King Solomon Sunday School Lesson Activity

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Sunday School Lesson on King Solomon Activity

Into the Lesson

Display an image or a video clip of a genie ris-_ng from a magic lamp. Ask the class, "Given=ft wishes, what would most people name?Give time for responses, noting the egocentric,materialistic nature of most. Then say, "Given amuch greater opportunity to satisfy personalneeds and wants, Solomon made an altogetherdifferent request."

Make a transition by saying in a manner simi-an to PBS's Sesame Street, "Today's lesson isDrought to you by the number 3 and the letter I."Display large images of both 3 and I.

Into the Word

Direct the class to read silently today's text inI Kings 3:3-14, noting elements that appear inthrees. After a time of reading and pondering,ask the following questions, either in the order ofthe verses (as given here) or in some randomartier. Suggested answers are in italics.

(1) "What three attributes of Solomon indicatehis relationship with God?" (loved the Lord,walked in the statutes of his father David, and of-iered sacrifices—vv. 3, 4);

(2) "What three attrib-utes of God are indicated to Solomon at Gibeon?";God appeared, God spoke, God offered a gift—v.5):

(3) "What three characteristics of David aretoted in verse 6?" (walked in truth, righteous, up-right—v. 6);

(4) "What three expressions of hu-mility and inadequacy does Solomon make inresponse to God?" (too young, not smart enough,3versvhelmed by the number of people—re. 7, 8)

(5) -What three end results does Solomon wantwhen he asks God for an understanding heart?"for governing wisdom. for ability to distinguishzood and evil, and for strength to deal with somany people—v. 9):

(6) "What three things does God commend Solomon for not asking?" (long life, riches, and victories over enemies(v. 11);

(7)"What three 'extra' things did God grant Solo-mon?" (riches, honor, and long lifevv. 13, 14).First Kings 4 ends with a summary statementof the nature and extent of the wisdom Godgranted to Solomon. Arrange with a student be-fore class to do the following: After surveying thelesson text (having used the preceding activity),turn to your prearranged helper and ask, "(Student's name), did God grant Solomon's requestfor wisdom?" Tell your helper to answer enthusi-astically and emphatically with words such as,"Did He? Why . . ." and then have the helperread 1 Kings 4:29-34. Once the helper finishes,affirm, "God does answer prayer especially when it is not self-centered and when it is for thewelfare of His people."

Now ask the class to explain how "this class isbrought to you by the letter I." Accept reasonableanswers. These will certainly include the ideasthat Solomon's request refused to focus on "I"(himself) and that God's "I" statements clearly re-vealed His personal intentions of what He woulddo for Solomon.

Into Life

Note to your class again the unselfish natureof Solomon's request and the abundant graceGod showered as a result. After a brief discus-sion of the things people typically pray for, ask,"What are some of the nonmaterial things theScriptures admonish as to pray for?" Whensomeone suggests wisdom (based on James 1:5),stop and ask, "Yes, but what kind of wisdom?"Have someone read James 3:13-18. List the chaRacteristics of earthly wisdom: envy, strife, confu-sion, every evil work. Ask, "How do these thingskeep one from praying for the right things?" (Ex-ample: envy certainly keeps one from praying forothers, for it is others who are being envied.)Continue with a list of the wisdom that is"from above." Once that list is made (from James3:17, 18), ask the class, "And how do these attri-butes give impetus to praying for the right things?(Example: 'full of mercy" gives direction to prayersof compassion for the needy and the distressed.)Recommend that your learners keep this passageopen during their times of prayer this week. as aguideline for how to pray in wisdom.

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