Lesson Note on Concerns for One’s Nation: Jerusalem’s Fall and Nehemiah’s Response for SS 2

Class: Senior Secondary School 2 (SS2 / SSS2)
Term: 3rd Term
Week: 4
Age: 16 years
Duration: 45 minutes
Subject: Christian Religion Studies
Curriculum Theme: Christian Living and National Development
Previous Lesson: Religious Reforms: North Reforms and Nigeria Applications.
Topic: Concerns for one’s Nation
Subject Matter: Meaning of concern for one’s nation (love and responsibility for the country’s wellbeing), captivity and destruction of Jerusalem (II Kings 24, II Kings 25:1-17), report on the condition of the nation (Nehemiah 1:3), concern of Nehemiah, Ezra and Zerubbabel for their nation and their responses despite opposition (Nehemiah 1:1-11, Nehemiah 2:9-20, Ezra 1:5-11, Ezra 7:1-10)

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Define concern for one’s nation.
• Describe the events leading to the captivity and destruction of Jerusalem.
• Identify the report Nehemiah received about Jerusalem.
• Explain the concerns and responses of Nehemiah, Ezra, and Zerubbabel for their nation.

Affective Domain:

• Appreciate the importance of showing concern for their nation.
• Commit to demonstrating love and responsibility towards their country.
• Develop a sense of patriotism and civic duty.

Psychomotor Domain:

• Recite the National Anthem and National Pledge as a sign of national responsibility.
• Identify practical ways to contribute to the well-being of their nation.

Social Domain:

• Participate in discussions about national development and challenges.
• Encourage others to take responsibility for their nation.

Reference Materials

The following resources were used in planning this lesson:

• Senior Secondary Schools Education Curriculum
• State Unified Scheme of Work
• The Holy Bible (Revised Standard Version)
• Christian Religious Studies for Senior Secondary Schools Book 2
• https://www.biblestudytools.com

Instructional Materials

The teacher will teach this lesson with the aid of:

• The Holy Bible
• A paper chart containing the National Anthem and National Pledge
• Pictures or maps depicting ancient Jerusalem (optional)

Rationale for the Lesson

This lesson helps pupils understand their role and responsibility in the development and wellbeing of their nation from a Christian perspective. It encourages them to contribute positively to national growth and address challenges, drawing lessons from biblical figures who showed deep concern for their homeland.

Prerequisite/Previous Knowledge

Pupils have prior knowledge of national symbols like the National Anthem and Pledge, and a general understanding of civic responsibilities.

Lesson Content/Board Summary

Concerns for One’s Nation

Meaning of Concern for One’s Nation

Concern for one’s nation refers to a deep love, care, and sense of responsibility for the well-being, progress, and safety of one’s country. It involves actively seeking its good and working towards its development.

Key aspects of national concern include:

• Love (Patriotism): A strong emotional attachment and loyalty to one’s country.
• Responsibility: A sense of duty to contribute positively and address challenges facing the nation.
• Prayer: Interceding for the nation’s leaders, peace, and prosperity.
• Action: Participating in civic duties, obeying laws, and working for national development.

Captivity and Destruction of Jerusalem

Jerusalem, the capital of Judah, faced severe judgment due to the disobedience and idolatry of its people and kings. This led to its destruction and the captivity of its inhabitants by the Babylonian Empire.

• II Kings 24: Describes the reign of Jehoiakim and Jehoiachin, their wickedness, and the first deportations to Babylon under King Nebuchadnezzar.
• II Kings 25:1-17: Details the final siege of Jerusalem, its fall, the destruction of the Temple, the palace, and other significant buildings, and the mass deportation of the remaining people to Babylon.

Report on the Condition of the Nation (Nehemiah 1:3)

Years after the return of some exiles, Nehemiah, who was a cupbearer to King Artaxerxes in Persia, received a distressing report about Jerusalem. Hanani and other men from Judah informed him that:

• The remnant who survived the exile and were back in the province were in great trouble and disgrace.
• The wall of Jerusalem was broken down.
• Its gates had been burned with fire.

Concern of Nehemiah, Ezra, and Zerubbabel for their Nation and their Responses

These three leaders demonstrated profound concern for their nation and responded with courage despite opposition:

• Nehemiah (Nehemiah 1:1-11, Nehemiah 2:9-20):
  • Upon hearing the report, Nehemiah wept, mourned, fasted, and prayed to God (Neh 1:4-11).
  • He sought permission from King Artaxerxes to go and rebuild Jerusalem’s walls (Neh 2:1-8).
  • He faced opposition from Sanballat, Tobiah, and Geshem, but he continued the work with determination and prayer (Neh 2:10, 19-20).
• Ezra (Ezra 7:1-10):
  • Ezra was a priest and a scribe skilled in the Law of Moses. His concern was for the spiritual restoration of the people.
  • He devoted himself to studying, practicing, and teaching God’s Law to Israel (Ezra 7:10).
  • He led a second group of exiles back to Jerusalem to re-establish proper worship and adherence to God’s commands.
• Zerubbabel (Ezra 1:5-11):
  • Zerubbabel was a governor who led the first group of exiles back to Jerusalem.
  • His primary concern was the rebuilding of the Temple, which had been destroyed by the Babylonians.
  • He oversaw the laying of the foundation and the completion of the Second Temple despite initial opposition and discouragement.

Memory Verse

Jeremiah 29:7
“Also, seek the peace and prosperity of the city to which I have carried you into exile. Pray to the Lord for it, because if it prospers, you too will prosper.”

Bible Reading

• II Kings 24
• II Kings 25:1-17
• Nehemiah 1:1-11
• Nehemiah 2:9-20
• Ezra 1:5-11
• Ezra 7:1-10
• Jeremiah 29:7

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to recite the National Anthem and National Pledge. The teacher then asks what these national symbols mean to them.
Pupils’ Activity: Pupils respond by reciting the National Anthem and Pledge, and share their thoughts on national responsibility.
Learning Point: Pupils are reminded of their national identity and responsibility.

Step 2: Meaning of Concern for One’s Nation

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher explains the meaning of concern for one’s nation, emphasizing love, responsibility, prayer, and action for the country’s well-being. The teacher uses examples from daily life.
Pupils’ Activity: Pupils listen attentively, ask questions, and contribute their understanding of national concern.
Learning Point: Pupils understand the concept of national concern and its various aspects.

Step 3: Captivity and Destruction of Jerusalem

Time: 7 minutes
Teaching Skill: Narration/Bible Reading
Teacher’s Activity: The teacher narrates the events of the captivity and destruction of Jerusalem as recorded in II Kings 24 and II Kings 25:1-17, highlighting the reasons for God’s judgment.
Pupils’ Activity: Pupils listen to the narration and follow along in their Bibles if available.
Learning Point: Pupils learn about the historical context of Jerusalem’s fall.

Step 4: Report on the Condition of the Nation

Time: 5 minutes
Teaching Skill: Explanation/Analysis
Teacher’s Activity: The teacher explains the report Nehemiah received about the condition of Jerusalem’s walls and gates as described in Nehemiah 1:3, and discusses how this news affected him.
Pupils’ Activity: Pupils listen and discuss the impact of the report on Nehemiah.
Learning Point: Pupils understand Nehemiah’s initial response to the national crisis.

Step 5: Concern of Nehemiah, Ezra, and Zerubbabel for their Nation

Time: 8 minutes
Teaching Skill: Discussion/Analysis
Teacher’s Activity: The teacher discusses the specific concerns and responses of Nehemiah, Ezra, and Zerubbabel for their nation, drawing from Nehemiah 1:1-11, Nehemiah 2:9-20, Ezra 1:5-11, and Ezra 7:1-10. The teacher emphasizes their leadership despite opposition.
Pupils’ Activity: Pupils identify and discuss the actions taken by each leader and their challenges.
Learning Point: Pupils learn about biblical examples of national concern and leadership.

Step 6: Reflection on National Responsibility

Time: 5 minutes
Teaching Skill: Reflection/Application
Teacher’s Activity: The teacher uses the paper chart containing the National Anthem and National Pledge to guide pupils in reflecting on their personal responsibility towards their nation. The teacher asks how they can apply the lessons from Nehemiah, Ezra, and Zerubbabel in their lives.
Pupils’ Activity: Pupils reflect on their roles and suggest ways they can show concern for Nigeria, relating it to the memory verse Jeremiah 29:7.
Learning Point: Pupils connect biblical principles to contemporary national responsibility.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Define “concern for one’s nation.”
2. Mention two reasons for the destruction and captivity of Jerusalem.
3. What report did Nehemiah receive about Jerusalem?
4. State one way Nehemiah showed concern for his nation.
5. How did Ezra demonstrate his concern for his nation?
6. Quote the memory verse for today’s lesson.

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the main points of the lesson, reiterating the importance of showing concern for one’s nation as Christians. The teacher assigns homework for pupils to list five practical ways they can show concern for Nigeria in their community.
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: The lesson is consolidated, and pupils are encouraged to apply what they have learned.

Lesson Keywords

• Concern – A feeling of worry, sympathy, or responsibility for something.
• Nation – A large body of people united by common descent, history, culture, or language, inhabiting a particular country or territory.
• Responsibility – The state or fact of having a duty to deal with something or of having control over someone.
• Jerusalem – The ancient capital of Judah, destroyed by Babylonians.
• Captivity – The state of being imprisoned or confined.
• Nehemiah – A biblical figure who led the rebuilding of Jerusalem’s walls.
• Ezra – A priest and scribe who led the spiritual revival of the Jews after exile.
• Zerubbabel – A governor who led the rebuilding of the Second Temple.

Differentiation

For pupils who grasp concepts quickly, the teacher can challenge them to research other biblical figures who showed national concern. For pupils needing more support, the teacher can provide simplified summaries of the biblical accounts and focus on key definitions and actions.

Note for teachers using this lesson plan

Encourage pupils to relate the biblical accounts to contemporary issues in Nigeria. Emphasize that Christian concern for the nation involves both prayer and practical action. Use the National Anthem and Pledge as a practical tool for reflection. Ensure the memory verse is well understood and recited by all pupils.