“Lesson 27: 2 Samuel 13–24,” Old Testament Instructor’s Guide, Religion 301–2 (1994), 53–54
“2 Samuel 13–24,” Old Testament Instructor’s Guide, 53–54
27
2 Samuel 13–24
Scripture Content Outline |
Supplementary Study Sources |
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Religion 301 student manual, 27-1 through 27-4. D&C 63:16. How do we know for sure that Amnon had lost the Spirit of the Lord? Romans 2:21–23. What is one possible reason why David had difficulty teaching morality to his children? James 1:14–15. What causes sin? |
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Religion 301 student manual, 27-5 through 27-9. |
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Religion 301 student manual, 27-10 through 27-16. Proverbs 20:19. Opposition to what practice would have saved David’s subjects much sorrow and loss? (see Jacob 7:4; Mosiah 11:1–7). 2 Samuel 12:9–12. What did Nathan prophesy about David? TPJS, p. 137. Flattery is a deadly poison. |
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Religion 301 student manual, 27-16 through 27-19. 1 Kings 2:8–9. Why does it seem likely that David’s sparing of Shimei was motivated by political expediency rather than by magnanimity (see 2 Samuel 16:6–13; 19:16–23). Boyd K. Packer, in CR, Apr. 1963, p. 108. The Lord cries for his children as did David for Absalom. |
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Religion 301 student manual, 27-20 through 27-28. Religion 301–2 instructor’s guide, Appendix A, 10–15. Deuteronomy 24:16. What law did David break when he gave seven of Saul’s sons to the Gibeonites to be hanged? Exodus 18:21. What character traits should rulers of men possess? (see 2 Samuel 23:3). 1 Chronicles 21:1–7. Who moved David to take a census of Israel? Why was the census a serious sin? Genesis 22:2; 2 Chronicles 3:1. What was significant about the location where David offered sacrifice to stop the pestilence that killed seventy thousand men of Israel? (see 2 Samuel 24:25). |
Some Suggestions for Presentation
You are not expected to teach everything in the scripture content outline. Select those concepts that you feel will be the most helpful to your students.
The Punishment and Suffering of David (Sections A–E)
Draw from the students the fact that in his early years David had great faith and spirituality and was “a man after [the Lord’s] own heart” (1 Samuel 13:14). He was called of God to lead Israel; he held the priesthood (see Joseph Smith, Teachings of the Prophet Joseph Smith, p. 339); he had great strength, honor, and wealth as one of the most mighty leaders in Israel (see Bruce R. McConkie, The Promised Messiah, p. 189). Despite all his achievements, he committed adultery and murder and thus fell from his glorious position. His life was one of hardship and grief, and he was cast into hell to pay for his sins (see Smith, Teachings, p. 339).
Point out that all the troubles that befell David from the time he murdered Uriah were a result of his turning from a life of righteousness to a life of wickedness. Refer to Deuteronomy 28:15–20 and show that David was a fulfillment of this prophecy. Note also that according to the law of Moses, David should have been put to death for both the sin of adultery (see Leviticus 20:10) and the sin of murder (Numbers 35:31). Refer to Joseph Smith Translation, 2 Samuel 12:13, for the correct understanding of that passage. David was not executed only because he was king.
In 2 Samuel 13–24 are recorded several tragedies that took place in David’s life as a result of his own wickedness. Review the prophecies of Nathan recorded in 2 Samuel 12:10–12 and their fulfillments.
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Amnon raped Tamar (see 2 Samuel 13).
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Absalom killed Amnon (see 2 Samuel 13).
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Absalom rebelled against David (see 2 Samuel 15–18).
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Sheba rebelled against David (see 2 Samuel 20).
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Absalom defiled ten of David’s wives (see 2 Samuel 16).
David’s sins affected his ability to discipline his own family and to administer his kingdom. Emphasize to students that sin always weakens and enslaves those who engage in it. Point out that Jesus taught that the truth makes men free and that “whosoever committeth sin is the servant of sin” (John 8:34).
Read the following statement by Elder Richard L. Evans: “Dr. Frank Crane said: ’Nature keeps books pitilessly. Your credit with her is good, but she collects. … She never forgets; she sees to it that you pay her every cent you owe, with interest. … Every generation a new crop of fools comes on. They think they can beat the orderly universe. They conceive themselves to be more clever than the eternal laws. They snatch goods from Nature’s store and run. … And one by one they all come back to Nature’s counter and pay—pay in tears, in agony, in despair; pay as fools before them have paid.’ (Four Minute Essays: Pay, Pay, Pay!)” (In Conference Report, Oct. 1969, p. 67.)
Though students must understand the serious consequences of sin, do not leave them feeling that there is no hope when they sin. End the lesson with an emphasis on the cleansing power of repentance and on the Lord’s mercy in providing a means of escaping from the bondage of sin (see 2 Nephi 9:10; Ezekiel 18:20–23, 30–32; Mosiah 26:29–30; D&C 1:31–32; 58:42–43).