This document outlines a curriculum for a Bible study on hearing God's voice through the prophets. It will be taught over 11 weeks to high school and college students. Each lesson focuses on a different prophet and Bible passage. The lessons aim to help students understand prophets and their role, apply God's voice to their own lives, and develop empathy for others. The curriculum includes objectives, logistics, outlines for each lesson, and worksheets. Lessons involve reading passages, group discussions, activities, and reflections. The goal is for students to better engage with the Old Testament and prophets, and hear God's voice in their everyday lives.

1. The Prophet’s
Voice in
Everyday Life
Curriculum By: Kena Hawkins
Second Year StudentCandlerSchoolof Theology atEmory University
High School AssociateNorthsideUMC
Intern WesleyFoundation atGeorgia Tech
Fall Bible Study
2015

2. Hearing God: The Prophet’s Voice
in Everyday Life
Courseof Study, Goals, and Outline
Introduction:
Propheticworkandwritingsmake upa significantportionof the HolyScriptures. Infact,much of what
we understandtodayas the OldTestament(andbyextensionthe majorityof the Bible) wasforgedin
BabyloniaExile whenprophesywasthe primarymeans of God’scommunicationtothe Jew. Yet,many
modernChristiansstruggle toreadandinterpretthe workof the Prophetsrenderingthe textsirrelevant
to theireverydaywalkwithGod. This studyaimsto equipstudentswiththe skillsnecessaryto
effectivelyengage the Prophetsandbyextensionthe OldTestamentinaway that speakstothe
everydaylife of believers.
Logistics:
Thisstudywill be taughtfor twodifferentgroups;one college andone highschool socontainstwo
differentcalendarsforthe 11 weeksof study. Passagesare designedtomove studentchronologically
throughBiblical themes. Ideal teachingspace will be comfortable andinformal,butequippedwiththe
necessitiesof goodinstructionincluding:whiteboard,paper,pens,Bibles,videodisplayormediahook
up,and some art supplies. Eachlessonisdesignedtolastone hour;however,canbe modifiedtosuite
slightlylargerorsmall time frame asneeded. Lessonshave specificbeginningandclosingexercisesin
orderto move studentscomfortablyandeffectivelythroughthe material.
Full Course Objectives:
1. Studentsshouldbe able to Explainwhata prophetisand how theyfitintothe chronologyof the
Bible asa whole.
2. Studentsshouldbe able to ApplyGod’svoice to real worldexperiencesatschool,inthe home
and amongfriendgroupsretrospectively.
3. Studentsshouldbecome empoweredreadersand Interpreters the Bible withoutfear,
apprehension,orapathy. Theyshouldbecome comfortable withreading the Bible in general
and lessintimatedbythe OldTestamentinparticular.
4. Studentsshoulddevelopa“Prophetic” Perspectiveinorder to “hearGod’s voice”duringnotable
momentsof theirlife outside the classwhichwillalterworldview and behavior.
5. Studentsshouldbe exposedtootherstudent’spointsof view andexperiencesaswell as
hypothetical otherpeople(parents, teachers,the marginalized, those inpower) inorderto
develop Empathyforthose peoples’interpretationof the text.
6. Studentswill indentifyandgrowtheirunique innervoice as“Prophets”of God’sKingdomby
promotingSelf-Knowledge. Suchknowledgeshouldbe beneficialindevelopingasince of
personal vocationwhenconsideringfuture choicesincollege,career,andrelationships.

3. Hearing God: The Prophet’s Voice
in Everyday Life
Course Outline
High School Fall Bible Study at Northside UMC – Wednesdays 6:30-7:30 pm
# Date Prophet Bible Text God’sVoice is… Period Goal
1 9/16 Elijah 1 Kings18:20-40 Powerful Kingdom 3, 4,6
2 9/23 Elijah 1 Kings19:1-3, 9-18 Quiet Kingdom 2,4,6
3 9/30 Amos Amos5:18-24 Righteous andJust Pre-exileJudah 3,4, 5
4 10/7 Hosea Hosea 11 Tender Israel 2,3,6,
5 10/14 Isaiah1 Isaiah6:1-13; 11:1-10 Transformative Exiling 2,3,6
6 10/21 Joel Joel 2:12-17, 18, 19-29 Passionate Exile 3,4,6
7 10/28 Jeremiah Jeremiah29 Surprising Exile Beginning 2,3,6
8 11/4 Daniel Daniel 1:17-21; 6:1-28 Empowering Exile Middle 1,5,6
9 11/18 Ezekiel Ezekiel 11 Restorative Exile Ending 2,4,5
---- 11/25 ------------ -------Thanksgiving-------------- ------------------- -------------- ------
10 12/2 Malachi Malachi 3 Generous Rebuilding 1,4,5
11 12/9 3rd
Isaiah Isaiah53 Redeems Future 1,5,6
College Bible Study at Georgia Tech Wesley Foundation – Thursdays 8-9pm
# Date Prophet Bible Text God’sVoice Period Goal
1 9/10 Elijah 1 Kings18:20-40 Powerful Kingdom 3, 4,6
2 9/17 Elijah 1 Kings19:1-3, 9-18 Quiet Kingdom 2,4,6
3 9/24 Amos Amos5:18-24 RighteousandJust Pre-exileJudah 3,4, 5
4 10/1 Hosea Hosea 11 Tender Israel 2,3,6,
5 10/8 Isaiah1 Isaiah6:1-13; 11:1-10 Transformative Exiling 2,3,6
6 10/15 Joel Joel 2:12-17, 18, 19-29 Passionate Exile 3,4,6
7 10/22 Jeremiah Jeremiah29 Surprising Exile Middle 2,3,6
8 10/29 Daniel Daniel 1:17-21; 6:1-28 Empowering Exile Middle 1,5,6
9 11/5 Ezekiel Ezekiel 11 (Judgment) Restorative Exile Ending 2,4,5
---- 11/12 ------------ ------Techvs.Virginia---------- --------------------- -------------- ------
10 11/19 Malachi Malachi 3 Generous Rebuilding 1,4,5
----- 11/26 ------------ ---------Thanksgiving---------- ---------------------- ------------ ------
11 12/3 3rd
Isaiah Isaiah53 Redeems Future 1,5,6

4. Hearing God: The Prophet’s Voice
in Everyday Life
God’s Voice is Powerful
PROPHET ELIJAH – 1 KINGS 18:20-40 – THE KINGDOM PERIOD – 9TH
CENTURY BC
Learning Objectives:
 Students’ prejudices,unfamiliarity,anddiscomfortwiththe OldTestamentwill be addressed.
 Studentsshouldbe able tounderstandwhataprophetisinrelation tothe Bible asa whole and
to the periodof the kingsinparticular.
 Studentswill gainperspective onthe difference betweenhalf-hearteddevotionandwhole
hearteddevotion inrelationtoaGod who istrulypowerful.
Beginby havingstudentsbrainstorm whattheythinkaprophetis. Have themlook-upthe word
“prophet”ina dictionaryandBible dictionaryforhelp. (Need books/cellphonesforresearch)
(7 Minutes)
Discuss the chronologyof the Bible bydrawinga timeline fromAbrahamtoDavid/Solomonareaonthe
board. Have studentshelpfillinmajorpointsalongthe waythatledto the rise of the kingsanddivision
of the kingdom. (Need whiteboard,markers)
(8 Minutes)
Fill-inanyspecificbackgroundinformationneededforthe 1Kings18 text(Ahabisa bad king;leading
the people toworshipotherGods;ElijahisYahweh’sprophet;name means“myGodisYahweh”).
Read 1 Kings18:-20 by dividingthe textbetween4readers.Afterthe textisread,assigngroupsand
partnersto come up witha theme verse orwordfrom theirportion. Presentanddiscuss.
Possible outcomes:
 How long? --- No voice. --- Israel shall be… --- The Lord is God!
(20 Minutes)
Watch Coach Boons’Speechfrom RemembertheTitans here.(Need video hook-up)
Compare andcontrast the featuresand circumstances of Coach Boon’sspeech andElijah’sinteraction
withthe people of Israel:pivotal decision;halfhearteddevotiontoa cause;ultimatum;possibilityof
failure if thingsdon’tchange. Why won’twemakethechangeto wholehearted devotion?
 Elijah:How longwill you go limpingwith two different opinions? If the Lord is God, followhim; but if Ba′al,
then followhim.
 Boon: If we don't come together right now on this hallowed ground, we too will bedestroyed, justlike
they were.
(20 Minutes)
Close byhavingstudentswrite reflective prayeronanindex cardusingthe followingprompt:
Lord,yourpowercompelsmy devotion because…
(5 Minutes)

5. Hearing God: The Prophet’s Voice
in Everyday Life
God’s Voice is Quiet
PROPHET ELIJAH – 1 KINGS 19:1-18 – THE KINGDOM PERIOD – 9TH
CENTURY BC
Learning Objectives:
 Studentsshouldbe able torecognize the needforrest,quite andretreatinourlives;especially
inorder that we maymove intothe work God has preparedforus.
 Studentshouldcultivateanattentiontothe “Still,small voice”of Godwhichwe encounterin
our lives;particularly inourmomentsof weaknessandfatigue.
Beginby readingas a group;assigninganarrator, Elijah,angel,Jezebeland“Wordof the Lord.”
(10 Minutes)
Addressthe textintwogroupsby havingstudentscreate anoutline forthe text(19:1-8 and 19:9-18).
Be sure to explainwhatanoutline isandgive themtime topresent. (Need Paperand Pens)
(15 Minutes)
Apply thisstoryto students’livesbyhavingthemreflectona time intheirliveswhenthey experienced
a great crisis. Considerif they heardGod’svoice,feltGod’sdirection,orneedingGod’scomfort. Asa
group,fill outthe followingchartforthe “Elijah”column. Theninpairs,have students fill outthe second
columnforthemselves. Presentanddiscussasstudentsfeel comfortable.
Question Elijah the Prophet Us Today
What was Elijahfeeingwhenthisstory
beings?Howdidyoufeel inyourstory?
What was causingcrisisor feelingof
depression inyour/Elijah’slife?
What was your/Elijah’sinitial reactionwhen
encounteringcrisisordepression?
In whatcontextdidyou/Elijahnothear
God’svoice?Why?
In whatcontextdidyou/ElijahhearGod’s
voice (explicitlyorasa feeling)?
What was the change that occurredbecause
of your/Elijah’sencounterwithGod?
(20 Minutes)
Listento the textreadwithsoundeffects here. While listening,have studentscreate aresponse tothe
passage byusingpaperand markersby drawing,writingkeywords,orjournaling.Have studentspresent
the responsestothe group. (Need Audio Hook-Up)
(10 Minutes)
Close usingthe Prayerof Confessiononthe worksheet.
(5 Minutes)

6. Hearing God: The Prophet’s Voice
in Everyday Life
Worksheet:God’s Voice is Quiet
PROPHET ELIJAH – 1 KINGS 19:1-18 – THE KINGDOM PERIOD – 9TH
CENTURY BC
Question Elijah the Prophet Us Today
What was Elijahfeeingwhenthisstory
beings?Howdidyoufeel inyourstory?
What was causingcrisisor feelingof
depression inyour/Elijah’slife?
What was your/Elijah’sinitial reactionwhen
encounteringcrisisordepression?
In whatcontextdidyou/Elijahnothear
God’svoice?Why?
In whatcontextdidyou/ElijahhearGod’s
voice (explicitlyorasa feeling)?
What was the change that occurredbecause
of your/Elijah’sencounterwithGod?
Prayer of Confession
We come seekingGodinmighty earthquakes.
We come listeningforGodin resounding
thunder.
We come expectingGodinsweepingvictories.
Yet God isfoundina baby'stouch.
Yet God speaksinsilence.
Yet God isfoundinthe leastof these.
Save us, O God,from our aimlesswandering.
Save us, O God,from our idols.
Save us, O God,from our self-inducedchaos.
God, inyour mercy,
Hear our prayer.
Amen.

7. Hearing God: The Prophet’s Voice
in Everyday Life
God’s Voice is Righteous andJust
PROPHET AMOS – AMOS 5 – PRE-EXILE; FROM JUDAH IN ISRAEL – 8TH
CENTURY BC
Learning Objectives:
 Studentsshouldbe able toexplainwhatrighteousnessandjustice are andunderstandhowthey
can cultivate these virtuesintheirownlives asan act of worship.
 Studentsshoulddevelopaperceptive onwhatproperworshipof Godisinrelationtotraditional
conceptionsof worship(music,prayer,giving) anddoinggoodworks(justice,righteousness).
 StudentsshouldgaininsightintoAmos’uniquevoice inadvocatingforjusticeandrighteousness
and hisimpacton our world.
Beginintroducingthe textbygivingsome general backgroundinformationonAmosandhow it/he fits
intothe overarchingnarrative of the Exile:
 From Judah working in Israel –prophesies concern Israel and Judah as God’s people, and neighbors – In
North becausemore powerful leadership and became rich because emergence of trade routes – huge
class dived developed.
(5 Minutes)
Read the textaloudto students,thensplitthemintogroupsandhave studentshighlightkeywordsor
phrasesthat stickoutto them.Write some of the keyphrasesonthe board, especially:Seekthe Lord
and Live;The Day of the Lord; Justice;Righteousness. Discussthe possiblemeaningsof the phrasesand
whytheywere includedinthe text.
(20 Minutes)
Engage studentsbyasking themtobrainstormwhatpeople mighthave saidtohim.Wouldtheyhave
believedAmos?Wouldtheyagree withhim? Whatwouldtheyhave labeledhim? How isAmos’
message differentfromElijah’s? (Need Whiteboard)
(5 Minutes)
Explore the textsconnectiontothe Civil RightsMovementbyreadingthe selectedportionof Rev.Dr.
Martin LutherKingsJr.’s Letter fromthe BirminghamJail. On the board,write the word“extremist”and
thenhave studentscompare the “extremist”Amoswiththe “extremist”Dr.King.
(20 Minutes)
Close byconnectingthe followingversesusingacointo illustrate how theyare like twosidestothe
same commandment. Give themacircle of paperto illustrate Righteousnessor Love God on one side
and Justice orLove Otherson the other,OR have themholda coinwhile youpraythe followingverse:
 Amos 5: 24 – “But let justiceroll down likewaters,and righteousness likean everflowing stream”
 Luke 10:27 – He answered, "'Love the Lord your God with all your heart and with all your soul and with all
your strength and with all your mind'; and,'Love your neighbor as yourself.'"
(10 Minutes)

8. Hearing God: The Prophet’s Voice
in Everyday Life
Reading: God’s Voice is Righteous and Just
Rev. Dr. MartinLuther King Jr.
Letter from the Birmingham Jail
Oppressedpeople cannotremainoppressedforever.The yearningforfreedomeventuallymanifests
itself,andthatiswhat hashappenedtothe AmericanNegro.Somethingwithinhasremindedhimof his
birthrightof freedom,andsomethingwithouthasremindedhimthatitcan be gained. ...SoI have not
saidto my people:"Getridof yourdiscontent."Rather,Ihave triedtosay that thisnormal and healthy
discontentcanbe channeledintothe creative outletof nonviolentdirectaction.Andnow thisapproach
isbeingtermedextremist.ButthoughIwasinitiallydisappointedatbeingcategorizedasan extremist,
as I continuedtothinkaboutthe matterI graduallygainedameasure of satisfactionfromthe label.Was
not Jesusanextremistforlove:"Love yourenemies,blessthemthatcurse you,dogood to themthat
hate you,and pray for themwhichdespitefullyuse you,andpersecute you."WasnotAmosan extremist
for justice:"Letjustice roll downlikewatersandrighteousnesslikeaneverflowingstream."Was not
Paul an extremistforthe Christiangospel:"Ibearinmy bodythe marks of the Lord Jesus."Was not
Martin Lutheran extremist:"Here Istand;I cannotdo otherwise,sohelpme God."AndJohnBunyan:"I
will stayinjail to the endof my daysbefore I make a butcheryof my conscience."AndAbrahamLincoln:
"Thisnationcannot survive half slave andhalf free."AndThomasJefferson:"We holdthese truthstobe
self evident,thatall menare createdequal .. ." So the questionisnotwhetherwe will be extremists,
but whatkindof extremistswe willbe.Will we be extremistsforhate orfor love?Will we be extremists
for the preservationof injustice orforthe extensionof justice?Inthatdramaticscene on Calvary'shill
three menwere crucified.We mustneverforgetthatall three were crucifiedforthe same crime--the
crime of extremism.Twowere extremistsforimmorality,andthusfell below theirenvironment.The
other,JesusChrist,wasan extremistforlove,truthandgoodness,andtherebyrose above his
environment.Perhapsthe South,the nationandthe worldare indire needof creative extremists.

9. Hearing God: The Prophet’s Voice
in Everyday Life
God’s Voice is Tender
PROPHET HOSEA – HOSEA 11 – PRE-EXILE; FROM ISRAEL IN ISRAEL—8TH
CENTURY BC
Learning Objectives:
 Studentswill gaininsight intothe characterof God as the textillustratesGod’sdeliberation,
anguishanddecisionmakinginregardstoIsrael’srebellion.
 Studentwill be able toconnectGod’sParenthoodwiththe nature of theirownparentsandsee
consistencyof the parenttheme throughoutscripture.
Beginby brainstormingwiththe classwhatthe perfectparentislike. Acknowledge thatmanystudents
may have non-traditional orbadexperienceswithparents.
(10 Minutes)
Explainsome basic backgroundinformationforthe Book of Hosea:OnlyProphetictextfromIsrael –
marriesGomerto illustrate Israel’sunfaithfulness –what Ephraimisas presentedinthe text –touch on
the significance of EgyptandAssyria.
(7 Minutes)
Read Hosea11 one verse ata time asa group.
(8 Minutes)
Explore the textby providingstudentswithaprintedcopyof the textand splintingthemintotwo
groups.Have one group highlightall the verbsattributedtoGodand anotherhighlightall the verbs
attributedtoIsrael. Have themlistthe verbsor make a chart as theysee fit. Presentanddiscussusing
followingquestions: (Need Pens/Paper)
 What verbsdo youfindmoststriking?Why?
 Whichverbsdidyou findmostconfusing?Why?
 How wouldyoucharacterize Israel’sverbs?God’sverbs?
(15 Minutes)
Describe whatkindof parentGod isin thispassage as a group.Is thisconsistentwiththe “perfect
parent”that was discussedatthe beginningof class?Whyorwhy not?
(10 Minutes)
Connectthe textwith student’s livesbyhavingthemwritethemselvesintothe textusingthe Hosea11
worksheet.Explainthattheyshouldfill inthe blankswithsolidlinesusingtheirnamesandthe dotted
linesshouldbe filledinwiththingsthatdistractfrombringfaithful toGod. (Need Pens/Paper)
Close byallowingforprayerful reflectionontheircompletedworksheet. Conclude bypraying: Our
Father,whoart in heaven,hallowedbythyname. Amen.
(10 Minutes)

10. Hearing God: The Prophet’s Voice
in Everyday Life
Worksheet:God’s Voice is Tender
PROPHET HOSEA – HOSEA 11 – PRE-EXILE; FROM ISRAEL IN ISRAEL —8TH
CENTURY BC
11 When __________ was a child, I loved her,
and out of Egypt I called my daughter.
2
The more I called her,
the further she went from me;
she kept sacrificing to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _,
and she kept worshiping _ _ _ _ _ _ _ _ _ _ _ _ _.
3
Yet it was I who taught ____________ to walk;
I took her up in my arms,
but she did not know that I healed her.
4
I led her
with bands of human kindness,
with cords of love.
I treated her like those
who lift infants to their cheeks;
I bent down to them and fed her.
--------------------------------------------
8
How can I give you up, ____________?
How can I hand you over, __________l?
…My heart winces within me;
my compassion grows warm and tender.

11. Hearing God: The Prophet’s Voice
in Everyday Life
Worksheet:God’s Voice is Tender
PROPHET HOSEA – HOSEA 11 – PRE-EXILE; FROM ISRAEL IN ISRAEL —8TH
CENTURY BC
11 When ______________ was a child, I loved him,
and out of Egypt I called my son.
2
The more I called him,
the further he went from me;
he kept sacrificing to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _,
and he kept worshiping _ _ _ _ _ _ _ _ _ _ _ _ _.
3
Yet it was I who taught ________________ to walk;
I took him up in my arms,
but he did not know that I healed him.
4
I led him
with bands of human kindness,
with cords of love.
I treated him like those
who lift infants to their cheeks;
I bent down to them and fed him.
--------------------------------------------
8
How can I give you up, _________________?
How can I hand you over, _______________?
…My heart winces within me;
my compassion grows warm and tender.