FORM 1. TEACHER’S NOTES

COURSE OUTLINE
1. INTRODUCTION TO Christian religious education
a. Definition of Christian Religious Education
b. Reasons for studying Christian Religious Education.
2. THE BIBLE
a. The Bible as the word of God (Genesis 1:1-2; 2 Timothy 3:16; revelation 2:18)
b. Human authors (2 Peter 1:20-21)
c. Major divisions of the Bible;
d. The Bible as a library of books:
e. Translation of the Bible from the original languages (Hebrew and Greek) to the present local languages;
f. Versions of the Bible used in Kenya today;
g. Effects of the translation of the Bible into African languages.
3. CREATION AND THE FALL OF MAN
a. The biblical accounts of creation and their meaning;
b. Attributes of God from the biblical creation accounts;
c. Traditional African views of creation;
d. Teaching from the biblical accounts of creation;
e. The biblical teaching on the origin of sin and its consequences (Genesis chapters 3, 4 and 11);
f. Traditional African concept of evil;
g. God’s plan of salvation (Genesis 3:15);
h. Similarities and differences between the traditional African concept of evil and the biblical concept of sin.
4. FAITH AND GOD’S PROMISES: ABRAHAM
a. Background to the call of Abraham (Genesis 11:24-32, 12:1-9);
b. Definition of the term faith in God (Genesis 11:1-6);
c. I) Abraham’s act of faith in God (Genesis 12:1-9, 15:1-6, 17:23-24, 21:1-7, 22:1-19);
ii) The importance of faith in Christian life today;
d. God’s promises to Abraham and their relevance to Christians today (Genesis 12:2-3, 15:1-21, 21:17, 17:15-18);
e. Meaning of the term Covenant;
f. God’s covenant with Abraham and its importance (Genesis 15:1-19);
g. Covenants in modern life and their importance;
h. Circumcision
i) The importance of circumcision to Abraham and his descendants (Genesis 17:1-16);
ii) Compare the Jewish and African practices of circumcision;
5. THE SINAI COVENANT: MOSES
a. The call of Moses (Exodus 3:1-22);
b. The ten plagues (Exodus 7:14, 11:1-10);
c. The Passover (Exodus 12:1-31);
d. The Exodus
i) The crossing of the Red Sea (exodus 14:5-31);
ii) Provision of water (Exodus 15:22-29, 17:1-6);
iii) Provision of Manna and quails (Exodus 16:1-35);
iv) Defeat of the Amalekites (Exodus 17:8-16);
e. I) The making of the Sinai Covenant (Exodus 19, 24:1-8);
ii) The breaking of the Sinai covenant (Exodus 32:1-35);
iii) The renewal of the Sinai covenant (Exodus 34:1-35);
f. The worship of God by the Israelites in the wilderness;
g. The Ten commandments (Exodus 20:1-17);
h. The Israelites’ new understanding of the nature of God.
6. LEADERSHIP IN ISRAEL: DAVID AND SOLOMON
a. Reasons for kingship in Israel (1 Samuel 8:1-9);
b. Reasons against kingship in Israel (1 Samuel 8:10-20);
c. King Saul’s failures (1 Samuel 13:8-14, 15:7-25);
d. Lessons learnt from king Saul’s failures;
e. King David’s importance
i) David’s achievements as king of Israel (1 Samuel 16:1-23, 2 Samuel 6:1-15);
ii) David as an ancestor of Jesus Christ (2 Samuel 7:1-29, Luke 1:26-33);
f. Qualities of a good leader as drawn from king David’s leadership;
g. King Solomon’s achievements and failures (1 Kings chapters 3-12);
h. Importance of the temple in Israel.
7. LOYALTY TO GOD: ELIJAH
a. The spread of idolatry
i) The Canaanite religion;
ii) The schism between Judah and Israel (1 Kings 12:25-33);
b. The effects of idolatry in Israel;
c. Elijah’s fight against:
i) False religion (1 Kings 18:17-46);
ii) Corruption (1 Kings Chapter 21);
d. The skills that helped Elijah fight corruption:
i) Critical thinking;
ii) Creative thinking;
iii) Decision-making;
e. Reasons why Elijah faced danger and hostility as a prophet of God (1 Kings chapters 18, 19 and 21);
f. The relevance of Elijah’s prophetic mission to Christians today.
8. SELECTED ASPECTS IN AFRICAN RELIGIOUS HERITAGE: African concept of god, spirits and ancestors
a. African concept of God, spirits and ancestors;
b. African understanding of the hierarchy of beings;
c. The role of God, spirits and ancestors;
d. Responsibility of the living towards God, spirits and ancestors;
e. Traditional African ways of:
i) Worshipping God;
ii) Venerating and communicating with the spirits and ancestors.
9. AFRICAN MORAL AND CULTURAL VALUES
a. Meaning of life and its wholeness in traditional African society;
b. African concept of community and kinship;
c. Factors contributing to harmony and mutual responsibility among African communities:
i) Rites of passage:
1) Birth and naming;
2) Initiation;
3) Marriage;
4) Death.
ii) The role of each in inculcating moral values;
d. The role of religious specialists in African communities and their relevance today;
e. African moral values
f. Continuity and change in the African understanding of:
i) Community and old age;
ii) Land;
iii) Property;
iv) Widows;
v) Orphans;
vi) Dowry;
vii) Leisure.
CONTENTS
Topic…………………………………………………….page
Introduction to Christian Religious Education………….7.
The Bible……………………………………………….8.
Creation and the fall of humankind………………….....13.
Faith and God’s promises: Abraham……………………20.
The Sinai covenant: Moses……………………………..26.
Leadership in God’s plan: David and Solomon………..33.
Loyalty to God: Elijah…………………………………39.
African concept of God, spirits and ancestors…………44.
African moral and cultural values………………………47.
CHAPTER 1
INTRODUCTION TO CHRISTIAN RELIGIOUS EDUCATION
Define/describe Christianity.
 A Christian is a follower of Jesus Christ.
 Christianity is acceptance and belief in the teachings of Jesus Christ.
 Today, Christianity is divided into many Churches. A Church is a gathering or community that belongs to God, uniting all Christians in spite of their different organizations, doctrines and ethical practices. In fact, the word Church means belonging to the Lord.
What is Christian Religious Education?
 It is the study of the beliefs and practices of Christianity as a religion.
 It is the study of God and how he reveals himself to humanity through the bible, the Holy Spirit and creation.
 It is the study of Christianity: the religion of those who believe in Jesus Christ as the son of God and the saviour of the world.
 It could also be termed as the study of God’s self revelation to human beings through scriptures, the person of Jesus Christ and the Holy Spirit.
Give a short history/chronological account on the rise and spread of Christianity.
 In the 1st century AD, Christianity developed and expanded rapidly in lands bordering the Mediterranean Sea and North Africa, particularly Egypt. Egypt is known for the rise and development of the Coptic Church, which is greatly devoted to Saint Mark: the Gospel writer, who is believed to have lived and founded the Church in Egypt.
 The Egyptian Church later started the Monastic Movement, which spread to many other countries. In Kenya, the Benedictine Monks at Ruaraka in Nairobi and the Cistercian Monks at Kipkelion are examples of the Monastic movement attributed to the Coptic Church.
 Difference in teaching between the Coptic Church and the mother Church in Rome led to a rift/division between the Churches in the countries bordering the western half of the Mediterranean Sea and those in the east.
 In 1050AD, the Coptic Church was completely cut off from the Church in Rome. That very time, Christianity was further divided into the Eastern and Western blocs. The eastern bloc became/gave rise to the Orthodox Church while the Western bloc remained as the Roman Catholic Church.
 The second division in the Church (as a result of reformation) caused some Christians to form different national Churches characterized by their emphasis on the Bible. Protestant Churches (which opposed the authority of the Pope) were formed.
 With the colonial expansion of European powers into different parts of the world in the 19th century, the Protestant Missionary endeavour began.
 Examples of the Protestant Missionary endeavour in Kenya today include many African independent Churches as well as Protestant Churches like the Anglican Church of Kenya (ACK), the Presbyterian Church of East Africa (PCEA) and the Salvation Army Church.
State the reasons for studying Christian Religious Education.
 It provides answers to life mysteries e.g. the question of life after death, the origin of mankind, etc.
 It enables students to develop vivid awareness of God and how God reveals himself.
 It is a career subject, whose learners major in Law and theological training.
 It instills respect, protection and conservation of God’s creation.
 It highly promotes human dignity.
 It helps students to appreciate their culture as well.
 It equips the youth with life skills such as critical thinking, which enables them to face challenges wisely.
 With regard to national goals of education, it promotes national development by instilling a positive attitude towards work. It equips learners with values that promote economic development.
 It helps learners to understand themselves better.
 It enables students to see the power of God controlling their own lives. It enables students to respond adequately to God’s teachings and to relate well to others.
 It is a service of natural guidance.
 It promotes cultural integration.
 It promotes social equality and justice.
Outline the national goals dealing with the improvement of life.
 National unity;
 National social and economic development,
 Individual development and self fulfillment;
 Social equality;
 Respect and development of cultural heritage;
 International consciousness.
What are the examinable areas of Christian Religious Education in the new syllabus?
 Introduction to C R E and the Bible;
 Selected Old Testament teachings;
 The gospel of Luke and other selected New Testament teachings;
 African Religious Heritage;
 Contemporary Christian living.
CHAPTER 2
THE BIBLE
What is the bible?
The Bible could be defined in various ways as follows:
 It is the holy book of the Jewish religion, consisting of the Torah (Law), the Prophets and the Writings.
 It is a copy of the holy book of the Christian or Jewish religion.
 It is the holy book of the Christian religion, consisting of the New Testament and the Old Testament.
 In General/social or ordinary life, the Bible could be termed as a book containing important information on a subject that one refers to very often.
According to Christian belief/teaching, with which C R E is mainly concerned, the bible is the holy word of God.
Why is the Bible referred to as a library?
 It is a collection of different (66 canonical) books.
 The books of the Bible are written by different authors.
 Each book in the Bible addresses different audience e.g. the Hebrews, Galatians, etc.
 Just like books in the library, Bible books were written at different times, periods and epochs.
 The different books of the Bible were written in different literary styles e.g. songs, prose, letters, legal writings, etc.
 It is the main reference document for Christians, just as scholars use the library for reference.
 Each book of the Bible has a different story to present just like the books in libraries.
 The different authors of various books in the Bible were inspired by different circumstances.
 Different authors of various books in the Bible came from different backgrounds.
 Each book in the Bible falls under different subject e.g. history, law, the gospel, and apocalypse.
Why is the bible referred to as the word of God?
 Because all its authors were inspired by God.
 Because it represents a record of God’s supernatural activity.
 Because some scriptures are God’s reported speech.
 Because it contains God’s revelation to humanity.
 It is the only book that clearly explains the nature of God as holy, powerful, faithful, etc.
 It is a record of the experiences of great men with God e.g. Abraham, Moses, etc.
 Because of its common theme of God’s salvation, which is clear in all of its books.
 The Ten Commandments were written and presented to Moses by God himself.
 Through the Bible, God speaks to humanity.
 It is stated in it that all scripture is inspired by God.
 Revelation 22:18 states that nobody should add or take away from the Bible, for it is God’s word.
 It has been transmitted historically through events and perfectly realized in Jesus Christ.
 It contains predictions and prophecies that eventually came to pass.
 Much of the New Testament is concerned with the good news of Jesus Christ.
 God himself took part in its writing.
How does God speak to human beings through the Bible?
 Through Jesus Christ, who preached, healed, taught and addressed various issues concerning our day to day living.
 Through the Holy Spirit, God enabled Peter to denounce the dishonesty of Annanias and Saphirra.
 God speaks to men through prophets. Jeremiah tells people of the new covenant that is fulfilled through Jesus Christ.
 God communicates to people through dreams and visions. For example, the Old Testament prophets had visions. Amos had five visions directed to the people of Judah.
 Through allegories e.g. Ezekiel’s vision of dry bones.
 Through extra-ordinary events. The Israelites experienced God’s power when they miraculously managed to cross the Red Sea.
 God speaks to men through the Ten Commandments, which give directives on which course of life a true Christian should pursue.
In what ways does God speak to us today?
 Through nature i.e. His marvelous work.
 Through historical events.
 Through individuals e.g. the preachers, teachers, prophets, etc.
 Through the Holy Spirit.
 Through the scriptures.
 Through songs.
 Through our conscience, our inner voice.
 Through dreams and visions.
 Through direct revelation.
 Through Jesus Christ.
In what ways do Christians speak to God?
 Through prayers.
 Through personal meditation.
 Through worship both at personal level and church level.
 Through singing songs of praise to him.
 Through reading the scriptures.
How does the Bible suit contemporary/modern Christian living?
 The Bible is the key resource material in the teaching of Christian Religious Education in schools.
 It is used in oathing to signify God’s presence and to stick to the truth.
 It instills knowledge about God.
 It is used in Liturgical functions like weddings, funerals, baptism, etc.
 The Bible is used in swearing in leaders at any level where necessary.
 It teaches us the role that God plays in our lives.
 It teaches us on how to live cohesively with fellow men.
 We read the Bible to realize spiritual nourishment in our lives.
List the human authors of the Bible.
 Moses, who wrote the books of the Torah.
 David, the second king of Israel, who wrote the Book of Psalms.
 Solomon, the father of wisdom, who wrote songs of Songs, among others.
 Major and Minor prophets, who wrote different books taking after their names. For instance, Hosea and Daniel made such writings.
 Disciples of Jesus Christ e.g. Matthew, Mark and Luke, who wrote the Synoptic gospels.
 Luke, who wrote Acts of the Apostles.
 Paul, who wrote several epistles e.g. Corinthians, Romans, etc. The apostle John, who wrote the book of Revelations.
State the literary styles used by the biblical authors.
 Legislative text e.g. Leviticus;
 Wise sayings e.g. Proverbs.
 Prophetic speeches like those of Jeremiah.
 Poetic styles e.g. Job, Psalms, Proverbs, etc.
 Gospels i.e. Matthew, Mark, Luke and John.
 Letters/epistles e.g. the Pauline and general epistles.
 History e.g. the Acts.
 Philosophical essays e.g. Job.
 Prayers e.g. Nehemiah.
 Songs of songs, written by Solomon.
 Religious epics, e.g. Exodus.
 Narratives e.g. Genesis.
List the divisions of the Old Testament.
 The Torah/Pentateuch/Law/Mosaic books i.e. Genesis, Exodus, Leviticus, Numbers and Deuteronomy.
 Historical books i.e. Joshua, Judges, Ruth, 1 and 2 Samuel, 1 and 2 Kings, 1 and 2 Chronicles, Ezra, Nehemiah and Esther.
 Major prophetic books i.e. Jeremiah, Lamentations, Ezekiel and Isaiah.
 Minor prophetic books i.e. Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Hagai, Malachi and Zechariah.
 Poetic books i.e. Job, Psalms, Proverbs, Ecclesiastes and Songs of Solomon.
List the divisions of the New Testament.
 Biographical books (gospels) i.e. Matthew, Mark, Luke and John. The first three of these are also referred to as the Synoptic gospels.
 Historical books i.e. Acts of the Apostles. This was written by Luke: who also wrote the Gospel of Saint Luke, who was a physician.
 General/pastoral Epistles i.e. Jude, James, 1 and 2 Peter and 1, 2 and 3 John.
 Pauline epistles i.e. Romans, 1 and 2 Corinthians, Ephesians, Philippians, 1 and 2 Thessalonians, Colossians, 1 and 2 Timothy, Titus, Philemon and Hebrews.
 Apocalypse/Prophetic books i.e. the book of Revelation, written by John.
Explain the translations of the Bible from original languages to local languages.
 The Old Testament was originally written in Hebrew, a language used in Palestine. It was then translated into Greek language. This was referred to as the Septuagint. This version was used by the Jews of dispersion/Diaspora. The Septuagint refers to the seventy scholars and scribes who worked on the original Hebrew language, translating it into Greek.
 Later in the 4th century AD, the Bible was translated into Latin. This translation was done by a Christian scholar called Jerome. This version was called the Vulgate, meaning “For Common use”.
 During the Reformation and even after, the national languages of different countries were used in worship instead of Latin.
 The first English and German translations were done at this time. Still, the Catholic Church continued with the Vulgate.
 The first Bible translation in East Africa was done by Johann Ludwig Krapf. He was a Missionary sent by the Church Missionary Society.
 Krapf took nine years to translate the German Bible, especially the New Testament part of it, into Kiswahili.
 From there, other local languages received their translation e.g. Gikuyu in 1951, Kikamba in 1956, Kimeru in 1964, Kalenjin in 1968, Luhyia in 1974, modern Swahili in 1977, etc. The process is still going on through the Bible Society of Kenya.
List the various versions of the Bible.
 The Revised Standard Version;
 Good News;
 King James Bible;
 The Living Bible;
 The Jerusalem Bible;
 The New International Version;
 The Gideon International Bible;
 The Holy Bible;
 The New English Bible;
 The Jerome Bible;
 The African Bible;
 The Common Bible;
 The New Life Version;
 The Authorised Bible;
 The New King James Version.
List the effects of the translation of the Bible into African languages.
 Spread of the word of God and the general growth of the church.
 Higher demand for formal education in Africa so as to read the Bible.
 It increased the number of Africans in church leadership.
 Unity of mankind, especially through ecumenism.
 It made African Christians more active than passive.
 Africans leaned foreign languages e.g. English.
 Many missionaries were able to learn African languages.
 African languages developed from oral to written form.
 Introduction of new concepts and terms into local languages.
 Development of African theology.
 Many employment opportunities. For instance, people are employed to work for the Bible Society of Kenya.
 Emergence of African indigenous churches.
 Africans rediscovered their culture and developed confidence in it.
 Fast growth of the printing industry.
 Establishment of Bible societies in Africa e.g. the Bible society of Kenya.
Name the books that belong to the apocrypha
Apocrypha are the extra books accepted by the Catholic Church. - Canonical books. They include:
 Tobit
 Maccabes 1 and 2
 Part of Daniel
 Wisdom books
 Baruch
 Esdras
 Part of Esther
 Ecclessiasticus
Why is the Bible called The Good News?
 It betters God’s relationship with mankind
 It assures people of eternal life
 Man remains hopeful through the Biblical doctrine
 The biblical content reconciles man with God
 The biblical message inspires people and gives them salvation.
Give reasons why reading the Bible is important to Christians
 It gives moral and spiritual guidance
 It helps Christians understand the meaning of their lives and relationship to God and to one another
 It helps the discover the will of God for he reveals himself through the Bible
 It helps them understand the universe and their relationship to it
 Reading the Bible gives guidance on the relationship among human beings
 It is the word of God
 It source for consolation to Christians
 It is a source of inspiration
 It is a source of knowledge
 It helps Christians discover who they are
 Reading the Bible is a way of worshiping.
Explain the reasons for translating the Bible into other languages.
 To ensure that all communities of the world read the Bible in their language.
 To make different communities accept the Bible and believe in its message.
 To facilitate quick spread of the word of God, especially to the unevangelized.
 To act as a training manual for church leaders.
 To interpret foreign concepts in the Bible into local concepts.
What is the work of the Bible Society of Kenya?
 Translating the Bible into Kenyan languages.
 It researches on the correct vocabulary for translation.
 It ensures that the original meaning is not lost in the process of translation of the bible into other languages.
 It ensures that the translations are acceptable to all denominations.
 It ensures that no heretical or doctrinal error occurs/is included in the translation.
What problems does the Bible Society of Kenya face?
 Lack of funds to carry out its work.
 Inaccessibility of some places where research must be done.
 Problem of correct vocabulary to maintain the original meaning.
 Lack of qualified persons in African languages for translation.
 Inaccessibility to original manuscripts in the bible translations.
.
CHAPTER 3
CREATION AND THE FALL OF HUMAN KIND
Bible passages relevant to this topic
 Genesis chapter 1,
 Genesis chapter 2,
 Genesis chapter 3,
 Genesis chapter 4,
 Genesis chapter 11.
Record the first creation account (priestly account) (Genesis 1:1-13)
 On the first day, God created light and separated it from darkness, calling it day and night.
 On the second day, He created the sky, also called firmament.
 On day 3, God created dry land called Earth and the gathering waters called seas. He also created all types of plants (vegetation).
 On the fourth day, he created the solar system, also called Heavenly bodies i.e. Sun, Moon, Stars and Planets.
 On the fifth day, he created birds of the air, fish and other sea creatures.
 On day six, he created both domestic and wild animals and finalized with human beings.
 The seventh day was a Sabbath and therefore God rested.
State and comment on the second Creation account as recorded in the book of Genesis chapter 2:4-25
 In the first place God created man out of Dust
 God breathed into the man’s nostrils and thus gave him life
 He created a beautiful garden called Eden
 In the garden were trees, with the tree of knowledge placed in the middle
 Man was expected to guard, till and take care of the garden for blessings
 God created birds and other animals in the garden
 He authorized man to name them
 God created four rivers to source water in the garden. They include Tigris, Euphrates, Gihon and Pishon.
 Man was commanded to use everything in the garden except the tree of knowledge
 God put man into a deep sleep, made surgery out of his ribs and created woman
Give the differences/ contrast in the two accounts of creation
 There is a chronological order of events in the first account of creation as opposed to the second
 In the first account, male and female are created at the same time whereas in the second account man is created first then woman is out of his ribs
 In the first account, creation is out of the command “let there be”, yet, in the second, man is made out of dust
 In the first account, man names what he creates as opposed to the second where man is given the opportunity to name the animals
 A Sabbath day allocated for rest appears on the first while in the second account it wasn’t mentioned
 The garden of Eden mentioned in the second account wasn’t in the first
 In the second creation account are four rivers (Tigris, Euphrates, Gihon and Pishon), which were not mentioned in the first
 Man was given a responsibility to till the land in the second but not in the first
 In the second account, the forbidden tree appears but this misses in the first account
 In the first account, God created human beings for procreation while in the second account they were created for companionship
 The second account of creation is human centred while the first does not shore this. It is man centred
 In the first account God created in union with the spirit (Holy Trinity) while in the second account God is alone
 In the first account human beings were created last while in the second they came first
 The first account takes six days to be complete unlike the second where days were not mentioned
 In the first account, God appreciates everything he creates. We are not told this in the second.
 The spirit of God hovering over the water.
In which ways are the two accounts of creation similar (compare)
 In both accounts, God is the sole creator
 In both, human beings are given domination over the rest of the creation
 The uniqueness of human beings is brought forth in the second accounts
 Man shares in the life of God since he is made in the likeness of God
 Creation involves both the living and non-living things.
What meaning is denoted from the accounts of creation?
 The spirit of God hovering over water implies God spiritual and divine nature. He hand indeed planed for his work
 The creation of light at first sight shows Gods orderly operation
 The phrase “Let there be” evidences Gods authority, superiority and his being omnipotent
 God used the phrase “let us” while creating man to indicate the Holy Trinity (God the Father, the Son and the Holy spirit)
 The creation of man in the image and likeness of God proves that Man shares life with God.
 Breathing of air into the nostrils shows that life is precious and is given by God
 Setting aside the Sabbath for rest shows Gods intention to be worshipped and the moral way of spending leisure
 Man naming God’s creations set’s him as God’s Co-worker and brings out his responsibility
 the tilling of the land of Eden presents man as a conserver and preserver of the environment for his own use
 The forbidden tree challenges man’s ability to obey God’s command.
What teaching can a Christian derive/get from the Biblical creation account?
 God is the creator of the universe.
 God sustains his creation.
 Everything that God made is good.
 God is a God of order, for he created in an orderly manner.
 Man was created in the image of God.
 Man should observe the Sabbath as a resting day.
 Man should procreate to continue with the work of creation.
 Man was created to worship God.
 God is powerful, for he calls things into existence by his spoken word.
 God is a true God.
 Plants and animals were created for the benefit of man.
 Human beings should act responsibly, because God commissioned them to care for his creation
 God ordained work, so man must work.
 Human beings are sociable and need company. The woman was created to be man’s companion.
 God intended marriage to be full of love and fellowship.
 Man and woman were complimentary to each other.
 Marriage is sacred, for it was instituted and ordained by God.
 God intends marriage to be monogamous.
Mention the attributes/nature of God from the Genesis stories of creation
 God is omnipotent/ all powerful
 God is orderly and perfect
 God is omnipresent/ everywhere
 God is transcendent
 God is the sustainer/ provider
 God is the sole creator
 He is a moral God
 He is a loving God
 He is a spirit
 He is everlasting/ self existence
 God is source of goodness
 God is Holy
 God is a worker
 There is only one God.
State the teachings on the relationship between human beings and the environment from the Genesis stories of creation.
 Both human beings and the environment have a common origin.
 All other creatures are inferior before human beings and vise versa.
 Human beings are to cater for and preserve the environment.
 Human beings and the rest of God’s creation have a similar destiny.
 Human beings should treat the rest of creation with reverent respect.
 Human beings and the rest of creation are interdependent.
Identify the responsibilities given by God to human beings in the Genesis story of creation.
 Human beings are to multiply and fill the earth.
 They were to get married.
 To take care of the environment.
 Man and woman should be complimentary.
 To take care of God’s creation.
 They were to be in charge of the Garden of Eden.
 To name other creatures.
 To obey God’s commandments.
 To worship God.
 To eat from the fruits of the garden.
Why is man seen as a special creature before God?
 He is created in the image and likeness of God.
 He was given dominion over the rest of creation.
 He was given opportunity to name the creation.
 Man has the ability to think and reason, unlike other animals.
 He was given the opportunity to serve and fellowship with God.
 He is given a will to choose between good and evil.
 He possesses the blessings of God.
 Only man was created by the holy trinity.
 Man crowned God’s creation.
How does man further creation?
 Through afforestation and reafforestation.
 Through procreation and reproduction.
 Caring for the needy.
 Evading/eradicating environmental pollution.
 Conserving life of fellow men and other animals.
 Preaching and promoting peace and harmony in the community.
 Use of proper farming methods e.g. contour farming.
 Conserving water towers.
 Using their creativity in invention.
 Through scientific and technological discoveries.
 Through provision of education, geared towards teaching people how to cope with the environment.
 By providing job opportunities in order to help people realize self fulfillment.
Outline the lessons Christians learn about work from the Genesis Creation stories.
 Work was ordained by God.
 Work makes human beings complete self-fulfilling.
 We should work and observe the Sabbath day.
 One is to work for self reliance.
 Work was introduced to man as a punishment for their sin in Eden.
 Work contributes to the development of the community.
 Christians learn to obey God’s command by becoming Co workers.
 Work is a continuation of God’s creation.
 Work keeps Christians away from idling, which may lead to sin.
Write down the teachings about marriage from the biblical stories of creation.
 It is instituted by God.
 Marriage is for reproduction.
 It is for companionship.
 It should be between male and female.
 It should be monogamous.
 Man and woman should help each other.
 Marriage is for love.
 It is a continuation of God’s work of creation
How do Africans view creation?
 Africans believe that creation originated from God the creator.
 Africans see God as mysterious in his deeds, for they fail to explain how he created the earth.
 Africans see human beings as special and that God creates everything for them.
 God provided the first human beings with all the necessities of life.
 The first people lived happily with God and lacked nothing.
 Marriage was mainly for procreation.
State the similarities between the Biblical story of creation and the African myth of creation.
 In both, God is the sole creator.
 Man is the climax of creation.
 God is supreme.
 In both, man was given a wife for company.
 God is portrayed as a potter.
What is sin?
 Sin is deliberate disobedience.
 Sin is missing a mark.
 Sin is an iniquity.
 Sin is failure to attain a goal.
 Sin is transgression. It means rebellion.
Explain the origin of sin.
 Sin entered the world when Adam and Eve disobeyed God by eating the fruit from the forbidden tree.
What led to the fall of man?
 When Eve heeded/listened to the serpent.
 When Adam and Eve disobeyed God by eating the fruit from the forbidden tree.
 When Adam was tricked by Eve into transgressing.
 Expulsion of man (Adam and Eve) from the Garden of Eden.
Explain the penalty meted to each of the following transgressors:
 Serpent;
 Woman;
 Adam.
 The serpent (snake) was:
 Cursed above all creatures.
 To crawl on its belly.
 To eat dust.
 Enmity was declared between it and the woman’s generation.
 The woman:
 Would give birth through pain.
 Would still desire her husband;
 Her offsprings shall be enemies with the serpent’s offsprings.
 Adam:
 Ground was cursed because of him;
 Would have to toil for survival;
 Would eat on thorns, thistles and herbs;
 Will (together with his descendants) die.
Explain the consequences of sin in relation to the Genesis stories of the fall of human beings.
 Death became inevitable to human beings.
 Human beings’ relationship with God turned into phobia.
 Human beings were ashamed of their nakedness and became guilty of their deeds.
 Women became subject to men.
 Human beings were subjected to pain.
 Human beings were to toil for survival.
 Enmity was created between human beings and animals.
 Human beings were expelled from the Garden of Eden.
 The life span of man was reduced to 120 years.
 The ground was cursed because of human beings.
 Man began taking away other people’s life e.g. Cain killed Abel.
 Man’s language became confused.
 The serpent was condemned to eating dust.
 The marriage relationship turned from mutual care to tension.
 Living things were destroyed by the great flood.
 Man was prone to sin.
What was the African perception about evil?
 According to African communities, God is good and he did not create evil.
 They believe that evil is as a result of evil spirits/malevolent spirits.
 Curses also lead to evil.
 Breaking of taboos is another source of evil.
 It’s caused by disobedience to God and the spirits.
 Mystical powers from evil people like witches, wizards and sorcerers can cause harm.
 Evil results from bad omen.
 Breaking of oaths results in malicious experience, which is evil.
 Evil comes as a punishment from God, spirits and ancestors.
 Evil could be reversed through cleansing rituals.
 Evil could be punished in form of horrible phenomena/disastrous acts.
Compare and contrast the traditional African view and the biblical view on evil.
 In both cases, evil is bad and should be avoided.
 In both, sin is punitive.
 In both, sin arises from disobedience.
 In both cases, evil may result from failing in a social or spiritual obligation.
 Both agree that the results of sin and evil is calamities, suffering and death.
 In both, sin separates human beings from God.
 In both, God is the guardian of morality, law and order.
 In both, sin not only affects individuals, but also affects other members of the community.
 In both, sin is transmitted to people through Satan.
 In both, sin can be inherited.
 In African traditional religion, there is communal responsibility over sin as opposed to biblical teaching, where individual responsibility is emphasized.
 Biblically, sin is intrinsic whereas in traditional African belief, it is extrinsic.
 Sin is wholesomely punishable in African traditional religion, but is redemptive biblically.
 Biblically, the punishment of sin is not everlasting due to the resurrected Christ. However, in African traditional religion, sin claims irreversible doom.
How was sin punished in African traditional religious belief?
 corporal punishment
 Capital punishment
 Banishment
 payment of fines
 public humiliation
 indecent burial ceremonies
 failure to be named after
 Children denied food for sometime.
 Denied leadership roles.
 Isolation
CHAPTER 4
FAITH AND GOD’S PROMISES: ABRAHAM
Bible passages relevant to this topic
1. Genesis 11:1-6,
2. Genesis 11:24-32,
3. Genesis 12:1-9,
4. Genesis 15:1-21,
5. Genesis 17:1-24,
6. Genesis 21:1-7,
7. Genesis 22:1-19.
BACKGROUND TO THE CALL OF ABRAHAM
God’s call of Abraham is recorded in the book of Genesis 11:24-32 and 12:1-9.
History of Abraham prior to his call by God.
 Abraham’s father was Terah. Terah had three sons: Abraham, Nahor and Haran. They lived in a place called Ur of the Chaldeans. Abraham married Sarai, Nahor married Milcah. Haran had a son called Lot. Terah and his family lived amidst polytheists. Polytheism is worship of many gods or idols. These people were moon worshippers.
 Haran died in Ur and, thereafter, Terah took Abraham alongside his wife Sarai and Lot and they settled in Haran. Terah died in
Haran at the age of 205 years. It was after this that God called Abraham.
THE CALL OF ABRAHAM
The call of Abraham.
 Abraham’s call was mysterious. Its form is not describe in the Bible. It took place just after the passing on of Terah. Abraham was 75 years old when God called him. He obeyed God’s voice regardless of his age. God says thus, “Get out of your country, your relatives and your father’s house and go to the land that I will show you”.
 He took his wife Sarai, his nephew Lot, servants and domestic animals along with him. This showed how wealthy and selfless Abraham was. In due course, God made several promises to the obedient Abraham. Abraham was promised many descendants, a great nation, blessings and a great name, all by God.
 Abraham later settled at various places e.g. Shechem and Bethel, where he built altars to demonstrate his faith in worshipping God.
 Due to famine, he temporarily sought refuge in Egypt, but, eventually, after its elapse, he settled back in Canaan.
ABRAHAM’S ACT OF FAITH IN GOD
Abraham’s act of faith in God is recorded in the book of Genesis 12:1-9, 15:1-6,
17:23-24, 21:1-7 and 22:1-19.
The meaning of faith
 Faith is an absolute belief or trust in somebody or something. (Hebrews 11:1-6).
 It is a strong belief without necessarily having a logical proof.
 According to the Bible, faith is confidence in the total truthfulness of every utterance that pours out of God.
 It is also a gift from God, which is not based on tangible objects.
 Faith is unshakable trust in God.
Instances in which Abraham demonstrated his faith to God.
 Abraham believed in God by abandoning the polytheistic community to worship Yahweh: the true and mighty God.
 Abraham accepted to quit the known Haran to an unknown destiny.
 Abraham undoubtedly gave in to the command of circumcision: the sign to the covenant, at his ripe age.
 His unshakable faith led him to accept to sacrifice his only son and heir: Isaac, on mount Moriah. (Genesis 22).
 Abraham decisively constructed altars at Bethel and Shechem to inaugurate the fear of God for his worship.
 He readily changed his name from Abram to Abraham and his wife’s name from Sarai to Sarah.
 He made a strong bond with God in an elaborate covenant.
 Despite their old age, Abraham believed and trusted that his wife would bear him a son.
 Abraham proved his faith through worshipping God in prayer, sacrifices and intercession.
The rlevance of Abraham’s faith in God to Christians today.
 With faith, Christians became vessels of God’s intension, just like God renewed his relationship with mankind through Abraham.
 Faith enables Christians to withstand challenges, just like Abraham did.
 In faith, Christians refrain from bad practices, just like Abraham abandoned polytheism and became monotheistic in Yahweh.
 God expects Christians to have definite faith in him. Abraham obeyed God by leaving Haran for Canaan.
 Faith in God leads to success. Abraham’s wife Sarah bore a son out of faith in God.
 By faith, God provides all necessities like he provided a ram for sacrifice instead of his son Isaac.
 Christians: the descendants of Abraham will automatically receive blessings just like God blessed Abraham as long as they remain obedient and faithful to God.
 Christians are assured of eternal life, just like Abraham secured Canaan by faith.
 By faith, Christians should abide by God’s directives without question, just as Abraham heeded God’s command.
GOD’S PROMISES TO ABRAHAM AND THEIR RELEVANCE
God’s promises to Abraham are contained in Genesis 12:2-3, 15:1-21, 17:15-18 and 21:17.
The promises God made to Abraham
 Abraham would father a great nation.
 Abraham would receive personal blessings i.e. die in peace.
 Abraham would have many descendants.
 Abraham would receive personal reputation, whereby his name would be great.
 God promised Abraham a son/heir.
 God would establish an everlasting covenant with Abraham.
 God would bless those who bless Abraham.
 God would pronounce a curse onto those who curse Abraham, thereby protecting him.
 God would settle Abraham and his descendants in a blessed land flowing with milk and honey.
 Abraham would be the origin of blessing to the whole world (through Abraham all the nations of the world would bless themselves).
 Though Abraham’s descendants would be slaves in a foreign land, God would rescue them.
 God would make great nations from Abraham’s descendants.
 God would make some of Abraham’s descendants kings.
The relevance of God’s promises to Abraham to Christians today
 Just like Abraham forfeited moon worship and received blessings, Christians should abandon all their waywardness to inherit God’s blessing
 Christians realize that God fulfils all his promises through faith
 God promised Abraham land. As Christians, we are assured of eternal life by faith and obedience
 God can raise anybody from humble and faithless background to partake in his work, just like it was to Abraham
 God protects Christians to date, a fulfillment of his promise to Abraham
 Christians learn that they are direct fruits of Abraham, who will eventually receive Gods blessing
 Christians turn out to be the new Israel who descend from Abraham.
GOD’S COVENANT WITH ABRAHAM
The meaning of a covenant
 A covenant is a solemn agreement/ pact/ treaty between two people or groups.
 It is a form of binding commitment between two partners or nations for a common good.
 It is an agreement which permanently renews a broken relationship between warring parties.
The components/ characteristics/ elements of covenant/ pact?
 Promises/ oaths
 Witness
 Participants
 Signs
 Consequences
 Ritual/ ceremony
 A seal.
Examples of known pacts/ covenants in the Bible
 The covenant between God and Abraham
 God’s covenant with Noah
 God’s covenant with Israelites on mount Sinai
 God’s covenant with David
 God’s covenant with Jeremiah
 God’s covenant with his people/ New Testament
God’s covenant with Abraham
God entered into a covenant with Abraham over Abraham’s persistent requisition of a sign to affirm the fulfillment of his promises.
God instructed Abraham to sacrifice the following animals:
 A heifer 3yrs old
 A she goat 3 yrs old
 A ram 3yrs old
 A turtle dove
 A young pigeon.
The sacrificial animals were without blemish.
Abraham cut the animals into equal halves and put each half opposite the other two: making rows. The birds were not split.
Towards evening, Abraham fell into deep sleep and was filled with fear. The Lord appeared to him in a vision and gave him more promises.
 Though his descendants will be strangers and slaves in a foreign land (Egypt), they will be rescued by God and will leave that land after 400 years.
 Abraham would live to a ripe age, die in peace and be buried.
When darkness approached, a smoking fire pot and a flaming torch suddenly appeared and passed between the peaces of animals. Through this, God made a covenant with Abraham. He was the sole maker of the covenant.
The smoking fire pot and the flaming torch manifested the presence of God.
The characteristics of the covenant between God and Abraham
 It was initiated by God
 It was solemn/ permanent
 There were promises to be fulfilled.
 It had a sign i.e. circumcision
 It was sealed through a sacrifice
 It was voluntary.
 It was unconditional.
The importance of the covenant between God and Abraham.
 It shows God’s initiative to enter into a covenant with Abraham.
 It shows the readiness of Abraham to follow God’s commands.
 It confirmed the readiness of God to protect Abraham and his descendants.
 It confirmed the readiness of God to fulfill all previous promises He had made to Abraham.
 It established a strong relationship between Abraham, God and the Israelites.
 It confirmed/sealed God’s choice of Abraham.
 Through it, God was initiating his plan of salvation of mankind.
The relevance of God’s covenant with Abraham to Christians today
God’s covenant with Abraham is important/applicable to Christians today because of lessons drawn from it as follows:
 Faith is quite essential when initiating a covenant with God
 A covenant is a cornerstone to a Christians faith for it creates a permanent reunion between God and man
 The unconditional covenant between God and Abraham illustrates God’s desire to revive/bring back God’s personal relationship with human beings.
 This covenant creates a conducive environment for God’s protection to those who believe and trust in him.
 The covenant brings fourth the aspect of the death and resurrection of Jesus Christ.
Examples of covenants in modern life
 Marriage
 Loyalty
 Baptism
 Oaths
 Ordination in Church
 Employment contracts.
 Contracts when buying land.
The signs of the unconditional covenant between God and Abraham.
 Circumcision
 Change of names
 The smoking fire pot
 The flaming torch
 Countless stars
 Birds of prey
Lessons Christians learn from the incidence when Abraham was willing to sacrifice his own son Isaac
 They should have absolute faith in God
 They should remain obedient to God
 They should be ready to face challenges in worship
 They should not despair in God
 They should be ready to surrender everything for God
 They should be ready to serve God in order to attain blessings
 They should amalgamate family members in worship
 Wisdom and bravery should be part and parcel of their dealings in life.
How the promises to Abraham were later fulfilled
 Abraham acquired a son Isaac
 Abraham and his descendants settled in Canaan
 The Israelites were rescued from Egyptian bondage
 Abraham died in a good ripe age
 Jesus Christ descended from Abraham
 Present Christians are a great nation promised to Abraham
 Abraham had many descendants: the present Christians.
How marriage qualify to be a covenant
 Husband and Wife are parties
 It involve witness
 It has a sign (a ring)
 Promises and vows are given
 A ceremony is held inform of a wedding
 A marriage certificate acts as a seal.
The significance of circumcision to Abraham and his descendants
 It was a sign that God entered into a covenant with Abraham and his descendants
 It was an outward sign showing the faith Abraham and his descendants had in God
 It was a mark of identity which distinguished the people who belonged to God as his chosen people
 The ritual was significant for attainment of blessings
 It was a sign of purity thus the uncircumcised were considered as outcasts
 It acted as a reminder of the covenant made between God and Abraham
 It was a mark of physical descendants that belonged to the lineage of Abraham
 It also put Abraham as the father of faith
 It gave Abraham the start of the new teaching on responsibility.
Comparison between the Jewish and African practices of circumcision
 In both communities, circumcision is a mark of identity
 In both, the foreskin is cut
 It was a sign of unity with the supreme being
 In both, it attaches members to particular communities.
 It is a religious function
 In both, it is performed by a religious specialist
 Those who fail to circumcise are considered outcasts or outlaws
Differences between the Jewish and African practice of circumcision
 Jews circumcise infants at 8 days whereas Africans circumcise early adults.
 Among the Jews, it was utterly for males whereas in some African communities girls are also circumcised
 Among the Jews, it was initiated by God but in African it is not mentioned
 In African traditional belief, it is a rite of passage from childhood to adulthood unlike Jews where one is still a child
 Blood in Jews binds the candidate with God while in traditional it binds one with an ancestor
 In Traditional African culture, the candidates undergo seclusion as opposed to Jewish circumcision
 In African Traditional Religion, the candidates are synched unlike the Jews.
How God reveals himself to Christians today
 Through reading the word of God: the Bible.
 Through visions/dreams.
 Through songs and hymns.
 Through listening to the preaching of his word.
 Through natural happenings e.g. floods, earthquakes, etc.
 Through historical events.
 Through miracles.
CHAPTER 5
THE SINAI COVENANT: MOSES
Bible passages relevant to this topic
 Exodus 3:1’22,
 Exodus 7:14,
 Exodus 11:1-10,
 Exodus 12:1-31,
 Exodus 14:5-31,
 Exodus 15:22-29,
 Exodus 16:1-35,
 Exodus 17:1-6,
 Exodus 17:8-16,
 Exodus chapter 19,
 Exodus 20:1-17,
 Exodus 24:1-8,
 Exodus 32:1-35,
 Exodus 34:1-35.
background to the call of Moses.
 Moses was born at a time when a decree had been issued to kill all male babies by drowning them in river Nile. His mother bore and hid him in a woven basket. When the baby was three months old and could no longer be hidden, his mother took him in a water proof basket, which he placed within the reeds at the bank of river Nile.
 The baby Moses was miraculously rescued by Pharaoh’s daughter, who took him to the palace, where he was brought up in a noble manner.
 The caretaker assigned to him was coincidentally his biological mother: Jacobeth, a fact hidden even to Pharaoh himself.
 Moses received credible education and training as a prince.
 Later on, he killed an Egyptian who had confronted an Israelite. Sensing danger, he fled to the wilderness. Here, he was a shepherd and experienced all the difficulties of the wilderness.
 At that point, Moses received his call in the form of a burning bush.
the call of Moses.
 Moses the shepherd was herding the flock of his father-in-law: Jethro, when he saw a firy bush that was not being consumed.
 The mighty scene was near Mount Sinai, also called Horeb.
 As he drew near the firy bush, God instructed him to remove the shoes for he was treading on holy ground.
 Moses wanted to know the name of God. God revealed himself as the God of the Jewish patriarchs: Abraham, Isaac and Jacob.
 He commissioned Moses to go back to Egypt and rescue the Israelites from the affliction the Egyptians subjected the Israelites to.
 Moses hesitated, claiming that he not only feared Pharaoh, but was also a stamerer and did not know the name of the one who was sending him.
 God assured Moses of his protection. He gave Moses his brother Aaron to serve as an interpreter. God gave his name as “I am who I am”. He further assured Moses of the terrifying occurrences that would lead to the release of the Israelites.
 Still, Moses lamented of the Israelites, who, according to him, would neither believe nor listen to him. God told Moses to use the rod he had in his hand, which would turn into a snake and also place his hand in his pocket, which, on pulling out, would be affected with leprosy. Moses therefore accepted and took off to Egypt.
Why Moses was reluctant to take up his call by God?
Moses was hesitant to take up God’s commission because:
 He had killed an Egyptian.
 His life was in danger (Pharaoh had wanted to kill him).
 The Israelites might not believe that he was talking on behalf of God.
 He was not an eloquent speaker i.e. he was a stamerer.
 He feared that Pharaoh would not believe that God sent him.
 He feared that the Israelites would not accept him as their leader.
 He lacked courage.
 He was already settled in median and had a family.
 He did not have enough knowledge about Yahweh.
 He did not know the name of God. He was aware that the Hebrews would ask him which god he was talking about.
 Egypt was too far from Median. lessons that Moses learn about God during his call?
 God does not give people impossible tasks.
 God is loving/caring.
 God commissions/appoints his people to do his work.
 God is mighty.
 God’s nature is unspeakable, thus beyond human understanding.
 God responds to people’s cry.
 God’s choice of a person to discharge his duties is unique. God expects total obedience and faith. God punishes the afflicters of his people.
the ten plagues that were sent to Egypt.
 The plague of blood, whereby all waters turned into blood.
 The plague of frogs;
 The plague of gnats;
 The plague of flies;
 The plague of the death of animals.
 The plague of boils.
 The plague of hailstorm;
 The plague of locusts;
 The plague of darkness for three days.
 Death of Egyptians’ firstborn sons.
the attributes of God denoted from the plagues.
 God is omnipotent;
 God is loving and caring;
 God keeps his promises;
 God arrests difficult situations;
 God is just;
 God is peculiar in all ways;
 God is forgiving.
the Passover as recorded in Exodus 12:1-30.
 God instructed Moses and Aaron to have all the Israelites to choose a lamb or a young goat for sacrifice. The sacrificial animals were to be one year old and without blemish.
 The sacrificial animals were to be chosen on the tenth day, but sacrificed on the 14th day.
 A small family that could not consume the meal was to combine with the neighbour.
 The sacrificial animal’s blood was to be smeared on the two door posts and lintel of each Israelite’s house.
 This distinguished the Israelites’ house from the Egyptian, so that the angel of death would spare them when he killed the firstborn sons of Egyptians.
 The animal for sacrifice was to be roasted whole and eaten with unleavened bread and bitter herbs.
 The Israelites were to dress up before eating in readiness for the journey.
 The Israelite women were to ask for jewelry from Egyptian women to compensate for the free labour they had given in Egypt.
 The Israelites were to remain indoors until dawn in order to be protected from the Angel of Death.
 That night, the Angel of destruction passed over the Israelites’ households, killing all firstborn males of the Egyptians. The execution picked up from pharaoh’s own son to that of Egyptian slaves.
 The firstborn male offsprings of the Egyptian animal also did not escape that wrath.
the significance of each event of the Passover.
 Using young animals showed the innocence of the sacrifice.
 Using an animal without blemish signified the purity of the sacrifice.
 The smearing of blood on the Lintel was a sign of identification of the Israelite and non-Israelite (Egyptian) house.
 Roasting of the meat showed the Israelites’ haste.
 The bitter herbs signified the bitter experience of slavery in Egypt.
 The unleavened bread was to be used for they had no time to ferment the dough.
 They were to dress up and pack their luggage to show readiness for the journey.
 The Israelite women were to borrow jewelry from Egyptian women to compensate for the free labour they had given Egypt.
 They were to remain indoors until morning to be protected from the angel of death.
Importance of the passover
 The Jewish Passover was of great importance in that it marked the end of the Israelites’ tribulations in Egypt.
 It also served as a unifying factor, which brought the Israelites close and together.
 The Passover brought to the Israelites realization of their true Yahweh, who sticks to his promises.
 It also showed God’s unwavering love to Israelites, who are the descendants of Abraham.
 The Passover was a preliminary event that marked the beginning of the Exodus night, a time the Israelites left Egypt.
 The sacrificial lamb is a clear symbol of Jesus: the sacrificial lamb for Christians, who released them from the bondage of sin.
 During this time and to the Exodus, Moses was confirmed as the leader of the Israelites.
Why Pharaohwas not willing to release the Israelites
 God had already told Moses that Pharaoh would remain adamant till several terrifying events would force him to release the Israelites.
 The Israelites provided cheap labour and, to Pharaoh, releasing them would mean that a new source of labour had to be sought.
 His being hesitant created room for God’s work and power to be realized by everybody.
 Pharaoh was generally arrogant and stubborn and could not be easily lured by anybody.
 Pharaoh considered the Israelites and their possessions as part of his empire. If at all he could release them, he saw as if he would be parting with his wealth.
 Pharaoh failed to understand that he was dealing with Yahweh: the true God, otherwise, he could have immediately released them.
values/qualitiesthat a Christian learn from the call of Moses?
 Humility. We should humble ourselves before God just like Moses humbled himself at the site of the burning bush.
 Courage. We must have the courage Moses had when he approached the burning bush.
 Faith. We must trust God in whatever decision we undertake.
 Love. We must show love, mercy and even pity to those who suffer, just like Moses willingly accepted to do the difficult task due to his love for the Israelites. God also had love for the Israelites.
 Obedience. We should obey and follow the directives given to us by God
 Service. We should be willing to serve our subject in whatever circumstances
 Holiness. We must live a holy life in order to attain good fruits eventually
 Being inquisitive. We must be ready to inquire or ask what we are unable to understand
 Patience. We must be patient enough in the course of our work.
What made the Pharaoh oppress the Israelites?
 It was a fulfillment of God’s prediction to Abraham, “your descendants will be slaves in a foreign land”.
 The Pharaoh did not know Joseph and why he had settled in Egypt.
 He oppressed them in order for them to produce cheap labour for his development work.
 The Israelites had prospered and had to be contained by pharaoh, though they would overcome the Egyptians.
 It was a mode of weakening the power and strength of the Israelites.
 The Israelites were tremendously increasing and Pharaoh feared that this would be disastrous to the Egyptians.
the Exodus and how God took care of the Israelites during the Exodus?
An Exodus is a mass movement of people from one place to another. It was this journey out of Egypt through the harsh wilderness that we call Exodus. During the Exodus, God took care of the Israelites in various ways as follows:
 The crossing of the Red Sea, which God miraculously enabled the Israelites to accomplish when the Egyptians were pursuing them. He instructed Moses to use his rod and divide the water. All the Egyptians were drowned.
 Provision of water. Moses sought God’s guidance in a bid to request for water. God told Moses to throw a tree into the water. The bitter water turned sweet, ready for consumption. This was at a place called Marah. At Rephidim, God told Moses to strike a rock with his rod and water flowed from it.
 God provided manna and quails. Manna came each morning while quails came in large flocks.
 God provided security from the hostile desert communities, especially the Amalekites. Joshua led the Israelites against the Amalekites while Moses held his hands up.
 God guided the Israelites throughout the weary journey in the wilderness. During the day, a cloud guided them while a pillar of fire gave them direction at night.
 God commissioned Moses to rule, govern and administer the Israelites through the wilderness.
the importance of the Exodus.
 It marked the end of the Israelites’ suffering/oppression and afflictions.
 It marked the choosing of the Israelites by God as a special nation.
 It fulfilled the promises God had made to Abraham.
 It proved that God was more supreme than other gods.
 It furthered the Israelites’ and mankind’s salvation.
 It identified Moses as God’s chosen leader.
 It united the people of Israel as a nation.
 It made them understand the nature or attribute of God.
 The Israelites received the Ten Commandments, which guided them in their relationships.
 It taught the Israelites that human obedience to God was mandatory.
how God entered into a covenant with the Israelites at the foot of Mount Sinai
 God summoned Moses to Mount Sinai. He enquired if the people of Israel were willing to obey him.
 If they accepted, then God would make them his people, a holy nation and a kingdom of priests.
 The Israelites accepted this.
 Thereafter, Moses instructed the Israelites to:
a) Make themselves holy by washing their garments.
b) Abstain from sexual relationship.
c) Mark the boundaries on the foot of the mountain to prevent any person or animal going up the mountain.
 Moses led the Israelites to meet Yahweh at the foot of the mountain. On the third day, Moses ascended the mountain.
 God manifested his presence in the form of thunder, lightning, earthquake and a thick cloud. There was also a loud trumpet blast.
 Moses received the Decalogue/ten commandments on behalf of the Israelites.
 Moses descended the mountain and briefed the people about God’s laws and ordinances.
 He built an altar at the foot of the mountain, on which he placed twelve pillars according to the twelve tribes of Israel.
 He sent young men to offer burnt and peace offerings to God.
 He took half of the oxen blood, sprinkled it on the altar and the other half sprinkled it over the people, thus sealing the covenant.
 He took the book of the covenant in which the divine laws had been written down by him and read it in the hearing of all people. They accepted to follow and abide by the content of the covenant.
How the Sinai covenantwas defiled/broken
 After the sealing of the covenant, Moses went back to the mountain to receive the written Ten Commandments.
 Aaron and Her had been left in charge of the Israelites.
 Moses spent forty days on the mountain, which rendered people impatient.
 They mounted pressure upon Aaron to make them a tangible and visible god to be worshipped.
 From the jewelry they possessed, Aaron molded a golden bull to be their physical god.
 God revealed to Moses that the Israelites had become irreligious.
 God intended to destroy the whole Israelite generation, but Moses interceded and the gracious God changed his intension.
 Carrying the stone tablets, Moses descended the mountain.
 To his utter surprise, Moses found the Israelites dancing and singing in a boisterous and jubilant manner. In the same line, they practiced sex as they worshipped the god they had made.
 Moses was filled with anger, so much so that he threw the stones down, breaking them.
 He burnt and ground the golden calf into powder, mixed it with water and gave it to the Israelites to drink.
 The loyal Israelites, especially the Levites, were told to slay the wayward believers by the sword.
the renewal of the Sinai covenant.
 Renewal of the covenant was preceded by Moses’ plea to God.
 Out of mercy and grace, God promised not to destroy the Israelites.
 God instructed Moses to cut two stone tablets and to take them with him to the mountain.
 He was to write the laws on the stone tablets once more.
 God then assured Moses of the renewal of the covenant. God gave the Israelites the following obligations:
a) To obey what God commands them;
b) Not to make any treaty with those who live in the land where they were going;
c) Not to worship any other god;
d) To break down the altars, sacred stones and false gods;
e) Not to make cast idols;
f) To keep the feast of unleavened bread;
g) To rest on the seventh day;
h) To dedicate all their firstborn male children and firstborn male domestic animals to God;
i) To offer to god the first fruits of their crops.
 After the commands, God promised the Israelites that he would:
(a) Protect and preserve them;
(b) Bless them;
(c) Make them prosper.
 God asked Moses to write these words in anew set of stone tablets. This showed that the covenant had been renewed.
How the Israelites worship God in the wilderness?
 They built altars for worship.
 They honoured the Sabbath and kept it holy.
 They were led in worship by religious leaders, including Moses, Aaron and priests.
 They accepted and obeyed the Ten Commandments.
 They offered sacrifices and offerings to God.
 They adored the ark and the Tabernacle, which stored the tablets containing the commandments.
 They worshipped God in songs and praises.
 They marked the feasts like the Passover, Pentecost and the tabernacle.
 They worshipped through prayer.
 They disregarded the wayward worshippers.
examples of sacrifices and offerings that were made by the Israelites in the wilderness.
 Burnt offerings/Holocaust;
 Grain offerings;
 Communion offerings/peace/fellowship offerings;
 Sin offerings/atonement;
 Incense offerings;
 Purification offerings;
 Meal/drink offerings.
the Ten Commandments that were given by God to Moses and the Israelites.
 You shall worship no god but God;
 You shall not make for yourselves images of anything in heaven or earth or in the water under the earth.
 You should not use God’s name for evil purposes.
 Observe the Sabbath and keep it holy.
 Respect your father and your mother so that you may live a long time.
 Do not commit murder.
 Do not steal.
 Do not accuse anyone falsely.
 Do not commit adultery.
 Do not desire your neighbour’s property.
the problems that Moses/the Israelites faced in the wilderness.
 Lack of water.
 Lack of food.
 They were weary out of the long tedious journey.
 Hostility from the desert natives.
 Attack by diseases.
 Hostile climates.
 Attack by desert insects/other creatures.
 The Israelites lacked total belief in God.
 Bites from poisonous snakes.
 Threats/pursuit from the Egyptian army.
 Internal conflicts.
Why God deliver the Israelites from the Egyptian bondage?
 God was fulfilling the promise he bestowed upon Abraham.
 The Israelites were God’s chosen people and race.
 God wanted them to inherit the Promised Land: Canaan.
 God wanted to strengthen their faith in him as the God of their ancestors.
 God had heard of their predicament, thus coming to their rescue.
the characteristics of God as revealed to Moses during the renewal of the Sinai covenant.
 God is compassionate/merciful.
 God is gracious.
 God is slow to anger.
 God is loving/kind/intimate.
 God is faithful and fulfills his promises.
 God is just/fair.
 God is powerful/omnipotent/almighty.
 God is holy.
 God is jealous.
CHAPTER 6
LEADERSHIP IN GOD’S PLAN: DAVID AND SOLOMON
Bible passages relevant to this topic
o 1 Samuel 8:1-20,
o 1 Samuel 13:8-14,
o 1 Samuel 15:7-25,
o 1 Samuel 16:1-23,
o 2 Samuel 6:1-15,
o 2 Samuel 7:1-29,
o Luke 1:26-33,
o 1 Kings Chapters 3-12.
What was the role of the judges in Israel?
 Judges led the Israelites in war against their enemies.
 Some of the judges had prophetic functions.
 Judges like Samuel settled disputes among the Israelites.
 They served as religious leaders, thus led the Israelites in worship.
the duties of Samuel as a prophet of God
 Samuel anointed the first two Kings of Israel i.e. Saul of Kish and David of Jesse.
 As a prophet, he offered sacrifice to God.
 He reminded the people to lead the covenant way of life.
 He played an intermediary role between God and the Israelites.
 He served as a judge.
 He condemned all forms of injustice.
 He reprimanded Saul for his mistakes.
 He condemned idolatry, thus reinforcing on monotheism.
 He foretold God’s plan for the future. the duties of Samuel as a Judge of Israel.
 He led the Israelites into war against their foes.
 He settled disputes among the warring people of Israel.
 He served as a prophet, thus mediating between God and the Israelites.
 He was a religious leader.
Why the Israelites demand for a King?
 Samuel the judge was aged and had become frail.
 The two sons of Samuel had failed as judges due to corruption.
 The Israelites wanted a King because other nations had Kings.
 They wanted a King who could lead them to war against enemies.
 They wanted a physical leader whom they could see and approach when in hardship.
 They wanted a King who could stabilize them politically.
 The sons of Samuel did not have the leadership qualities of their father.
 Samuel had imposed his sons as judges.
the shortcomings of a King in Israel?
The following were the reasons that Samuel gave against kingship in Israel:
 The Israelites would be rejecting God as their unseen King.
 Their sons would be recruited forcefully into the army.
 They would be led into forced labour.
 The people would be enslaved.
 The King would grab the people’s land and property.
 There would be overtaxation.
 They would lose their identity as a covenant people.
 The King would force their daughters to work in the royal houses.
 Hereditary Kingship would lead to oppression.
the failures of King Saul?
 He usurped the priestly role of Samuel when he offered sacrifices to God at Gilgal.
 He lacked faith in God, a fact that resulted from his impatience.
 Saul was not repentant whatsoever.
 Saul did not hearken to the command of God requiring him to destroy all the loot from the Amalekites (the law of Herem or Ban).
 He failed to kill Agag: King of the Amalekites.
 The spirit of God quit Saul and was replaced by an evil spirit that tormented Saul.
 Saul wanted to kill King David.
 Saul failed as a King when he took away his life.
 Saul failed when he consulted a medium.
 Saul heeded the voice of his subjects: the army.
the lesson that could be learned from Saul’s failures.
 Christians are called upon to hope and patiently wait for the fulfillment of God’s promises.
 Christians should be God fearing/faithful to God.
 Christians should abandon witchcraft and believe in God.
 Political leaders need not ignore the word of the clergy.
 We should not intend to kill our successors.
 We should exercise sincerity and honesty in worship.
 When we cease pious acts, Satan takes control of our lives.
 Christians learn that God is the only giver of life and the one who takes it away.
the promises of God to David through Nathan the prophet.
 David would be a renowned King all over Israel.
 God would safeguard Israel from her oppressors during the reign of David.
 God would shield David from his foes.
 God would keep David’s dynasty strong and in rule.
 God would burry David with his ancestors.
 David’s house would rule forever.
 David and his descendants would receive everlasting blessings.
 God would punish David’s sons when they went astray just as a father punishes a son.
 God would back him up forever.
 His son: Solomon would build a temple for God.
 God would give Israel their own land.
the significance of David as a King of Israel. (Why is David regarded as the greatest King Israel has ever had? Or: What were the achievements of David as King of Israel?)
 David was chosen and ordained by God.
 He received public anointing at Hebron, where he signed a pact with the elders.
 He received the spirit of God from the time he was anointed.
 He was a military genius and army commander, who was beyond reproach.
 He captured the old fortress of Jerusalem from the Jebusites and made it his capital city.
 He removed the Ark of the Covenant from the house of Abinadab in Shiloh and brought it to Jerusalem.
 He was a talented musician and composed many psalms that were used in church worship.
 He possessed a remarkable faith in God.
 He trusted the prophets of God e.g. Nathan.
 He expanded the geographical boundaries of Israel.
 He united the northern and southern tribes into one Israel.
 He was diplomatic, thus establishing good political relations with the neighbouring Kings.
 He was a vigorous administrator, who cautiously selected his advisors and counselors.
 Through David, God sent a deliverer, who would protect Israel against all forms of political oppression.
 David ruled over Israel as a whole, administering law and justice to all people.
 David had good leadership qualities.
 He received great favour from the Deuteronomists, affirming him to be the greatest.
qualities of David as King of Israel.
 He was brave. He proved this when he killed the giant Goliath.
 He was God fearing as he retrieved the Ark of the Covenant. He also respected God’s prophets.
 Humility. He humbled himself before God after Nathan reprimanded him for the death of Uriah.
 He was faithful. He had absolute faith in God, who he praised through psalms.
 He was just and was not biased at any cost in the course of his reign.
 He was kind. David showed kindness when he spared Mephibosheth: Saul’s grandson.
 He was diplomatic. He established a good political relationship with the neighbouring Kings.
 He was always loyal to God in whatever circumstances.
 He was wise. David was able to choose wise elders and counselors to advise and guide him.
 He was compassionate/forgiving. David spared the life of King Saul, yet Saul had sought to kill him.
how King David promoted Yahwehism in Israel.
 David brought the Ark of the Covenant to Jerusalem, which was a sign of the presence of God among his people.
 He composed psalms/songs which served God in worship.
 He made Jerusalem a spiritual centre, where all important religious occasions were held.
 He praised the almighty God through singing and dancing.
 He respected and consulted Yahweh prophets.
 He humbled himself before God in repentance when he went astray.
 He advised his son Solomon to build a temple for Yahweh.
 He united the nations by making Jerusalem a central place for worship.
 He conquered the enemies of Israel, thus maintaining peace: a sign of God’s presence.
 He constantly prayed or glorified God.
 He completely submitted to God’s will.
How God’s promises to David fulfilled through Jesus?
 Jesus was born in Bethlehem: the city of David.
 Jesus was seen and appreciated as the son of David.
 Jesus established an everlasting Davidic dynasty.
 Jesus rode on a colt, signifying that he was a peaceful Messiah.
the activities in the life of David that showed he had faith in God.
 He prayed and called himself a servant of God.
 Through faith in God, he killed Goliath using a stone and a sling.
 He repented after he had killed Uriah.
 He accepted to be anointed by Samuel as King.
 He consulted God and his prophets prior to any action.
 He advised Solomon his son to remain faithful to God in order to succeed.
 He offered sacrifices to God.
 He sought God’s protection when Saul wanted to kill him.
 He genuinely accepted God’s punishment for his sins.
 He attributed all his achievements to God through songs and psalms.
 He brought the Ark of the Covenant to Jerusalem.
 He wanted to build a temple for God.
the characteristics of God as portrayed in the life of King David.
 God is omnipotent.
 God is kind and merciful.
 God is loving/caring.
 God answers prayers.
 God requires total faith.
 God punishes sin. God is holy.
 God is righteous/pure.
 God protects his people.
the achievements of King Solomon?
 Solomon was a successful merchant e.g. he traded in copper deposits in the area of Edom. He also built a fleet of ships that sailed from the Gulf of Aqaba.
 He built the temple for God in Jerusalem, which took seven years.
 He managed a professional army equipped with horse-drawn chariots.
 He was a King full of wisdom, a fact to reckon.
 He composed several proverbs and songs, full of teachings and praise to God.
 He brought the Ark of the Covenant to the temple of Jerusalem, representing God’s presence.
 He possessed a well structured civil administration by setting up aside government officials who lent a hand in his administrative duties.
 Through marriages, he developed diplomacy with the foreign countries.
 He built himself a magnificent palace for thirteen years.
the failures of King Solomon?
 He married many foreign wives, who brought/introduced idolatry.
 He introduced/used forced labour.
 He forcefully conscripted Israelite men into the army.
 He built temples for the pagan gods worshipped by his wives.
 He imposed heavy taxes on the people of Israel.
 He practiced nepotism by exempting the house of Judah and of Benjamin from forced labour.
 Solomon killed his own half brother Adonijah out of rivalry.
 He failed as a King when he hired the skills of pagan craftsmen, who worked on the temple of God.
 King Solomon sold part of Israelite territory to Hiram the King of tyre in repayment for a debt he was unable to settle.
 He spent the wealth that belonged to Israel lavishly.
 He signed treaties with foreign nations, going against covenant norms.
the factors that contributed to the break-up/schism of the Kingdom of Israel after the death of King Solomon.
 Solomon married foreign wives, who accelerated the worship of foreign gods.
 Solomon participated in idolatry, thus violating the Mosaic Law.
 Solomon oppressed his subjects through imposing heavy taxes, thus leading to disunity.
 He introduced forced labour in Israel, making the people dissatisfied with him.
 Rehoboam: Solomon’s son, rejected advice from the old men, causing dissatisfaction among the Israelites.
 Rehoboam heeded to the pieces of advice from the young men to rule his people harshly.
 Rehoboam rejected the council of elders who advised him, thus the people became rebellious.
 Jeroboam led a successful revolt against Rehoboam.
 Ten northern tribes of Israel rejected Rehoboam as King of Judah.
 The rebellious tribes chose Jeroboam as their King.
 Two southern tribes: Benjamin and Judah remained under the Kingship of Rehoboam.
the activities of King Jeroboam that made the Israelites in the northern Kingdom turn away from Yahweh.
 He molded golden calves at Bethel and Dan to represent Yahweh.
 He centralized worship at Bethel and Dan, thus ignoring Jerusalem.
 He instituted religious festivals in the month of his choice.
 He chose non-Levite priests, getting them from ordinary families to serve at centres of worship.
 He led the Israelites into offering sacrifices to the idols.
 He himself worshipped idols.
was the Northern Kingdom of Israel destroyed before the Southern Kingdom of Judah?
 The Kings of the northern Kingdom led the people in syncretism.
 The people persecuted and even executed God’s prophets.
 The Kings were not ordained by God.
 The Kings and their subjects failed to repent from their iniquities.
 The leaders built temples for idolatry.
 The people defiled Yahwehism by worshipping the Canaanite gods simultaneously.
 The people were deeply involved in temple/cult prostitution.
 The King took part in slave trade.
 They formed political alliances with the neighbouring nations instead of relying on God.
 The Kings oppressed the poor.
 The judges were corrupt.
 The people neglected messages from the prophets of Yahweh.
importance of the temple in Israel.
 The temple was God’s dwelling place.
 It signified God’s presence among his people through the Ark of the Covenant and the Tabernacle.
 The dedication of firstborn male children took place at the temple.
 The temple was a house of worship and prayer.
 Animal sacrifice was offered in the temple.
 Religious rituals like the naming and circumcision of baby boys took place in the temple.
 It was a place where religious festivals/feasts e.g. Pentecost were celebrated.
 The temple was a training place for Jewish religious leaders.
 It was a residential place for the priests and prophets.
 It served as a law court by the council of Jewish religious leaders: the Sanhedrin.
 It was a place where all rites of purification were carried out.
 It housed the Ark of the Covenant, which contained the laws of God.
 It served as a commercial centre.
the ways in which the Kings of Israel brought the people back to God.
 The Kings like Jehu killed the prophets of Baal.
 They destroyed the altars of the gods.
 They set examples to the people by repenting whenever they went astray.
 Kings like David and Solomon restored temple worship by maintaining the Ark of the Covenant.
 They led the people in renewing their relationship with Yahweh when they broke the covenant ways.
 They renewed the temple to look presentable.
 Solomon the third King built a temple for God.
 They destroyed the bronze serpent made by Moses during the Exodus.
 They never indulged into political alliances with neighbouring Kings.
CHAPTER 7
LOYALTY TO GOD: ELIJAH
Bible passages relevant for this topic
 1 Kings 12:25-33,
 1 Kings chapter 18
 1 Kings chapter 19,
 1 Kings Chapter 21.
the factors that led to the spread of idolatry in Israel.
 The fact that Israelites intermarried with foreign wives, who introduced foreign gods.
 The Israelites did not fully rely on Yahweh, they worshipped the Canaanite gods too.
 They emulated the ways in which the foreign communities/nations were ruled and governed.
 After the split of the Kingdom, some of the Kings e.g. Jeroboam, promoted worship of idols.
 The presence of temples for the gods attracted the Israelites into idolatry.
 The Israelites practiced polytheism.
 The Israelites turned away from their pastoralist life to agricultural life, which welcomed idol worship. They offered sacrifices and prayed to the gods.
were the effects of idolatry in Israel?
 The Israelites adopted the Canaanite cultural calendar.
 They worshipped God alongside other gods, which is called Syncretism.
 Former places of worship of the Canaanite gods were turned into places of worship for Yahweh without eliminating the Canaanite symbols e.g. the altars.
 The worship of Yahweh was downtrodden, making Baalism an official religion.
 Names of the Canaanite gods were also used for Yahweh.
 These names of Canaanite gods, especially Baal were given to Israelite children.
 The Israelites began to oppress the poor.
 Queen Jezebel commanded that all the altars of Yahweh be done away with.
 It resulted into the killing of the prophets of Yahweh.
 The Canaanites’ sacrificial system became part and parcel of the Israelite worship.
 The unity of Israel was interfered with.
the nature of the Canaanite religion.
 The Canaanite religion was a Nature religion: a religion dealing with the forces of nature e.g. rain i.e. it was cosmic.
 The religion comprised family gods e.g. el Baal among others.
 Images and symbols were made to represent the gods.
 They inculcated their worship with temple prostitution.
 Sacrifices including human beings were offered to these gods.
 Festivals and feasts were celebrated in honour of the gods.
 Rituals were offered to ensure continued fertility and well being of the community.
 Each god and goddess had a noticeable role in the community.
 Temples or high places were built for the worship of the gods.
 There was a supreme or chief god or goddess.
 There were prophets and prophetesses for each god.
 The Israelites imitated the agricultural life of the Canaanites, disregarding their pastoral life.
 It was believed that a god was only powerful in his own land.
the Canaanite gods and goddesses.
 El: the chief god;
 Baal: god of the storm, god of rain, god of heaven;
 Mot: god of famine, god of drought, god of death;
 Astati: -a goddess, Baal’s wife;
 Asherah: goddess of fertility, wife of El;
 Anat: goddess of war.
how Elijah fought against false religion.
 After King Ahab son of Omri married Jezebel the daughter of Elbaal, they purely relied on Baal prophets, thus endangering the prophets of Yahweh, who they had neglected.
 It was during this period when the prophets of God faced hostility that God sent Prophet Elijah. Elijah willingly accepted the instruction of God to go and meet King Ahab.
 Ahab referred to Elijah as a trouble maker of Israel. This was because of the drought that Elijah had pronounced as God’s judgment due to Israel’s unfaithfulness.
 The drought lasted for three and a half years. It was to serve as a lesson to the Israelites.
 Elijah requested the King to gather all Israel together, including the 450 Baal prophets to a contest at Mount Carmel: the vineyard of the Lord.
 The main purpose of the contest was to know who is God.
 The two parties: Baal prophets and Elijah, were to contest, thereby offering a sacrifice of a bull to their respective God. The God who could answer by fire was to be worshipped.
 Ahab therefore summoned all the people, including the prophets of Baal to Mount Carmel. The prophets of Baal were given a bull, which they prepared, then called upon the name of their god.
 They prayed, shouted and danced around the altar, yet there was no response.
 Elijah mocked them and asked them to pray much louder. He told them that maybe their god was occupied, busy, on a business trip or he is asleep.
 The Baal prophets prayed, cut themselves with knives until they bled, but Baal remained mute and gave no response.
 Elijah then summoned the people to move closer as he repaired the abandoned altar of Yahweh with much courage.
 He set up twelve memorial stones to represent each of the twelve tribes of Israel. He placed the sacrifice on the altar and asked the people to pour water on it. He prayed to the God of Abraham, Isaac and Jacob to prove that he was the living God.
 Fire descended and consumed the sacrifice and everything around it.
 The people threw themselves on the ground and worshipped the Lord as the true Yahweh.
 Elijah killed the prophets of Baal. He announced the coming of a storm. Clouds formed and rain began falling in torrents.
the lesson one can learn about God from this incident.
 Yahweh is a powerful God.
 Yahweh is the only God.
 Yahweh is a living God.
 Yahweh is a jealous God.
 Yahweh is a just God.
 Yahweh is forgiving.
 Yahweh is merciful.
Describe Elijah’s fight against moral corruption.
 Corruption is a form of injustice to which an innocent person is subjected.
 Ahab coveted a fruitful vineyard of a great farmer by the name Nabboth, the Jezrelite.
 The farm was next to Ahab’s palace. Ahab approached Naboth and asked him if he could sell the vineyard in exchange with another.
 Naboth boldly rejected this idea. He could neither sell nor exchange the property, because it was a property belonging to the family.
 Ahab became gloomy and even lost the appetite of eating. When Ahab revealed this to his pagan wife: Jezebel, Jezebel worked out a quick plan of action.
 She forged letters in the King’s name and sealed them with the King’s rubber stamp and sent them to the elders of Jezreel.
 She had accused Naboth of two grievous faults i.e. blasphemy and treason. Blasphemy is the act of insulting God and treason is insulting a King. Such crimes were punished through stoning the subject. Naboth had no time to defend himself and therefore faced the consequences. Jezebel then compelled Ahab to possess the vineyard.
 God therefore commissioned Elijah to pass judgment against Ahab.
 The divine judgment was that Ahab’s Kingdom was going to be destroyed. His family members would die the same death as Naboth. Ahab went down on his knees, put on a sack cloth as a sign of repentance. God promised to effect the punishment during the reign of Ahab’s sons. Ahab broke three commandments:
 You shall not desire your neighbour’s property;
 Do not bear false witness;
 Do not kill.
some forms of corruption in our society today.
 Tribalism;
 Bribery;
 Cheating in business;
 Robbery;
 Dishonesty;
 Stealing;
 Misappropriation of funds;
 Land grabbing.
the challenges that Prophet Elijah faced.
 He faced opposition in his life.
 He faced threats from Jezebel and Ahab.
 He had to face Ahab and challenge him for misleading people.
 He had to convince people that he was a true prophet of God.
 He had to endure difficulties in the wilderness.
 He had to condemn the false prophets of Baal.
 He had to bring the people back to the covenant way of life.
 There was widespread idolatry, which he had to denounce.
 There was corruption and injustice as people rejected the covenant way of life.
 There was religious persecution and hostility.
 Elijah despaired/felt lonely.
 He was accused of being a trouble maker.
 He lived in fear after pronouncing the three-year drought.
How Ahab fail to keep the covenant way of life??
 He coveted Naboth’s vineyard.
 He took away Naboth’s vineyard by force.
 His wife bore false witness against Naboth.
 Through his wife, Naboth was murdered.
 He oppressed the lowly.
 He neglected the Jewish law of land inheritance.
 He compared and equated himself to God.
the practices of idolatry during the time of Elijah.
 There was human sacrifice. The people worshipped many gods.
 There was animal sacrifice to the gods.
 People observed festivals in honour of the gods.
 Symbols were made to represent the gods.
 Temples were built for the worship of the gods.
 Rituals were performed in honour of the gods.
 Baal prophets presided over religious matters.
Why Elijah face danger and hostility?
 He reprimanded Ahab and his people for the worship of Baal.
 He condemned Ahab for coveting Naboth’s vineyard and killing him.
 He pronounced a three and a half years period of drought, a fact that annoyed Ahab.
 He had ordered the killing of 450 Baal prophets after the contest.
 He had annoyed Jezebel, who in turn threatened to kill him.
 He wanted to strengthen faith in Yahweh.
 The false prophecy from the Baal prophets made the people work against Elijah.
the life skills that Elijah used in his fight against social injustice.
 Decision making;
 Creative thinking;
 Critical thinking.
In which way was the presence of God felt during the time of Elijah?
 Through thunder at Mount Carmel.
 In a fire;
 In a small still voice in the wilderness.
 In an earthquake at mount Carmel;
 Through a thick cloud.
 Strong wind that split the hills.
the ways that Elijah used in proving that Yahweh was the true God.
 The fire that descended on the sacrifice.
 The three year drought.
 Torrential rain that marked the end of the period of drought.
 The raising of the widow’s son at Zeraphath.
 The multiplication of flour and oil.
 Going to heaven on a chariot.
How Elijah fulfill/match the characteristics of a prophet?
 He stood for the covenant way of life.
 He performed miracles, such as raising the child of the widow at Zeraphath.
 He condemned Baalism.
 He boldly stood against corruption and social injustice committed by King Ahab and Jezebel.
 He proved the power of Yahweh at Mount Carmel.
 He was fed miraculously by ravens in the desert.
 He prophesied a three year drought period, which later on came to pass.
How Elijah’s prophetic mission become relevant to Christians today?
 Irrespective of a person or status quo, Christians should boldly condemn noticeable injustices.
 Christians should not surrender at all costs, but pray to God just as Elijah did.
 Christians should remain faithful to God, even when they face challenges.
 Christians should be ready to defend the defenseless, just as Elijah defended the poor when they were oppressed.
 Christians should not misuse their authority, for it is god given.
 Christians should assess situations and make sound decisions and choices just like Elijah chose to remain godly.
 Christians should live an honest life, free from falsehood, because God is holy.
 Christians need to put their hope in God because he is the provider.
CHAPTER 8
SELECTED ASPECTS IN AFRICAN RELIGIOUS HERITAGE
AFRICAN CONCEPT OF GOD, SPIRITS AND ANCESTORS
Identify the sources of African belief about God.
 Proverbs/riddles;
 Songs;
 Prayers;
 Myths;
 Narratives;
 Religious ceremonies;
 Religious persons;
 Religious places and objects.
What is the African understanding of the hierarchy of beings?
 Hierarchy means the order in which created beings are ranked or placed in the universe. In the traditional African understanding, it is as follows:
 God;
 Divinities;
 Common spirits;
 Ancestors/living dead;
 Human beings/the living;
 Animals and plants;
 Non-living things i.e. rocks, rivers, lakes, mountains, caves, etc.
Explain the African concept of God.
 God is the Supreme Being. He is beyond human understanding.
 God is the creator, he is the originator of the universe.
 God is omnipotent. He is all powerful.
 God’s power is expressed in natural happenings e.g. thunder, earthquakes, floods, volcanic eruptions, etc.
 God is omniscient. He is all knowing, he is limitless. He does not depend on anyone for knowledge. He is the source of all wisdom. He hears and sees everything.
 God is omnipresent. He is everywhere at all times.
 God is transcendent. He is beyond human experience. He can’t be imagined. He rarely has physical representations of him, yet he is reachable and accessible.
 God is the provider. He provides to sustain his creation.
 God is everlasting. He was there then, he is here now and will be there forever. He is immortal and eternal.
 God is good. He does good always.
 God is merciful. He protects all people.
 God is just. He is incorruptible.
 God is holy and awesome.
 God is a spirit.
 God is self-existent.
 God is mysterious.
Explain the role of God in traditional African belief.
 God loves all human beings and can be invoked.
 God is the giver and sustainer of life.
 God protects human beings from evil.
 God is the guardian of the moral and ethical order.
 God controls true spirits.
 God gives order to and controls the universe.
 God speaks to human beings through prophets.
 God gives powers to specialists e.g. medicine men, kings, priests, healers, etc.
 He gives shape to what he has created.
 He gives solution to man when there are problems e.g. sickness.
 He punishes with the aim of correcting rather than destroying human beings.
 He gives moral law to guide people on how to relate with each other.
Explain the African concept of spirits.
 They are beings greater than human beings.
 They belong to three categories: Divinities, common spirits and ancestors.
Explain the concept of divinities and common spirits in traditional African belief.
Divinities
 They are spirits created by God.
 They are closer to God.
 They act as God’s agents.
 They are in charge of major phenomena e.g. the sun.
 They represent God in various activities.
 They act on behalf of God.
 They reveal God’s plan through diviners/mediums.
 They are in charge of health, weather, lakes and mountains.
 They are God’s intermediaries.
 They express God’s will to the people.
Common spirits
 They occupy higher status than human beings.
 They are spirits of human beings after physical death.
 They monitor human activities.
 They have lost their human identity.
 They are neither good nor evil.
 They are subject to human manipulation in some instances e.g. diviners and mediums.
 They live in the underworld.
 They have a direct link with God.
 They are highly respected. Failure to respect them will lead to harm.
 They appear in people’s dreams.
Name the places of abode for spirits according to African traditional belief.
 Places of abode are homes or dwelling places. According to African traditional belief, spirits dwell or are found in:
 Thick forests.
 Bushes.
 River beds.
 Mountains.
 Lakes.
 Skies.
 Caves.
 Rocks.
Explain the role of spirits in traditional African belief.
 They can be manipulated by human beings to cause harm to other people.
 They can possess religious specialists.
 They acted as intermediaries between humankind, divinities and God.
 Bad spirits sometimes possess people and drive them away from home.
 They received the living dead into the unseen world.
 They were consulted to explain to the living certain occurrences beyond human understanding.
Explain the African concept of ancestors.
 They are spirits of those who have died recently.
 They are sometimes referred to as the living dead.
 They are spirits of the dead who can still be remembered vividly by the living.
 They have a direct link with the living.
 The living name their children after them.
 The living are most concerned with this category of spirits i.e. they give them food and drinks.
 They speak the language of the living and of God.
 People still have a clear memory of them.
 They keep appearing to the living through dreams and can be recognized by name.
 They know the problems of the living.
 They are a source of blessing to the living.
Explain the role of ancestors in African traditional belief.
 They gave instructions to the family on what should be done in certain areas affecting it.
 They rebuked and warned the living of impending punishment when the living failed to honour them.
 They acted as mediators between the living and God.
 They welcomed those who died into the spirit world.
 They helped to preserve the culture and standards of a community.
 They blessed the living.
Explain the responsibilities of the living towards God in African traditional society.
 To show gratitude to God for giving them life.
 To honour God because he is superior to them.
 To pray to God.
 The old have to teach the young about God e.g. how to worship him.
 To take good care of God’s creation.
 To protect the environment from destruction.
 To consult God before making any serious decision e.g. going to war.
What were the responsibilities of the living towards spirits and ancestors in traditional African society?
 To respect the spirits
 To show concern for sacred things e.g. places, objects, sacred trees, sacred mountains, sacred forests, etc.
 To pour libations to them.
 To honour their wishes at death e.g. how to be buried.
 To protect the community/ancestral land, or else they would be punished by the ancestors.
 To protect the community’s culture, or else they would be punished by ancestors.
Identify the traditional African ways of worshipping God.
 The following are some aspects of traditional African worship of God:
 Sacrifices and offerings. Sacrifices involve shedding of blood, whether of human beings, animals or birds. Offerings involve the taking of foodstuffs, milk, water or honey and giving them to God.
 Singing and dancing in worship. The songs were often in praise of God and they brought the community together. There was clapping of hands, drumming and use of musical instruments.
 Prayers, invocations and blessings. Prayers are normally short and to the point. Invocations are short informal prayers e.g. “Help me oh God”. Older persons other than the one being blessed also constitute acts of prayers.
 Veneration of ancestors. Veneration means showing respect to somebody or something considered important.
 Communication with spirits. People came to know what the spirits want through the use of specialists, especially mediums and diviners.
How were ancestors honoured in traditional African society?
 Ancestors were honoured by:
 Mentioning their names at the time of prayers to God.
 Naming children after them.
 Pouring libations daily.
 Inviting them to participate in ceremonies.
 Maintaining their graves well.
 Giving the dead a decent burial.
Why are sacrifices offered to God in traditional African society?
 To appease God when they offended him.
 To thank God for blessing them.
 To ask God for continuous blessing.
 As a way of maintaining continuous fellowship with God.
 To avert evil.
 To seek God’s forgiveness for wrongs committed against him.
CHAPTER 9
AFRICAN MORAL AND CULTURAL VALUES
Outline the sources of African moral and cultural practices
 Myths,
 Taboos,
 Proverbs,
 Legends,
 Folk tales,
 Folk songs,
Explain the meaning and wholeness of life in African traditional society.
 Life is sacred. It originates from God. God himself sustains life.
 Life progresses from one stage to another. These stages are marked by rites of passage.
 Life is whole when one undergoes all rights of passage, namely birth/naming, initiation, marriage and death.
 Life is continuous. It does not end.
 There is life after death. People are buried with personal belongings e.g. spears.
 Life cannot be divided into religious and secular. Every element of life is religious.
 Life is communal. Everybody depends on the other for survival.
 Life is precious. It is highly valued. Murder, abortion and suicide are condemned. Drug abuse is discouraged.
State the characteristics of an African community.
 Members share certain interests e.g. they relate by blood and share common origin.
 Common language. Members speak the same language e.g. Luo or Luhyia.
 One geographical location. This is more so with people in one geographical region.
 Smaller units/clans. Each community is composed of clans.
 Families. Each community is made up of families, which form a clan.
 Common belief and practices e.g. taboos.
Explain the importance of kinship system in African traditional society.
 It gives one company. It provides security to all members of the community.
 It defines people’s behaviour towards each other. It determines how members relate to one another.
 It provides cooperation when need arises. During difficulties, relatives come to help each other. It takes care of the disadvantaged members of the community e.g. orphans, who are looked after by relatives.
 It accords respect to ancestors. Relatives collectively pour libations.
 It ensures that all members of the community are educated in its beliefs and practices.
 It provides peaceful ways of settling disputes within the community. Elders arbitrate fairly.
 It ensures that inheritance of property e.g. land is done properly.
 It gives an individual a deep sense of belonging.
 It regulates marital customs, rules and regulations. It defines rules on who one can or can’t marry e.g. people who are related by blood can’t marry each other.
 It binds together the entire life of a community.
Explain the factors that contribute to harmony and natural responsibility in African traditional society.
 Sharing. People shared ideas, property, food, beer, ceremonial meat, etc.
 Marriage. The two families exchange gifts e.g. beer, meat and honey as a sign of friendship and mutual responsibility. Clansmen are involved in the preparations to ensure togetherness.
 Children. They cement marriages. Naming ceremonies bring the whole community together.
 Rites of passage. During important ceremonies such as birth, initiation, marriage and death, the whole community is involved. This enhances social harmony.
 Social norms. People grew up knowing what is wrong and right. All members abide by the acceptable social norms. Good morals help people to live in peace and harmony.
 Rules. All people i.e. elders, men, women and the youth have defined roles to play. Such rules are strictly followed hence ensuring harmony.
 Communal work. It draws participants from all families thus fostering togetherness.
 Religious beliefs and practices.
 Common belief in God, spirits and ancestors. These create harmony.
 Participation in social activities which brought people together e.g. during harvest festivals.
 Continued education on societal expectations.
 Communal ownership of ancestral land.
 Belief in common origin.
 Same sociopolitical organization.
 Division of labour. Tasks were distributed/shared according to one’s age, gender and status.
 Leisure activities e.g. communal games, singing and dancing, which brought people together to discuss family and community matters.
 Virtues.
Identify the virtues that were encouraged in African traditional society.
 The following virtues were encouraged because they foster harmony:
 Generosity;
 Kindness;
 Obedience;
 Honesty;
 Truthfulness;
 Hard work.
What vices were discouraged in African traditional society?
 The following vices were discouraged:
 Dishonesty;
 Greed;
 Cheating;
 Deception.
Rites of passage
 Identify the main stages of life in African traditional society.
 In traditional African society, the main stages of life were:
 Birth and naming,
 initiation,
 Marriage,
 Death.
Describe birth as a rite of passage in African traditional society.
 Birth takes place in the house of the expectant mother. Sometimes, the woman is required to go to her parents’ home for delivery.
 In some communities, a special hut is constructed for delivery.
 A midwife is consulted to assist in delivery.
 Specials are made to announce the sex of the newborn e.g. among the Kikuyu, five screams for a baby boy and four screams for a girl.
 The placenta is deposited with reverence because it symbolizes the fertility of the mother.
 Rituals of purification are carried out on the mother and the child.
 The mother and the child are kept in seclusion for several weeks.
 Feasting and rejoicing mark the arrival of the child.
Describe the methods of naming children in African traditional society.
 Names marking the occasion when the child was born e.g. locust invasion, such as Wasike among the Abaluhyia.
 Names marking the season when the child was born e.g. Akoth (born in rainy season) among the Luo.
 Names marking the time of the day when the child was born e.g. Odhiambo (born in the evening) among the Luo.
 Names of the ancestor for the purpose of their reincarnation.
 Names marking the places of birth e.g. river, such as Namwalo among the Abaluhyia.
 Names of heroes or special persons in the community e.g. leaders.
 Names according to the experience of the mother during pregnancy.
 Names according to the experience during delivery.
 Names according to the events during birth e.g. war.
Why is naming of children important in African traditional society?
 The living dead are made present among the living during naming.
 Names give the child his identity.
 A child’s character is defined by the name given to him.
 Names date various events in the community e.g. drought, rain, etc.
 It is a way of showing gratitude to God.
Explain the importance of initiation in African traditional society.
 The initiates gain a new status in life i.e. become full members of the community.
 Initiation rites help in structuring the community through age sets or groups.
 Initiation ceremonies are looked at as occasions for prayers to God.
 Initiation ceremonies bring families, relatives and friends together.
 Initiates receive special education from their sponsors during the seclusion period.
 The initiates acquire new rights and privileges e.g. the right to marry.
 The initiation rite is a sign of courage and bravery.
 Initiation prepares the initiates to face difficulties and challenges of adult life.
 It helps the community to identify future leaders and warriors from the initiates.
 Initiation rites have a religious significance.
 It creates a strong bond between the initiates, the sponsor and ancestors.
 It marks the beginning of acquiring wealth.
 The initiates are introduced to the secrets, traditions and beliefs of the community.
 Parents of the initiates assume higher status because they would soon become grandparents.
 It linked the initiates to the ancestors through shedding of blood.
 The initiates are taught how to practice self control and sexual responsibility.
 The initiates are respected as mature. They qualify for marriage.
What were initiates taught during seclusion in African traditional society?
 Self control in matters pertaining sex.
 Procreation of children and how to take care of them.
 How to be responsible parents e.g. men as the bread winners.
 Secrets of the community e.g. taboos.
 How to conduct themselves as adults.
 Rights and duties of adults.
Why are initiation rites diminished today?
 Prevalence of HIV/AIDS and mode of transmission through the use of unsterilized equipment e.g. circumcision blades.
 The schooling process. Initiation periods coincide with term dates.
 Circumcision in hospitals, which is disregarded in African traditional practice, is considered safe and healthy.
 Circumcision in hospitals is less expensive.
 Urbanization. The youth live in towns, where initiation rites are not observed.
 The legal stand on female cut, which is considered brutal and a violation of the rights of the girl child.
 Effects of Christianity, which views traditional initiation rites as ungodly.
Explain why new initiates were put to live together in African traditional society.
 To be taught common values.
 So that the healing process could be monitored.
 To facilitate proper feeding of all initiates.
 So that they would undergo certain rituals before returning home.
 It gave them opportunity to socialize.
 They learned to live as brothers.
 It cemented the age group relationship.
 It made it easy to guide and counsel them.
 So that they could learn the secrets of the community together.
 To keep them away from children or members of the opposite sex.
 They were taught to be independent as they were taken away from their mothers.
Identify the types of initiation rites.
 Circumcision;
 Removal of the teeth;
 piercing of the ear;
 Tattooing of the body;
 Clitoridectomy/female circumcision.
Why was courtship important in traditional African society?
 Courtship is the time when two people have a romantic relationship before they get married. It could also be termed as the process of developing relationship between two people who intend to get married.
 In African traditional society, courtship was important in the following ways:
 It was a period of checking on the behaviour of the suiter.
 It was a time when the two families got to know each other.
 It gave time for the bridegroom to look for dowry.
 It was a time to find out whether they would be couple, were related or not.
 It was a time to check if the man was capable of family responsibilities e.g. hard working.
Explain the importance of dowry/bride wealth in traditional African society.
 It was a token of appreciation to the girl’s family for their good care.
 It was a token of compensation for the services the girl was rendering.
 It was a sign of commitment on the side of the bridegroom.
 It showed that the bridegroom would be able to take care of his wife.
 It was a side of generosity on the side of the bridegroom.
 It was a sign that one’s wife was precious with value on the earth.
In what instances was divorce approved in African traditional society?
 When the woman was proven to be barren;
 When the woman was found to be lazy;
 When either the woman or man was found to be practicing witchcraft;
 When the man or the partner was discovered to be a thief;
 When the woman was not a virgin at the time of marriage;
 When one became mad.
Explain the importance of marriage in traditional African society.
 It was a sacred institution began by God.
 Through marriage, children were born thus ensuring the continuity of the society.
 Marriage promoted/raised the status of individuals i.e. they became parents thereafter.
 It provides security in old age, when one is taken care of by his/her children.
 Marriage extended relationship in the society thus enlarging the kinship to include in-laws. It brings people together.
 It was the meeting point of the unborn, the living and ancestors.
 Through marriage and child bearing, one would peacefully grow into old age.
 It was only in marriage where and when sex was allowed.
 Marriage made one complete. With it, one was considered perfect, truly a man or a woman. It gives identity and a sense of belonging.
 Marriage and child bearing are a neutralizing factor against death.
 It is a religious obligation through which life is preserved.
 It is a source of wealth to the man because of payment of dowry.
 Marriage created good personal qualities e.g. love, hard work, beauty, companionship, good character, caring for one another, parental responsibility, etc.
 It created new bonds of relationship.
What were the causes of death in African traditional society?
 Old age/natural death;
 Sorcery/witchcraft;
 Breaking a taboo, which leads to punishment by the spirits.
 Death by a curse i.e. elders cursing one to death.
 Accidents e.g. drowning or burning.
 Neglect of a person by relatives.
 Food poisoning.
 Neglect of ancestors.
 Failure to keep tribal customs.
 Lack of reverence for God.
 Failure to respect communal shrines.
 Upon death of a member of the community, African held elaborate funeral rites.
Discuss death as a rite of passage.
 Mourning was elaborate. It escorted the departed soul into the hereafter.
 Proper burial rites were observed to ensure the departed soul is not offended to come back and haunt the living.
 The dead body would be washed as ritual cleansing was observed to ensure it was accepted by ancestors.
 The dead would be buried with personal belonging because they still needed them in the next life.
 The wishes of the dead when they were still alive would be followed to ensure no hit-back.
 Children would be given the names of the departed because they lived through them.
Identify examples of religious specialists in African traditional society.
 Medicine men;
 Mediums;
 Diviners;
 Priests;
 Rain makers;
 Prophets/seers.
Explain the role of medicine men in African traditional society.
 Diagnosed diseases.
 Offered treatment for diseases where possible.
 Identified causes of diseases.
 Helped the unmarried to get spouses.
 Provided aid to improve productivity on the farm and of animals.
 Served as mediators between spirits and man.
In what ways are traditional medicine men important today?
 Some modern medicine is made from herbs.
 It is believed that some illnesses cannot be treated in hospital, thus the services of the herbalist are sought.
 Herbal medicine is cheaper, thus many people seem to turn to it.
 Herbalists are believed to give politicians greater political powers.
 Some people believe that medicine men can change their fate.
Explain the factors that undermine the activities of genuine herbalists today.
 Opposition by Christianity. Christians view it as fetishism.
 Strong belief and trust in modern medicine.
 Acute deforestation, which destroys the source for herbs.
 Western (formal) education, which depicts it as primitive.
 Low payment, which makes herbalists to find it difficult to raise funds.
Explain the role of mediums in African traditional society.
 Mediums are people through who the spirits and ancestors communicated to the living. They played the following role in African traditional society:
 They received messages from ancestors and spirits, which they then relayed to the living.
 They served as medicine men.
 They explained unusual and serious happenings.
 They offered solutions to problems of life.
 They were consulted by other specialists e.g. prophets.
 They gave information concerning theft or lost articles.
 They only acted when they were spirit possessed.
Explain the importance of rain makers in African traditional society.
 Rain makers are specialized people who are responsible for bringing and stopping rain. They played the following role in African traditional society:
 They understood weather and could foretell rain or drought.
 They could pray for/make rain.
 They could stop rain if it became destructive.
 They served as mediators between God and man.
 They presided over ceremonies connected to rain or drought.
 They offered sacrifices to the ancestors to provide rain.
 They stopped rain from falling on the land of their enemies.
 They used sacred objects in rain making.
 They are highly respected.
 They maintain a shrine where rain making activities take place.
Identify occasions when the services of rain makers are needed today.
 During public gatherings;
 During football matches;
 During weddings;
 During funerals/burials;
 When there is prolonged drought.
Explain the role of diviners in African traditional society.
 Diviners deal with the question of finding out why something has gone wrong. They reveal information from the past or the future. They play the following role in African traditional society:
 They could foresee the future and predict what would happen.
 They could diagnose diseases.
 They could find out the cause of a disease.
 They at times administered drugs for treatment.
 They offered protection to man.
 They dealt with the living dead and spirits.
 They presided over ceremonies e.g. sacrifices.
 They unveiled the mysteries of human life.
 They served as counselors, seers or judges.
 They drive away spirits that cause problems.
 They get rid of impurities from the land by cleansing the land, animals and the people.
 They mediated between God, ancestors and people.
 They warn against future calamities.
Who is a prophet?
 A prophet is a person sent by God to teach the people and give them messages from God.
Explain the role of prophets in traditional African society.
 They foretold/predicted the future events.
 They advised people on matters of war.
 They advised people on matters of famine and drought.
 They served as intermediaries between the spirit world and man.
 They received messages from ancestors through dreams and visions and relayed them to man.
 They often served as political leaders.
 They performed religious duties.
 They bless and curse.
 They predict the will of God and spirits.
 They sometimes serve as judges.
Explain the importance of elders in African traditional society.
 An elder is a person of greater age, experience and authority. Elders played the following role in African traditional society:
 They led people in performing rituals e.g. offering of sacrifices.
 Teaching the traditions and customs of the community.
 They helped in the protection of family shrines.
 They settled disputes in the community by reconciling warring parties.
 They offered pieces of advice and counseled the people.
 They punished wrong doers.
 They helped in deciding the inheritance of dead persons.
 They served as mediators between family members and ancestors.
 They are custodians of traditional laws, customs and taboos.
 They led the community during rites of passage i.e. naming, initiation, marriage, etc.
Explain the role of priests in African traditional society.
 A priest is a person who is qualified to perform religious duties and ceremonies. In African traditional society, priests performed/played the following role:
 They offered prayers on behalf of the community.
 They presided over religious ceremonies e.g. sacrifices.
 They served as advisors to the community in all matters.
 They served as intermediaries between God and man.
 They took care of all sacred places.
 They offered prayers of blessing to the needy.
 They symbolized God’s presence in the community.
 They poured libations to the ancestors.
 They give advice to their clients.
 They led people in public worship.
 They received presents on behalf of God and the spirits.
 They at times serve as political heads and judges.
 They served as guardians of community knowledge, taboos and customs.
Explain the factors that undermine the role of religious specialists today.
 Modern education.
 Modern medicine.
 Discoveries in science and technology.
 Christianity.
 Urbanization.
 Many conmen in the same field.
In what ways was hospitality expressed in African traditional society?
 Hospitality is friendly and generous behaviour towards guests. In African traditional society, hospitality was expressed in the following ways:
 Visitors were treated with pomp e.g. by preparing a sumptuous dish for the visitors.
 Entertaining people who came to help a family in some work e.g. building of a house.
 Showing a stranger direction should he seem lost.
 Hosting a stranger and treating him fairly, regardless of whether you are related or not.
 Showing kindness to orphans as though they were one’s children.
Identify sexual taboos in African traditional society.
 Adultery i.e. sex with one who is not one’s spouse.
 Incest i.e. sex with a relative.
 Homosexuality i.e. sex with a person of the same gender.
 Rape i.e. forceful sex.
 Bestiality i.e. sex with animals.
 Sodomy i.e. sex through the anus.
 Sex when it was ritually unclean e.g. during menstruation.
 Fornication i.e. sex between unmarried people.
What are the consequences/results of irresponsible sex?
 Pregnancy before and outside marriage.
 Sexually transmitted infections e.g. HIV/AIDS.
 Lack of respect in the society.
 A feeling of guilt.
 Divorce in marriage.
 Giving birth to children out of wedlock.
 Rejection by the family on the side of the girl.
 Forced marriage.
 Single parenthood.
 Prostitution.
 Health complications to young girls when they give birth e.g. raptures.
 School-going girls would drop out when they conceive.
 All people in the society must practice the virtue of chastity.
Explain how HIV/AIDS spreads.
 Through heterosexual activities with infected persons.
 Use of unsterilized cutting objects e.g. surgical blades.
 Through blood transfusion i.e. being transfused with infected blood.
 Through mother to child infection i.e. an infected mother to her unborn child via the umbilical cord.
 The young people (12-35 years) are the most endangered group because they are very active sexually.
 It is the responsibility of every young person to make a personal initiative to avoid having sexual relations before marriage. Before getting into marriage, visit a recognized hospital or VCT centre. The only solution to this scourge is total abstinence for the unmarried. May God help the young people and the entire society
to realize the need for chastity. If you do not take in this advice, you will be the next victim and soon you will be in the grave. Check and take care.
Identify the virtues that make up African values.
 Hospitality.
 Honesty.
 Courtesy.
 Tolerance/perseverance.
 Loyalty.
 Chastity/fidelity/faithfulness.
 Responsibility.
 Love.
 Cooperation.
 Unity.
 Integrity.
Explain the factors that have contributed to change in traditional African understanding of the community.
 Influence of Western nations.
 Excessive permissiveness.
 Effect of formal education.
 Media (Print and electronic) influence.
 Effect of urbanization.
 Influence of Christianity and other world religions.
 Influence of human rights movements.
 Influence of science and technology.
Explain the continuity in African understanding of land (Explain how land is regarded in African society today).
 Land is still valued as it was in olden days.
 Land is still the source of food as it was in the past.
 Land is still a source of medicine as it was in the past.
 Ancestral land is still highly respected as it was in the past.
 Men are still the trustees of land in many communities.
 Describe/explain the changes that have occurred in African understanding of land.
 Land today is individually owned unlike the communalism in the past.
 Today, people are issued with land title deeds as legal evidence for current ownership.
 Today, one can live anywhere and not necessary in his ancestral land as long as he buys the place.
 Land belongs to the government. The government can take it for use at any time with or without compensation.
 Today, land boards have been formed to legalize all land transactions that led to selling of that land.
Explain African traditional understanding of property. (How was property regarded in African traditional society?)
 Property consisted of cattle, wives, children, farm produce and land.
 Local industrial products e.g. blacksmith products.
 Children were perceived as sources of wealth because girls brought bride wealth when they got married as boys worked on the farm to produce for the family.
 Wealth was viewed as a blessing from God.
 Wealth was a person’s source of respect. A wealthy man was highly regarded.
 A person who owned a lot of property would easily be chosen to become a leader.
 Wealth would be inherited.
Identify acceptable ways of acquiring property in African traditional society.
 Inheritance.
 Bride wealth.
 Raiding for cattle.
 Gifts.
 Trade.
 Working hard e.g. on the farm.
 Exchange of goods for service rendered.
Explain the modern understanding of property. (How is property regarded in the modern society?)
 Property can be owned by anybody, whether man, woman or children.
 People earn wealth by working in offices for salaries.
 People do business to acquire wealth.
 Egocentrism has gripped society, where people are selfish. Capitalism is the order of the day.
 Today, some people use corrupt ways to acquire property. One might be fraud and yet they are still respected.
 Today, children are no longer perceived as wealth. They must not be abused through hard labour.
 Some parents still view girls as a source of wealth by demanding too much bride price in view of becoming wealthy