Tuesday, November 8, 2016
Lesson 11 / Exodus 18 - Wise Counsel / TBC Men's Study 2016-2017 / Exodus: God Rescues His People
Exodus 18 - Wise Counsel -- Lesson 11
Lesson 10 / Exodus 15:22-17:16: Adversities of the Desert / TBC Men's Study 2016-2017 / Exodus: God Rescues His People
INTERVARSITY PRESS DAILY BIBLE STUDY – Lesson 10
Sorry for the inconvenience of not posting the IVP questions. Intervarsity Press asked that I not repost their study so that it will drive traffic to their site. Use the link above to access the core questions for this study.
For further consideration:
ID: Inductive Questions (Asking the text questions like who, what, where, when, why, & how?”)
CR: Cross References (Comparing Scripture to Scripture, understanding the vague by the clear.)
WS: Word Study (Understanding definition, theological meaning, and usages in other passages.)
3b. ID/CR (16:7, 10) What was the provision of mana intended to show the Israelites about the Lord? What other times in Exodus did they see this about God? (Exodus 24:16-17; 40:34-35) Compare and contrast how these events revealed His glory.
3c. WS (16:12) You have probably noticed that your version often spells “Lord” with all capital letters. Check the introduction to your version, word study tool to figure it out. What would they know about the Lord after they were full? Can you think of other times a similar phrase or reference to the Lord is used? (Exodus 5:2; 6:7; 7:5, 17; 10:2; 14:5, 18; 16:12; Leviticus 19:2-4, 10, 25, 31, 34, 36)
4b. CR (17:2) What does it mean to tempt or test the Lord? (Numbers 21:5; Deuteronomy 6:16; Matthew 4:7/Luke 4:12; 1 Corinthians 10:9) Do we ever tempt or test the Lord in that way?
5b. CR (17:8) Use a concordance (and Bible dictionary) to find what else we learn about the nation of Amalek in Scripture? Did the Israelites have further contact with them? (Exodus 17; Deuteronomy 15:17-19; 1 Samuel 15; Esther 3:1ff)
WebBible Encyclopedia: Who were the Amalekites?
This was a tribe of people that lived in Arabia Petraea, between the Dead Sea and the Red Sea. They were not the descendants of Amalek, the son of Eliphaz, for they existed in the days of Abraham (Genesis 14:7). They were probably a tribe that migrated from the shores of the Persian Gulf and settled in Arabia.
“They dwelt in the land of the south… from Havilah until thou comest to Shur” (Num. 13:29; 1 Sam. 15:7).
They were apparently a pastoral, and therefore probably a nomadic people. Their kings bore the hereditary name of Agag (Num. 24:7; 1 Sam. 15:8). They attempted to stop the Israelites when they marched through their territory (Deut. 25:18), attacking them at Rephidim (Exodus 17:8-13; compare Deut. 25:17; 1 Sam. 15:2).
Afterwards, they attacked the Israelites at Hormah (Num. 14:45).
We read of them subsequently as being in league with the Moabites (Judg. 3:13) and the Midianites (Judg. 6:3). Saul finally desolated their territory and destroyed their power (1 Sam. 14:48; 15:3), and David recovered booty from them (1 Sam. 30:18-20).
In the Babylonian inscriptions they are called “Sute,” in those of Egypt “Sittiu,” and the Amarna tablets include them under the general name of “Khabbati,” or “plunderers.”
Lesson 9 / Exodus 15:1-21: Praise for the Past and Hope for the Future / TBC Men's Study 2016-2017 / Exodus: God Rescues His People
INTERVARSITY PRESS DAILY BIBLE STUDY – Lesson 9
Sorry for the inconvenience of not posting the IVP questions. Intervarsity Press asked that I not repost their study so that it will drive traffic to their site. Use the link above to access the core questions for this study.
For further consideration:
ID: Inductive Questions (Asking the text questions like who, what, where, when, why, & how?”)
CR: Cross References (Comparing Scripture to Scripture, understanding the vague by the clear.)
WS: Word Study (Understanding definition, theological meaning, and usages in other passages.)
0. ID (15:1-18) One of the helpful study tactics is to look at a poem’s structure. Here are a few approaches to this song
· This song can be divided into three sections by the literary feature, repetition. Which three verses contain this feature?
· The first few verses are written in the first person (I, me, we, us, mine, ours). Which verse begins using the second person (you, your)? Is that an important shift?
· The first half of the poem focuses on what the Lord did. The second half focuses on its effect on people who hear about it. Where does that transition take place?
· Some commentators see the poem as divided in the three strophes (vv. 2-5, 6-10, 11-18). Why would they divide the poem into those three sections?
2b. ID (15:1-18) List the attributes of God that are explicitly stated in this section and then the ones that are implied. Do you think about these attributes more or less often than some others?
6b. Have you ever heard or learned a song or chorus based on words in this poem? Do you sing “Scripture choruses” very often? How do you think this song would be received in your church’s worship service?
Application
2b. ID (15:22-25) How long did this spirit of praise to and appreciation for God’s strength, salvation, and faithfulness last? What distracted them? What is the lesson for us?
Lesson 8 / Exodus 13:17-14:31: From Crisis to Triumph / TBC Men's Study 2016-2017 / Exodus: God Rescues His People
INTERVARSITY PRESS DAILY BIBLE STUDY -- Lesson 8
Sorry for the inconvenience of not posting the IVP questions. Intervarsity Press asked that I not repost their study so that it will drive traffic to their site.
2016-2017 Tulsa Bible Church Men’s Bible Study – tulsabible.org
For further consideration:
ID: Inductive Questions (Asking the text questions like who, what, where, when, why, & how?”)
CR: Cross References (Comparing Scripture to Scripture, understanding the vague by the clear.)
WS: Word Study (Understanding definition, theological meaning, and usages in other passages.)
CR (13:19) Genesis 50:24 & Joshua 24:31-33 the are other parts of this story about Joseph’s bones. Hebrews 11:22 provides commentary on Joseph’s request. What was remarkable about Joseph’s request?
WS (14:4) God said, “I will be honored through pharaoh and all his army…” In what sense was God honored by pharaoh’s hard-hearted opposition? (See how the verse is used in these verses. Exodus 14:18, 20:12; Leviticus 10:3; Numbers 22: 15, 17, 37)
ID (14:10-12, 30-31) What contrasts do you observe between the Israelites attitude as the Egyptians approached and after the Red Sea crossing?
Lesson 7 / Exodus 12:29-13:16: Freedom and Its Cost / TBC Men's Study 2016-2017 / Exodus: God Rescues His People
INTERVARSITY PRESS DAILY BIBLE STUDY
Exodus 12:29-13:16: Freedom and Its Cost – Lesson 7
Sorry for the inconvenience of not posting the IVP questions. Intervarsity Press asked that I not repost their study so that it will drive traffic to their site.
2016-2017 Tulsa Bible Church Men’s Bible Study – tulsabible.org
For further consideration:
ID: Inductive Questions (Asking the text questions like who, what, where, when, why, & how?”)
CR: Cross References (Comparing Scripture to Scripture, understanding the vague by the clear.)
WS: Word Study (Understanding definition, theological meaning, and usages in other passages.)
1b. CR (12:29) Who killed the firstborn? (Exodus 4:23; 11:4-5; 12:12, 29; 13:15)
4b. CR (Luke 13:2, 12) Luke 2.21-24 records the presentation of Jesus in the Temple that kept the directive in Exodus 13:10-13. Luke quotes from 13:2, 12.
CR (12:40) How many years were the nation Israel in Egypt? (Genesis 15:13; Acts 7:6)
(The Jewish calendar is not familiar to many of us. Here are a couple articles that you might find helpful.
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