Prophets Faithful to God's Covenant - SPRING 2021 FOR ADULTS - Judson Press
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JOURNEYS
JUDSON BIBLE
FOR ADULTS
SPRING 2021
Prophets Faithful
to God’s Covenant
L E A D E R ’ S G U I D EJourneys Leader's Guide © 2021 by American Baptist Home Mission Societies. All rights reserved.
This was purchased and downloaded from judsonpress.com.
Not to be sold, copied or distributed in any manner.
Contents
Prophets Faithful to
God’s Covenant
ADULT LEADER’S GUIDE • MARCH, APRIL, MAY 2021
About the Quarter/About the Writer 2
UNIT I • Faithful Prophets
March 7 Session 1 Moses: Prophet of Deliverance (Deuteronomy 18:14-22) 3
March 14 Session 2 Joshua: Prophet of Conquest ( Joshua 5:13–6:5, 15-16, 20) 8
March 21 Session 3 Huldah: Prophet of Wisdom (2 Kings 22:14-20) 13
March 28 Session 4 Elijah: Prophet of Courage (1 Kings 18:5-18) Palm Sunday
(Background: 1 Kings 18–19; Matt. 17:1-13) 17
UNIT II • Prophets of Restoration
April 4 Session 5 The Suffering Servant Brings Salvation (Isaiah 53:4-11) Easter
(Background: Isaiah 52:13—53:12; Luke 24:1-35) 21
April 11 Session 6 Ezra: Faith and Action Preacher (Ezra 10:1-12)
(Background: Ezra 9—10) 27
April 18 Session 7 Nehemiah: The Captive Cupbearer Rebuilds a Nation (Neh. 2:11-20)
(Background: Nehemiah 2:11-20; 13:1-22) 33
April 25 Session 8 A Plea for Restoration (Lamentations 5) 39
UNIT III • Courageous Prophets of Change
May 2 Session 9 Micaiah: Speaking Truth to Power (I Kings 22:15-23, 26-28) 44
May 9 Session 10 Isaiah: Offering Hope for the Future (Isaiah 29:13-24) 49
May 16 Session 11 Jeremiah: The Suffering Preacher of Doom ( Jeremiah 38:14-23)
(Background: Jeremiah 37—38) 54
May 23 Session 12 Ezekiel: Street Preacher to the Exiles (Ezekiel 18-1-9, 30-32) 59
May 30 Session 13 Jonah: Fiery Harbinger of Doom ( Jonah 3) 64
Looking Ahead 7
Evaluation Form 68
Writers: Peggy Griffin - Unit 1, John Burns - Units 2 & 3
Content Editor: Jacob Given
Copy Editor: Kathleen Wildrick
Curriculum Editor: Shelby Haggray
Publisher: Laura Alden
Chief Executive Officer: Jeffrey Haggray
Cover & Design: Crystal Devine
Cover Photo: Courtesy National Gallery of Art, WashingtonJourneys Leader's Guide © 2021 by American Baptist Home Mission Societies. All rights reserved.
This was purchased and downloaded from judsonpress.com.
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About the Quarter
This quarter introduces the ministry of the Old Testament prophets. A formal representative of
God, the prophet has a message meant to effect social change that conforms to God’s desired stan-
dards as prescribed under the Law. Unit I, “Faithful Prophets,” has four sessions drawn from Exo-
dus, Deuteronomy, Joshua, 1 and 2 Kings and explores the reasons prophets were necessary in
Israel’s history. Unit II, “Prophets of Restoration,” has four sessions, which reveal the compassion of
God during the times in Israel’s history when the people continually forsook the ways of God. On
Easter, Isaiah’s prophetic writings and the Book of Luke are used to portray Jesus as the Suffering
servant. Passages from the prophecies in Ezra, Nehemiah, and Lamentations show the faith of the
prophets as they presented new hope to the Israelites. Unit III, “Courageous Prophets of Change,”
has five sessions, which show the boldness of God’s prophets in 1 Kings, Jeremiah, Ezekiel, and Jo-
nah. God sent prophets to call the people to restore their covenant relationship. When the people
strayed away from their covenant with God, the prophets called them back.
About the Writers
Peggy Ann Griffin is writing for JOURNEYS for the first time and has contributed the lessons in
Unit 1. She is editorial director of Global Outlook Educational Services in Chicago and a veteran
civil rights activist. She has authored several curricula for different educational services. She holds
an Ed.D. with a concentration in adult education from Northern Illinois University and a M.R.E.
from Andover Newton Theological School. She serves on committees at North Shore Baptist
Church in Chicago.
John Burns returns to JOURNEYS as the writer for Units II & III. He is the pastor of the Uni-
versity Baptist Church in College Park, Maryland. He has served on various committees for the
American Baptist Churches USA, the Alliance of Baptists, and the D.C. Baptist Convention.
Rev. Burns is a frequent contributor to The Christian Citizen, and he is the author of Modeling
Mary in Christian Discipleship ( Judson Press, 2007).
FOR CURRICULUM AND RESOURCE HELP:
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Vol. 33 No. 3
JOURNEYS (ISSN 0898-0691) is published quarterly as part of Judson Bible JOURNEYS for Adults for $9.99 by
the American Baptist Home Mission Societies at 1075 First Avenue, King of Prussia, PA 19406. Periodicals post-
age paid at University Park, IL 60484. POSTMASTER: Send address changes to Customer Service, JOURNEYS,
Judson Press, 1075 First Avenue, King of Prussia, PA 19406. Jeffrey Haggray, Executive Director of the American
Baptist Home Mission Societies. Address all comments and suggestions to JOURNEYS Curriculum Editor, Shelby
Haggray, JOURNEYS, Judson Press, 1075 First Avenue, King of Prussia, PA 19406. Unless otherwise indicated,
Scripture quotations in this publication are from the New Revised Standard Version of the Bible, copyrighted 1989
© by the Division of Christian Education of the National Council of the Churches of Christ in the U.S.A., and are
used by permission. Lessons based on the International Sunday School Lessons: The International Bible Lessons for
Christian Teaching © 2020 by the Committee on the Uniform Series. Judson Bible JOURNEYS for Adults © 2020
by American Baptist Home Mission Societies. Printed in the U.S.A.
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SESSION 1 • MARCH 7, 2021
Moses: Prophet of Deliverance
in chapters 29–30 prepared them to enter
SCRIPTURE: Deuteronomy 18:15-22
the Promised Land. The remaining chapters
KEY VERSE:The Lord your God will raise up for you a prophet contain instructions to Levitical priests, po-
like me from among your own people; you shall heed such etry, and the commissioning of Joshua.
a prophet. —Deuteronomy 18:15 Deuteronomy 18:15-22 falls near the
SESSION OBJECTIVES: end of Moses’ second address. At the begin-
• To examine the prophesy of Moses in the continuation of leader- ning of chapter 18, Moses spoke of the in-
ship for the Israelites; heritance of Levitical priests. Moses himself
• To appreciate the magnitude of Moses as prophet and deliverer for was a Levite. In verses 15-22, he assured
the people of Israel; and people that God would send them a proph-
• To increase understanding of the central theme in the book of Deu- et. Moses also revealed a way to distinguish
teronomy as that of reinforcing the Levitical laws. between true and false prophets: the words
of the true prophet would come to fruition,
but the words of the false prophet would
Introducing the Scripture prove untrue.
Some scholars believe that the priest Hilkiah found Deu-
teronomy, the fifth book of the Pentateuch, during the Examining the Scripture
reign of Josiah. Another school of thought holds that DEUTERONOMY 18:15. Moses made a faith statement
only a portion was discovered by Hilkiah, and other por- to his followers: God had provided for them many times
tions of the book emerged from different time periods.1 during their journey. Moses then told them that God
In either case, the discovery and rededication of the lost would raise up another prophet. This prophet would
book of Deuteronomy during the reign of Josiah sug- not be a stranger but one of their own. The new prophet
gests that it was immediately held as authoritative. would be as Moses, the spokesperson of God. They were
Deuteronomy reemphasizes the laws contained in the to give the same respect to the new prophet as they had
other books of the Pentateuch. It is the discourse of Mo- given to Moses.
ses in his final years. Moses was working with a sense of The last statement in verse 15 (“you shall heed such
urgency to prepare his followers for the final destination a prophet”) compels the Israelites to give full respect
of their journey. God had revealed to him that he would to Moses’ successor. One can speculate that Moses was
not cross the Jordan to enter the Promised Land with his reflecting on the times when the original Exodus trav-
people (Deuteronomy 3:27). Instead, he was to prepare elers disobeyed God. This was the second generation
Joshua to lead the Israelites to the Promised Land. Moses that was with Moses. Numbers 32:11-12 states that
was also preparing for his own death. none of the people over twenty years old who came out
The structure of the book of Deuteronomy is as fol- of Egypt would enter the Promised Land except Ca-
lows: introduction, three speeches of Moses, and an leb and Joshua. The previous generation voiced many
epilogue. The first address of Moses is recorded in Deu- complaints to Moses. The second generation was more
teronomy 1:6–4:40. It tracks the Israelites’ journey obedient, but they were nonetheless tempted to live
from Horeb in Mount Sinai to the land of Moab by the in ways that were incompatible with God’s command-
Jordan River. The second speech is considered the main ments at times.
discourse, and is found in chapters 5–26. In this address, In an earlier passage, Moses reminded them that they
Moses restates the Ten Commandments and reminds provoked him into losing his temper and offending God.
the people of their covenant with God. The third address Subsequently, God denied him the privilege of entering
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SESSION 1 • MARCH 7, 2021 Not to be sold, copied or distributed in any manner.
the Promised Land (Deuteronomy 9:8-10:5). Moses can be confusing to tell the difference between the true
gave them the charge to remain obedient and faithful. and the false prophet.
DEUTERONOMY 18:16-18. Moses reminded his fol- DEUTERONOMY 18:21-22. Fortunately, Moses
lowers that God had heard them and granted their re- equipped his followers with tools to detect false leaders.
quest. He was referring to what happened in Horeb as He instructed them to use the reliable test of time. The
he described it in Deuteronomy 5:25-27. The people track record of the prophet would indicate whether or
feared that they would die if they went directly to God not the spoken words were true.
for themselves. They told Moses that they would be con- The discernment of true and false prophets is also
sumed if they heard “the voice of the living God speak- comparable to the discernment of good and bad com-
ing out of fire” (5:26). They asked Moses to go to God panies, for example. Companies depend on customer
for them and convey the word of God to them. Moses, loyalty. A company does not want to sell you a prod-
then, became their mediator and a prophet. uct just once; it wants to continue selling you products
Moses reassured them that God was with them and over time. It is important, then, for companies to satisfy
would continue to be with them. God had revealed to customers consistently in order to sustain a customer-
Moses that people were justified in their request. God company relationship. With long records of providing
responded to their pleas. Just as Moses had interceded services to their constituency, a company will continue
and delivered the word of God to them, a new prophet to attract more customers. Similarly, the prophet must
would continue to do the same. be consistent in his or her prophecies in order to retain
the ear of the people. The true prophet is absolutely
DEUTERONOMY 18:19-20. A prophet is the spokes- consistent in speaking the truth, while the false prophet
person for God. In verse 19, Moses conveys God’s com- is not.
mand that people are to be attentive to the words of the The last line of verse 22 says not to “be frightened”
prophet. God will hold them accountable for discern- by the false prophet. It is similar to the message in Psalm
ing whether the prophet is speaking for God. In verse 37:2: “. . . for they will soon fade like the grass.” The
20, Moses tells his followers that the prophet is also false prophet will soon fade away, so the faithful should
held accountable to God. A prophet who misrepresents not pay them undue attention, but should continue in
God and truth will die. The people are being told to fol- their steadfast walk with God. Moses helped people to
low only the true prophet because a false prophet will be confident in their faith and not be swayed by impres-
not endure. sive talkers and deceivers.
In modern times, following God’s words delivered
by the prophet is akin to acting in accordance with the Applying the Scripture
latest scientific evidence, for example. Scientific investi- Moses, in these verses, outlined for his followers three
gation requires facts and evidence, and it proceeds ac- important guidelines in preparing for their entry into
cording to fixed, objective methods. When a scientific the Promised Land. First, they were to remember that
investigation yields results, it is best to act accordingly. God had provided a mediator for them. Second, Mo-
It would be silly, for example, to smoke cigarettes and ses prepared them to receive a new leader. Third, he
expect it to have no impact on your health, even though warned them about false prophets and gave the means
scientific study after scientific study has shown that to- to detect them.
bacco use has significant health ramifications. Following The teachings of Moses are still contemporary. We,
a false prophet is akin to following debunked pseudo- like the Israelites, are constantly forgetful of God’s provi-
science. It is unwise, and probably dangerous to your dence for us. Instead, we need to be mindful of and
well-being! The scientific community gradually weeds thankful for the ways that God protects us and provides
out false claims and reaches consensus around true ones. for us in our everyday lives. We also need a reciprocal
True claims have a track record of being verified experi- relationship between leadership and the community
mentally, again and again. Similarly, the true prophet of faith. Moses taught that God required the people to
is the one who consistently speaks the truth and shows respect the prophets. However, it is also true that the
evidence of his or her walk with God. Still, sometimes it prophets should be worthy of that respect. Similarly, in
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Not to be sold, copied or distributed in any manner. MARCH 7, 2021 • SESSION 1
our situation, there should be respect for religious lead- BEGINNING THE SESSION
ership on the part of the faithful, and our religious lead- (5 MINUTES)
ers should also be accountable to the faithful for living in • Introduce the topic and give a very brief overview.
a way that is worthy of Christ. • Point to a map that shows the Exodus journey and
The wisdom of Moses can be used in our daily encoun- the picture of the Jordan River to give the setting for
ters with media. Our churches and homes are challenged the Scripture verses.
by the messages coming from movies, television, and • Sing one verse and the chorus of the hymn “I Am
books. Much of the popular culture and literature attract Bound for the Promised Land.” An alternative to
children with stories about wizardry and other question- singing the song is to ask someone to read the words
able themes. Some parents have banned this media from as others meditate on the message in the words.
their homes. Some question whether or not banning is
possible or effective. Many parents monitor videos and DEVELOPING THE SESSION
books to which their children are exposed and attempt (40-45 MINUTES)
to counter negative concepts with a Christian perspec- God Delivers (5 min.)
tive. These are tough choices, and discernment may be • Explain that the Scripture verses we are studying in
more of an ongoing process than a split-second decision. this lesson are said by scholars to have been found by
Ultimately, though, we can use Moses’ wisdom to guide the priest Hilkiah. Also explain the structure of the
us: the voices of truth have a good track record, and we book and that today’s Scripture passage is part of the
ought to heed them. second address of Moses at Moab.
• Ask a volunteer to read aloud Deuteronomy 18:15.
Session Plans • Invite participants to read the commentary silently.
These session plans are given as suggestions. The words • Solicit one response to the reflection question.
AND, OR, or AND/OR between activities indicate alternate AND
activities. Choose activities best suited for your particular The Prophet Moses (5 min.)
group and time schedule. Feel free to adapt the suggestions • Distribute Pos-It notes to each participant.
to meet the needs and interests of your group. • Ask class participants to read the commentary silent-
ly, instructing them to write on their notes a word or
GETTING READY FOR THE SESSION phrase that describes what stood out for them in the
• Read Deuteronomy 18:15-22 in Journeys and this verses, commentary, or reflection questions.
leader’s guide. • Arrange the notes on a large sheet of newsprint.
• Have available copies of the hymn “I Am Bound for • Ask one person to read them and post the newsprint.
the Promised Land.” AND
• Review a map of the Exodus journey and also the pic- Moses as Mediator (10 min.)
ture of the Jordan River (many versions available via • Hand out envelopes to three individuals in differ-
internet). If possible, also have a large, mounted map ent sections of the room or table. Form three groups
of the Exodus. around those individuals. The envelopes will contain
• Prepare three envelopes. Each envelope will contain the verses 16, 17, and 18.
one of the three verses in the section, Moses as Media- • Ask each group to extract themes from their readings
tor (Deuteronomy 18:16,17,18). and post them on newsprint.
• Have available Bibles, Post-It notes, pens or pencils, • Discuss the themes.
masking tape, and newsprint and markers. • Ask if the themes relate to the value of laws in our
• Prepare an area for the posting of newsprint posters society and the methods of putting laws into effect?
at the end of the workshop session. AND
• Duplicate instructions for each of the four workshop Keeping the Law (10 min.)
teams according to the number of expected partici- • Ask the class to read silently verses 19-20, thinking
pants (if you choose this alternative). of one question that they wish they could ask Moses
• Place Bibles, Post-It notes, and pens or pencils at seats about this text.
before students arrive. • Ask for a volunteer brave enough to be Moses and
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SESSION 1 • MARCH 7, 2021 Not to be sold, copied or distributed in any manner.
answer the questions. Ask for two volunteers to be ºº What is the relationship between Moses and Jesus?
his assistants. (The three will huddle to come up with ºº Whose name is mentioned more frequently in the
answers to questions posed by the class). The teacher New Testament than that of any other Old Testa-
will also assist. (If no one volunteers to be Moses, the ment prophet?
teacher will assume the role and ask for assistants.) ºº In what ways can you compare Moses to Martin
AND Luther King Jr. or other modern activists?
The Test of Time (10 min.) • Moses as Mediator (Deuteronomy 18:16-18)
• Divide the class into two groups. ºº Why were the Israelites afraid to communicate di-
• Assign each group one of the reflection questions. rectly with God?
They will select a leader, who will be the spokesper- ºº What does the word “mediator” mean to you?
son. Each group will work together to give one re- ºº What was the relationship between God and
sponse to the question, reading the Scripture verses Moses?
and the commentary to answer the questions. ºº Why was it necessary for Moses to have a successor?
• Leaders will share their questions and responses. ºº Verse 18 states, ”I will put my words in the
• Discuss their answers. mouth of the prophet.” Does God equip leaders
OR with words today?
ALTERNATIVE FORMAT • Keeping the Law (Deuteronomy 18:19-20)
(An alternative to all the sections outlined above is the ºº What is the uniqueness of the book of
comprehensive workshop method described below.) Deuteronomy?
• Discussion Teams: Divide the class into four groups ºº What do the words, “remember,” “obey,” and “be-
by having them count off. Each group will be assigned hold” mean?
one of sections in the lesson: ºº Besides the book of Deuteronomy, what other
ºº The prophet Moses (Deuteronomy 18:15) Old Testament books are mentioned in the New
ºº Moses as Mediator (Deuteronomy 18:16-18) Testament?
ºº Keeping the Law (Deuteronomy 18:19-20) ºº What is the name of the document that was the
ºº The Test of Time (Deuteronomy 18:21-22) covenant in Mt. Sinai?
ºº What were some of the practices that were forbid-
Prophet of Deliverance workshops (15 min.) den in Hebraic law?
General Instructions: Each group will select a facilita- ºº Do contemporary Christians live by law? Explain.
tor, a scribe, a timekeeper, and a reporter. The members ºº What were the consequences for false prophets?
of each team will together read their assigned Scripture ºº Why was ignoring the law not an alternative?
verses and commentary. The facilitator will guide the • The Test of Time (Deuteronomy 18:21-22)
discussion. They will agree on key points in the passage ºº What is meant by the statement in verse 22, “do
that will be given in their final report. They will add their not be frightened by it”?
own ideas in explaining the content of the passage. The ºº Do you know of ways to recognize a person who
scribe will record the key points that the group agrees to intends to deceive you?
discuss. The timekeeper will announce the time at five- ºº Considering the perspective of Moses, how should
minute intervals. The reporter will serve as spokesperson one respond if approached by members of a known
for the group in reporting to the larger audience. cult?
The instructor will move among all four groups to as- ºº Can you apply any of the teachings of Moses in
sist in keeping them on track, as well as assisting scribes in deciding what children’s books, games, and videos
recording their key points and posting them for display. will be on your shopping list?
Additional guiding questions for each group (Optional) Reports (10 min.)
• The prophet (Deuteronomy 18:15) • Show and Tell: The whole class will gather as the re-
ºº Why is Moses considered one of the most signifi- ports of all teams are taped to a wall or board. Each
cant prophets? reporter will read the report of his/her team.
ºº Was Moses only a prophet? • Ask for responses to the question, “What stands out
6 JOURNEYS LEADER’S GUIDE • SPRING 2021Journeys Leader's Guide © 2021 by American Baptist Home Mission Societies. All rights reserved.
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Not to be sold, copied or distributed in any manner. MARCH 7, 2021 • SESSION 1
for you from these reports?” • Sing the last verse and chorus of “I Am Bound for the
Promised Land.”
CLOSING THE SESSION
(5 MINUTES) Looking Ahead
• Point to the map of the Exodus journey and the Post- In preparation for the next session, ask students to look
It notes. Also look at the picture of the Jordan River. up the song “Joshua Fit the Battle of Jericho” and be pre-
• Explain that this represents the journey of Moses and pared to sing it or say it together.
our own personal journeys in life.
• Explain that Moses prepared the Israelites for their NOTE
promising future. We are planning for our futures and 1. The New Interpreter’s Bible Commentary, Volume II (Nash-
the futures of our families. ville: Abingdon Press, 1998), 278-9.
• Form a circle and hold hands.
Looking Ahead: SUMMER 2021
The JOURNEYS Summer 2021 issue will be a special keepsake celebratory issue highlight-
ing many of our writers from over the last 10 years. It will feature some of the best of past
JOURNEYS lessons and will be the last issue in our current format. Our new format, which
will begin in Fall 2021, takes into account readership comments and preferences as reflected
in our 2020 marketing study. The new JOURNEYS will feature both former and new writers
that span the ABCUSA family. There will be a focus on discipleship and how we apply the
scriptures to living out our faith.
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SESSION 2 • MARCH 14, 2021
Joshua: Prophet of Conquest
According to the Scriptures, the name
SCRIPTURE: Joshua 5:13–6:5, 6:15-16,20
of the Promised Land, Canaan, was derived
KEY VERSE: The Lord said to Joshua, “See, I have handed from the grandson of Noah, whose name
Jericho over to you, along with its king and soldiers. was Canaan (Genesis 9:18-19). The de-
—Joshua 6:2 scendants of Canaan established cities and
SESSION OBJECTIVES: towns. The territory of ancient Canaan lies
• To examine the vision and leadership of Joshua in the conquest of in portions of the Middle East: modern day
the Promised Land; Lebanon, Israel, and parts of Syria.3
• To increase understanding of the central theme in the book of The family curse followed the Canaan-
Joshua as that of continuing to keep the covenant with God by ites from an incident in Genesis 9:18-27.
obeying the Levitical laws; and Noah was displeased with the actions of his
• To make connections between Joshua’s mission and the missions son Ham. He therefore cursed Ham and
of contemporary movements. Ham’s son, Canaan. The Israelites subse-
quently looked down on the descendants
of Canaan and targeted them for their prac-
Introducing the Scripture tices of idolatry. The discourse in Deuter-
In today’s Scripture passages, Joshua lived up to his name onomy 7:1-6 informs the chosen people of Israel that
change. In Numbers 13:16 Moses changed his name God is clearing away these nations. The Israelites are told
from Hoshea to Joshua. The literal meaning of Joshua is to “break down their altars, smash their pillars, hew
savior.1 Moses chose Joshua, the son of Nun, as his suc- down their sacred poles, and burn their idols with
cessor rather than one of his own biological children. fire” (7:5).
Rather than succession by birthright, Moses chose Josh- The land of Canaan was desirable not only because
ua for his personal leadership potential. Joshua, as the God had promised it to the Israelites but also for its ag-
chosen leader, proved that he was the fulfillment of the ricultural and geopolitical worth. The land of Canaan
prophesy of Moses. had much to offer. The region was conducive to animal
The book of Joshua narrates a significant moment in farming. It was in the Mediterranean region, making it a
the history of Israel as a nation. It marks the turning point shipping port. It was later to become a center for trade,
of the Israelites becoming a stable nation rather than a with many educational advancements.4
nomadic group. Prior to the settlement in Canaan, the The conquest of Jericho, which was the major city in
Promised Land was only an ideal. the southern Jordan valley during this
In the biblical canon, Joshua follows period of history, was important to the
Deuteronomy, and some scholars con- Israelites. It was a point of entry into
sider the book of Joshua to be Deutero- Prior to the the other cities in Canaan.5 It offered
nomic literature.2 One might see Joshua settlement an advantageous military vantage point.
as the action-oriented counterpart to And it was built above one of the largest
Deuteronomy. In Deuteronomy, Moses in Canaan, springs in the region.
clarified the Levitical laws and the cov- the Promised According to the findings of some
enant between God and the people. In scholars, Jericho, which is the present
the book of Joshua, the nation carried Land was day Tell es-Sultan, is the oldest city in
out the laws and established a bond with only an ideal. the world. It is approximately five miles
the covenant God. in length. Modern excavations show
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Not to be sold, copied or distributed in any manner. MARCH 14, 2021 • SESSION 2
evidence of earthquakes in the region. relayed the plan to the priests and the
Some believe that this could be an ex- God played people, and soon the conquest of Jericho
planation for the destruction of the wall was underway.
at the battle at Jericho.6 If an earthquake
a miraculous
was the cause, Joshua and the Israelites part because JOSHUA 6:15-16,20. There is evi-
were working in tandem with nature. dence that the Jericho wall was a double
Whether it was or not is a matter of de-
the people wall.9 Because of the overwhelming dif-
bate, but it is reasonable to assume that obeyed God’s ficulty of causing not one but two walls
God could have shown favor to the Isra- to collapse, one can imagine that its de-
elites by causing an earthquake that aid-
and Joshua’s struction proved to the Israelites that
ed their mission. However it happened, instructions. the victory was God’s triumph and not
God played a miraculous part because their own. The people may have looked
the people obeyed God’s and Joshua’s upon Joshua as a hero, but one can imag-
instructions. ine that he revealed to his followers that
the source of his strength and power was God. One can
Examining the Scripture also imagine that he instilled in the people the belief
JOSHUA 5:13-15. Joshua’s encounter with the “com- that God was the source of their strength and power as
mander of the army of the Lord” (verse 14) is not only well.
similar to the experience of Moses with the burning bush The conquest of Jericho was significant to the survival
but also characteristic of many of the leaders in the Old of Israel as a nation chosen by the Lord. However, this
Testament.7 Besides the biblical references, Sarah Lebhar important victory depended on the faithfulness of the
Hall points to the similarities of the Joshua narrative to people to their God. Sarah Lebhar Hall states in Con-
reports in Assyrian military literature.8 quering Character: The Characterization of Joshua in
Joshua 1-11 that “possession of the Promised Land is
JOSHUA 6:1-5. In Joshua 6:1, the gates of the city dependent on obedience to Yahweh.”10 Because of his
were securely barred, and no one went in or out, because faithfulness, Joshua quickly gained respect as a leader
the Israelites were a threat to the rulers of Jericho. and therefore had cooperation from his followers in the
Why was the wall built? Obviously, the decision- conquest.
makers in Jericho wanted to keep out undesirable peo-
ple. Walls work in two ways: first, to keep certain groups Applying the Scripture
out, and second, to keep certain groups inside. However, Joshua went through three steps of faith as he responded
such isolation can stunt the development of a culture. to his vision in verse 6:2. He heard the words, “See, I
The group within knows only their ways, and only their have handed Jericho over to you, along with its king
customs. Without exposure to other cultures, exchanges and soldiers.” The word “see” is significant because Josh-
of ideas, and thus mutual growth, cannot take place. ua had to open his mind’s eye to envision the conquest of
Verse 2 shows that Joshua received from the Lord the what appeared to be an impenetrable wall. For Joshua,
vision of the possible over against the im- the first step toward overcoming chal-
possible. Joshua could see the future suc- lenges was imagining that, with God, he
cess for his nation. He visualized the goal, could achieve the impossible, or at least
the end results. His faith at this point Victory the highly unlikely.
readied him to perceive the total plan. depended His second step of spiritual develop-
Verses 3-5 outline the “game-plan,” so ment was to believe the words, “I have
to speak, for Joshua’s conquest of Jericho. on the handed Jericho over to you.” The ba-
For six days, Joshua’s army would march faithfulness sic definition of faith is “belief without
around the walls of Jericho, and on the proof,” or, as the author of Hebrews
seventh day, the priests would blow of the people writes, it is the “assurance of things
trumpets made of ram’s horns, and the to their God. hoped for, the conviction of things not
walls of Jericho would fall. Joshua then seen” (Hebrews 11:1). Because he relied
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SESSION 2 • MARCH 14, 2021 Not to be sold, copied or distributed in any manner.
on faith and not on proof, Joshua had to put his full trust • Prepare a note saying, “Fold this index card in half
in God to accept the message the God was giving him. lengthwise. Then write on both sides with a marker
However, seeing and believing would have produced one or two words to name the barriers that you would
nothing without the third step of faith. Joshua acted on like to remove in society today.”
his faith. He put God’s plan into action. He communi- • Prepare a table or other surface for the assembly of
cated the vision to his leaders, who then transmitted it the index cards as a wall.
to the multitude. Joshua’s submission and obedience to • Have available Bibles; paper; index cards; pens or
God exemplifies for us today the ways in which we can pencils; and either a chalkboard and chalk, or a dry-
act on a faith commitment. erase board and markers.
When we are confronted with choices and challenges
in life, Joshua provides an example for how to move for- BEGINNING THE SESSION
ward faithfully: seeing, believing, and acting. This three- (10 MINUTES)
step process may be valuable for choosing a profession, • Play in the background the recording of “Joshua Fit
having a meaningful career, relating to family members, the Battle of Jericho” as participants enter.
or serving in one’s local congregation. • Welcome participants by handing each one index
The American Baptist Churches USA offers many card with a note of instructions about using it.
opportunities for faith to be put in action. Aside from • Repeat instructions orally after everyone is seated.
serving in local churches, there are mission programs Give three minutes for completion.
at home and abroad. One such program is the Baptist • Ask everyone to place their folded cards, one after the
Peace Fellowship of North America (BPFNA. Many other, in the designated area. The papers should then
of the BPFNA members travel locally and globally on resemble a long wall.
Fellowship Tours to areas of special concern.11 They • Give a brief overview of today’s session, emphasizing
put faith into action by participating in work to restore the triumph of the Israelites as they enter the Prom-
peace and good will. ised Land.
Session Plans DEVELOPING THE SESSION
These session plans are given as suggestions. The words (40 MINUTES)
AND, OR, or AND/OR between activities indicate alternate Facing a Barrier (15 min.)
activities. Choose activities best suited for your particular • Display a map of Canaan Land.
group and time schedule. Feel free to adapt the suggestions • Describe the setting by summarizing the information
to meet the needs and interests of your group. based on the “Introduction to the Scripture” in this
Leader’s Guide.
GETTING READY FOR THE SESSION • Ask participants to form pairs. Ask them to read
• Read Joshua 5:13–6:5,15-16,20. Also read Session Joshua 5:13-15 silently as they fill in the following
2 in Journeys and this Leader’s Guide. diagram:
• Browse information on war heroes and civil rights In the diagram below, write four ways that Moses
heroes. and Joshua were unique under their respective names.
• Visit the website https://www.bpfna.org/. Copy Write four ways in which they were similar in the cen-
the vision statement to share with the class. ter section.
• Locate a map of the Land of Canaan on the internet Moses Joshua
and print it out for students.
• Have available 8.5" x 11" sheets of cardstock, accord-
ing to the number of people expected.
• Chose a recorded version of the song “Joshua Fit the
Battle of Jericho” from the many versions on YouTube.
• Reflect on either physical or mental barriers that are
present in society. Compare them to the wall that
Joshua faced.
10 JOURNEYS LEADER’S GUIDE • SPRING 2021Journeys Leader's Guide © 2021 by American Baptist Home Mission Societies. All rights reserved.
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Not to be sold, copied or distributed in any manner. MARCH 14, 2021 • SESSION 2
OR the prophets such as Isaiah, Daniel and Ezekiel had
On the Periphery of Promise (15 min.) visions--along with John in the New Testament, who
• Solicit a volunteer to read Joshua 5:13-15 aloud. wrote the Book of Revelation. And then there was
• Draw three columns on a board or newsprint. From Martin L. King Jr. and the “I’ve seen the Promised
left to right, label the columns: Moses, Both, and Land..” speech he gave from Memphis prior to being
Joshua. shot at the Lorraine Motel.
• Ask the class to provide examples of the ways that AND
Moses and Joshua were unique and similar. Visualizing Success (10 min.)
• Record the responses on a board or newsprint. For • Distribute an index card to each person.
ways in which Moses was unique, record the response • Ask participants to listen to the Scripture that will be
in the “Moses” column, and similarly for Joshua. For read and think of ways these verses relate to present-
ways in which they are similar, record them in the day situations, visualizing the eradication of barriers
“Both” column. to progress. Also ask participants to prepare to write
• Ask if anyone wishes to speak about ways in which their own vision statement of what they wish to see in
they identify with either Moses or Joshua. the future.
AND • Solicit a volunteer to read Joshua 6:15-16,20.
Vision Statement (15 min.) • Explain that a vision is a snapshot of a future posi-
• Divide the class into three groups by seating order. tion. It is inspirational. An example is the following:
For example, if there 12 participants, the first 4 will “To become the world’s most loved, most flown, and
be Group 1, the second 4 will be Group 2, and the last most profitable airline.” —Southwest Air13
4 will be Group 3. • Emphasize Joshua’s vision.
• Write the two questions below on a board or news- • Ask everyone to spend five minutes writing a vision
print and explain that each group will search for an- statement.
swers to the questions in their assigned passages and • Ask one or two volunteers to share their statements
collaborate on their responses: with the class.
ºº What vision is stated or implied? AND/OR
ºº What are the steps in reaching the goal? Prophet of Conquest (10 min.)
ºº What is your impression of the events in the • Ask participants to read Joshua 6:15-16,20 silently.
reading? • Share the clip from the BPFNA Website.
• Assign the following readings: Group 1: Joshua 6:1- • Solicit comments about the clip and ask for other ex-
5; Group 2: “Rising to the Challenge” in Session 2 in amples of efforts toward peace.
Journeys; Group 3: “Strategic Briefing” in Journeys. • Share information about civil rights, missions, and
(7 min.) other causes that will bring peaceful relations in the
• Ask each group to select someone to read their world.
responses. • Ask in what ways has MLK’s Promised Land vision
• Discuss the similarities and differences in the visions and his dream (from the I Have a Dream speech)
of each leader. come to pass.
OR • Write on a board or newsprint the names of leaders or
Beyond the Barrier (15 min.) organizations that work towards peaceful solutions to
• Ask members of the class to read silently Joshua 6:1- problems.
5 and write one question about it on an index card. CLOSING THE SESSION
• Collect the cards in a container and mix them. (10 MINUTES)
• Ask each person to select a card from the container. • Ask everyone to move to the index card wall that was
• Ask participants to read the questions on the card built at the beginning of the class.
they selected to the class. The reader can either answer • Ask each person to be meditative while reading si-
the question or ask for a discussion of it. lently the messages on the wall.
• Discuss the accounts of visions by any other known • Solicit a volunteer to read aloud the messages on one
leaders or Bible figures. For example a number of side of the wall.
SPRING 2021 • JOURNEYS LEADER’S GUIDE 11Journeys Leader's Guide © 2021 by American Baptist Home Mission Societies. All rights reserved.
This was purchased and downloaded from judsonpress.com.
SESSION 2 • MARCH 14, 2021 Not to be sold, copied or distributed in any manner.
• Solicit a volunteer to read aloud the messages on the 2. Robert G. Boling, Joshua (Garden City, New York: Double-
other side of the index card. day & Company, Inc., 1982), 51.
3. The New Interpreter’s Dictionary of the Bible A-C, Volume 1
• Solicit a volunteer to pray for the visions toward (Nashville: Abingdon Press, 2006), 532.
progress and for the power to overcome obstacles. 4. “Canaan,” Ancient History Encyclopedia, accessed September
• Ask that each person take what he or she contributed 4, 2019, https://www.ancient.eu/canaan/.
to the wall—the word or phrase they wrote on the 5. The Interpreter’s Dictionary of the Bible E-J (New York: Abing-
card—and meditate on it during the week. don Press, 1962), 835-6.
6. NASA Earth Observatory, “Jericho, West Bank,” accessed Sep-
• Replay the recording of “Joshua Fit the Battle of Jeri- tember 6, 2019, https://earthobservatory.nasa.gov/images/5462/
cho” as participants dismantle the wall and leave the jericho-west-bank.
room. 7. Gordon McConville and Stephen N. Williams, Joshua
(Grand Rapids: William B. Eerdmans Publishing Company, 2010),
Looking Ahead 29.
8. Sarah Lebhar Hall, Conquering Character: The Characteriza-
In preparation for the study of a woman prophet, ask tion of Joshua in Joshua 1–11 (New York: T&T Clark, 2010), 83.
students to name the “she-roes” and women who have 9. The Interpreter’s Dictionary of the Bible E-J (New York: Abing-
acted as role models in their lives. don Press, 1962), 836.
10. Sarah Lebhar Hall, Conquering Character? The Characteriza-
NOTES tion of Joshua in Joshua 1-11 (New York: T&T Clark, 2010) 94.
1. Graeme A. Auld, Joshua Retold/Synoptic Perspectives (New 11. “Our Mission,” Baptist Peace Fellowship of North America,
York: T&T Clark, 1998), 130. accessed September 2, 2019, https://www.bpfna.org/.
12 JOURNEYS LEADER’S GUIDE • SPRING 2021Journeys Leader's Guide © 2021 by American Baptist Home Mission Societies. All rights reserved.
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Not to be sold, copied or distributed in any manner.
SESSION 3 • MARCH 21, 2021
Huldah: Prophet of Wisdom
later sang of their accomplishments. Debo-
SCRIPTURE: 2 Kings 22:14-20
rah was a judge; therefore, prophecy was
KEY VERSE: Because your heart was penitent, and you hum- not her major occupation.
bled yourself before the Lord, when you heard how I spoke Isaiah’s wife (Isaiah 8:3) is not even
against this place, and against its inhabitants, that they called by name. Isaiah referred to her as
should become a desolation and a curse, and because the “prophetess” and mentioned that she
you have torn your clothes and wept before me, I also have birthed a son for him. The term “prophet-
heard you, says the Lord. —2 Kings 22:19 ess” was also used to refer to the status of be-
SESSION OBJECTIVES: ing a wife of a prophet.4 Isaiah’s wife might
• To develop a more in-depth understanding of the history of the Is- have been in that category. The fifth woman
raelite nation during the reign of Josiah; prophet, Noadiah (Nehemiah 6:14), can
• To analyze the message that Huldah delivered to the king and its barely be designated as such because she
implications for Christians today; and deliberately spoke words of deceit. Of all
• To consider the effectiveness of the prophetic words in the rededi- the women prophets of the Old Testament,
cation of King Josiah to his mission and think of ways that we can Huldah can be seen as the most exemplary
become more committed as Christians. prophet.
The message of Huldah is significant be-
cause of the following factors: (1) She rec-
Introducing the Scripture ognized, verified the authenticity of, and
The name Huldah literally means “weasel.” The prophet helped preserve the Deuteronomic Scriptures; (2) She
1
Huldah was a scholar and, as her name suggests, bur- confirmed that the reason to fear punishment was be-
rowed into the scrolls of knowledge. Because she was a cause of the sinful acts of previous kings; (3) She bravely
woman of wisdom, she is said to have sat near the temple spoke total truth, both the good and the unpleasant; (4)
to receive inquirers. It is believed that she sat near the Her prophecy contributed to reformation in Judah and
double doors of the temple, which still remain in Jerusa- Israel; and (5) She was a role model for women, and her
lem and are called the Huldah Gates.2 legacy is still uplifting for women today.
Huldah is one of five women proph- The voice of Huldah was one of rea-
ets mentioned in the Old Testament. son in a time of great disillusionment.
Sarah Forth states, “Huldah is the only The Davidic kingdom was divided. Ju-
one of the women designated a prophet Huldah dah and Israel were under the influence
who acts like one.”3 Huldah delivered a delivered of the bordering Assyrian empire. Her
direct oracle from God with a prediction prophecy strengthened the resolve of
of what was to come. She also was sought a direct King Josiah, who was overthrowing the
after for her prophetic knowledge, and oracle from stronghold of Assyria. The timing was
the king’s delegation came to her. right, since the Assyrian King Ashur-
In contrast, the prophet Mariam (Ex- God with a banipal had just died. Assyria became
odus 15:20-21) sang and danced but did prediction of weaker after his death, and Josiah began
not deliver words directly from God as the temple repairs.5
Moses or Huldah did. Deborah (Judges what was to Although most of Huldah’s prophecy
4:6) sent for Barak and spoke for God, come. was about the ruin to befall the nation,
but in little detail. She went to war and King Josiah did not see these words as an
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SESSION 3 • MARCH 21, 2021 Not to be sold, copied or distributed in any manner.
occasion for despair. Instead, he was in- Asaiah, sought counsel from Huldah.
spired by her message. Being a righteous Huldah held Upon discovering the Deuteronomic
king, and being full of resolve and zeal, text, the king realized that for genera-
he took Huldah’s words as an inspira-
spiritual tions the people of Judah had not been
tion for his efforts toward reform and authority over following the law outlined in the lost
renewal. text (22:11-13), and that God’s wrath
the people. was stored up for them. Huldah had a
Examining the Scripture message from the Lord for them.
2 KINGS 22:14. The dynamics in this She does not specifically name the
verse depict the three kinds of authority figures in this king in her message. In verse 15, she says, “the man who
era. The roles of king-priest-prophet are distinct in this sent you to me.” (In verse 16 she says, “the king of Ju-
setting. The priest is leading a delegation on an assign- dah,” but in this case she is speaking for God, not in her
ment from the king to seek wisdom from the prophet. own voice.) Her refusal to call the king by his title could
Even though they are in perilous times, the government, have been seen as disrespectful. Instead of seeing it as a
worship life, and individual spiritual life had evolved sign of disrespect, though, we might read this interaction
into a more sophisticated order than in previous eras. as a reminder that, in her role as a spokesperson for God,
During the time of Moses and Joshua, one leader oc- Huldah held spiritual authority over the people, the king
cupied all three positions, in addition to other duties. included.
During the time of Huldah and Josiah, the roles were Huldah verifies the authenticity of the Deutero-
separate. The king was the administrator and executor of nomic texts in her prophecies. She confirms that all that
government affairs and lived in the palace. King Josiah “all the words of the book that the king of Judah has
and other kings in the region also served as heads of the read” are of God (22:16), and that the destruction that
military and traveled with their troops to war. he feared was indeed on the horizon.
As the priest, Hilkiah was responsible for the temple Her words applied the text to the situation at hand.
and worship life. He was performing his duties in this In verse 17, Huldah confirms that the eyes of God had
capacity when he found the lost book (a scroll). In vers- indeed been watching the people of Judah: “They have
es 22:8-13, he gave the book to the secretary, Shaphan, abandoned me and have made offerings to other
who read it to the king. The king then sent the text to the gods.” They were guilty in God’s eyes, and the punish-
prophet. ment was going to be levied. The coming judgment was
The prophets Huldah, Jeremiah, and Zephaniah min- finalized with the words “and it will not be quenched.”
istered in separate designated areas. Records show that
Huldah sat in an area near the temple. She had a school 2 KINGS 22:18-19. God also examined king Josiah’s
and taught the women in the area. Jeremiah, her cous- heart and prayer life. The king’s heart examination
in (both being descendants of Joshua), evidently received an excellent rating.
prophesied in the streets. Zephaniah Huldah was using her gifts and was an
traveled to places of worship.6 instrument for the flow of truth. She was
The prophets were the spokespersons The prophets not present when the king tore his gar-
for God, and at times they predicted the were the ments (verse 19), yet she spoke of the
future. They had different gifts and man- intimate moments in Josiah’s spiritual
ners of deliverance, even though they spokes- life. Huldah’s prophecy included details
were speaking the same message from persons for about Josiah’s “penitent heart,” about
God. Huldah evidently possessed coun- him “humbling himself before the
seling skills and shared her wisdom in God and at , Lord,” about how Josiah tore his clothes
helping people with their personal and times they and wept before the Lord (verse 19).
family affairs. Because Josiah truly heard God’s word
predicted the and was penitent, God assures him,
2 KINGS 22:15-17. Hilkiah, along future. through Huldah’s prophecy, that Josiah’s
with Ahikam, Achbor, Shaphan and prayers have not gone unheard, and that
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Not to be sold, copied or distributed in any manner. MARCH 21, 2021 • SESSION 3
the disaster coming to Judah would not come in Josiah’s book was found (2 Kings 22:8). Priest Hilkiah found
lifetime. Josiah would go to his grave in peace (verse 20). the book because the king had ordered the repair of the
Huldah was well versed in the Scriptures, and she temple (2 Kings 22:1-6). The fact that the temple need-
knew that God shows mercy to the penitent in the ed repairs and that the Deuteronomic Scriptures were
face of coming judgment. God’s proclamation to Mo- lost sums up the lifestyle of the previous administrations.
ses in Exodus 34:6-7, for example, clearly shows God’s They had neglected proper worship of the Lord.
beneficence: The void in their spiritual lives was reflected in their
“The Lord, the Lord, physical premises. God’s house was falling apart because
a God merciful and gracious, the people had neglected their covenant with God. With
slow to anger, an unkempt place of worship, and an undisciplined spiri-
and abounding in steadfast love tual life, the Scriptures were also neglected, and the book
and faithfulness, of Deuteronomy was lost. The book became a forgotten
keeping steadfast love for the thousandth treasure. It was rediscovered under Josiah’s reign, a king
generation, forgiving iniquity and who did care about the spiritual well-being of Israel. Be-
transgression and sin, cause of his dedication to God and his spiritual fervor,
yet by no means clearing the guilty, he knew the value of the book and treated it with the
but visiting the iniquity of the parents utmost seriousness.
upon the children This story speaks to us in the Christian walk. Just as
and the children’s children, the king ordered repairs, there may be ways that we can
to the third and the fourth generation.” examine the needs in our environment. We should not
Both Huldah and Josiah were aware of their place in only look at our own spiritual lives--as important as that
history. Josiah had inherited the throne and all that went is-- but we should also look for ways that we can minis-
with it, including the curse for the sins of forerunners. ter to others. Pertaining to our physical environment, we
Josiah took action to appeal to God’s graciousness. The can perform small tasks to keep our worship centers in
consoling words in Huldah’s prophecy in verse 19 were, good order and ensure that our churches are inviting and
“I also have heard you, says the Lord.” welcoming environments.
Huldah and Josiah placed utmost value on the Word
2 KINGS 22:20. God’s message in this verse is being of God. In today’s world dominated by mass media, and
transported from the prophet through the carriers to the a population with ever-decreasing attention spans, the
recipient, the king. Hilkiah, Ahikam, Achbor, Shaphan, Word of God is often neglected. For some, the Bible
and Asaiah probably put their memorization skills to- just doesn’t have the entertainment value of apps or
gether to retain the words of the Lord that they received YouTube videos. For others, the demands of jobs and
through Huldah. A lot was at stake in the delivery of children’s education can choke out the family prayers
Huldah’s prophecy, and the messengers pulled through. and daily Bible readings. Texting and social media can
A major reformation ensued. be distracting, but perhaps we can communicate posi-
In 2 Kings 23, Josiah read the lost book to everyone tive and loving messages with them. Sadly, though, our
in the land. They disposed of the idols and everything devices often have a way of isolating us. We need to be
that was opposed to the Deuteronomic law. In later pas- intentional about having face-to-face conversations and
sages, one can calculate that Josiah lived another decade enjoying peaceful assembly with others, through which
before the destruction of Jerusalem. Huldah and Josiah we can share God’s love.
lived exemplary lives. They were examples of obedience
to God’s moral codes and subsequently received God’s Session Plans
mercy and blessings. These session plans are given as suggestions. The words
AND, OR, or AND/OR between activities indicate alternate
Applying the Scripture activities. Choose activities best suited for your particular
The prophet Huldah, through a revelation from God, group and time schedule. Feel free to adapt the suggestions
acknowledged the pure heart of the king. The mission to meet the needs and interests of your group.
to seek Huldah’s wisdom came about because the lost
SPRING 2021 • JOURNEYS LEADER’S GUIDE 15You can also read
