Sunday School Lesson on Abram Activity

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Sunday School Lesson on Abram Activity.

Into the Lesson

Several years ago, a Christian singer made hersong "El Shaddai" a top tune. The words recitedmany of the biblical names of God, and so thesong has remained popular for devotional andworship occasions. Obtain a recording of thatsong (by any artist) and play it for the class asyour study session begins.

Say, "When God comes to Abram in verse 1 oftoday's text in Genesis 17, El Shaddai is the wayGod identifies himself. 'Almighty God' or 'GodAlmighty' are the common ways that that nameis translated into English." Highlight that con-cept by asking, "Why is this name that Godchooses for himself especially appropriate on theoccasion of Genesis 17?" (Use the commentary toenhance your students' responses.)

Into the Word

Say, "Abram's given name reflects the opti-mism of his parents and perhaps the work of theHoly Spirit. Abram's name means 'exalted fa-ther,' yet for more than 80 years he fathered nochildren at all. For such a childless one to be-come a father, indeed an 'exalted father,' showsthe grace and power of God the Father."

Give a half sheet of paper and a pencil to eachstudent. Ask students to write "Exalted Father"at the top of their papers. Then instruct studentsto make a list indicating how Abram became "Fa-ther of ," using today's text or their owngeneral knowledge of Abraham, his life, and hisphysical and spiritual heritage.

Give students one example: "Father of Isaac,"from verse 17 of today's text. Indicate to the classthat they can coin their own labels if they canexplain their reasoning. Here are other such designations, from the text and elsewhere:

"Father ofthe Century" (v. 1 and Abram's age); "Father ofthe Covenant" (v. 2); "Father of Many Nations"(v. 4); "Father of a Multitude" (per lesson writer'snote on Abram's new God-given name); "Fatherof Kings" (v. 6); "Father of the Everlasting Cove-nant" (v. 7); "Father of the Land" (v. 8); "Fatherof Laughter" (v. 17 and Isaac's name); "Father ofthe Faithful" (traditional); "Father of Division"(based on later animosity of the descendants ofthe two sons); "Father of Twenty-First-CenturyConflict" (based on tensions and hatreds be-tween various religious factions today).

Give students eight to ten minutes to compiletheir lists, then compare and contrast lists. Besure to get explanation for any that are unclear toyou or appear to be unclear to others.

Into Life

Ask, "If you had a faith like Abraham's. what would you do for God?" Accept general answers,then give each student a printed sheet with thesecompletion statements:
(1) "By faith [student'sname], when called to , obeyed and."
(2) "By faith [student's name], when God tested him/her, offered ." (3) "By faith [student's name], was looking forward to"

Read Hebrews 11:8-19 to the class and suggest that they use this passage as a pattern for theirresponses.

As an alternative activity, label Abraham'sfaith as a "countercultural faith." Read Hebrews11:8-19 and ask, "What exactly did Abraham be-lieve about God that is unlike the common beliefsystem of the twenty-first century?" Accept rea-sonable responses, but insert the following an-swers if they are not identified by the group: (1)Abraham believed God was capable of giving lifeto a dead body; (2) Abraham believed that nomatter where he was that God would provide forhis needs; (3) Abraham believed God was capa-ble of overcoming the laws of nature; (4) Abra-ham believed he did not have to understandfully everything about God and His will.

Finish the discussion by asking, "How is yourbelief system? Is it culturally biased, or is it cul-turally free?" (If your class uses the studentbooks, consider the Abraham's Child activity as aconcluding experience.)

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