ABSG Questions for Discussion: Lesson 1 (Sept 28-Oct 4), Making Sense of History: Zerubbabel and Ezra

Welcome

Many Sabbath School class teachers either preach a sermon to their class or deliver a monologue on the whole lesson, going through it "day-by-day." The most rewarding sessions involve the members in discussion. These questions here are intended to stimulate the active participation of the members in your class. Of course pertinent information imparted by the teacher is also very valuable, for which there are many resources in print and on the internet. This site seeks to provide a resource for discussions.

If you are a member and not a teacher and your class is boring, try asking questions such as these in your class.

Sunday, 29 September 2019

Lesson 1 (Sept 28-Oct 4), Making Sense of History: Zerubbabel and Ezra

The First Return of Exiles

When God inspires a prophecy does that impinge on the freedom of those involved, such as when Cyrus had to pass a decree for the return of the Jews?
Does God inspire parents who name their children such that Cyrus could be named as prophesied?
What is God's purpose in letting people know the future?

Overview of Kings and Events

Are there discrepancies between the Bible and secular historical records? Why would there be some?
Does a Bible reader need to know history in order to understand the Bible or is enough information given in the Bible?

The Second Return From Exile

Why would a king offer to let captives return to their home country? Why were they taken in the first place? Why were thy kept so long?
What would encourage people to follow a person back home? Why would they wish to return home? Would some wish to remain behind? If so, why?

Artaxerxes Decree

How likely is it that some of the Jews had escaped and returned to Israel on their own earlier? How advisable was it to try?
What could have prompted the king to release funds from his own treasury for the restoration of the temple?
How likely was it that during the captivity of the Israelites that the king could have learnt that Israel's was the true God?

Importance of Education

During the seventy years of captivity how settled would the Israelites have become in the foreign land?
How much education does one need to understand the Bible and its prophecies?
How advisable was it for the Israelite children to attend Babylonian schools?

How to Teach a Sabbath School Class

1. Make a conscious decision that you will lead a discussion and not preach a sermon. Prepare accordingly and be alert for discussion opportunities. A discussion in which many participate is very rewarding.

2. You must have a page of freshly written notes. Don't waste people's time with inconsequential things just to occupy the time.

3. Sprinkle your notes with discussion questions and mark them out in bold. Any time you feel you are losing the attention of the members get them into another discussion. The discussion should be relevant to the lesson as well as to everyday life.

4. Start the lesson with a discussion question, or at the very latest within the next few sentences. If you wait for ten minutes and then try to generate a discussion it will be too late. The class will have tuned you out because you have tuned them out.

5. The opening question should be general enough so that even those who have not studied will be interested in contributing.

6. Avoid questions that can be answered by a single word. If someone answers with "yes/no" ask them to give reasons for their answer. If the answer is too short ask them to clarify or simplify the answer.

7. If a member asks a question, that is a golden opportunity for a discussion. Don't waste it by answering it too quickly. Throw the question back to the members for their opinion. You can give yours at the end.

8. Avoid childish questions such as "Which day is the Sabbath?" Members will not feel any need to answer it. Similarly do not pause in a sentence for the members to supply the last few words. That kind of participation is not a discussion. Members must contribute ideas and thoughts and not just words.

9. Avoid trick questions. Members will be embarrassed if you show them wrong and they will not answer the next time. Also avoid questions that will make it obvious whether or not they have studied the lesson. Those who have not studied should also feel urged to contribute.

10. You may sometimes present two views and ask the members to evaluate the views.