their society’s expectations for them. They choose to actboldly, setting Moses, Egypt, and Israel on a course to encounter the living God.

6 Lesson 1

❍ God’s Call, Our ResponseHow do we hear God’s calling? Is it simplyto walk out from the reeds onto theriverbed and announce our presence asMiriam did? Or is it to go and see why abush burns but never consumes itself likeMoses did?

Have the class discuss the uniqueways all of us are called to live out ourfaith. Ask participants to think of at leastone recent way they have been called toact boldly.

Challenge participants to act in faithon their calling this week and to be asbold as Miriam.

❍ A PrayerRemind the class that God often callsthose who seem unable to perform thetask, whether because they don’t have theright set of skills or because they lack themotivation. Yet, every time in Scripturewhen a person follows God’s lead, Godprovides. Miriam is our example today forfaithful obedience, and she is our herowho acted boldly for her brother and herGod.

Close with a time of prayer for oneanother. If appropriate, gather in a circleand join hands.

Have the group pray silently aboutthemselves and moments when they failedto act on God’s calling.

Ask each participant to pray for theperson on his or her right. Pray forstrength, discernment, and a keen ear tohear when God is calling.

ResourcesTerence E. Fretheim, “Exodus,” Interpretation (Louisville:John Knox, 1991).

Scott Hoezee, “Fourteenth Sunday After Pentecost, YearA,” The Lectionary Commentary: Theological Exegesis forSunday’s Texts: The First Readings: The Old Testament and Acts,ed. Roger E. Van Harn (Grand Rapids: Eerdmans, 2001).

Roy L. Honeycutt, Jr., “Exodus,” The Broadman BibleCommentary, vol. 1, ed. Clifton J. Allen et al. (Nashville:Broadman, 1973).

J. Coert Rylaarsdam, “The Book of Exodus,” TheInterpreter’s Bible, vol. 1, ed. George Arthur Buttrick et al.(New York: Abingdon, 1952).

The story of Moses’ birth reminds us that God calls each of us to bold action.Even in moments that present great risk to ourselves and to others, God contin-ues to call us. Without Miriam, Moses would have lost his identity as a Hebrew

and been completely abandoned by those who loved him most.

A Way to End

Teaching Guide 7

2Bible Background

Rivalry and FavoritismThe story of Joseph is about a

boy, his father’s favoritism, andhis brothers’ jealousy. Joseph’s

story is linked to that of his father Jacob(37:3). Jacob lived in the land God prom-ised to his grandfather Abraham. After aturbulent twenty years in Mesopotamia,Jacob led his family back to Canaan,where they seemed to have relative peaceand happiness.

Jacob and his twin brother, Esau, hadcompeted for the favor of their father,Isaac. One would think Jacob would learnhis lesson about the dangers of parentalfavoritism, but he didn’t. Joseph, born toJacob by his favorite wife, Rachel, was thefirstborn son of the woman Jacob trulyloved. Jacob favored Joseph, just as Jacob’smother, Rebekah, had favored him.

Joseph’s robe of many colors displayedJacob’s favoritism for all to see. Growingup, Jacob always wanted to be first in thefamily. Now as a father, his gift desig-nated Joseph as better than the rest of hissons. Jacob was trying to live out hisunaccomplished dreams through his sonJoseph (Simpson, 751). The robe,however, proved to be a source of conflictbetween Joseph and his brothers. It notonly designated him as different but alsoprevented him from doing any manuallabor (Francisco, 243).

Threatening DreamsJoseph’s brothers saw the favoritism theirfather displayed (37:4). Although theyhad reason to be upset, there was littleharm that could come to them because oftheir father’s choice of Joseph. They couldhave done what siblings often do andmade fun of this younger, favorite son ofJacob’s. They chose a much harsher path.

It didn’t help that whenever Josephwas around, he arrogantly shared hisdreams (37:5). Unlike his brothers, Josephseemed to have a wild imagination. Hewas apparently born not to be a shepherdlike his brothers, but to dream (Brueg-gemann, 301). God worked in a hiddenway through Joseph’s dreams. Thesedreams were gifts from God, though therest of the brothers did not see them assuch. More than their father’s favoritism,Joseph’s provocative dreams stirred themto anger. Eventually, they lashed out.

God’s ways were beyond Joseph’s waysor the ways of his brothers. Joseph’sdreams provided a vision of what wouldbe in the future. They were not meant tobe private. Rather, they were Joseph’sexpressions of how God would providefor Jacob’s entire family through him,though he was the youngest and leastpowerful. Such dreams threatened thestatus quo. When Joseph spoke of sheavesor stars bowing down (vv. 7, 9), hereferred to power. The brothers’ hatred ofJoseph intensified at the thought of himeven dreaming of having power over

Lesson Teaching Guide

A BOY WHO

DREAMED

Genesis 37:2-11, 19-20, 26-27; 45:4-5

them. “Do you intend to reign over us?”they asked (v. 8).

The DreamerDid they understand the power of hope?Could they see the future as well andunderstand that if Joseph’s dreams cametrue, their lives would never be the same?Joseph’s dreams were his way of hopingfor a new way of existing with his family.With the help of God, Joseph dreamed ofradical change. His brothers intended topreserve the status quo no matter what itcost them or others (Brueggemann, 302).

In our text, when Joseph appears ashis brothers are tending the flock, theycall him a “dreamer” (v. 19). They decidethe only way to rid themselves of his trou-bling dreams is to kill him and throw himinto a well (v. 21).

Fortunately, Judah asks, “What willwe gain if we kill our brother and coverup his blood?” (v. 26). Both Judah andReuben show a measure of compassion totheir brother. They apparently have noqualms about selling him into slavery, butthey draw the line at murder. Despite thecruelty of Joseph’s brothers, there are stillmoments where God acts among them.

The Rest of the StoryYears pass. Many of us are familiar withthe story of Joseph’s rise to power inEgypt described in chapters 39–41.Through a series of providential circum-stances, including the accurateinterpretation of Pharaoh’s dreams,Joseph’s dreams come true. He becomes “afather to Pharaoh,” an interpreter ofdreams, and one who rescues everyonefrom famine by his foresight and admin-istrative skill.

After many more years, Joseph, nowthe vizier of Egypt, encounters his broth-ers again (45:4). This time, he is in chargeof the situation. Joseph tells them not tobe distressed and angry with themselves.He puts words to his brother’s feelings:they had seen their sins come home. Theywere angry with themselves, perhaps for

selling Joseph into slavery or perhaps fornot facing up to their actions until thismoment. When Joseph revealed his iden-tity, they faced not punishment but the

I. Joseph and His Brothers (Gen 37:2a-11)A. Joseph brings a bad report about his

brothers to his father (v. 2).B. Joseph’s brothers hate him because

their father loves him more (vv. 3-4).C. Joseph tells his brothers about his

first dream (vv. 5-7).D. Joseph’s brothers are filled with hate

after hearing his dream (v. 8).E. Joseph shares a second dream with

his brothers (v. 9).F. Joseph tells his father. His father

rebukes him and his brothersbecome jealous (vv. 10-11).

II. Joseph’s brothers plan to kill him (Gen 37:19-20).

A. Joseph’s brothers call him a dreamer(v. 19).

B. Joseph’s brothers decide to kill himand lie about what happened to him(v. 20).

III. Joseph’s brothers devise a new plan(Gen 37:26-27).A. Judah voices opposition to killing

Joseph (v. 26).B. The brothers decide to sell Joseph to

the Ishmaelites instead of harminghim (v. 27).

IV. Joseph confronts and forgives his broth-ers (Gen 45:4-5).A. Joseph reveals his identity to his

brothers after years of separation (v. 4).

B. Joseph tells his brothers not to beangry for their past actions; Godsent Joseph to Egypt so he couldsave their lives (v. 5).

Teaching Guide 9

❍ Family ConversationRead Genesis 37:2a-11, 19-20, 26-27. Placethree signs around the room labeled“Joseph,” “Joseph’s Brothers,” and “Jacob.”Have participants stand near the sign forthe character(s) with whom they mostclosely identify. In those groups, havethem explain why they chose as they did.

Re-gather as a class. Ask the followingquestions.

Questions➤ Should Joseph have been as honest as

he was with his brothers? When is itmore prudent to withhold personalfeelings?

➤ In what other ways could his brothershave listened to Joseph?

➤ How do we tend to respond when wehear something we don’t appreciate?Why?

➤ How should Jacob have responded tothe situation?

➤ What issues does this family need toaddress?

❍ Sibling RivalryRead Genesis 37:2a-11, 19-20, 26-27. Manyof us grew up with siblings. All of us hadneighbors, friends, or cousins who grewup with siblings. Explore what Joseph’sstory has to say about relationshipsamong siblings.

Questions➤ How does the story of Joseph compare

to your understanding of sibling rela-tionships?

➤ Do the youngest members of familiestend to receive different treatment?

➤ Do the oldest members overreact tominor disturbances caused by youngersiblings?

➤ How would your family have dealt witha similar situation if a sibling hadshared these dreams with you?

As is often the case in the patriarchal narratives, the story of Joseph offers us anopportunity to reflect on the dynamics of our own families. Begin the lesson bysearching for points of comparison or contrast with the family experiences

of your class members.

A Way to Begin

10 Lesson 2

exposure of their evil. These brothers had kept their secret from others. Now they wererevealed to be guilty men.

Joseph tells his brothers that they should not be angry. What they intended forharm, God used for good (45:5). Though they had sold Joseph into slavery, he viewedhis time in Egypt as an expression of God’s care. He was sent to Egypt “to save lives.”Through the lens of his dreams as a teenager, Joseph saw that God had sent him toEgypt so his family—and many others—could survive a famine. Without Joseph, hisfamily would have died.

Joseph speaks about God’s hidden providence, the idea that God sustained thepeople by using the brothers’ evil act for good. Through Joseph, God planned ahead toprovide for God’s people (Francisco, 268).

Joseph’s story tells us that God is present and at work. God uses seemingly normalevents—or even evil events—to bring about God’s kingdom on earth. When Josephshared his dream with his brothers, he shared not only God’s vision for Joseph and hisfamily but also God’s vision for God’s people.

❍ Joseph’s Dreams for YouRead Genesis 37:5-11 again, but this timeinvite participants to listen to the dreamsas if they are the older brothers listeningto their younger brother. Ask the follow-ing questions.

Questions➤ What do you imagine was Joseph’s tone

of voice? Could this tone have beenheard differently than the way it wasintended? Explain.

➤ How do you feel when you hear thesewords as if you were one of the olderbrothers? How do you want torespond? Why?

➤ What do these dreams make you feeltoward your father, Jacob?

➤ Within the limits of your understand-ing, what do these dreams mean foryou and your future?

❍ My Dreams for the FutureAsk the group to think about their hopesand dreams for the future. They can beserious or fun. Ask volunteers to sharetheir dreams for family, work, church, orlife in general. Give adequate time forthose who would like to share.

If you have not already done so, readthe assigned verses from Genesis 37.Compare and contrast the group’s dreamswith the dreams of Joseph.

Questions➤ How do our dreams today compare to

Joseph’s dreams in the Old Testament?➤ Are our dreams as challenging to

others?➤ Do our dreams engage the hidden work

of God?➤ What do our dreams say about our rela-

tionship with God? With one another?

❍ Compare and ContrastInvite the group to compare and contrasthow the brothers deal with Joseph inchapter 37 versus how Joseph deals withhis brothers in chapter 45.

Question➤ How would the story be different if

Joseph had treated his brothers thesame way they treated him earlier?

Joseph was perhaps naive in the way he presented his dreams to his family. He didnot seem to think about how his brothers would receive them. Despite their

intentions for evil, God used the brothers to accomplish God’s will not only forJoseph, but also for them. Joseph’s dreams serve as an exclamation point of God’s work in theworld rather than a question mark of where God is at work in the story.

A Way to Explore Scripture

Teaching Guide 11

12 Lesson 2

❍ God’s Dreams for Our FutureHave participants reflect silently on thefollowing questions.

Questions➤ What dreams for the future should I

embrace?➤ Do I believe God can give me a vision

for the future?

Discuss the following questions.

Questions➤ How do I share God’s vision with

others?➤ How do I know when I should share

these dreams with others?➤ How can I be assured that God, not my

selfish ambitions, is at work in mydreams?

❍ PrayerDistribute copies of theresource page “Prayer.”Allow a few minutes forparticipants to complete the

provided sentence prayers silently. Closewith prayer for wisdom in perceivingGod’s hopes and dreams for all who arepresent and for courage in acting on ourdreams.

ResourcesWalter Brueggemann, “Genesis,” Interpretation (Louisville:John Knox, 1990).

Clyde T. Francisco, “Genesis,” The Broadman BibleCommentary, vol. 1, ed. Clifton J. Allen et al. (Nashville:Broadman, 1973).

Sidney Greidanus, “Twelfth Sunday After Pentecost, YearA,” The Lectionary Commentary: Theological Exegesis for Sunday’sTexts, The First Readings: The Old Testament and Acts, ed.Roger E. Van Harn (Grand Rapids: Eerdmans, 2001).

Cuthbert A. Simpson, “The Book of Genesis,” TheInterpreter’s Bible, vol. 1, ed. George Arthur Buttrick et al.(New York: Abingdon, 1952).

Despite Joseph’s arrogance, God still used him in a powerful way to save his familyand all of Egypt. Joseph could have kept his dreams to himself and been contentbeing Jacob’s favorite son, but he chose to embrace the vision his dreams placed in

his mind. At a young age, Joseph showed great courage by embracing God’s vision eventhough God’s presence was not obvious at the time.

A Way to End

3Bible Background

Naaman’s LeprosyNaaman was a highly deco-

rated Aramean (that is, Syrian)military commander. He was

something like the Patton, MacArthur, orEisenhower of his day. Yet unlike thoseAmerican military heroes, Naaman livedwith a debilitating disease: leprosy.

Leprosy was a deeply feared skindisease in the ancient world. It is impor-tant to remember that people of that timehad no access to modern medical knowl-edge or procedures. Therefore, anepidemic of a contagious disease was areal threat. The primary strategy forcoping with infected people was isolatingand excluding them. They were cut offfrom normal social interactions, includ-ing their culture’s public worshipassemblies. Thus, Naaman’s conditionaffected him not only physically but alsosocially. Israel and other ancient societiesmanaged the social threat through rulesof purity that excluded the “contami-nated” who endangered the community.The lengthy exposition in Leviticus 13–14indicates the level of attention given toskin infections that people had no way toprevent (Bruggemann, 332).

Naaman’s HealingDuring one of Naaman’s many conquests,he captured a young Israelite girl. As thebiblical story begins, this girl serves

Naaman’s wife as a slave. Knowing of hermaster’s problem, the girl mentions theIsraelite prophet Elisha, whom she is surecan cure Naaman of his affliction.

God shows up unexpectedly throughthe voice of an Israelite slave girl. Thoughshe is a nameless and seemingly insignifi-cant character, she knows what thegeneral does not. A prophet in her homecountry can use God’s power to healNaaman of his affliction. She boldlyspeaks up to Naaman’s wife, saying, “Ifonly my lord were with the prophet whois in Samaria! He would cure him of hisleprosy” (v. 3).

The slave girl’s words make their wayto Naaman. He tells his king about theman in Israel who can heal him from hisleprosy (v. 4) and asks permission for“sick leave” to travel there. The Arameanking sends his commander with a letter ofintroduction to the king of Israel.Unfortunately, however, the Arameanking seems not to have understoodcorrectly, as his letter orders the Israeliteking to heal Naaman!

This misunderstanding by the king ofAram—that the Israelite king is the onewho can alleviate Naaman’s suffering—leads to further confusion for Naamanonce he arrives in Israel. The Israeliteking realizes he does not have the powerto heal Naaman, and he fears the king ofAram is merely trying to pick a quarrelwith him (v. 7). Then he remembers thepower of Elisha.

Lesson Teaching Guide

A GIRL WHO

SPOKE UP

2 Kings 5:1-5a, 14

The prophet Elisha does not appearin person in this story. Rather, when hehears about the king’s dilemma, hesends word to the king that Naamancan come to him for healing. He alsocommunicates with Naaman through amessenger, who gives Naaman unusualinstructions on how to be healed.Naaman is told to immerse himself seventimes in the Jordan River. Elisha says thiswill make him clean.

Naaman does not take Elisha’sinstructions well. The rivers of Damascus,where he lives, are surely better thanIsrael’s pitiful Jordan! He seems to thinkthe foreign prophet should work in amore exotic, dramatic way. As a powerfulmilitary leader, Naaman probably expectsthe best treatment and service, even froma foreigner. The idea that he can becleansed by dipping himself in the dirtyJordan River seems like a joke. Perhapssuspecting that Elisha is a charlatan whocan offer nothing more than powerlessfolk remedies, he leaves in a rage (v. 12).

This would be the end of the story,except that Naaman’s servants intervene.They settle his anger and convince him togive the prophet’s instructions a try. Verse14 describes how Naaman finally followsElisha’s instructions. Immediately, “hisflesh was restored like the flesh of ayoung boy, and he was clean.”

Once Naaman follows Elisha’sinstructions, he is restored to a fullness oflife he could not achieve on his own. Allof this takes place because a youngIsraelite slave girl, a seemingly minorcharacter in the story, knew about aprophet of God and chose to tell hercaptors about him.

Naaman’s StoryThe story of Naaman reminds us thatGod works even through the most power-less among us. The narrative begins witha powerful general who lives with apowerful flaw. Naaman, who most likelycould buy or conquer anything hewanted, could not conquer the leprosythat controlled his life. A dreaded disease

limited his life by controlling his physical,social, and even spiritual opportunities.

In contrast to the general and hisaffliction is a young slave girl living in a

I. Introduction of Naaman (2 Kgs 5:1)A. Naaman is a great man who

achieved many military victoriesthrough the power of God.

B. Naaman is a man who lives withleprosy.

II. Introduction of the Slave Girl (2 Kgs 5:2-3)

A. A young Israelite girl is the slave ofNaaman’s wife.

B. She speaks up, telling Naaman’s wifethat the prophet can heal hermaster’s leprosy.

III. Naaman Seeks the Prophet Elisha (2 Kgs 5:4-5)A. He hears what the girl says about

Elisha.B. He asks for “sick leave” to travel to

Israel.C. The king of Aram orders the king

of Israel to heal Naaman. He misunderstands who holds thepower in Israel.

D. Naaman travels to Israel with valuable gifts to share with Israel’sking.

IV. After meeting with the king of Israel,receiving relayed instructions fromElisha, and debating whether to followthem, Naaman listens to his servantsand does as Elisha instructs (2 Kgs 5:6-13).

V. Naaman’s Healing (2 Kgs 5:14)A. Naaman immerses himself seven

times in the Jordan River.B. Naaman comes out of the water

clean, his flesh “restored like theflesh of a young boy.”

14 Lesson 3

❍ Young VoicesChildren can express their thoughts andfeelings in ways adults often can’t. Theirinnocence allows them to share openly.Perhaps this was the case with the younggirl in our story. Though she was acaptive, she was still willing to share withher captors about her God.

Have participants think of times whenthey have listened as children freelyexpressed themselves. What do they recallabout these times?

Next, have participants think of timeswhen they freely expressed themselves toanother person, either as children oradults. Ask the following questions.

Questions➤ How do you remember feeling?➤ How did the other person respond?➤ Were you glad you found the courage

to be vulnerable?

Discuss how we listen to other people,especially children, when they try to tellus something.

The unnamed girl in the story ofNaaman reminds us that God uses eventhe youngest voices among us to accom-plish God’s will.

❍ Naaman’s SecretMany famous leaders have dealt withsecrets. Naaman is no exception. IfNaaman were a modern military leader,how do you think others would receivehim? Do you think his disease would limithis ability to lead? If there were no youngvoice to speak up about God’s love andpower to him, what do you imagine wouldhappen to his life and career?

This story is about a powerful leader, a powerful prophet, and a powerlessyoung girl. It reminds us that God works among the youngest and the mostpowerless to accomplish God’s will. God is just as concerned for the well-being

of the Israelite slave girl as for the girl’s master, Naaman. This passage reminds us that Godcalls us to share about God’s love and power in all circumstances.

A Way to Begin

Teaching Guide 15

foreign country. As a child, she had no ability to influence others. As a captive in aforeign country, she was not to be heard or respected. Yet she chose to speak toNaaman’s wife about the man in Israel, who, through the power and love of a great God,could heal Aram’s general of leprosy. She speaks up because she has obviously seenevidence that Elisha acts from a power much greater than that of any human being. Sheknows God can use Elisha to take care of Naaman and cleanse him of his disease.

The young slave girl bears witness to God’s love and power even as she is heldcaptive in Aram. She is willing to risk her life by speaking up and pointing to the onlyway Naaman can be healed.

This little girl has the least amount of power of anyone in the story. She also has theleast to gain personally. But she shares about what she has witnessed of God’s love andpower. Her bravery and boldness remind us that God seeks opportunities to showdivine love and power to others. She is an example of how to live as witnesses to God,even when we feel powerless against circumstances we cannot control. She encouragesus to speak up as well.

❍ Inviting OthersRead 2 Kings 5:1-5a, 14. The story ofNaaman is about a young girl whochooses to “witness” to her captors aboutGod. When she tells Naaman’s wife aboutthe prophet Elisha, she also shares abouther faith in the God of Israel.

In the story, the young girl does notconsider sharing her faith to be some-thing scary or something she shouldanxiously pray about before responding.She considers her faith to be somethingworth sharing. She invites her captors toexperience the God of love whom sheknows.

Questions➤ How do you invite others to experience

the love and power of God?➤ Do you think of “witnessing” as some-

thing scary? Why or why not?➤ How can the slave girl’s act of witness

be an example for us today?➤ The girl shared about a prophet, but in

the end Naaman encountered God. Is iteasier to talk to people about God, orabout things or people associated withGod?

➤ Does inviting someone to come tochurch with you or introducing themto other Christian friends count as“evangelism”? Why or why not?

➤ How do you share your faith withothers?

❍ Compare and ContrastRead 2 Kings 5:1-5a, 14. Invite the class tocompare and contrast the witness of theslave girl with today’s common evangelis-tic approaches.

❍ Unusual AdviceRead 2 Kings 5:1-5a, 14. Elijah instructsNaaman to dip himself in the JordanRiver. At first Naaman refuses, but laterhe decides to follow the prophet’s advice.

Questions➤ Have you ever received advice or

instructions that didn’t make sense?How did you respond?

➤ What purpose did the Jordan cleansingserve?

➤ Why did Naaman at first refuse Elisha’sinstructions?

➤ What made him change his mind?

A Way to Explore Scripture Second Kings 5 does not necessarily portray Naaman in a negative light. Even so,as powerful as he may be, Naaman is unable to cure his leprosy. Despite all he

has accomplished, he still lives with the daily physical and social struggles of hisdisease. The God of Israel is the God of love and power who will bring healing to Naaman —ifonly he will accept the invitation of a young slave girl who serves his wife. Explore what thistext teaches us about power, humility, and the importance of speaking up.

16 Lesson 3

❍ How Do I Invite Others?The young slave girl invited Naaman toexperience the love and power of Israel’sGod. Because of her simple invitation,Naaman received healing.

Discuss ways God uses our simpleinvitations to do great works among us.Perhaps a dinner invitation to a friendgoing through a rough time, an offer tohelp watch the kids while a mom goes tothe grocery store, or a willingness to mowsomeone’s yard can open the door forGod to do something amazing.

Ask participants to name other exam-ples of ways to show God’s love.

❍ How Am I an Invitation?Perhaps the young girl’s captors listenedto her because of how she lived amongthem.

Ask participants to consider how theylive as witnesses to God’s love and power.How do they treat others who may notconsider God to be their God? How dotheir lives invite others to consider God asa source of healing and hope? How do we,like the slave girl, become witnesses toGod?

ResourcesWalter Brueggemann, 1 & 2 Kings, Smyth & Helwys BibleCommentary (Macon GA: Smyth & Helwys, 2000).

Raymond Calkins, “II Kings,” The Interpreter’s Bible, vol. 3,ed. George Arthur Buttrick et al. (New York: Abingdon,1954).

M. Pierce Matheny, Jr., “1-2 Kings,” The Broadman BibleCommentary, vol. 3, ed. Clifton J. Allen et al. (Nashville:Broadman, 1970).

The story of Naaman and the slave girl encourages us to share about God’s lovewith others, no matter our circumstances. The young girl simply invited Naamanto come and see the power of God as witnessed through the prophet Elisha. Her

small act encourages us to act similarly to tell others about God’s love.

A Way to End

Teaching Guide 17

Bible BackgroundA Miraculous FeedingThe feeding of the 5,000 is the

only miracle of Jesus recordedin all four Gospels. All four

Gospels also agree that this event markeda crossroads in Jesus’ ministry. The storyreminds believers in every generation thatJesus is sufficient to meet human needseven in the face of meager resources(Hull, 269). A little boy from the crowdbrings his small lunch to Jesus, who thencombines these gifts of fish and breadwith the power of God to perform amiracle beside the Sea of Galilee.Through the action of this little boy, Jesusfeeds the multitude, both physically andspiritually. The boy’s example of sharingwith Jesus is one for all of us to follow.

As anyone in leadership can attest,there were times when Jesus desired andneeded to retreat from the people heserved (v. 1). Times of rest and rechargewere necessary for him as they are foreach of us. Jesus retreated to “the otherside of the Sea of Galilee, which is alsocalled the Sea of Tiberius.” The preciselocation is difficult to determine, but it isthought that Jesus went to the other sideof Capernaum to a town near Bethsaida(see Lk 9:10; Mk 6:45) (Hull, 269). ThoughJesus left the crowd, they followed himbecause they had seen the signs andwonders he was doing for the sick amongthem (v. 2). It is likely the people saw

Jesus set sail and figured out where hewas headed. They then walked around the lake to the other side to meet him(Barclay, 203). When he reached his desti-nation, Jesus went up the mountain andsat with his disciples (v. 3). He assumedthe position of teacher or rabbi, ready toshare more with them about God (Hull,269).

Philip’s ResponsePassover was near (v. 4). Because of thefestival, larger crowds were traveling onthe road to Jerusalem to fulfill their reli-gious obligation by observing the feast.Perhaps the crowd was so large that dayon the mountain because many of thesetravelers stopped along the route to seewhat was happening (Barclay, 203).

In our text, Jesus notices the crowdand thinks of how he can minister tothem with the love of God (v. 5). Herecognizes that the crowd is tired andhungry. He views the moment as anopportunity to share God’s love withthem. Additionally, he realizes it is achance to teach his disciples aboutdealing with human need (Hull, 269). Helooks to Philip and asks him where onecould find food to feed the large crowd.Philip, who was from Bethsaida ( Jn 1:44),would have known the area. His reply isdiscouraging, however. He questions howanyone could afford to feed so manypeople, calculating that it would takeabout six month’s wages to do so (v. 7).

Lesson Teaching Guide

A BOY WHO

SHARED

John 6:1-144

A Boy and His LunchAndrew speaks up. He tells Jesus he hasfound a boy in the crowd who has fivebarley loaves and two fish (v. 8). Weshould probably assume this boy wasquite young. He is described in Greek as apaidarion, a diminutive form of pais,meaning “child” (though it can also mean“servant”). Other translations of the wordare “young boy” (NLT), “lad” (KJV), and“little lad” (Centenary Translation). Johnsays nothing about the child’s parents orwho was taking care of him.

Most likely the boy brought thissimple meal with him as his lunch. It mayhave been his only meal for the day. Itwasn’t much. Barley bread was inexpen-sive, and most people would havepreferred wheat bread. The two fish,either dried or pickled, would have beensimilar to sardines or kippers. His lunchreflected a common meal of the impover-ished (Barclay, 204).

Andrew is as discouraged as Philipwhen he asks, “What are [these fish andloaves] among so many people?” (v. 9).The acknowledgment of both disciplesthat human resources are inadequateserves as a background for Jesus to workusing the boy’s limited provisions.

Jesus tells the crowd to sit down (v. 10). Then he takes the loaves and fish,gives thanks, and shares with those whoare seated (v. 11). In so doing, he acts asthe father of this enormous family(Barclay, 205). According to Hull,

To take, bless, and then give was oneof the most profound patterns ofJesus’ activity by which he symbolizedthe truth that if men would offer himwhatever they might have, howeverearthly and limited, he could calldown God’s heavenly grace upon itand thereby return it with a spiritualpotential which the giver neverdreamed it could convey. (270)

The members of the crowd receive asmuch food as they need. Everyone eatsuntil they are full (v. 12). Jesus tells thedisciples to gather all the leftovers,

and there is enough to fill twelve baskets(v. 13). The abundance of food givesevidence that Jesus more than satisfieshuman need (Hull, 270). After witnessingwhat Jesus has done for so many throughthe actions of one small boy, the peoplesay to one another, “This is indeed theprophet who is to come into the world”(v. 14).

I. Jesus and His Disciples (Jn 6:1-3)A. Jesus seeks refuge on the other side

of the Sea of Galilee (v. 1).B. Jesus wants a respite from the

crowds that have followed him (v. 2).

C. Jesus sits with his disciples on a hillside (v. 3).

II. Jesus and the Crowd (Jn 6:4-6)A. The Jewish festival of Passover is

near (v. 4).B. Jesus notices the crowd and asks

Philip where to find food for them(v. 5).

C. Jesus already knew how to care for the crowd, but he wanted tochallenge his disciples (v. 6).

III. The Disciples Respond to Jesus (Jn 6:7-9)A. Philip believes six months’ wages

would not be enough to purchasefood for this crowd (v. 7).

B. Andrew finds a young boy willing toshare his lunch (vv. 8-9).

IV. Jesus Feeds the Crowd (Jn 6:10-14)A. Jesus takes the boy’s loaves and fish

and shares them with everyone (vv. 10-11).

B. The crowd is fed, and the disciplescollect twelve baskets of leftovers(vv. 12-13).

C. The crowd recognizes Jesus as theone who can satisfy their hunger (v. 14).

Teaching Guide 19

❍ Family MealsAsk participants to recall some of theirfondest memories from around thedinner table. They may recall simplemeals at home, formal banquets onspecial occasions, or holiday meals with ahouse full of relatives.

Questions➤ What sorts of meals do you remember

fondly? Who was present? What wasthe occasion?

➤ How did these times of sharing foodwith others make you feel?

➤ How do these occasions stand out inyour memory? Do you view them as“holy moments” in which you felt thestrong presence of God through yourfellowship with loved ones?

Encourage participants to think abouthow the simple act of sharing a meal canbe a time when God works in their lives.Today’s text is about a meal that Jesusserved. He used the simple gift of a youngboy to feed a multitude.

❍ Alone TimeDiscuss Jesus’ departure to the other sideof the lake. Have participants ever wantedto “get away” from the burdens of every-day life? How do we handle it when lifestill manages to find us during times ofretreat?

❍ The Gifts of ChildrenArrange to show a video clip of the classicCoca-Cola commercial where a young boyoffers his soft drink to football great“Mean” Joe Green (use an Internet searchengine or check youtube.com). What didthis boy’s gift mean to the recipient?What did it mean for the boy himself?

Discuss the common tendency foradults to dismiss the “gifts” of children.They may see these gifts as cute or senti-mental but fail to appreciate their trueworth.

Christians may be so familiar with the story of Jesus feeding the 5,000 that weassume there is nothing else we can learn from it. John’s telling of the story,however, has an important lesson about sharing what we have with God so

that God can use it to bless others. How do we share what we have for the benefit of God’skingdom?

A Way to Begin

20 Lesson 4

The miraculous feeding, not to mention the abundance of food left over, was a signto everyone that Jesus was the one promised in Scripture. Verse 14 is John’s theologicalcomment about the scene. For John, the crowd’s acknowledgment that Jesus is a prophetis the only possible response to the sign they have witnessed (Sloyan, 65). Because oneboy shared the small amount he had, a crowd of 5,000 saw Jesus as the Son of God whobrings redemption to the world.

The story of the feeding of the five thousand reminds us that we have resources wecan share and that God will use them. Even Jesus’ disciples doubted they could doanything for all those hungry people. But what seemed to be an impossible situationwas in fact an opportunity for Jesus to share God’s love with a multitude. A young boystepped forward and shared his simple meal of bread and fish. In that moment, God’slove and power were able to work.

❍ Responding to NeedsProvide an overview of John 6:1-6. ReadJohn 6:7-9. Ask participants to compareand contrast the responses of Philip andAndrew.

Questions➤ How are you more like Philip? How are

you more like Andrew?➤ How might you have responded to the

hunger of the crowd?➤ What contemporary situations leave us

feeling hopeless?

Discuss Jesus’ response to theproblem. Andrew found the boy with thefish and bread, but he could not see howthis meager gift could help. Jesus,however, used it to satisfy everyone’sneeds.

Questions➤ How has Jesus surprised you by provid-

ing help in a hopeless situation?➤ Who were the human instruments

Jesus used in meeting this need?➤ What was their contribution? Was it

big or small? Conventional orcompletely unexpected?

➤ How can we be God’s instruments inmeeting the needs of others?

❍ Sharing Our GiftsA young boy brings a simple peasant mealof barley bread and dried fish. Somewouldn’t think this was enough even forthe boy to eat, to say nothing of sharing itwith others. Yet the boy was willing toshare his resources to help the crowd andperhaps to help Jesus.

Read John 6:10-14. Because of the boywho shared his lunch, Jesus could sharewith over 5,000 people about God’s abilityto provide for all of their needs. Therewere even leftovers! Ask the followingquestions.

Questions➤ What might have inspired the boy to

offer his meager resources to such alarge crowd?

➤ What might the adults around himhave thought of the boy’s offering?

➤ Why do you think Andrew noticed theboy when the others did not?

➤ How can we be more like this boytoday?

Jesus uses the need of the crowd to teach the disciples—and us—that God canuse simple gifts to accomplish great things. Philip and Andrew provide examples

of how we can address situations of extreme need. Philip only saw the greatexpense of feeding such a crowd. Andrew, however, found a young boy whose generosity gaveJesus a resource with which to work. The boy’s willingness to share encourages us to imaginehow our meager gifts might be precisely what God intends to use for God’s glory.

A Way to Explore Scripture

Teaching Guide 21

22 Lesson 4

❍ What Can I Share?All around us are people who arehungry—for actual food and for hope,peace, love, joy, and friendship. As theyoung boy so willingly shared hisresources of food, how can we do like-wise? We may not have bread and fish toshare, but we do have meager resourcesthat can be combined with God’s love todo great things. Ask the group to brain-storm together the resources available tothem that they could use to share God’slove with the community. What would itlook like if the group shared a smallportion of their resources for God’s workin the world?

❍ Taking StockDistribute copies of theresource page “TakingStock.” Have participantssilently reflect on what they

could offer to others in Jesus’ name.Encourage participants to share aresource they realized they have.

❍ PrayerClose with the following prayer.

God of abundance, you give us morethan we can use.A young boy brings you fish and breadand you feed five thousand.How can I bring you a simple gift foryou to share?What do I have that you can use to tellothers about your love?Help me to give myself, my stuff, mylife so that you are known by others.Amen.

ResourcesWilliam Barclay, The Gospel of John, vol. 1 (Philadelphia:Westminster, 1955).

Arthur John Gossip, “The Gospel According to John,” TheInterpreter’s Bible, vol. 8, ed. George Arthur Buttrick et al.(New York: Abingdon, 1952).

William E. Hull, “John,” The Broadman Bible Commentary,vol. 9, ed. Clifton J. Allen et al. (Nashville: Broadman,1970).

Gerard Sloyan, “John,” Interpretation (Louisville: John Knox,1988).

The feeding of the 5,000 reminds us that God will use whatever we are willing toshare. The young boy gave what he had, and Jesus blessed it and shared it. Jesusperformed the miracle in this story, but we should remember that without the

humble resources the young boy offered, the crowd might have left hungry that day—bothfor food and for God’s love.

A Way to End

Page 23

PRAYER

God, my dream for the future is...

God, my hope for my life is...

God, my desire for this church is...

God, my prayer for my family is...

God, my life is yours. Help me to....

Thank you for loving me enough to shareyour vision for your kingdom with me. Amen.

Page 24

TAKING STOCK

�

What can I offer to others in Jesus’ name? (If you like, add your own examplesbeside the blank bullets.)

Physical Resources• Money for worthy causes• A guest room in my house• A car someone could borrow• A grocery gift card for a troubled family• •

Intellectual Resources• A skill I could use to help someone• A skill I could teach others• The name of someone in a position to help• •

Emotional Resources• A listening ear• A shoulder to cry on• The gift of my presence• A well-timed note of encouragement•

Spiritual Resources• Prayers I can pray• Testimonies I can give• Wisdom I can share• Scriptures I can offer• •