This part of the story of Moses reinforces our belief in the historical existence of a Hebrew who was raised in the Egyptian court. Here Moses is shown identifying with a Hebrew who is being beaten and with the other Hebrew workers, even though they resent him when he interferes and confront him angrily: "Who made you a ruler and a judge over us!" He goes into exile because of his actions on the part of the Hebrews, yet the daughters of Reuel/Jethro in Midian mistake him for an Egyptian. And the "miracles" Moses is later empowered to do are those the Egyptian magicians can also produce.

No one is certain where Midian was. There are two possibilities: on the Sinai Peninsula and in the area east of the Gulf of Aqabah.

The two names for Moses’ father-in-law, Reuel and Jethro, can he explained by the fact that they appear in different sections, taken from different traditions, and the editors did not feel it was important to harmonize the two versions. In both cases, however, he is depicted as a priest of Midian.

The pharaoh who died is likely to have been Seti I, who died in 1290 B.C.E. The death of a pharaoh would be an auspicious time for the slaves to attempt a rebellion.

It is common in the Near East to take off one’s shoes when in the presence of the holy.

The angel may have been a messenger from God or an epiphany, and fire–for example, in halos– is often a symbol of God’s presence.

In order for Moses to convince the Hebrews of his authority, it was important for him to know God’s name. The Hebrew words for God’s answer can be translated variously as "I am what I am," "I am who I am," or "I will be what I will be." Albright, a noted biblical scholar, suggests the best meaning is "He causes to be what comes into existence." Some scholars question the likelihood of such an abstract name in those times, but there are examples of other, similar Near Eastern epithets for gods.

Third- and fourth-grade children are beginning to be able to make a commitment and stick to it, even if only for a limited period. In their imagination they can try out the feeling of being "called," and the idea of causes worthy of lifelong dedication, even if they are not quite ready for such dedication themselves. Children this age can identify with the oppression of slaves and their yearning to be free, and imagine an inner commitment to the cause of their freedom.

Another topic of interest will be "what really happened" at the scene of the burning bush and the other miracles. Eight-and nine-year olds are working hard to sort out the facts of things, to understand how things work and what is real. Let them discuss possible explanations, but bring them back to the question of how the miracles relate to commitment and the accomplishment of something so difficult that it might seem a "miracle."