CU4-6


 * 4:6 The Fall of Israel and the Rise of Judah/Introduction to the Prophets (Part 2) **
 * Goal ** Students will learn about the fall of Israel following Jeroboam II’s death and the corresponding rise in Judah’s fortunes. They will also continue the discussion of prophecy by considering Micah’s forecast of the destruction of Jerusalem.
 *  1. **** Get the attention of the learner ** Make up an example of unjust behavior in the class and ask the class what kind of response is appropriate.
 *  2. **** Relevant past learning ** Identify period and locations to be studied on the timeline. Remind students of the contrasting situations in Israel and in Judah at the beginning of the period.
 *  3. **** Present new material ** Relate what historians and archeologists know about the fall of Israel. (See pp. 214-222 in “The Bible Unearthed.”) Show class a map of Judah surrounded by Assyria, and relate the decision of Ahaz to become a vassal of Assyria and the improved fortunes of Judah that followed. (See pp. 243-246 in “The Bible Unearthed.”) Introduce the following discussion by noting that the prophet Micah predicted that Jerusalem would be destroyed because of its evil social practices and that Jerusalem many years later was conquered by the Babylonians.
 *  4. **** Provide for guided practice ** Micah predicted that bad behavior in Judah would be punished. Ask the class to discuss whether they think it is generally true that bad behavior is punished and good behavior rewarded. If not, are there other reasons for acting justly toward others? In the previous class, the students were asked to think about strategies for dealing with contemporary injustices. Micah’s approach included the threat of violent destruction. The Bible includes other stories in which injustice has been punished by violence (e.g., the destruction of Sodom and Gemmorah).
 *  Provide for independent practice **<span style="FONT-SIZE: 11pt; FONT-FAMILY: Arial; mso-fareast-language: EN-US; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-bidi-language: AR-SA"> Divide into groups to discuss how the made-up classroom injustice should be prevented from occurring and if it does occur, who should respond and how.