Key Study: Point of Connection

(15 minutes, moderate set-up)
Download the Student Worksheet. Print a copy for each student. Also provide pens. Cut out several slips of paper and write, “Blessed” on them. Make enough copies for about half of the group. Last, bring a ball that is soft. If you choose, arrange to show the Old Testament Timeline and the Ancient Israel map, which are available in the “Media” tab.

Using the Old Testament Timeline, point out the period lasting from Moses to King Solomon. Explain to students that the Psalms (worship songs, hymns, and poems) were written over the centuries from the time that the Israelites began to worship together with Moses as their leader all the way to the time of King Solomon, who wrote some of the psalms. His father, King David, is known to have written many as well. Using the Ancient Israel map, point to the location of Jerusalem. Share with students that worship became localized in Jewish culture in Jerusalem, where the psalms were commonly used in Temple worship.

Pass out the “Blessed” slips of paper to selected students in the group. Note the reactions of both those who receive the slips and those who don’t. Say: If you received a blessing, stand up. After students comply, ask: How does it feel to be blessed? Allow students to respond. Then ask the others: How does it feel not to be blessed? What are your feelings about those who received the blessings? After responses, ask: What are blessings all about?

Enlist a volunteer to read Psalm 67:1. Then ask: Why do we normally pray for God to bless our lives? What is usually our motivation for doing this? (Answer: A lot of times, our main motivation is simply having a better or easier life.) Enlist a student to read Psalm 67:2–7. Then ask: What is the psalmist’s motivation for praying for God’s blessings in his life? After responses, ask: How can God’s blessings in our lives advance His purpose of making His name known throughout the world? (People will see God’s activity among His people and know that He loves and cares for them.)

Distribute pens and copies of the Student Worksheet. Using a ball that is soft, illustrate your point by explaining to students that it represents God’s blessings in life. Then ask: In our case, what might those blessings be? Lead students to write blessings all over the ray of light on their worksheets (Lead students away from excess material blessings to blessings providing for physical needs and spiritual needs, such as jobs, education, a loving family, a loving church, and Christian friends.) Then prompt students to share some of what they’ve written. Ask: What would attract the attention of others to the way in which God blesses your life? After students offer their thoughts, toss the ball to one of them and say: What if that blessing became yours? What would you want to do with it? If the student hesitates, prompt him or her to pass the ball to someone else. Proceed like this until the ball has been passed around the room.

Last, point to an Eight Essential Truths poster and share that the presence of God’s blessings shows that People are God’s Treasure (If your church has not purchased any of the Eight Essential Truths bookmarks or posters, you can print a list from www.studentlifebiblestudy.com.) Share that there is a connection between God’s blessings on people and His purpose. Direct students’ attention back to their worksheets. Ask: What does the psalmist say that point of connection is in verse 2? (The connection is that God’s ways and His salvation may be known in all nations.) Share that God has blessed us so that others may see the God who offers them His greatest blessing of all: that of knowing Him and His salvation.