Join It Is Written Sabbath School host Eric Flickinger and this quarter’s author, Dr. Jiří Moskala, as they provide additional insights into this week’s Sabbath School lesson.”

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Source: https://ssnet.org/blog/1-oppression-the-background-and-the-birth-of-moses-it-is-written-discussions-with-the-author/

View an in-depth discussion of Oppression: The Background and the Birth of Moses in the Hope Sabbath School class led by Pastor Derek Morris.
Click on the image below to view the video:

With thanks to Hope Channel – Television that will change your life.

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Source: https://ssnet.org/blog/1-oppression-the-background-and-birth-of-moses-hope-sabbath-school-video-discussion/

Join the Hit the Mark panel as they discuss Sabbath School Lesson 1 – Oppression: The Background and the Birth of Moses. It’s the fastest hour of the week!

If you’re attending GC2025, visit us at booth 413.

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Source: https://ssnet.org/blog/oppression-the-background-and-the-birth-of-moses-hit-the-mark/

Daily Lesson for Wednesday 2nd of July 2025

The historical background of Moses’ birth and life is thrilling because he lived during the time of the famous Egyptian eighteenth dynasty. One king during this dynasty—Thutmose III, called the “Napoleon of Egypt”—is considered one of the most famous pharaohs of ancient Egypt.

Image © Review & Herald Publishing at Goodsalt.com

Though under a death sentence at birth (see Exodus 1:22), Moses was born as a “special” son (NLT; Hebrew tob, lit. “good”; Exodus 2:2). The Hebrew term describes more than external beauty. This word is used, for example, in characterizing God’s work during Creation week, when He declared everything was “good,” even “very good” (Genesis 1:4,10,31).

As a new creation, this “good” child will, according to God’s plan, become the adult who will lead the Hebrews out of their bondage. At this baby’s birth, especially under such dire circumstances, who could have envisioned his future? Nevertheless, God will fulfill His words to Abraham, Isaac, and Jacob. He covenanted with them that He would give their descendants the Promised Land (Exodus 2:24-25). And, yes, He would use this tob infant, decades later, to do just that.

Until then, the Egyptian princess Hatshepsut adopted Moses as her son. The name given to Moses has an Egyptian origin, meaning “son of” or “born of,” as reflected in the names of Ah-mose (“son of Akh”) or Thut-mose (“son of Thoth”). His name is, thus, rendered in Hebrew as Mosheh, namely “drawn out.” His life was miraculously spared when he was “drawn out” of the river.

We know only a few things about his early life. After being miraculously saved and adopted by Hatshepsut, Moses lived for his first 12 years with his original family (Exodus 2:7-9; Ellen G. White, Patriarchs and Prophets, p. 244). Moses then received the best Egyptian education, all in order to prepare him to be the next pharaoh of Egypt (Patriarchs and Prophets, p. 245). How fascinating that, ultimately, so much of this education would be useless for, or even work against, what really mattered: the knowledge of God and of His truth.

<–Tuesday Thursday–>

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Source: https://ssnet.org/blog/25c-01-moses-is-born/

Key Thought: God takes the initiative to deliver those who trust in Him. He sent Moses to help in redemption, deliverance, and final salvation..
July 5, 2025

1. Have a volunteer read Exodus 1:1-11.

1. Ask class members to share a short thought on what the most important point is in this passage.
2. What crucial truth is found here? What is the situation of the Israelites at the time of the exodus?
3. Personal Application: How do you feel when people overlook, hurt, exploit, or abuse you, either mentally, physically, or emotionally? Share your thoughts.
4. Case Study: One of your relatives states, “Why did God allow Israel to live in Egypt so long to be oppressed? Why did it take so long to intervene?” How would you respond to your relative? .

2. Have a volunteer read Exodus 1:9-21.

1. Ask class members to share a thought on what the most important point in this text is.
2. What key role did the faithful midwives play and why are they remembered in history?
3. Personal Application: Even in the face of a king’s command the midwives did the right thing. What is the message here for us? Share your thoughts.
4. Case Study: One of your friends states, “What would have happened if Moses parents and Miriam had lacked the courage and truth to hide Moses in the river? What would have happened to God’s plan?” How would you respond to your friend?

3. Have a volunteer read Exodus 2:1-10.

1. Ask class members to share a short thought on what the most important point in this text is.
2. What role did God’s providence and protection play in Moses birth story?
3. Personal Application: How much are you learning or have learned that is ultimately useless for what really matters? Share your thoughts.
4. Case Study: One of your neighbors states: “Was Moses’ training to be leader in Egypt helpful in his future leading of the Israelites, or was it mostly useless?” How would you respond to your neighbor?

4. Have a volunteer read Exodus 2:11-25

1. Ask class members to share a thought on what the most important point in this text is.
2. What events happened to change the direction of Moses’ life? What can we learn from this?
3. Personal Application: Was it part of God’s plan for Moses to kill the Egyptian? If not, what does this tell us about how God can overrule and situation and use it for His own purposes? Share your thoughts.
4. Case Study: Think of one person who needs to hear a message from this week’s lesson. Tell the class what you plan to do this week to share with them.

(Truth that is not lived, that is not imparted, loses its life-giving power, its healing virtue. Its blessings can be retained only as it is shared. ”Ministry of Healing, p. 148).

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Source: https://ssnet.org/blog/1-opression-the-background-and-the-birth-of-moses-teaching-plan/