Chronological Study of the Bible

Lesson Five — Flood and Babel

Pre-Class Assignments

This MUST be completed before class.

• Read:
• Gen 6:1-11:26 in your Bible
• Read Noah in the Quran in Stories of Islam Booklet Series
• Answer the Study Questions from the Study Questions Book.
• Memorize Gen 6:5 (in your heart language).
• A famous American theologian, Ptr. Robert Dabney, who supported the continued enslavement of Africans by Europeans, is quoted as follows: “I firmly believe the scriptures. All the families of the earth are brethren. They are originally descended from Adam, and secondarily from Noah. But the blacks are the descendants of Ham. They are under a curse, and a right is given to their brethren to rule over them. We have a divine grant, in Gen. 9:25-27, to enslave the negroes.”1 Reading the story of Noah, how would you handle this argument? Your evidence should rest primarily on Biblical authority with logic being used in a supporting role. You will debate this topic with the instructor. You do not have to make a story plot for this assignment.
• Write a 50-75 word response to each the following questions:
• What was the purpose of the flood? Why is God justified in doing this and we are not?
• What was the purpose of the curse at the Tower of Babel? Why is this a good thing for humanity?
• What does it mean in Gen 6:5-7 that God "regretted" (nakapabasul or nagsisi) creating humans? How can an all-knowing God "regret" something?

Class Timeline (50 minutes)

• 2-3 Minutes: Opening Prayer led by students
• 3-5 Minutes: Sing Bible Fluency Song Pentateuch thru Deuteronomy
• 5 Minutes: Quiz 3
• 15-20 Minutes: Students will participate in a debate with the instructor. Debate format is as follows:
• Students will have 10-15 minutes to present their case regarding this interpretation. The presentation must include 2-3 students chosen by the instructor each presenting a different point of evidence. Evidence must be based primarily on Biblical sources with logic holding a supporting role.
• Instructor shall then pose the opposing interpretation and debate this with the students.
• 15-20 Minutes: Discuss the following:
• How culture can affect interpretation of the Bible?
• How can culturally-acceptable sins (e.g. slavery for Ptr. Robert Dabney) affect interpretation? Use examples of culturally-acceptable sins in the student's culture to probe this issue as it applies today.
• How can Christians avoid this challenge in interpreting and applying the Bible?
• 2-3 Minutes: Closing Prayer

Bible Knowledge Quiz