Foreword to FacultyWhen Dr. Andrew Hill and I first designed The Survey of the Old Testament, we wanted to

provide a text that would help introduce students to the broad range of Old Testament studies. We wanted them to understand the content of the Old Testament and to begin to grasp the ways that scholars have approached the Old Testament. Most of all, however, we wanted to help students appreciate the Old Testament as the Word of God for them, and to help them learn how to interpret it.

The book has gone through several editions and each time we have brought our continuing experience in the classroom and developments in the field to the modifications. More recently we have been able to add beautiful color visuals to connect with the students better and provide additional avenues for learning. Together we represent over sixty years of undergraduate teaching experience, which we hope will serve to the advantage of you and your students.

Whether adopting a new textbook or planning a new course, the initial chore of organizing the course, planning assignments, and identifying curricular objectives can be daunting. Devising appropriate questions for quizzes and tests is always challenging, and it can be difficult to decide what written assignments will be most productive for guiding students to achieve the course objectives. The present manual is an attempt to give faculty a head start. We believe that it might be of some help to provide concise summaries for each chapter, along with the key vocabulary and key ideas. Quiz suggestions are provided for each chapter and an additional reading list is included. For syllabus development we have provided a menu of possible curricular objectives with different types of wording to meet the requirements of your particular institution. We have also proposed a wide variety of written assignments that may give you ideas and help in implementing them. These include papers of various types as well as worksheets.

It is our hope that this manual might help you to be a more effective teacher as you use the textbook to its fullest potential. More than that, it is our prayer that students will grow in their knowledge of the Old Testament and in their relationship to the God who is revealed in its pages as we partner with you in this venture.

John H. Walton, PhDWheaton College

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Table of Contents

Chapter Summaries...............................................................................................................................3

Chapter Quizzes................................................................................................................................100

Midterm and Final Exams................................................................................................................190

Menu of Syllabus Ideas....................................................................................................................215

Sample Syllabus................................................................................................................................230

Student Learning Objectives.............................................................................................................235

Supplementary Reading List.............................................................................................................250

Appendix A: People and Dates Worksheets.....................................................................................251

Appendix B: Moments in Time Charts.............................................................................................255

Appendix C: Map Exercises.............................................................................................................259

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Chapter Summaries

Chapter 1: Approaching the Old Testament

Key Terms

self-revelation: God’s revelation of himself to humanity the plan: seven-stage process of God’s presence among his people covenant: the means by which God reveals himself to, initiates relationship with, and

establishes his presence among humanity by entering into a mutually binding agreement with a person or people

authority: inherent power of the biblical text over humanity due to its nature as God’s self-revelation

storyline: the factual content of the text plotline: the theology and substance of the text

Key Ideas

The Old Testament is God’s self-revelation to humanity. As such, readers must recognize its authoritative nature and seek to understand as more than literature alone.

God’s plan has always been to exist in relationship with his people. The Bible describes this plan in the seven stages of God’s presence: Eden; Covenant; Exodus (Bush/Sinai); Tabernacle/Temple; Incarnation (Immanuel); Pentecost; New Creation.

In order to understand the Old Testament, readers must distinguish between its storyline, or factual details, and its plotline, or theology and substance.

Properly applying the Old Testament requires that students understands the original author’s intent, which can be accomplished by determining the text’s genre, audience, and purpose.

Chapter Summary

The Old Testament (OT) contains God's story, in which God reveals himself to humanity. From the beginning, God is revealed in and through his creation, most especially mankind, with whom God initiated a relationship in the Garden of Eden. However, man's sin disrupted the relationship, and man was driven away from God's presence. The rest of the Bible records God's initiative to restore the broken relationship.

The narrative of the Tower of Babel shows people attempting to reestablish God's presence in their midst; however, their understanding of God was flawed and God was displeased by their efforts to coerce his cooperation. The next chapters of Genesis record God initiating his own self-revelation as he establishes a relationship with the family of Abraham, through whom God intended to be revealed to all people. God grows Abraham's family into the nation of Israel and enables the people to maintain his presence in their midst through the conditions of the covenant. God comes to dwell on earth in their construction of the Tabernacle (and later, the Temple). The relationship

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between God and Israel is disrupted by Israel's sin, and God's presence leaves the temple as the people are deported into exile. Through the incarnation, God again reveals himself to humanity when he comes to earth as the human Jesus and provides a mechanism for permanent relationship. When Jesus ascends to heaven after the resurrection, he sends his Spirit, who now dwells in the people of God, individually and corporately. The Scripture foretells a time when relationship and presence will be established at a yet-deeper level in the new creation.

Because the OT contains God's self-revelation, we must approach the text seeking to determine God's intended message. Above all, we must be careful not to manipulate the text for our own purpose or subordinate the authorial meaning to our response as readers. To interpret the text properly, we must investigate the genre of the text, establish the intended audience and their historical situation, and determine the intention of the author/editor.

Pedagogical Suggestions

Have students create a timeline of biblical events based on the seven stages of God’s presence.

Ask students to divide into groups and discuss their understanding of the Old Testament and its relevance for Christians today.

Select a passage from Genesis whose meaning is easy to determine. Use it as a test case for determining authorial intent through identifying the text’s genre, audience, and purpose.

Media Sources/Websites

Law, Prophets, and Writings: A blog devoted to evangelical scholarship on the Old Testament. http://lawprophetsandwritings.com/

Robert Stein’s lectures on biblical hermeneutics: This series of lectures covers in depth the issues of interpretation that the chapter introduced only briefly. https://www.biblicaltraining.org/biblical-hermeneutics/robert-stein

Suggested Essay Questions

Describe each of the seven stages of God’s presence in the Bible. What are the basic steps involved in interpreting the Old Testament? What is the relationship between the concepts of self-revelation and authority? How do they

impact how we study the Old Testament? Before completing this chapter’s reading, what was your understanding of a covenant? How

is that different from/similar to the biblical concept of covenant?

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Chapter 2: Geography of the Old Testament

Key Terms

Fertile Crescent: region including the Nile River valley and delta, the plains of Syro-Palestine by the Mediterranean, and the river valleys of the Tigris and Euphrates. Here, the earliest civilizations of the ancient Near East (ANE) developed.

Mesopotamia: the land between the Tigris and Euphrates rivers alluvial: clay, silt, sand, and soil deposited by running water Levant: lands located along the 400-mile stretch of the Eastern Mediterranean between

Turkey and Egypt (including modern-day Syria, Lebanon, and Israel) Baal: the Canaanite storm god, deity of agriculture and reproductive fertility Apis: the Egyptian bull god, deity of agriculture and reproductive fertility oracle: an authoritative prophetic speech steppe: level and treeless land, usually arid wadi: river bed or valley that is dry except during the rainy season syncretism: the combination of different forms of religious belief and practice elect: the choice of the people of Israel (through Abraham) to be God's covenant people

Key Ideas

The nation of Israel developed in a specific geographic context; through the importance of geography in the OT narratives, we see that the Bible records real events taking place in time and space. Our study of geography enriches our understanding of the OT.

The geography of the ANE immensely influenced Israelite history and culture as Israel interacted with the people groups of the region.

The land of Canaan was of immense theological significance for the people of Israel, constituting the goal of and reward for obedience to the covenant stipulations.

Chapter Summary

The history of Israel begins in northern Mesopotamia, the home of the Israelite patriarchs. Later Israelite history was greatly influenced by the empire nations of Mesopotamia: Assyria, Babylon, and Persia.

Asia Minor was the home of the Hittites, who vied with Egypt for control of Syro-Palestine. The covenant between Yahweh and Israel is very similar to the Hittite treaty form.

The land of Palestine was promised to Israel as part of the covenant, but Israel failed to completely conquer the native inhabitants, whose gods proved Israel's downfall.

The land of Egypt featured prominently in Israel's history. Abraham sojourned in Egypt, probably during the Second Intermediate Period (1786–1570 BC). Moses led the Israelites out of Egypt during the time of the New Kingdom (1570–1985 BC). Egypt also played a role in later Israelite history. The language and literature of the Hebrew Bible (HB) demonstrates significant cultural, linguistic, and possibly religious influences from Egypt.

The northern region of the Arabian Peninsula was the home of the Moabites, Ammonites, Edomites, Amalekites, and Midianites––all of whom appear often in Israelite history.

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Palestine was named for the Philistines, who migrated to the land of Canaan during 1300–1200 BC Palestine became the geographical and theological center of the ancient world: here, Judaism, Christianity, and Islam originated. This region is divided into the Coastal Plain, the Central Hill Country, the Jordan Rift, and the Transjordan Plateau. The last of these was the first area settled by the Hebrews during the conquest of Palestine.

From very early, Palestine was an important trade route because it connected Africa and Eurasia. The people of Israel were greatly influenced by the centrality of this region as foreign powers continually sought to gain control of the land.

The land of Canaan was of immense theological significance to the Israelites, for God promised this region to Abraham in Genesis 12:1–3. The land was an important part of God's covenant with Israel: the goal of and reward for obedience to the covenant. In fulfillment of the covenant, Joshua led the Israelites in a "holy war" to remove the indigenous peoples of the land. Integrated into the covenant was the concept that, if Israel failed to obey the covenant, they too would be displaced from the land. This took place in the exile of Israel to Assyria and Judah to Babylon.

Pedagogical Suggestions

Have students draw maps of the ancient Near East and identify major landmarks. Have students discuss the geography of their home states and the role it played in their

childhood. (E.g., were they surrounded by fields? Mountains? Skyscrapers?) Have students use Google Earth (https://www.google.com/earth/) to investigate the

geography of Palestine and Mesopotamia today.

Media Sources/Websites

The Ancient Egypt Site: This site deals with all aspects of ancient Egypt’s history. http://www.ancient-egypt.org/index.html

Mesopotamia – The British Museum: Site devoted to various aspects of Assyria, Babylonia, and Sumer. http://www.mesopotamia.co.uk/

What is the Ancient Near East?: A seven-minute video of John Walton describing the ancient Near East. https://www.youtube.com/watch?v=-5B3XbvNq1M

Suggested Essay Questions

What is the theological importance of the land? Describe the importance of trade routes for understanding Old Testament. How does knowledge of the geography of the Old Testament impact how you read the Old

Testament? How might you describe the concept of God as a rock or refuge to a person who had never

seen mountains?

Chapter 3: Introduction to the Pentateuch

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Key Terms

Pentateuch: Greek expression meaning "five scrolls," consisting of the first five books of the OT: Genesis, Exodus, Leviticus, Numbers, and Deuteronomy

Torah: a Hebrew term meaning "instruction" in holiness, used by the Jewish community to refer to the first five books of the OT

canon: as applied to the Bible, a collection of religious books measured against the standard of divine inspiration

suzerain: a superior feudal ruler; an overlord vassal: a subordinate nation or people group (usually as a result of a treaty following

conquest) date formulas: a stylized expression that records chronological information for the purpose

of assigning a piece of literature to a specific historical period (often connected with the years of a king’s reign)

literary criticism: an interpretive method emphasizing the author's style, literary features, themes, and structure as keys to understanding a biblical text

tradition history: an interpretive approach that focuses on the history of the transmission of the biblical traditions by studying the oral traditions during the period of their transmission, and by tracing the development of the written biblical documents, giving special attention to the theological emphases of the community editing and shaping those materials

covenant theology: a theological system that understands God's relationship to humanity as a divinely established compact or covenant based on the analogy of the interrelationship of the three persons of the Trinity

foreshadow(ing): the literary device of prefiguring or indicating a significant person or event beforehand

messiah: (Heb. "anointed one"). Generally one set apart for a divinely appointed office such as a priest or king. Specifically, the title identifies a figure prominent in the OT prophetic writing who serves as Israel's deliverer-king (realized in Jesus of Nazareth according to the NT writers).

Key Ideas

The Pentateuch is unified by the theological theme of the Abrahamic covenant. The Pentateuch is composed of diverse literary types and distinctive literary features. Though there are undeniable distinctions between the Old and New Testaments, the

theological principles that undergird OT law remain intact.

Chapter Summary

The Torah was the first collection of writings acknowledged as Scripture by the Jewish community. The Torah divides into two sections: Genesis 1–11, and Genesis 12–Deuteronomy 34. The first section tells of the origins of creation and the introduction of sin, with the consequent judgment. The second records God's gracious extension of the covenant to Abraham's family, by which God reveals himself to humanity. God's promise to Abraham in Gen. 12:3 contains the major themes of the Pentateuch: nation, land, and blessing.

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The Pentateuch contains four primary literary genres: prose narrative, poetry, prophecy, and law. The first category, prose narrative, comprises the majority the Pentateuch. This genre combines historical reports and theological interpretation. Interspersed in narrative is Hebrew poetry, used for prayers, songs and hymns, blessings, prophetic utterances, and covenant promises. Prophecy can include both foretelling (revelation) and exposition (interpretation). The genre of law was not unique to Israel; in fact, many features of Hebrew law reflect the conventions of the ANE. The purpose of the law in Israel was to produce holiness in the community and thus maintain the covenant relationship with Yahweh. The covenant between Yahweh and Israel contains many of the features of the suzerainty covenants of the Hittites. Old Testament law contains primarily declarative and prescriptive covenant stipulations, categorized as casuistic/case law, apodictic/direct affirmative law, prohibition/negative command, death law, and curse.

While there is no way to be sure of a beginning date for Genesis, we can be fairly certain that the historical narratives took place during the Middle to Late Bronze ages. It is difficult to assign exact dates to the events recorded in the OT because of the scant information provided by the text itself. The debate over chronological dates centers on the literal or figurative/symbolic interpretation of date formulas.

Scholars have also argued over the historicity of the patriarchal narratives, but their conclusions on this matter are determined more by presuppositions about the divine origin of the text than by the archeological and extrabiblical data.

The church has long struggled to understand the proper place for the OT for Christians today; some utterly reject the OT as irrelevant, while others embrace the OT as absolutely authoritative. The church has applied numerous interpretive methods to the OT in an attempt to properly understand these Scriptures, and has variously understood the relationship between the old and new covenants. The OT should be given equal authority and canonical status as the NT.

Pedagogical Suggestions

Have students break into groups and discuss the meaning of Deuteronomy 22:8, including its application to modern-day Christians.

Have students list on a white board the various genres they encounter in daily life. Then, ask students to discuss what rules guide interpretation within those genres.

Have students read the Bill of Rights, then discuss how it functions as a guiding document for the United States in comparison with how the OT law functioned as a guiding document for the nation of Israel.

Media Sources/Websites

“Pentateuch Studies Today”: An article by Gordon Wenham at Theology Network that describes the landscape of Pentateuchal studies in the late twentieth century. http://www.theologynetwork.org/biblical-studies/starting-out/pentateuchal-studies-today.htm

“How to Read the Law Well”: Brief video with Danny Hays discussing how to interpret the OT law as a Christian. https://www.youtube.com/watch?v=rSidEk3DSAw

“The Law of Moses and the Christian: A Compromise”: An article on The Gospel Coalition website that discusses the Christian’s relationship to the Old Testament. Links to multiple relevant, scholarly articles.

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http://www.thegospelcoalition.org/blogs/justintaylor/2015/01/02/the-law-of-moses-and-the-christian-a-compromise/

Suggested Essay Questions

How does the OT law relate to Christians today? Describe and differentiate between the five subcategories of legal material found in the OT. How do the NT writers understand the OT law? Give an overview of each of the two parts of the Pentateuch.

Chapter 4: Genesis

Key Terms

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covenant: the means by which God reveals himself to, initiates relationship with, and establishes his presence among humanity by entering into a mutually binding agreement with a person or people

election: in the OT, the predisposition of God that leads him to arbitrarily select/choose the Israelites (through Abraham) to be his covenant people

monotheism: generally defined as the worship of one God, this term can also encompass preference for, or worship of, only one God (possibly accompanied by belief in the existence of other deities), or belief in the existence of only one deity

sin: a willful violation of God's expressed will origins: concern the beginning of the existence of the universe primeval history: the earliest history of the world recounted in Genesis 1–11 pantheon: a divine assembly of gods and goddesses formally recognized by society as

participants in the experiences of community life patriarch: one of the primary ancestors of Israel

Key Ideas

God created, and creation was good. Disobedience separated people from God. God instituted a program of revelation called the covenant.

Chapter Summary

The author of Genesis is nowhere identified in the biblical canon. However, tradition posits Moses as the author because of his close connection with the other books of the Torah and which are treated as a unit. The authors of this text posit Moses as the divinely inspired editor of preexisting material, whether in oral or written form.

The primeval history of Genesis 1–11 has many parallels with the literature of the ANE, especially that of Mesopotamia. Though many scholars have suggested dependence/borrowing to explain these parallels, the authors of this text suggest that the similarities result from a shared conceptual world or a common source, while the differences reveal important theological commitments of the biblical authors.

The creation account presents Yahweh as the creator who brings order and functionality to the cosmos. The narrative then shifts from God to people and the destruction brought by human sin. The flood presents God's punishment of sin but his preservation of a faithful remnant. The Babel narrative establishes the need for special revelation, which God provides through the family of Abraham.

The patriarchal narratives of Genesis 12–50, though not intended to be journalistic history, still contain genuine historical information. Our examination of the archeological evidence from the period corroborates much of the information about lands, culture, and lifestyle in the biblical narratives. The purpose of the narratives in 12–50 is to introduce obstacles to the covenant, caused by circumstances or human sin, which God subsequently overcomes. Obstacles arise primarily in challenges to the survival and propagation of the covenant family.

The establishment of the covenant introduces several themes which run throughout the Scriptures. One such theme is election, whereby God enters into relationship with a people simply

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because of his grace. The OT concept of election differs from that of the NT, however, for the Israelites were primarily elected as the medium of revelation, not for salvation.

The theme of monotheism also pervades the Genesis narratives. We see the practical monotheism of the patriarchs, whose loyalty was reserved for the God who entered into covenant with them. Their exclusive worship of the OT God, however, does not mean that they believed their God was the only God. There is some question as to how the patriarchs would have identified their God; the narratives in Genesis describe God using several different epithets, only one of which is Yahweh––the name primarily used in the later biblical narratives of Israel's covenant God. The authors of this text assert that the patriarchs knew God by the name Yahweh, but primarily thought of him as El Shaddai.

Genesis deals with the introduction of sin into the world through the actions of Adam and Eve. Their desire for independence led to separation, establishing a cycle of sin and punishment that is repeated throughout the narratives. The narratives illustrate, however, that even through his punitive actions, God continually manifests his mercy and grace.

Most of the biblical information about origins is contained in Genesis; in asking our scientific questions, however, we must remember that the point of Genesis is to reveal God, not the origins of the universe.

Pedagogical Suggestions

Have students break into groups and compare/contrast the story of Abraham with the typical comic book hero origin story.

Have students develop a timeline of ancient Near Eastern history and place the events of Genesis 12–50 on that timeline.

Have students read various ANE creation and flood myths and compare/contrast them with the biblical account.

Media Sources/Websites

“The Gilgamesh Epic”: Video lecture by Michael Sugrue on the Epic of Gilgamesh. https://www.youtube.com/watch?v=fjWHCk3y8-Y

“Genesis through Ancient Eyes”: Video lecture by John Walton on reading Genesis as an ancient. https://www.youtube.com/watch?v=fR82a-iueWw

“Understanding Genesis 1–3”: Video lecture by John Walton on Genesis 1–3. https://www.youtube.com/watch?v=1kOflP3eLSI

Suggested Essay Questions

Explain the terms covenant and election, including their theological significance for Christians today.

What is “sin” in the book of Genesis and how does it relate to the Christian life today? Choose one of the Patriarchs and describe their lives and practical implications for the

Christian life today.

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Chapter 5: Exodus

Key Terms

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Decalogue: the Ten Commandments Documentary Hypothesis: an approach to the authorship of the Pentateuch associated with

source criticism that understands the five books as a patchwork composition of four (or more) literary documents

divine oracle formula: introductory statement indicating direct speech from God to a human agent

Enlightenment: a philosophical movement of the eighteenth century marked by rejection of traditional social, religious, and political ideas and emphasizing rationalism and scientific methods (equated with modernism)

exodus: the event in which Yahweh rescued Israel from slavery in Egypt miracle: divine intervention in human affairs, either in the superseding of natural law or in

the intensification and timing of natural events Passover: a feast of unleavened bread that signifies the haste with which Israel left Egypt;

the Passover event occurred when Yahweh’s messenger brought death to the firstborn of all those who did not have blood from a sacrificial lamb smeared on their doorposts

ten plagues: supernatural events that Yahweh used to display his power to the Egyptians and convince them to free Israel

Key Ideas

Yahweh is supreme over pagan deities. The exodus is a redemptive event for ancient Israel. The Mosaic law is a religious and social charter for Israel. The presence of God is symbolized in the tabernacle.

Chapter Summary

Exodus continues the narrative of Israel's early history in Egypt and follows the story of the Israelites up to their formation into a nation at Sinai. The real hero of the story is not Moses, but Yahweh, who keeps his promises to Abraham. The exodus from Egypt is the primary redemptive event of the OT.

Tradition attributes the book of Exodus to Moses; modern scholars grant varying degrees of responsibility to Moses as writer, but most acknowledge Moses as the source of the material found in Exodus. Those who accept the Documentary Hypothesis attribute the final redaction of the book to a priestly writer during or after the exile. The authors of this text argue that the material in Exodus primarily originated with Moses, but that he did not compile the book into its present form.

The historical period narrated by Exodus spans approximately eighty-five years. However, scholars have struggled to determine the approximate date of the exodus, primarily because only two Egyptian pharaohs ruled for more than forty years (the duration of Moses' exile in the wilderness). The argument for an early or late date rests primarily on one's interpretation of the numbers recorded in the Bible, as well as extrabiblical historical and archeological information.

Geographical considerations further complicate our understanding of the exodus as we try to reconstruct the route taken by the Israelites. The authors of this text prefer the traditional southern route, which most convincingly accommodates the biblical and geographical information.

Exodus explains how the Israelites came to be enslaved in Egypt and were later delivered; reveals the character of God, who keeps his promises to the patriarchs and adopts Israel as his covenant people; and instructs the Israelites in how to maintain their covenant relationship with Yahweh. The book of Exodus divides into the narratives of Israel in Egypt, their journey through

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the wilderness, and their sojourn at Sinai. Throughout Exodus, God progressively reveals more of his person and character to Abraham's offspring and establishes his presence in their midst.

Pedagogical Suggestions

Have students draw a map of the route of the exodus. Have students break into two groups. One group should prepare arguments in favor of an

early date of the exodus while the other group prepares arguments for a late date of the exodus. Then have students debate the date of the exodus.

Prepare a Passover meal for your students. You may want to limit this to unleavened bread only.

Media Resources/Websites

3-D Bible Project: The plugin Cortona must be used to view the virtual model of the tabernacle on this site. http://www3.telus.net/public/kstam/en/default.htm

www.biblicalarchaeology.org : This site contains many articles on dating the exodus. http://www.biblearchaeology.org/post/2009/03/30/The-Biblical-Date-for-the-Exodus-is-1446-BC-A-Response-to-James-Hoffmeier.aspx#Article

Suggested Essay Questions

What are arguments for an early date of the exodus? Describe the primary possibilities for the route of the exodus. What is the purpose and message of Exodus? What is the theological significance of the Passover?

Chapter 6: Leviticus

Key Terms

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atonement: to "pay" for sin by means of sacrifice and offering, as a symbol of repentance and confession before God

Leviticus: pertaining to the Levites Documentary Hypothesis: an approach to the authorship of the Pentateuch associated with

source criticism that understands the five books as a patchwork composition of four (or more) literary documents

tent of meeting: tent where Yahweh met with Moses and delivered parts of the book of Leviticus

holiness: a term that conveys the idea of separation from the ordinary for service and/or worship to Yahweh

Sabbath: a day of rest that indicated Israel’s special relationship with God and testified that Israel’s holiness was rooted in Yahweh, not ritual

Key Ideas

The holiness of God. The purity of the covenant community. The principle of substitution in the sacrificial ritual. The principle of mediation in the service of the priests. The redeeming of time by means of the liturgical calendar.

Chapter Summary

This third book of the Pentateuch provides instructions for priestly activity and outlines the standards of holy living for the community. Though the book does not specify its author, the traditional view ascribes the work to Moses, based on the book's own claim. Scholars date the book according to their dating of the exodus. An early exodus places the book in the early stages of the Late Bronze Age, while a late date places the book between the Late Bronze Age and Early Iron Age. Those who adhere to the Documentary Hypothesis ascribe the entirety of Leviticus to the priestly source. The authors of this text argue for Moses as the author, writing during the Sinai sojourn.

The ritual and sacrificial systems prescribed in Leviticus share many similarities to the customs of the ANE. However, the Hebrew system bears several important distinctions, revealing unique theological understandings.

Leviticus picks up where Exodus left off in the narrative of Israel's journey. The book prescribes the procedures for liturgical worship and the regulations for holiness in the community, concluding with the establishment of the covenant between Yahweh and Israel.

Holiness is a central theme of Leviticus. When applied to God, this concept denotes God's separation from his creation; when applied to God's creatures, the concept indicates something that has been set apart for God's service.

The purpose of the sacrificial system was to allow the people to worship God and to maintain his presence in their midst. There were five types of sacrifice in Israel’s sacrificial system: (1) cereal or grain offering, (2) fellowship or peace offering, (3) whole burnt offering, (4) sin offering, and (5) guilt or trespass offering. Each had a particular role in the system, thought it must be noted that the OT never teaches that sacrifice was intended to save people from sin or gain them entry into heaven. Righteousness came only by faith, even in the OT.

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The Sabbath rest was a unique sign of the covenant between Israel and Yahweh that demonstrated to the world that Israel’s holiness was rooted in Yahweh, not in ritualistic worship or the keeping of laws. This Sabbath rest extended to the land as well. Sabbaths were intended to foster social and economic equality and to inculcate covenant principles in Hebrew society.

Pedagogical Suggestions

After teaching through the sacrificial system, have students discuss the distinguishing features of each type of sacrifice and why various types were necessary.

Have students read Hebrews 4, then discuss the significance of the Sabbath for the Christian life.

Media Sources/Websites

Theology of Work: This site contains a series of articles on the significance of Leviticus for the Christian life: http://www.theologyofwork.org/old-testament/leviticus-and-work/introduction-does-leviticus-have-anything-to-tell-us-about-our-work/

Bibledex – Leviticus: A brief video that outlines the book of Leviticus. https://www.youtube.com/watch?v=X4Ts9gqEPDY

Leviticus!: If your students have an apple device, they may enjoy this slightly irreverent game that teaches about the sacrificial system. Overview here: http://tabletmag.com/jewish-life-and-religion/126365/leviticus-the-video-game

Suggested Essay Questions

What is the significance of the Levitical sacrificial system for Christians today? What are spiritual sacrifices in the New Testament? What is the significance of the Sabbath for Christians today? Choose one of the major themes of Leviticus and describes its relevance today.

Chapter 7: Numbers

Key Terms

census: enumeration or enrollment of peoples

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Documentary Hypothesis: an approach to the authorship of the Pentateuch associated with source criticism that understands the five books as a patchwork composition of four (or more) literary documents.

foil: in literature, that which sets off or heightens (often a contrast between themes, characters, symbols, etc.)

Kadesh: area where Israel camped after leaving Sinai seer: a technical term applied to certain Old Testament prophets, especially signifying divine

revelation received in the form of a dream or vision. Moab: area where the second generation of Israel camped just before entering Canaan Sinai: mountain where the children of Israel camped after leaving Egypt supracultural: divine revelation prohibiting or superseding the cultural norms of the Old

Testament world

Key Ideas

God's faithfulness to his covenant promises. Divine testing of human motives. God communicating his truth through the medium of culture. God's sovereign rule of the nations.

Chapter Summary

The book of Numbers continues the narration of Israel's journey from Egypt to Canaan, focusing on Israel's rebellion and testing in the wilderness. The book is traditionally credited to Moses, though Moses is only once mentioned as the author. The text implies that priests were also instrumental in writing down God's instructions regarding priestly duties. Though some view the book as a compilation of at least four literary sources, others argue for the antiquity and unity of the work. The authors of this text assume that most of the literary material originated with Moses, though the book did not reach its final form till sometime after Moses' death.

Numbers covers a period of approximately thirty-eight years, divided into the completion of Israel's sojourn at Sinai, the wilderness wandering, and the journey of the second generation from Kadesh to Moab. The dating of Numbers (whether early or late) depends largely on the date assigned to the exodus. Though some scholars have questioned the historicity of Numbers (based on the lack of corroborating archeological evidence), the authors of this text find such skepticism unwarranted.

The purpose of the book of Numbers is to extol the patience and faithfulness of Yahweh and to further explicate the nature of his covenant with Israel. Though holiness dominates the portrayal of God, other aspects of God's character also emerge in his interactions with his people. Numbers explains how the people came to enter Canaan after their flight from Egypt and sojourn at Sinai, and records the early history of God's covenant with the people after he forms them into a community. The book also serves as a warning to future generations as it records the tragic consequences of rebellion and disobedience against God.

One major theme of Numbers, the census lists, has caused difficulty for interpreters. Some prefer a literal interpretation, others a literary reading. The authors of this text suggest that the problem, while not categorically solved, is greatly reduced by reading the word usually translated "thousands" instead as military "units" or individual fighters.

This book demonstrates the manner in which God reveals himself to Israel in the midst of the ANE culture. Through the covenant stipulations, God rejects certain cultural practices, tolerates

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others, and embraces others. By situating his revelation in the midst of human culture, God reveals his respect for culture but also his higher commitment to holiness among his people.

Pedagogical Suggestions

Have students create a map of the wilderness wanderings. Break students into 12 groups, one for each tribe of Israel. Have them arrange themselves as

they would be if they were encamped, and then have them go outside and march in formation.

Have students discuss sidebar 7.4. Particularly, ask them to find modern-day parallels to each of the three headings.

Media Sources/Websites

Bibledex – Numbers: Video overview of the book of Numbers. https://www.youtube.com/watch?v=-dRziCBpMyQ

“The Origin of Prophetism in the Ancient Near East”: This article covers the concept of prophecy in the ancient Near East, which is introduced in Numbers with the Balaam oracles. http://www.hts.org.za/index.php/HTS/article/view/795/1161

Suggested Essay Questions

What was the purpose of the wilderness wanderings? Was God “fair” in causing the Israelites to wander for 40 years?

What do the two Balaam narratives in Numbers teach about the relationship between divine sovereignty and human responsibility?

What does it mean for Yahweh to “test” Israel? Does he test Christians today? Describe the theological significance of one of the major themes of the book of Numbers.

Chapter 8: Deuteronomy

Key Terms

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covenant: the means by which God reveals himself to, initiates relationship with, and establishes his presence among humanity by entering into a mutually binding agreement with a person or people

Torah: a Hebrew term meaning "instruction" in holiness, used by the Jewish community to refer to the first five books of the OT

suzerain: a superior feudal ruler; an overlord vassal: a subordinate nation or people group (usually as a result of a treaty following

conquest) monotheism: generally defined as the worship of one God, this term can also encompass

preference for, or worship of, only one God (possibly accompanied by belief in the existence of other deities), or belief in the existence of only one deity

Documentary Hypothesis: an approach to the authorship of the Pentateuch associated with source criticism that understands the five books as a patchwork composition of four (or more) literary documents

Decalogue: the Ten Commandments

Key Ideas

The importance of a central worship place. The emphasis on the name of God. The organization of laws with reference to the Ten Commandments. The centrality of loving and obeying the covenant God.

Chapter Summary

Deuteronomy is presented as Moses' final address to the Israelites before his death, reminding them of the experiences of the previous generation and providing them with the opportunity to renew the covenant. Both the Documentary Hypothesis and the Deuteronomistic History hypothesis date Deuteronomy late in the seventh century BC. The authors of this text argue for Mosaic authorship according to claims of the book itself. Scholars have debated whether the work more closely resembles the Neo-Assyrian or Neo-Hittite treaty form; the authors of this text argue that it is closer to the latter.

Deuteronomy formalizes and clarifies the covenant between Israel and Yahweh, giving the second generation opportunity to renew the covenant before they enter the land. The primary theme of the book is summarized in the Shema, which exhorts the people to follow and serve the Lord with their hearts.

The book is organized according to the ANE treaty formula. Though scholars long struggled to understand the logic of chapters 6–26, these chapters are now recognized as correlating to the Ten Commandments. The first four commands concern man's relationship with God, while commands 5–10 address man's relationship with man. The prohibition of other gods before Yahweh (Deut. 6–11) relates to God's authority over Israel and their responsibility to follow him. The command forbidding images (Deut. 12), concerns proper worship of Yahweh––God does not want Israel to adopt the cultic customs of the nations around them in constructing images to mediate his presence. Proper treatment of God's name (Deut. 13:1–14:21) exemplifies that true commitment to God will be reflected in one's conduct. The exhortation to respect the Sabbath (Deut. 14:22–16:17) concerns God's claims over his people, and the implications of this in their care for what God has

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given them and in their treatment of others. The command to honor parents (Deut. 16:18–18:22) carries implications for the proper response to human authority, for it was primarily through authority structures––particularly parents to children––that the covenant was preserved and passed on. The prohibitions against murder, adultery, and theft (Deut. 19–21; 22:1–23:14; 23:15–24:7) safeguard human dignity. The command against false testimony (Deut 24:8–16) concerns truthful dealings between neighbors; the command against coveting (Deut 24:17–26:15) protects the rights of individuals. The law as a whole is primarily concerned with proper approach to God and proper relationship with one's neighbor.

In context of the ANE, the gods gave their worshipers no guidelines for proper worship; people were left to guess whether they were in proper relationship with the gods, based on their fortunes. The Israelites, however, received clear instructions from God for how he desired to be worshiped and how he expected the people to act in relation to each other. The Israelites thus viewed the law with gratitude and delight.

Pedagogical Suggestions

Have students break into two groups and debate whether or not the Ten Commandments remain applicable to the Christian.

Have students compare and contrast the Retribution Principle as communicated in Deuteronomy and Job.

Media Sources/Websites

“Covenant in Deuteronomy”: Excellent lecture by Dan Block on covenant in Deuteronomy. https://www.youtube.com/watch?v=geRfnQai1mI

Bibledex – Deuteronomy: Brief video overview of Deuteronomy. https://www.youtube.com/watch?v=bt1KJvZ4uUc

Suggested Essay Questions

Describe the retribution principle as found in Deuteronomy. Does it apply today? If so, how?

What are the major parts of ancient Near Eastern vassal treaties? How does knowing this literary background help you understand Deuteronomy?

Choose one of the Ten Commandments and describe what it meant in its original context and how it applies today.

What is the distinction between law and grace? Give reasons for or against this distinction.

Chapter 9: Historical Overview of Old Testament Times

Key Terms

Mesopotamia: the land between the Tigris and Euphrates rivers patriarch: one of the primary ancestors of Israel

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Assyrian Empire: major power in the ancient Near East ca. 1076–612 BC Egyptian Empire: major power in the ancient Near East ca. 2000–1200 BC Babylonian Empire: major power in the ancient Near East ca. 612–539 BC Persian Empire: major power in the ancient Near East ca. 539–332 BC Late Bronze Age: period lasting from 1500 to 1200 BC during which major ancient Near

Eastern powers were in a constantly fluctuating stalemate Iron Age I: period lasting from 1200–1000 BC during which a power vacuum existed in the

ancient Near East, allowing for the rise of the Israelite nation

Key Ideas

The establishment of Israel occurred in real time and space. Various empires constantly vied for control of the ancient Near East. International politics played a significant role in the history of Israel and Judah.

Chapter Summary

The Mesopotamian culture was founded by the Sumerians. Sargon I, known as the first empire builder, ended the rule of the Sumerians. His rule was in turn ended by the Gutian people, who dominated the region for the next century. Under Ur-Nammu, the city of Ur broke the monopoly of the Gutians and began a revival of Sumerian culture. Ur was eventually overthrown by the Elamites. The history of the patriarchs is set against this backdrop. However, there is much uncertainty as to the exact dating of Abraham's life and travels, as well as the identity of the city "Ur" mentioned in the biblical text.

After the fall of Ur, the city-states gained more control and power over their local regions. The city-state of Babylon, comprised primarily of Amorites under the rule of Hammurabi, eventually rose to gain dominance over the other city-states. Hammurabi is best known for his collection of legal decisions, the most extensive yet found in the ANE. After Hammurabi's death, the Babylonian Empire began to decline until the city was sacked by the Hittites. The destruction of Babylon led again to the rise of city-states, which primarily controlled their own geographic regions.

The Old Kingdom in Egypt, roughly concurrent with the Early Dynastic Period in Mesopotamia, tremendously impacted Egyptian culture and politics. The patriarchs first came into contact with Egypt during the reunification of Egypt under Mentuhotep and (later) Amenemhet I. The enslavement of the Israelites probably took place after the Egyptian defeat of the Hyksos. Rameses II of the thirteenth century is often posited as the pharaoh of the exodus.

During the Late Bronze Age, the Syro-Palestine corridor became a much-desired and fought-for area because of its strategic position. International politicking, primarily concentrated in Syria, left the Israelites largely free to pursue their settlement of Canaan.

The beginning of the Iron Age brought the fall of the Hittites and the decline of the Egyptians and Assyrians. This decline was partly caused by the emergence of the Sea Peoples, including the Philistines. The Iron Age also brought technological development in the form of iron tools and weapons. The power vacuum resulting from the decline in international politics allowed the emergence of smaller empires, such as that of Israel under David and Solomon.

During the judges period, Samson was able to limit the control of the Philistines. Upon the death of Saul, the Philistines gained control of a large area of Canaan. David, however, successfully

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regained control of the Israelite territory, and he went on to conquer most of Syro-Palestine. Though Solomon inherited a substantial empire, he achieved very few military successes himself; upon his death, the Israelite empire nearly collapsed. During the period of their existence as separate states, Israel and Judah alternated between conflict and peace. The eighth century closed with Judah and Israel both enjoying autonomy and prosperity, but suffering from spiritual decadence.

Under the leadership of Tiglath-Pileser III, Assyria rose to become the first "world class" empire in history. During this time, the northern kingdom of Israel was defeated, Samaria destroyed, and its inhabitants deported. The Bible records how the Assyrian king Sennacherib attempted to move against Judah, but was defeated by Yahweh, who fought on behalf of faithful Hezekiah.

The next two centuries witnessed the decline of the Assyrian Empire and the subsequent rise of the Babylonians, led by Nebopolassar. The final defeat of Assyria was carried out by Nebuchadrezzar, who subsequently became the king of the Neo-Babylonian Empire. The kingdom of Judah came under the complete control of the Babylonians in 587 BC, when Jerusalem was completely destroyed and its inhabitants exiled.

With the death of Nebuchadrezzar came the decline of the Neo-Babylonian Empire, which was followed by the Medo-Persian Empire under Cyrus. Under his rule, the Israelite exiles were allowed to return to Jerusalem to rebuild their temple. Under the sponsorship of the Persian king Artaxerxes I, Nehemiah led the rebuilding of the Jerusalem walls. The Persian Empire came to an end with the lightning-quick conquest by Alexander the Great in 331 BC.

Pedagogical Suggestions

Have students develop a plotline of ancient Near Eastern history. Use a large map to demonstrate visually the geographical importance of the land of Israel in

relationship to the various empires discussed in this chapter. Divide students into groups and have each one teach a 10–15 minute session on one of the

empires discussed in this chapter.

Media Sources/Websites

“The First Civilizations and the Ancient Near East”: Series of videos about ancient Near Eastern empires. https://www.youtube.com/watch?v=c__KltEH-vw&list=PL75A950B2E9A32662

MET Museum of Art ancient Near Eastern Art: http://www.metmuseum.org/toah/hi/te_index.asp?i=7

Suggested Essay Questions

Why should students of the Bible learn about the historical/cultural context in which it is situated?

Choose one of the major empires in the chapter and briefly outline its basic history and relevance to the Bible.

Why is chronology important for studying the Old Testament?

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What led to the downfall and exile of Israel?

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Chapter 10: Introduction to the Historical Books

Key Terms

Deuteronomistic school: (Hypothetical) Hebrew scribal guild of the seventh century BC responsible for shaping the historical literature of the Old Testament (Deuteronomy–2 Kings)

Deuteronomistic History: Martin Noth proposed that Deuteronomy–2 Kings is a unified work written primarily during the exilic period. This term describes Deuteronomy–2 Kings in Noth’s theory, which remains a dominant theory today

historiography: The writing of history or the product of historical writing; a collection of historical literature

Historical Books: Old Testament books Joshua, Judges, Ruth, 1 and 2 Samuel, 1 and 2 Kings, 1 and 2 Chronicles, Ezra, Nehemiah, and Esther

linear model of history: view of history in which history is seen as a straight line moving from the beginning to the end along the continuum of time

recurrence model of history: view of history in which there is a fixed sequence of several stages through which history passes, returning eventually to an original point.

Key Ideas

The Historical Books comprise Joshua, Judges, Ruth, 1 and 2 Samuel, 1 and 2 Kings, 1 and 2 Chronicles, Ezra, Nehemiah, and Esther.

The Deuteronomic History, which argues that Deuteronomy–2 Kings are a unified work written during the exile, is the primary framework for most research on the Historical Books.

People in the ancient Near East and biblical world held to a recurrence model of history rather than a linear model of history.

The Old Testament recorded history for primarily theological purposes.

Chapter Summary

The Historical Books of the OT include "the Former Prophets": Joshua, Judges, Samuel, and Kings; and "the Writings": Ruth, Chronicles, Ezra, Nehemiah, and Esther.

Modern scholarship has adopted the theory of Martin Noth, who proposed that Deuteronomy–2 Kings is a unified work written during the exilic period. This group of writings is referred to as the Deuteronomistic History. Variations in theories of composition center on the questions of date and the number of editions. The so-called Deuteronomistic History, like Deuteronomy, views Israelite history in light of the covenant. The kings of Israel and Judah are evaluated by their disposition toward the covenant and their attempt (or lack of attempt) to bring about reform. The books also answer the exiles' question, "Where did things go wrong?"

While it is clear that Joshua–2 Kings has many commonalities with Deuteronomy, conservative scholars have been rightfully unwilling to date Deuteronomy to such a late date. It is possible to assign Deuteronomy to an earlier date if one accepts Moses as the primary source of the material and later editors/redactors as responsible for the book in its present form. However, it must be noted that each book in the Deuteronomistic History has a distinct literary style, which may indicate different authors.

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The ancients believed that the gods were integrally involved in every aspect of life. They viewed history as a series of recurring events, rather than a linear progression. Israel's unique relationship with Yahweh led them to view history through the lens of the covenant. In their view, the purpose of history was to reveal the character and actions of God in carrying out his plan.

In order to understand the Bible’s historical literature properly, we must frame it as a key part of God’s self-revelation. The primary function of the historical literature is not to record history, but rather to convey instruction about and knowledge of God.

Pedagogical Suggestions

Have students discuss the ways in which the Historical Books differ from the history text books they used in high school or college.

Have students read the section of Sennacherib’s Prism that mentions Hezekiah (http://www.bible-history.com/empires/prism.html). Then discuss the concept of history writing in the ancient Near East and its relationship to the biblical historical narratives.

Media Sources Websites

Sennacherib’s Prism: This site contains information about, and a translation of, Sennacherib’s Prism, an example of history writing in the ancient Near East. http://www.bible-history.com/empires/prism.html

The Composition of the Deuteronomistic History: This video outlines the composition of the so-called Deuteronomistic history from the historical-critical perspective (not the view the authors of the book take). https://www.youtube.com/watch?v=xJhbCTbVRcw

Suggested Essay Questions

What is the recurrence model of history and how does it differ from the linear model of history?

Describe how biblical historical literature and modern American historical literature differ. What is the Deuteronomistic History? Do you think it is a valid way of looking at

Deuteronomy–2 Kings? Why/why not? What is the primary purpose of historical literature in the Old Testament? Explain.

Chapter 11: Joshua

Key Terms

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Deuteronomistic school: (Hypothetical) Hebrew scribal guild of the seventh century BC responsible for shaping the historical literature of the Old Testament (Deuteronomy–Kings)

ban: in war, to consecrate a city and its inhabitants to destruction; carry out this destruction; totally annihilate a population in war

Canaan: area of land in Palestine conquered by the Israelites historicity: historical accuracy and truthfulness Hyksos: Semitic people grouped that ruled Egypt ca. 1800 BC until ca. 1650 BC Israelite Conquest/conquest: term used to describe Israel’s invasion of Canaan and defeat of

peoples living there etiological legend: fictional story contrived to explain an observed phenomenon or situation

Key Ideas

The faithfulness of God in fulfilling the covenant promises. The conquest and apportionment of the land. The importance of obedience.

Chapter Summary

The majority of scholars attribute this book to the Deuteronomistic school, though others suggest an earlier date. There are several important factors that point to an early date, such as the mention of Canaanites living in Gezer in Josh 16:10 (cf. 1 Kings 9:16). Further, Joshua 8:32 indicates that scribal activity was occurring during Joshua’s lifetime.

While some contest the historicity of the book, arguing that it is composed of etiological legends, others press for the essential coherence and reliability of the conquest accounts. Ultimately, it is highly unlikely that Joshua is etiological, for the purpose of the biblical narrative is not etiological, but theological. The lack of forthcoming archeological support further complicates the work of scholars. Scholars frequently reject the most likely biblical date for the conquest—1400 BC—because the archaeological record does not support this date. John Bimson’s theory that the end of the Middle Bronze Age II should be re-dated to 1420 BC provides a workable solution to the problem posed by the archaeological record.

Though we cannot be sure of exact dates, the events of Joshua probably took place after the Hyksos were expelled from Egypt and before the Sea Peoples invaded Palestine. Historical reconstruction presents Egypt as the dominant but distant power in Palestine during the time of Joshua, primarily concerned with protecting military outposts and trade routes. Palestine and Syria contained several independent or loosely confederated city-states at this time, as the biblical account depicts. This power structure created an ideal opportunity for the invasion and conquest of Canaan.

Joshua's purpose is to reveal the role of God in keeping his covenant promises to Abraham by giving the land to Israel. The book describes the Israelites' entrance into the land, the commissioning of Joshua, and the conquest narratives, then details the territorial boundaries of the tribes and narrates the renewal of the covenant.

Major theological themes of Joshua include covenant and land, the ban, the divine warrior, sovereign involvement, and corporate solidarity. The land demonstrates the veracity of the covenant and is evidence of God’s special favor upon Israel. The ban refers to God’s command to completely annihilate the inhabitants of Canaan. Yahweh is frequently pictured as a divine warrior in Joshua who leads his people in battle. This is closely related to God’s sovereign involvement in history.

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This concept cannot be removed from the book without serious damage being done to its theological purpose. Finally, Joshua 7—the narrative of Achan’s sin—highlights the importance of corporate solidarity in Joshua.

Pedagogical Suggestions

Have students compare and contrast the concept of the ban in Joshua with the concept of jihad in Islam.

Have students read the Rahab narrative and the Achan narrative. Then discuss what framing the conquest of Jericho with these two narratives accomplishes theologically.

Media Sources/Websites

“Is God a Moral Monster?”: Video of Paul Copan addressing difficult issues in the Old Testament, including genocide in Joshua. https://www.youtube.com/watch?v=1C3q3Zr_R8E

“Moral Objections to the Old Testament”: Peter Williams discusses violence and slavery in the Old Testament. https://www.youtube.com/watch?v=V7B5jokJsqk

“Violent Christian Texts: A Response to Khalil Meek”: Article in which Russell L. Meek and N. Blake Hearson offer a response to comparing the ban in the Old Testament with Islamic jihad today. https://www.academia.edu/2557396/_Violent_Christian_Texts_A_Response_to_Khalil_Meek_

Suggested Essay Questions

Defend the historicity of the book of Joshua. What are the major views of the conquest? Why is the book of Joshua so careful to make it clear that God is responsible for the

Israelites’ military victories? What are some modern-day implications of this? Should Christians today annihilate our enemies? Explain.

Chapter 12: Judges

Key Terms

theocracy: a state or nation ruled directly by God Canaan: area of land in Palestine conquered by the Israelites

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Deuteronomistic school: (Hypothetical) Hebrew scribal guild of the seventh century BC responsible for shaping the historical literature of the Old Testament (Deuteronomy–Kings)

Deuteronomistic History: Martin Noth proposed that Deuteronomy–2 Kings is a unified work written primarily during the exilic period. This term describes Deuteronomy–2 Kings in Noth’s theory, which remains a dominant theory today.

judge: charismatic leader appointed by God to lead Israel for a specific time and purpose Sea Peoples: group of people from the Mediterranean who migrated to the ancient Near East

at the end of the thirteenth century BC.

Key Ideas

The cycles of the judges period. God's justice and grace. God's sovereign provision of deliverers. Covenant failure by the people, the priests, and the tribal leadership. The role of the Spirit of the Lord.

Chapter Summary

Modern scholarship generally groups this book with the Deuteronomistic history; the dating of the book depends largely on an early or late date for the exodus. Very few internal indicators for dating the book exist. However, the events of the book most likely took place in the Late Bronze Age II, during which time the land of Canaan comprised multiple independent city states. The author of Judges largely ignores major historical events, focusing rather on the theological implications of Israel's history. In contrast to its neighbors, which were organized as city-states, Israel was organized with a tribal structure.

The purpose of Judges is to explain the theological significance of the events between Joshua and David. The recurring disobedience and apostasy of the Israelites under the tribal leadership brings them under God's punishment (in enslavement) and subsequent mercy (in deliverance). The book demonstrates that the people need a king, not merely to lead them in battle, but to lead them in covenant faithfulness. Judges records Israel’s repetitive cycle of sin, punishment, cry for deliverance, the Lord’s deliverance.

The judges were raised up by God to deliver the Israelites, but the book specifies very little of their role apart from military leadership. The Spirit of the Lord plays a prominent role in the book, at times granting authority to the judges and empowering them for their tasks.

To understand the apostasy of Israel evident throughout this book, we must consider the contrast between the monotheism taught in the covenant and the polytheism which pervaded Canaanite culture. The failure of the initial generations to perpetuate the covenant teaching ensured that the Israelites simply adopted the prevailing worldview of their neighbors.

Pedagogical Suggestions

Have the students read through three or four of the stories of the judges and note their characteristics. How do they compare with leaders in our culture?

Have students break into groups of two. Have one person play the role of a skeptic who is irritated over Jephthah’s sacrifice of his daughter while the second person provides a reasoned response to the issue.

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Media Sources/Websites

Bibledex – Judges: Video overview of the book of Judges.https://www.youtube.com/watch?v=Iosb3ywkOqs

The Book of Judges from G-d Cast – Meaningful Jewish Screentime: series of clever animated videos on particular parts of Judges. https://www.youtube.com/watch?v=kjTocODJH9g&list=PLT3E92DW2HbiDl0MSWHf9ZZ8-cOyNt0aZ

Suggested Essay Questions

What is the theological purpose of the book of Judges? Before reading this chapter, what did you believe was the purpose of the judges in the book

of Judges? How has your view changed or been reinforced? Describe the cycle of sin and deliverance in the book of Judges. How does it compare with

God’s work in the church? Compare and contrast monotheism and polytheism.

Chapter 13: Ruth

Key Terms

idyll: a simple descriptive work (in prose or poetry) idealizing or romanticizing pastoral scenes and/or a rustic life

Writings: third division of the Jewish canon, in which Ruth is placed. historiography: the writing of history or the product of historical writing; a collection of

historical literature.

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Historical Books: Old Testament books Joshua, Judges, Ruth, 1 and 2 Samuel, 1 and 2 Kings, 1 and 2 Chronicles, Ezra, Nehemiah, and Esther

hesed: Hebrew term that describes God’s covenant faithfulness, or loyal love, for his people Kinsman-Redeemer: closest living relative to a deceased head of household who redeems

land sold or otherwise lost by a relative Moabites: people group descended from Lot who were enemies of the Israelites

Key Ideas

God's faithfulness and loyalty stimulated by people's faithfulness and loyalty to one another. David's faith shown to be the legacy of his ancestors. The light of loyalty dispersed during the apostasy of the Judges period. The concept of kinsman-redeemer introduced.

Chapter Summary

Because of its placement within the Hebrew canon, the book of Ruth is not counted as part of the Deuteronomistic history. The dating of the book is uncertain, though a preexilic date gains increasing support. We also cannot be certain of the specific period of the judges during which the book occurred. The literary and dramatic qualities of the book have led to its classification as an idyll.

This book explains how, in the midst of apostasy and disobedience, covenant faithfulness could remain and be passed on to one such as David through his ancestors. We see God's hand of preservation upon those who were obedient, and his loyalty to the covenant.

Two practices built into Israelite society were designed to preserve family and land, the backbones of the covenant: the levirate marriage and land redemption. Both of these practices feature prominently in the book of Ruth. The covenant loyalty of the individuals in the book mirror and express God's own covenant faithfulness.

Pedagogical Suggestions

Have students compare the role of Boaz in the book of Ruth with the role of Christ in the New Testament.

Have students discuss the significance of Ruth, a Moabitess, and Rahab, a Canaanite, being in the genealogy of Christ

Media Sources/Websites Bibledex – Ruth: Video overview of the book of Ruth. https://www.youtube.com/watch?

v=_134EUS5bT8 “The Ultimate Kinsman-Redeemer”: Brief blog from Ligonier Ministries that demonstrates

Christ’s role as kinsman-redeemer in relationship to the book of Ruth. http://www.ligonier.org/blog/ultimate-kinsman-redeemer/

Suggested Essay Questions

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What is a kinsman-redeemer? What is its function in the book of Ruth? What is the significance of Ruth’s being a Moabitess and also being included in the lineage

of Christ? What does the word hesed mean? What is its theological significance? Describe the historical background of the book of Ruth and its importance for interpreting

and applying the book.

Chapter 14: 1–2 Samuel

Key Terms

lament: an appeal to a merciful God for divine intervention in a desperate situation Deuteronomistic school: (Hypothetical) Hebrew scribal guild of the seventh century BC

responsible for shaping the historical literature of the Old Testament (Deuteronomy–Kings) Deuteronomistic History: Martin Noth proposed that Deuteronomy–2 Kings is a unified

work written primarily during the exilic period. This term describes Deuteronomy–2 Kings in Noth’s theory, which remains a dominant theory today.

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Historical Books: Old Testament books Joshua, Judges, Ruth, 1 and 2 Samuel, 1 and 2 Kings, 1 and 2 Chronicles, Ezra, Nehemiah, and Esther

monarchy: system of government in which a single ruler (monarch) has complete authority over the affairs of the nation

Saul: first king of Israel David: second king of Israel ark of the covenant: most important religious artifact in Israel, it represented Yahweh’s

presence

Key Ideas

The institution of kingship. The process toward establishing a covenant with David's line. The importance of divine kingship.

Chapter Summary

First and Second Samuel were originally one book which followed Israel's history from the conclusion of the judges period to the establishment of the monarchy. The Septuagint combines these two books with the books of Kings and calls them “Kingdoms.” Though the events of the book probably occurred in the eleventh–tenth centuries BC, it is difficult to determine when they were recorded.

The primary purpose of this book is to record the history of the Davidic covenant and also to demonstrate that David did not usurp the throne. The Shiloh traditions introduce Samuel as the one who brings about the transition from the judges to the kings. Also marking this transition is the self-imposed exile of Yahweh, who abandons Israel because of her apostasy. The people's desire to establish a king demonstrates a further rejection of God; from the beginning, the people misunderstand the function of the human king, who was intended to represent the divine king, Yahweh. The first king, Saul, acts much like the judges of the previous age––providing temporary deliverance to the people from their enemies. His failure results from lack of spiritual depth and sound judgment. In the transition from Saul to David, the author is careful to avoid any implication of fault in David. The author intends to legitimize David's claim to the throne, but he does not conceal David's blameworthy actions. David's success as king is crowned by his retrieval of the ark of the covenant, the establishment of Yahweh's throne in Jerusalem, and the formation of the Davidic covenant.

There are several important themes in the books of Samuel. First, the ark of the covenant is the most important religious artifact in Israel, as it represents Yahweh’s presence among the people. Second, kingship features prominently in the books. Though it is Yahweh’s prerogative, the people viewed kingship as a more permanent office that eliminated their need to rely on Yahweh. Third, the Davidic Covenant is the primary focus of the books of Samuel and should not be overlooked. Fourth, the books view Saul negatively, and six, they view David mostly positively.

David's sin with Bathsheba marks the beginning of his decline, and the following chapters record the sins of David and of his sons, which jeopardize the covenant. Though God remains faithful to David and preserves him through the rebellions of Absalom and Sheba, Samuel concludes with God bringing judgment on David through famine and plague.

Pedagogical Suggestions

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Have students read through the Saul narratives and determine where and how the text characterizes him.

Have the students read through the David narratives and determine where and how the text characterizes him.

Have students read Deuteronomy 17:14–16 and discuss whether or not the people’s request for a king was inherently wrong. If not, why was the Lord bothered by it?

Media Sources/Websites

Books of Samuel Theology Library: Excellent database of free web resources on the books of Samuel. http://www.shc.edu/theolibrary/samuel.htm

Bibledex – 1 Samuel: Video overview of 1 Samuel. https://www.youtube.com/watch?v=IxwXjYl9fRs

Bibledex – 2 Samuel: Video overview of 2 Samuel. https://www.youtube.com/watch?v=CIcK3h3AajI

LEGO King David: Interesting rendition of the David Narratives. https://www.youtube.com/watch?v=dwakS5RHQSg

Suggested Essay Questions

Why was Saul rejected as king over Israel? Choose one of the major themes of Samuel and discuss its theological significance and

continuing relevance for Christians today. Briefly outline the Succession Narrative (2 Sam. 10–20) and give at least two practical

applications from these chapters. Compare and contrast the lives of Saul and David.

Chapter 15: 1–2 Kings

Key Terms

dynastic succession: royal authority legitimized by heredity; rulers come from the same line of descent

Deuteronomistic History: Martin Noth proposed that Deuteronomy–2 Kings is a unified work written primarily during the exilic period. This term describes Deuteronomy–2 Kings in Noth’s theory, which remains a dominant theory today.

Historical Books: Old Testament books Joshua, Judges, Ruth, 1 and 2 Samuel, 1 and 2 Kings, 1 and 2 Chronicles, Ezra, Nehemiah, and Esther

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monarchy: system of government in which a single rule (monarch) has complete authority over the affairs of the nation

united monarchy: period of time during which Israel and Judah were ruled by the same king divided monarchy: period of time during which Israel and Judah were ruled by different

kings Osiris: the Egyptian god of the underworld

Key Ideas

Kingship—good and evil. The prophetic voice as the royal conscience. Worship—Yahwism vs. Baalism. Covenant blessings (repentance and restoration) and curses (judgment and exile).

Chapter Summary

The books of First and Second Kings record the history of Israel from the death of David to the fall of Jerusalem and the end of Hebrew national independence. Some scholars argue for a single author/redactor of Kings, while others ascribe the book to the Deuteronomistic school of writing. The authors of this text assert that the book was probably written between the fall of Jerusalem and the decree of Cyrus, perhaps in two stages. Many archeological findings have been unearthed which lend support to the biblical account.

The book surveys the history of Israel from the united empire under Solomon to the split of the monarchy under Rehoboam and records the political and religious occurrences of the divided kingdoms until their end. The Israelite kingdom suffered from great political instability and spiritual apostasy. By comparison, the southern kingdom of Judah enjoyed relative political and spiritual stability and lasted about 150 years longer. The greater success of the southern kingdom is tied to the legitimacy of the Davidic dynasty, through which God intended to establish eternal kingship in Israel.

Kings functions as a record of the covenantal failures of the Israelite kings and priests, who led the people into spiritual apostasy. Prophets functioned as divinely appointed messengers to guide the conscience of those in power. Disobedience resulted in the judgment of God on the entire nation. In contrast, obedience invited God's blessing. The narratives reveal the dynamic interaction between God's sovereign stewardship of the covenant and the reality of freedom and accountability in the recipients of the covenant. Kings thus functions as both a word of exhortation and of warning to the audience.

The book is arranged according to chronological sequence, with some concession to the author's thematic interests. The histories of the northern and southern kingdoms are recorded simultaneously, with the interweaving of concurrent narratives. Elijah and Elisha serve important theological functions as they testify to God's covenant faithfulness and uncontested power. The style of the kingship narratives resembles that of other ancient annals in the ANE.

There are several significant themes in the books of Kings. First, the books assess the reign of Solomon, who ushered in the “golden age” of Hebrew history. Though he was the wisest king of Israel, his latter years were marked by political decline and moral and spiritual decay. Kings also addresses the emergence of preclassical and classical prophecy in Israel. Preclassical prophets primarily ministered to the royal family, whereas classical prophets preached both to the royal family and the general public. Kings looks at the issues of dynastic succession, which is how

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leadership was determined in Judah, and charismatic leadership, which combined with dynastic succession as the way royal leadership was determined in Israel. Finally, Kings recounts the development of the golden calf cult under Jeroboam.

Pedagogical Suggestions

Have students read through Kings and plot out the basic characteristics of bad kings and good kings.

Have students read Exodus 32 and 1 Kings 12. Why would Jeroboam return to the golden calf after what happened in Exodus?

Have students develop a timeline of the united and divided monarchies for use in the rest of class.

Media Sources/Websites

Bibledex – 1 Kings: Video overview of 1 Kings. https://www.youtube.com/watch?v=jFTmK3nEfss

Bibledex – 2 Kings: Video overview of 2 Kings. https://www.youtube.com/watch?v=l4hKHlKQ2pM

The Kings of Israel and Judah: Very basic, but effective chart of the kings of Israel and Judah. http://www.vtaide.com/gleanings/Kings-of-Israel/kings.html

Suggested Essay Questions

Give a brief overview of the monarchy in Israel. Why would Jeroboam install another place for and object of worship in Israel? What features make a good king good and a bad king bad? Explain. Compare and contrast the way that the books of Kings evaluates national leadership with

how we evaluate national leadership.

Chapter 16: 1–2 Chronicles

Key Terms

Ahura Mazda: the supreme being of Persian Zoroastrianism represented as a deity of goodness and light, and whose symbol was fire

colophon: an addendum or postscript attached to a manuscript, sometimes containing facts relative to its writing

typology: one aspect of biblical interpretation that establishes a correspondence between Old Testament events, persons, objects, and/or ideas ("types") and their New Testament counterparts ("antetypes") by way of foreshadowing or prototype

libation: the act of pouring a liquid as a sacrifice to a deity (e.g., upon a stone, Gen. 35:14)

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Deuteronomistic History: Martin Noth proposed that Deuteronomy–2 Kings is a unified work written primarily during the exilic period. This term describes Deuteronomy–2 Kings in Noth’s theory, which remains a dominant theory today.

Historical Books: Old Testament books Joshua, Judges, Ruth, 1 and 2 Samuel, 1 and 2 Kings, 1 and 2 Chronicles, Ezra, Nehemiah, and Esther

united monarchy: period of time during which Israel and Judah were ruled by the same king divided monarchy: period of time during which Israel and Judah were ruled by different

kings

Key Ideas

The retelling of the past to inspire hope in the present. The reigns of David and Solomon idealized. The centrality of worship. The validation of the priests and Levites as community leaders.

Chapter Summary

First and Second Chronicles were originally a single book ascribed (in Jewish tradition) to Ezra. Modern scholarship has largely rejected Ezra as author, and simply asserted an unknown, but probably priestly, chronicler drawing from a multitude of sources during the postexilic period. Along with Ezra-Nehemiah, Chronicles is probably one of last books of the OT canon to be written.

Chronicles covers the historical period from the close of Saul's reign to the Babylonian captivity of Judah. The chronicler writes this work as a "theology of hope," looking forward to future restoration in the midst of present distress. The freedom exercised by the chronicler over his sources has led scholars to question the accuracy of this book more than any other in the OT. Confessional scholars have asserted that the audience's thorough knowledge of Israelite history allowed the chronicler to select his material based on his theological emphases. His message focuses on the role of the united monarchy under David and Solomon in establishing and maintaining the temple in Jerusalem. He explains that Israel has brought the covenant curses upon herself by her disobedience and that Israel could only be restored by imitating the model of the faithful Jerusalem of the past.

The books of Chronicles begin with the building of Solomon's temple and close with the edict for the building of the second temple. The historical materials were probably gathered during two distinct periods: the ministries of Haggai and Zechariah and the reforms of Ezra and Nehemiah. The genealogies emphasize the unity of Israel and remind the people of God's faithfulness to the covenant with Abraham. Throughout his work, we see the chronicler's emphasis on the importance of worship. He provides a useful summary statement of Old Testament worship in general, as he outlined the importance of both individual and corporate worship. Most significantly, he focused on the significance of worship as word. Chronicles also devotes large sections to role of the priests and Levites, who were essentially the professional clergy of Israel. The chronicler’s vocabulary included standard expressions related to the attitude and intent of the heart, and focused on the necessity of repentance. Finally, he makes extensive use of typology as a way of understanding the present.

Pedagogical Suggestions

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Having read Kings, have students compare and contrast each book’s portrayal of the reign of David.

Have students discuss the way in which Christ fulfills the role of the priesthood as outlined in Chronicles.

Media Sources/Websites

Bibledex – 1 Chronicles: Video overview of 1 Chronicles. https://www.youtube.com/watch?v=xzPCi9PxGnc

Bibledex – 2 Chronicles: Video overview of 2 Chronicles. https://www.youtube.com/watch?v=2zFKT1gIDcE

“Are there Lost Books of the Bible?”: Blog post discussing the various sources cited by Chronicles and other historical books. http://www.apologeticspress.org/apcontent.aspx?category=13&article=66

Suggested Essay Questions

Describe the concept of typology and its role in the books of Chronicles. In what ways does the chronicler demonstrate the importance of corporate and individual

responsibility in the books of Chronicles? Briefly defend the historical reliability of Chronicles.

Chapter 17: Ezra-Nehemiah

Key Terms

Apocrypha: a collection of intertestamental Jewish literature, recognized as deuterocanonical in some Christian traditions

Hellenism: the influence of Greek thought, language, and culture spread throughout the Near East after the conquests of Alexander the Great

Deuteronomistic History: Martin Noth proposed that Deuteronomy–2 Kings is a unified work written primarily during the exilic period. This term describes Deuteronomy–2 Kings in Noth’s theory, which remains a dominant theory today.

Historical Books: Old Testament books Joshua, Judges, Ruth, 1 and 2 Samuel, 1 and 2 Kings, 1 and 2 Chronicles, Ezra, Nehemiah, and Esther

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exilic: term describing the period during which both Israel and Judah were exiled from the Promised Land

postexilic: term describing the period after which the people of Judah were repatriated by Cyrus

Key Ideas

The physical restoration of the city of Jerusalem. Yahweh as a covenant-keeping God. Religious and social reform as the aftermath of repentance.

Chapter Summary

Ezra and Nehemiah both ministered to Jerusalem during the postexilic period. The priest-scribe Ezra oversaw the religious revival of the postexilic community, while Nehemiah oversaw the rebuilding of Jerusalem’s wall. Both came from positions in the Persian royal court to minister in Palestine. Ezra and Nehemiah were originally a single composition of an anonymous postexilic chronicler; large portions of the text are written in Aramaic. The chronicler's theological interests include the covenant renewal with the restoration community, the rebuilding and rededication of the Jerusalem temple, the continuity of the pre- and postexilic Israel, and the legitimacy of the postexilic community as God's people.

Rather than inspiring hope in the people, the new temple only reminded them of glory lost and expectations unfulfilled. The community was threatened externally by hostile neighbors and internally by apathy and decay. Against this backdrop, Ezra and Nehemiah instituted their reforms. The accounts emphasize the covenant renewal of the postexilic community, reminding the people that God's faithfulness in the past represents his plan in their present and future. The book is arranged according to historical chronology and the author's theological emphases. Archeological findings corroborate the historical reliability of Ezra and Nehemiah; more difficult is determining the nature of the relationship between the men's respective ministries, since neither mentions the other.

The reform of the postexilic community was motivated largely by the theological truth that Yahweh is a covenant keeper. The truth that Yahweh keeps his word meant that “there is still hope for Israel” (Ezra 10:2). Further, that Yahweh would return to those who repented confirmed for the postexilic community that he would bless and restore them. Another motivating factor was a desire to avoid a second exile and to preserve the ethnic identity of Israel. The reforms of Ezra and Nehemiah had immediate and long-term consequences on Judaism, both socially and religiously, many of which are reflected in the ministry of Jesus in the New Testament, particularly in the development of the Pharisees.

Pedagogical Suggestions

Ask students what they know of the Pharisees from the New Testament, then have them discuss how the experience of exile may have led to the development of Pharisaism.

Have students discuss the marriage reforms introduced by Ezra-Nehemiah and their relevance for the Christian life today.

Bring pieces of broken bricks or concrete to class and give a piece to each student as a visual when discussing the rebuilding of the walls of Jerusalem.

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Media Sources/Websites

Bibledex – Ezra: Video overview of the book of Ezra. https://www.youtube.com/watch?v=qboFE5UHpQA

Bibledex – Nehemiah: Video overview of the book of Nehemiah. https://www.youtube.com/watch?v=27D-eZl5YUE

“The Restoration”: Lecture delivered at Yale University by Christine Hayes on the books of Chronicles, Ezra, and Nehemiah. https://www.youtube.com/watch?v=zDYJwHW1lsM

Suggested Essay Questions

Why was it important theologically and psychologically for the people of Israel to rebuild Jerusalem?

Based on Ezra-Nehemiah, what does it mean for Yahweh to be a covenant-keeping God? In what ways did the exile and return from exile create the opportunity for Pharisaism to

develop? Are the motivations behind the movement entirely bad? Explain. Describe the historical background of Ezra-Nehemiah.

Chapter 18: Esther

Key Terms

Deuteronomistic History: Martin Noth proposed that Deuteronomy–2 Kings is a unified work written primarily during the exilic period. This term describes Deuteronomy–2 Kings in Noth’s theory, which remains a dominant theory today.

Historical Books: Old Testament books Joshua, Judges, Ruth, 1 and 2 Samuel, 1 and 2 Kings, 1 and 2 Chronicles, Ezra, Nehemiah, and Esther

exilic: term describing the period during which both Israel and Judah were exiled from the Promised Land

Purim: festival that celebrates God’s deliverance of Israel as recorded in the book of Esther Persian Empire: major power in the ancient Near East ca. 539–332 BC Xerxes: King who ruled Persia during the time of Esther

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Key Ideas

God is at work even when he is behind the scenes. The schemes of the wicked are doomed. God's plan for his people cannot be thwarted.

Chapter Summary

Much controversy surrounds the book of Esther, including questions of canonicity, genre, historicity, and authorship. The book is set during the reign of Xerxes I (Ahasueras), reigning during the fifth century BC. Contemporary sources fail to identify most of the major actors within the book, leading many to question the work's historicity, though this is not ample evidence to outweigh the book’s own insistence on its accuracy. The literary characteristics of the book indicate that the work is not intended as a historical chronicle; rather, it is intended to convey a theological message to the scattered Israelites of God's protection of his people and his judgment against their enemies.

The plot and message of Esther are structured around the technique of reversal, which is heightened by irony. The text is read annually at the celebration of Purim, which commemorates the deliverance of the Jews recorded in the book and also establishes its celebration. The events of the book imply that God's display of power is designed to confirm the people in their faith, rather than witness to the surrounding world, which has already observed God's revelation through Israel.

Pedagogical Suggestions

Have students celebrate the festival of Purim (see below for a guide with several suggestions for celebrating Purim with children).

Have students fast for one day in emulation of Esther’s three-day fast. Have students watch the movie One Night with the King and compare/contrast it with the

biblical story.

Media Sources/Websites

Purim Guide: Site that includes many suggestions and resources for celebrating Purim. http://www.chabad.org/holidays/purim/default_cdo/jewish/Purim.htm

Bibledex – Esther: video overview of the book of Esther. https://www.youtube.com/watch?v=KuouW0BY48w

Plutarch on Artaxerxes: Plutarch’s biography of Artaxerxes, the king of Persia featured in Esther. http://www.iranchamber.com/history/artaxerxes/artaxerxes.php

Suggested Essay Questions

Is it significant that Yahweh is not mentioned explicitly in Esther? Explain. What is the purpose of the festival of Purim? Should Christians celebrate it? Explain. Compare and contrast Haman and Mordecai. With whom do you most identify? Why? Describe the historical setting of the book of Esther.

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Chapter 19: Archeology and the Old Testament

Key Terms

archaeology: study of the material culture of the peoples of antiquity in hopes of reconstructing their history and lifestyles

archive: place where written records are kept ostraca: pieces of broken pottery that were sometimes written on Mari: city located on the upper Euphrates river that has an important archive Ebla: prominent third-millennium city with an important archive Amarna: archive that contains correspondence between Egyptian pharaohs and their vassals

in the fourteenth century BC. Ugarit: city-state and seaport in the Late Bronze Age with an archive that has shed light on

biblical literature Dead Sea Scrolls: important cache of biblical scrolls found in the Dead Sea in 1948

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Key Ideas

Archaeology is an important tool for reconstructing the lifestyle and history of ancient peoples, including those of the Bible.

The primary contribution of archaeology to biblical studies is the illumination it provides about life in Bible times.

There are important limitations concerning what archaeology can actually accomplish for the Bible.

Archeology seeks to reconstruct the history and lifestyles of ancient peoples by recovering their material culture. Near Eastern archeology contributes to biblical study because a better understanding of Israel's neighbors will enhance our ability to understand the Bible. Archeology enables us to better understand the historical framework, political situation, and the lifestyles of ancient peoples. Sometimes it serves to authenticate the biblical record and it contributes to our linguistic understanding of Hebrew. However, there are significant limitations to what archaeology can do for the Bible, for only a fraction of evidence survives, few sites have been detected, fewer have been excavated, less of what has been excavated has been examined and published, and even less of that is significant for biblical studies. Furthermore, archaeology cannot validate the Bible’s most important claim and raison d’etre: that God is sovereign and rules all of humanity. Thus, we do well to bear in mind that archaeology, while important, is not the cure all for biblical studies.

Among the valuable contributions unearthed by archeological excavation are the archives, which provide written records and literature. These include Ebla, Mari, Nuzi, Amarna, Hattushash, Emar, Ugarit, and Ashurbanipal’s library at Nineveh. Archaeology also unearthed the Dead Sea Scrolls, which have been a boon for biblical studies. Archaeologists have also discovered multiple monuments and inscription that have illuminated the Bible. These include the Mesha Inscription, the Stele of Shalmaneser III, Sennacherib’s Prism, and the Cyrus Cylinder. Other discoveries include annals and chronicles of the royal court, cultic sites, and references to the people, places, and events recorded in the Bible. However, archeology is an unreliable source of authentication for the historical aspects of text, and sometimes creates more confusion than clarity. It is also utterly unable to authenticate the theological function of the biblical text.

Pedagogical Suggestions

Have students go on an “archaeological dig” by researching on the internet one of the archives listed in the textbook.

Bring broken shards of pottery (ostraca) to class and have your students write messages on them to illustrate how much more difficult writing was then as compared to today.

Media Sources/Websites

Biblical Archaeology Society: Site devoted to the Biblical Archaeology Society with many free resources. http://www.biblicalarchaeology.org/

Associates for Biblical Research: Site devoted to apologetics and biblical archaeology. http://www.biblearchaeology.org/

NOVA: “Archaeology of the Hebrew Bible”: PBS special NOVA interview with William Dever.

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http://www.pbs.org/wgbh/nova/ancient/archeology-hebrew-bible.html

Suggested Essay Questions

What is the significance of archaeology for the Bible? Pick one of the archives discussed in the book and outline its importance for biblical studies. Pick one of the monuments or inscriptions discussed in the book and outline its importance

for biblical studies. Describe what archaeology cannot do for the Bible and why.

Chapter 20: Hebrew Poetic and Wisdom Literature

Key Terms

oracular prose: a hybrid literary form characteristic of OT prophetic books and combining elements of prose and poetry

superscription: a statement of classification and/or identification prefixed to a literary work theodicy: the philosophical and/or theological defense of God's goodness and omnipotence

in view of the existence of evil acrostic: a poetic composition in which sets of sequential letters (e.g., initial or final letters

of the lines) form a word or phrase or the alphabet dirge: a funeral poem or song; a slow and mournful song or hymn of grief alliteration: consonance of sounds at the beginning of words or syllables assonance: the rhythm of sound using the correspondence of vowels, often at the ends of

words paronomasia: word play onomatopoeia: use of words that sound like what they describe ellipsis: omission of a word or words that would complete a parallel construction

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inclusion: use of repeated words or phrases at the beginning and end of a piece of writing

Key Ideas

Fear of the Lord Theodicy Retribution principle Instruction Personification of Wisdom

Chapter Summary

Because we know so little about Hebrew poetry, this genre is difficult to define. Unique to Hebrew poetry are the presence of parallelism and the absence of the direct object marker. Books classified as "wisdom literature," though written in poetic form, are distinguished by their emphasis on the cultivation of skill for everyday life.

Poetry and wisdom literature were both well-established genres in Egypt and the ANE and contain many similarities to the biblical text; these similarities result, not from cultural or literary borrowing, but from the universal nature of the issues treated in the literature. The differences between the literature of Israel and that of her neighbors also reveal important theological differences in the orthodox Yahwist cult.

Hebrew poetry is marked by rhythm of sound and thought. Rhythm of thought is achieved primarily through the use of parallelism: semantic, progressive, or grammatical. Rhythm of sound is achieved through an acrostic structure, alliteration, assonance, paronomasia, onomatopoeia, ellipsis, and inclusio. Rhythm of form, achieved through meter and strophe, is less discernible in Hebrew poetry.

Though Israelite poetry resembles the poetry of its neighbors in its creative response to the experiences of life, Israelite literature is unique in its emphasis on faith in Yahweh and on the value of human existence. Hebrew poetry is also musical, intended to be sung or chanted. Wisdom literature reflects the desire of people to master life through reason; it also reflects the belief in passing on accumulated knowledge to succeeding generations. Hebrew wisdom literature is distinguished by its emphasis on "the fear of the LORD," for the Israelites saw God as the source of wisdom. Wisdom literature contrasts the way of the righteous with the way of the wicked, and personifies wisdom both as a female pedagogue and an agent in creation. Wisdom literature treats the topics of theodicy, the retribution principle, and the ethical demands of Hebrew law.

Pedagogical Suggestions

To orient students to poetry, have them bring a poem or song to class to recite/play for the class and explain its significance to them.

Have students share what, in their experience, “fear” has meant. Have students take a common poem with normal English features of poetry such as rhyme

and rewrite according to Hebrew features of poetry, such as rhythm of thought.

Media Sources/Websites

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Oxford Biblical Studies – Wisdom Literature: Site with multiple resources for studying wisdom literature. http://www.oxfordbiblicalstudies.com/resource/wisdom.xhtml

Types of Wisdom Literature in the Bible, Part I: Video introduction to wisdom literature in the Bible from John Hutchinson of Biola University. https://www.youtube.com/watch?v=HP4DbAwng50

Types of Wisdom Literature in the Bible, Part II: The second part of aforementioned video. https://www.youtube.com/watch?v=ESHnHNaxf7o

Suggested Essay Questions

What are the primary differences between biblical poetry and modern-day English poetry? According to the Old Testament, what is wisdom? How does this differ from what is

considered wisdom in the secular world? Describe the two “paths of life” according to the Bible. How can a person tell which he/she

is on? How would you explain the retribution principle to a person who is worried that God is

punishing him for sin?

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Chapter 21: Job

Key Terms

theodicy: the philosophical and/or theological defense of God's goodness and omnipotence in view of the existence of evil

wisdom and poetic literature: Job, Psalms, Proverbs, Ecclesiastes, Song of Songs retribution principle: the idea that there is a one-to-one correlation between one’s actions

and rewards “Man and His God”: Sumerian literature that is a monologue that discusses suffering “The Babylonian Theodicy”: Babylonian literature that is a dialogue between two people

about suffering Mesopotamia: the land between the Tigris and Euphrates rivers

Key Ideas

It is not true that only the wicked suffer. God's justice cannot be reduced to a simple formula like the retribution principle. God's infinite wisdom is the key to acknowledging his justice.

Chapter Summary

Job was probably an Edomite living in the patriarchal period, though the composition of the book probably took place much later. Though the literature of the ANE—such as the Sumerian “Man and His God,” Akkadian “Ludlul bel Nemeqi,” and “The Babylonian Theodicy”—bears many resemblances to this work, Job itself displays greater sophistication in its form and philosophical perspective. The book of Job seeks to discover God's policies concerning justice, specifically regarding his treatment of the righteous: does God's pattern of blessing the righteous interfere with their actual development of righteousness? The book of Job serves to vindicate God's policies as the author establishes and maintains Job's innocence. God's justice is maintained through his wisdom, by which he orchestrates the events of the world.

The prologue introduces the characters, sets the stage for the drama that follows, and presents the philosophical issues which the book will address. Three cycles of dialogues by Job and his friends occupy chapters 4–27. The friends affirm traditional theology (the "retribution principle") and its corollary, both of which Job also affirms. At the same time, Job defends his own innocence––which eventually leads him to accuse God of injustice. Job repeatedly requests a mediator, one to plead his case before God and provide restoration. Chapter 28, the Hymn to Wisdom, suggests that true wisdom has not yet been heard. In his following oath of innocence, Job intends to force God to act. Elihu enters the scene, affirming God's justice and the retribution principle, but rejecting its corollary. The final section of the book contains God's speeches to Job, Job's response, and the epilogue, in which Job is restored to his previous prosperity.

The book of Job confirms that God tends to act according to the retribution principle, but cautions that it cannot address the issue of causation. The book also affirms the divine attributes of wisdom, justice, and sovereignty.

Pedagogical Suggestions

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Have students re-write the dialogue between Job and his three friends in a modern context. Have students discuss the concept of righteous suffering and the Christian. Have students compare/contrast the life of Christ with the life of Job.

Media Sources/Websites

“Asking the Right Questions of Job”: Video lecture by John Walton on the book of Job. https://www.youtube.com/watch?v=kYRQW7WCpIo

Divine Council: Site of Dr. Michael S. Heiser devoted to the concept of the divine council in the Old Testament. http://www.thedivinecouncil.com/

“The Problem of Evil and Suffering”: Brief video with William Lane Craig on the problem of evil and suffering. https://www.youtube.com/watch?v=wtx5GyP7i7w

Suggested Essay Questions

How would you resolve the problem of unjust suffering based on the book of Job? What are a few specific ways that you can use the book of Job in a ministry context? What is the Israelite view of the retribution principle? How does the book of Job confront it? Describe the historical and literary background of the book of Job.

Chapter 22: Psalms

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Key Terms

wisdom and poetic literature: Job, Psalms, Proverbs, Ecclesiastes, Song of Songs retribution principle: the idea that there is a one-to-one correlation between one’s actions

and rewards monarchy: system of government in which a single rule (monarch) has complete authority

over the affairs of the nation theocracy: a state or nation ruled directly by God. praise psalm: genre of psalm whose focus is praise for the Lord lament psalm: genre of psalm in which a complaint, or lament, is voiced wisdom psalm: genre of psalm concerned with wise and righteous living

Key Ideas

Recognition of the kingship and sovereignty of God. Conduct and destiny of the righteous and the wicked. God's comfort and defense in times of crisis. Importance of praise in all of its variations. Role of nature and creation.

Chapter Summary

When speaking about the book of Psalms, we must distinguish between the individual authors and the editor who brought the psalms together and arranged them into their canonical form. Half of the psalms identify David as their author; several other authors are also named, and some psalms remain anonymous. The book of Psalms is divided into five books; close examination of the individual books reveals a purposeful arrangement intended to convey a message. The book was probably compiled in stages over a long period of time.

Most of the psalms can be classified as praise, lament, or wisdom, based on typical characteristics and a consistent format. Though we can observe some similarities between Israelite and Mesopotamian praise and lament, usually involving content and literary style, we also notice distinct differences, involving differing views of God and appropriate modes of worship.

The purpose and message of Psalms can be addressed at the level of the individual author and of the editor/redactor. Many of the psalms were probably written for liturgical use, others in response to historic circumstances, and others as private reflection. The book of Psalms as a whole concerns the vindication of the righteous and the punishment of the wicked, as well as God's commitment to the nation of Israel. The individual and national emphases merge in the person of David, as a righteous man needing vindication and as the ultimate king representing the nation of Israel.

The books of Psalms seems to be grouped thematically: Book I contains mostly laments; Book II focuses on events of David's reign; Book III reflects on the fall of the northern kingdom; Book IV affirms the hope and faith of the exiled people; and Book V emphasizes thanksgiving and praise to Yahweh. The first two psalms of the book introduce two major, recurring themes: the retribution principle and kingship. The book also addresses the relationship between God and nature––an important subject in light of the importance of agriculture in Israelite society and the popular theology of Israel's neighbors.

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Pedagogical Suggestions

Have students break into groups and identify why Psalm 1 is a wisdom psalm. Randomly choose 10 psalms and have groups of students classify each psalm according to

one of the three major genres of psalms. Have students discuss the differences and similarities between the retribution principle as

expressed in Job and the retribution principle as express in Psalms. Have students read the David and Bathsheba narrative, then have them read Psalm 51.

Discuss the concepts of repentance and the importance of grace-filled truth, such as Nathan demonstrated.

Media Sources/Wesites

“Cry of the Soul”: Tremper Longman delivering a lecture about how the psalms enable us to pray honestly. https://www.youtube.com/watch?v=fQEKp-jmayU

Imprecatory Psalms and Psalms Videos: List of YouTube videos about psalms and imprecatory psalms. https://www.youtube.com/playlist?list=PLyCOjE3-jv8gB-CxSEGm1RiaTG8jhwNO3

Bibledex – Psalms: Video overview of the book of Psalms. https://www.youtube.com/watch?v=XSr2BOE3wnQ

Suggested Essay Questions

Is it appropriate for Christians to pray imprecatory psalms, such as Psalm 139? Explain. Define the three major genres of psalms. Choose one and examine it in more detail. What does the book of Psalms communicate about the nature of kingship in Israel? How does the book of Psalms interact with the concepts of nature and creation? How does

its portrayal of these themes apply today?

Chapter 23: Proverbs

Key Terms

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corpus: a collection of related writings wisdom and poetic literature: Job, Psalms, Proverbs, Ecclesiastes, Song of Songs retribution principle: the idea that there is a one-to-one correlation between one’s actions

and rewards proverb: short, pithy statement that captures a basic truth instructional literature: literature meant to provide instruction and guidance sage: a wise person who taught others

Key Ideas

The fear of the Lord is the beginning of wisdom. The way of wisdom leads to life. A proverb illustrates a general principle, not a promise. Wisdom leads to an understanding of the retribution principle.

Chapter Summary

Proverbs contains eight collections of wise sayings, ascribed to Solomon, Agur, and Lemuel. The book also mentions the editorial work of Hezekiah's scribes, indicating that the book probably reached its final form sometime in the sixth century BC. Instructional wisdom was concerned with the three centers for teaching: the family/clan, the royal court, and the scribal schools. Hebrew wisdom literature developed during the united monarchy under Solomon and the divided monarchy under Hezekiah.

The purpose of Proverbs is to preserve wisdom for succeeding generations. The book is divided into discourse, collections of proverbs, and appendices, though these writings are not arranged systematically. Hebrew wisdom literature, unlike that of its neighbors, acknowledges only one God: Yahweh. The book emphasizes the close association of the fear of Yahweh with the knowledge of God. Because Yahweh is the source of wisdom, only those who know God can be wise. The blessings of the way of righteousness come when a proper relationship with Yahweh results in proper action toward one's neighbor. Proverbs has much to say about appropriate speech, as well as appropriate male-female relationships.

Pedagogical Suggestions

Have students come up with examples of modern-day proverbs and show their relationship to biblical proverbs.

Have students read the first nine chapters of Proverbs and find parallels to those chapters within chapters 10–31.

Have students choose one proverb and show how it applies to the Christian life today.

Media Sources/Websites

Bibledex – Proverbs: Video overview of the book of Proverbs. https://www.youtube.com/watch?v=2MB_uvPGWNU

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American English Proverbs: This site contains a list of modern-day proverbs. http://homepage.smc.edu/reading_lab/american_english_proverbs.htm

“Interpreting Proverbs”: Article by Robert McCabe that outlines principles of interpretation for the book of Proverbs. http://www.oldtestamentstudies.org/my-papers/other-papers/wisdom-literature/interpreting-proverbs/

Suggested Essay Questions

How does the book of Proverbs address the retribution principle compared to how it is addressed in Psalms?

Discuss the book of Proverbs’s view of human sexuality. What does Proverbs say about human speech? How would you apply this today? Describe the purpose and message of the book of Proverbs.

Chapter 24: Ecclesiastes

Key Terms

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wisdom and poetic literature: Job, Psalms, Proverbs, Ecclesiastes, Song of Songs retribution principle: the idea that there is a one-to-one correlation between one’s actions

and rewards Epicureanism: philosophical viewpoint that people should “eat, drink, and be merry, for

tomorrow we die” Instructional literature: literature meant to provide instruction and guidance sage: a wise person who taught others Qoheleth: the speaker in the book of Ecclesiastes

Key Ideas

Life should not be expected to be self-fulfilling. Frustrations in life are inevitable. The seasons of life must be accepted. Enjoyment of life comes only through a God-centered worldview.

Chapter Summary

The primary speaker in Ecclesiastes is identified as "Qoheleth," traditionally associated with Solomon. While not impossible, this view is problematic. Regardless of the identity of Qoheleth, the author is most likely an anonymous compiler of Qoheleth's wise sayings. The book contains a number of literary genres common to the ANE, in addition to works which address the incongruity between conventional wisdom and the reality of life experience. A few ancient writings are similar to Ecclesiastes, such as the Mesopotamian Dialogue of Pessimism and the Egyptian Harper’s Songs. The basic message of Qoheleth is that nothing "under the sun" can give meaning to life, but that the pursuit of God can allow one to enjoy the pleasures of life as gifts from God. Both good and bad come from God, and both are used by God for his purposes.

The structure of Ecclesiastes is not like that of Western philosophical treatises. Rather, it is a unified work in which the author discusses various topics. The book states the problem, explains the author's experiences in attempting to solve the problem, and provides his solution: a worldview with God at the center. The author then applies his stated view to various life situations, particularly when facing adversity. Qoheleth's solution to facing adversity is followed by life advice, warnings, and injunctions. The book’s major themes include the retribution principle, experience vs. revelation, and Epicureanism vs. piety.

Pedagogical Suggestions

Have students develop an outline of the book. Have students choose one of the book’s major topics, such as death or work, and discuss its

relevance to the Christian life today. Have students read the Dialogue of Pessimism and compare/contrast it with Ecclesiastes.

Media Sources/Websites

Bibledex – Ecclesiastes: Video overview of the book of Ecclesiastes. https://www.youtube.com/watch?v=bWm1ToGfgoY

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“Theology of Ecclesiastes”: Overview of the theology of Ecclesiastes. http://www.biblestudytools.com/dictionaries/bakers-evangelical-dictionary/ecclesiastes-theology-of.html

“The Dialogue of Pessimism”: This site contains the Dialogue of Pessimism as well as links to other Babylonian literature. http://www.gatewaystobabylon.com/myths/texts/classic/dialoguepessimism.htm

Suggested Essay Questions

Do you agree or disagree with Qoheleth that everything is “vanity”? Explain. Should Christians enjoy life? Explain. What is the meaning of the phrase “under the sun” in Ecclesiastes? How does the author use

it to accomplish his purpose of writing?

Chapter 25: Song of Songs

Key Terms

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provenance: the original source, setting, or locale for a literary work. Megilloth: the Hebrew word for "scrolls" or "rolls." The term is used to describe the five

books in the Hebrew Bible read publicly during the annual festivals of the Jewish religious calendar (Song of Songs––Passover; Ruth––Pentecost; Lamentations––Fast of Ab commemoration the destruction of the temple; Ecclesiastes––Tabernacles; Esther––Purim)

wisdom and poetic literature: Job, Psalms, Proverbs, Ecclesiastes, Song of Songs Solomon: third king of Israel traditionally considered to be the author of Song of Songs typology: one aspect of biblical interpretation that establishes a correspondence between OT

events, person, objects, and/or ideas (“type”) and their NT counterparts (“antetype”) by way of foreshadowing or prototype

allegory: obvious symbolic representation in literature (extended metaphor)

Key Ideas

The goodness of humanity created male and female in God's image. The dignity of human affections. The sanctity of human sexual expression in the context of marriage. The virtue of chastity before marriage and the virtue of faithfulness once married.

Chapter Summary

It is difficult to determine with certainty either the authorship or date of this writing. The superscription which references Solomon does not necessitate that Solomon be the author, and the mentions of Solomon within the book simply indicate that he is one of the leading characters in the love story. The work is probably best understood as an anonymous composition from the northern kingdom during the early preexilic period. There are no clear historical allusions or parallels in the book, though the poetry probably reflects events that occurred during Solomon's reign.

Song of Songs has puzzled interpreters because of its theme, the difficulty of classifying love poetry, and its inherent ambiguity. Several approaches to interpretation have been set forward: dramatic, typological, cultic, wedding cycle, didactic, allegorical, and literal.

Song of Songs is composed entirely in lyric poetry, quite similar to that found in Egypt during the New Kingdom. The structure of the book is difficult to identify because whatever structure one perceives will depend on the interpretation one prefers. The terse and ambiguous nature of poetry further complicates attempts to define an organizing framework.

From a literal-historical interpretation, the purpose of Song of Songs is to celebrate and provide instruction concerning heterosexual love. The book affirms the virtue of chastity, provides a model of love, and affirms the merit of physical love within marriage.

Pedagogical Suggestions

Have students outline the book according to who is speaking. Have students write an allegory based on the Song of Songs and then compare their

allegories with other students.

Media Sources/Websites

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Bibledex – Song of Songs: A video overview of Song of Songs. https://www.youtube.com/watch?v=3IcpMGMgTnk

Danny Akin – Song of Solomon: This site contains a series of sermons on the Song of Songs that interpret the book using a Christ-centered hermeneutic. http://www.danielakin.com/category/00-books-of-the-bible/22-song-of-solomon/

Suggested Essay Questions

Which way of interpreting Song of Songs do you find most appropriate? Describe three of the seven methods for interpreting Song of Songs. How does Song of Songs apply to the Christian life today? Describe the problems associated with the authorship of Song of Songs. Can these be

resolved? Explain.

Chapter 26: Formation of the Old Testament Scriptures

Key Terms

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Masoretes: Jewish scholars and scribes who preserved the Hebrew Bible, improved word divisions, and added vowels, punctuation marks, and verse divisions (roughly between AD 500 and 900)

textual criticism: the science of comparing the variant readings of biblical manuscripts for the purpose of establishing the contents of the original text

messenger formula: the clause "[koh] 'amar YHWH …" ("so Yahweh [has] said"), introducing a messenger speech (or prophetic oracle) and signifying the oral transmission of a message by means of a third party

pseudepigrapha: extra-canonical Jewish literature of the intertestamental period Greek Septuagint: Greek translation of the Old Testament canon: the list or collection of books comprising the Hebrew Scriptures

Key Ideas

The Old Testament was composed over a thousand-year period from the mid-second to mid-first millennium BC.

The earliest manuscripts of the OT were composed in Hebrew. Textual criticism is necessary because of human error introduced into copies of the biblical

text. The OT canon was fixed by the time of Christ.

Chapter Summary

The majority of the OT is written in Hebrew, derived from a proto-Semitic alphabetic language system. Rock, clay, wood, papyrus, pottery, parchment, and metal were used in the ANE as writing surfaces. Documents were passed on by hand-copying. Early OT manuscripts were composed in the consonantal characters of the Hebrew alphabet; later, the Masoretes added vowel points, punctuation, and verse division. During the sixteenth century AD, chapter divisions and numbers were added to the text.

The Hebrew Bible was eventually translated into the Samaritan Pentateuch, the Aramaic Targums, the Greek Septuagint (LXX), the Latin Vulgate, and the Syriac Peshitta. The process of copying and translating the Hebrew text has lead to numerous textual variants. Those who engage in textual criticism seek to reconstruct the original form of the manuscript.

The canon is defined as the collection of books comprising the Old Testament and refers also to their inherent quality as the inspired "Word of God." The details of the canonization process remain uncertain, but we can infer that the process began with authoritative utterances, which were recorded in written form and were collected into anthologies and books. Eventually, certain of these documents were chosen to comprise the canon. Inspiration and authority, authorship, and content all contributed to the final status of the documents.

The Hebrew Scriptures are divided into the Law, Prophets, and Writings. There was no standardization for the ordering of the individual books. The interpretation and usefulness of certain books was later questioned, but never their canonical status. Religious leaders of the Hebrew community did not determine the extent of the canon, but rather approved the collection of books already used by the religious community.

The Apocrypha is a collection of works composed by Jewish authors during the intertestamental period. These books were gradually added to later additions of the LXX, though these books were never regarded as part of the OT by the Jewish community. The early Christian

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community differed on the status of these books. The Reformers excluded the apocryphal books from their Bible translations, while the Roman Catholic Church conferred canonical status to these books.

A second body of literature, known as the Pseudepigrapha, was also composed by Jewish writers during the intertestamental period. These books, however, were never included in either the Jewish or Christian canon.

Pedagogical Suggestions

Have students compose a message using the pictograms in Figure 26.1. Have students attempt to carve a message into stone using the same type of materials used in

the ancient Near East. Have students develop a timeline of manuscript witnesses to the OT.

Media Sources/Websites

Ancient Near Eastern Writing Systems: Vast website devoted to writing in the ancient Near East, developed through a partnership between Oxford University and CDLI. http://cdli.ox.ac.uk/wiki/doku.php?id=cuneiform_writing_system

OTTC: A Blog for Old Testament Textual Criticism: Blog devoted to OT textual criticism. http://oldtestamenttextualcriticism.blogspot.com/

Suggested Essay Questions

What is the process of canon formation? Why is the canon closed? Is the Bible we have today reliable? Explain. What are the selection criteria for the canon of the Old Testament? Why does this matter for

Christians today? Why is the Apocrypha excluded from Protestant Bibles? Should it be?

Chapter 27: Introduction to Prophetic Literature

Key Terms

eschatology: that branch of theology concerned with end-time events (i.e., the doctrine of the last things)

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naḇî: OT title for a prophet that indicates the prophet is “one who is called” seer: a technical term applied to certain Old Testament prophets, especially signifying divine

revelation received in the form of a dream or vision Baal: the Canaanite storm god, deity of agriculture and reproductive fertility preclassical prophecy: prophecy before the eighth century BC; we have no books written by

preclassical prophets, who ministered primarily to the monarchy classical prophecy: prophecy that began in the eighth century BC; we have many writings

from these prophets who ministered to both kings and people

Key Ideas

The prophetic office existed across the ancient Near East. Prophecy in Israel is divided into preclassical and classical prophecy. Classical prophecy has not ancient Near Eastern counterpart. The role of the prophet was to communicate God’s message. Prediction and fulfillment must be understood correctly to avoid misperceptions about the

nature of prophecy.

Chapter Summary

Within the context of the OT, the prophet is the mouthpiece of God. Prophets were common in the ANE; their messages were often addressed to the king, usually encouraging him to pursue a particular activity. Within Israel, before the time of the monarchy, prophets often held positions of leadership. This period of prophecy is only part of the period of preclassical prophecy in Israel. During that time, prophets primarily served the leadership/monarchy. After the monarchy, they took on an advisory role to the king. The prophetic books of the OT were written during the period of classical prophecy; the prophets of this period addressed their messages primarily to the people, becoming social-spiritual commentators of their times. This unique manifestation of prophecy resulted from the covenant between Israel and Yahweh. The classical period of prophecy was also marked by its emphasis on eschatology, another concept unique to Israel. Apocalyptic literature shares many similarities with classical prophecy and performs much the same function. Apocalyptic literature utilizes a slightly different medium for conveying God’s message. It generally includes symbolic messages and actions. Generally speaking, the seer in apocalyptic literature is communicating a vision of the future, and the message was predicated on the information in the vison.

The message of the prophet is best defined as the proclamation of God's words to the contemporary audience; the oracles can be categorized as indictment, instruction, or aftermath/hope. Rather than viewing prophecy as predictive, we would better see it as God declaring his intention for the future. Fulfillment is best viewed as a correlation between the prophetic word and its related event.Pedagogical Suggestions

Have students discuss the NT view of prophecy using Matthew 2:23 as a starting point. Have students discuss the hermeneutics of popular end times’ preachers. Are they rightly

interpreting the Bible? What is a better way to interpret prophecy?

Media Sources/Websites

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“Hebrew Prophecy: The Non-Literary Prophets”: Video lecture by Christine Hayes delivered at Yale University. https://www.youtube.com/watch?v=zBXCuyF_laE

“Understanding the Prophets”: Blog by Keith Mathison that outlines some hermeneutical principles for reading the prophets.http://www.ligonier.org/blog/understanding-prophets-unfolding-biblical-eschatology/

Suggested Essay Questions

What is the difference between classical prophecy and preclassical prophecy? Having read through the chapter, do you think prophets operate within the church today?

Explain. How does the section on prediction/fulfillment differ from what you learned about prophecy

previously? Is it an appropriate way to understand the prophets? How should apocalyptic literature be interpreted and applied today?

Chapter 28: Isaiah

Key Terms

Isaiah: eighth-century prophet to Judah Cyrus: Medo-Persian king who defeated the Babylonian Empire Assyrian Empire: major power in the ancient Near East ca. 1076–612 BC Tiglath-Pileser III: Neo-Assyrian king who invaded Israel

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Sennacherib: Assyrian king who invaded Judah in 701 BC Babylonian Empire: major power in the ancient Near East ca. 612–539 BC

Key Ideas

The trustworthiness of the Lord. The incomparability of Israel's God. Divine sovereignty in judgment and deliverance.

Chapter Summary

Isaiah is a collection of the prophetic sayings and oracles of the prophet Isaiah. There is significant debate over the book’s unity. Because of the distinct shifts between chapters 1–40 and 41– 66, as well as the remarkable predictive prophecy in the earlier chapters, critical scholars generally posit at least two authors for this book. However, many scholars argue for the unity of the entire book based on NT and OT evidence.

Chapters 1–39 are set against the invasion of Israel by Tiglath-Pileser III. Damascus was subsequently conquered and the people were exiled as their land became part of the Assyrian Empire. The second major event underlying these chapters was the invasion of Judah by Sennacherib in 701. Because Hezekiah trusted in Yahweh, the Assyrian army was destroyed.

The purpose of Isaiah is to convey the trustworthiness of Yahweh. The book begins with oracles of indictment, and then records the commissioning of Isaiah. The author next treats the failures of Ahaz and delivers oracles against the nations. The "Woe" oracles shift to the time of Hezekiah, recording his alliances with Egypt, his deliverance from Sennacherib, and the prophecy of his downfall. Next is the exile to Babylon, then prophecy of political and spiritual restoration for Israel, effected in part by "the Servant"––possibly the ideal Davidic king. The author closes by addressing those who would return from exile in the future.

There are several major themes in the book of Isaiah. First, the sons of Isaiah are given names as signs of what is to happen to Israel. Second, four sections in Isaiah deal with the Servant, who is likely to be identified with the messiah. Third, Isaiah emphasizes God’s holiness with the title “The Holy One of Israel.” Fourth, Isaiah also emphasizes Yahweh’s role of redeemer. Fifth and finally, Isaiah’s eschatology is a kingdom eschatology.

Pedagogical Suggestions

Have students look up the meanings of their own names and discuss Isaiah’s naming of his children.

Have students divide into two groups and debate the issue of the authorship of Isaiah.

Media Sources/Websites

Bibledex – Isaiah: Video overview of the book of Isaiah. https://www.youtube.com/watch?v=Cykjtn67wVE

“Who Wrote Isaiah?”: Video lecture from Bo Lim that outlines views of the authorship of Isaiah. It is part of a 6-part series that can be accessed from here. https://www.youtube.com/watch?v=Cykjtn67wVE

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Suggested Essay Questions

Outline the arguments for and against single authorship of Isaiah. Choose one of the major themes of Isaiah and discuss its significance for the Christian life. Describe the historical background of the book of Isaiah. Choose one passage from the book of Isaiah and discuss its original meaning and current

application to Christians today.

Chapter 29: Jeremiah

Key Terms

Jeremiah: seventh-century prophet of Judah Babylonian Empire: major power in the ancient Near East ca. 612–539 BC covenant: the means by which God reveals himself to, initiates relationship with, and

establishes his presence among humanity by entering into a mutually binding agreement with a person or people

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vassal: a subordinate nation or people group (usually as a result of a treaty following conquest)

oracle: an authoritative prophetic speech “confessions” of Jeremiah: series of laments and complaints from Jeremiah to the Lord

Key Ideas

The law in the heart. God's bringing an enemy against Israel. God as the potter who destroys and builds up.

Chapter Summary

The book of Jeremiah occupies more space in the Bible than any other book. Unlike many of the OT books, Jeremiah provides information concerning its writing. After the prophet had been prophesying for about twenty years, God instructed him to record his prophecies; in obedience to this command Jeremiah employed Baruch to write down his dictations. After the first record was destroyed, a second was made. The biographical sections of the book were probably added later by Baruch.

Jeremiah's call came soon after the religious reform of Josiah and was quickly followed by the emergence of the Babylonian Empire. Josiah’s reforms died with him on the battlefield of Megiddo. The destruction of Jerusalem by Nebuchadrezzar in 586 BC was followed by two deportations of the people to Babylon.

Jeremiah was commissioned to warn the people of the consequences of their actions and to bring them back to covenant faithfulness. The book consists of poetic prophetic oracles (indictment, judgment, instruction, and aftermath), historical narratives, and prose speeches. Jeremiah’s oracles consist of: judgment oracles, which are the most prevalent type of oracle in the book and proclaim judgment on the people of Judah and other nations; instruction oracles, which are very few in number and outline what God required of the people; and aftermath oracles, which are found primarily in the Book of Consolation (as well as directly before and after it) and provide hope for the people after God’s judgment.

Jeremiah explains God's policy for dealing with the nations: their evil and good deeds are measured on a scale, and when the evil outweighs the good by a certain amount, God sends judgment. Also notable in Jeremiah's writings is the proclamation of the new covenant. This covenant would be distinct from the other covenants in that it would contain only a document clause. People would not have to be taught the law, because it would be written on their hearts. The terms of the covenant, however, would be the same as that made with Abraham. The new covenant would thus be an extension of the previous covenants. Another prominent theme in Jeremiah is the difficulty caused by false prophets, who proclaimed a positive message to the people and accused Jeremiah of being a false prophet because of his negative message.

Pedagogical Suggestions

Have students compare/contrast Jeremiah’s confessions with a lament psalm (e.g., Pss 27, 28, 57, etc.).

Have students read Deut 6 and compare the new covenant with the old covenant.

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Media Sources/Websites

Bibledex – Jeremiah: Video overview of the book of Jeremiah. https://www.youtube.com/watch?v=WuoPi5u6Fig

Livius – Babylonian Empire: This site briefly chronicles the history of the Babylonian Empire. http://www.livius.org/place/babylonian-empire/

“The Confessions of Jeremiah”: Series of brief videos covering Jeremiah’s Confessions. https://www.youtube.com/watch?v=oyU-svIxaXI&list=PLr-qd_X2VKWrXZ7Vjdd-zs8oe7sLRBgOx

Suggested Essay Questions

Does God still interact with the nations as he did in Jeremiah? Why would the book of Jeremiah include Jeremiah’s complaints? Explain. What is “new” about the new covenant? Choose one passage in Jeremiah and explain its significance for the Christian life today.

Chapter 30: Lamentations

Key Terms

lamentation: expression of grief over a catastrophe that is irreversible catharsis: purification, especially a purging of the emotions that brings release from anxiety

and guilt and yields spiritual renewal dirge: a funeral poem or song; a slow and mournful song or hymn of grief acrostic: a poetic composition in which sets of sequential letters (e.g., initial or final letters

of the lines) form a word or phrase or an alphabet

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covenant: the means by which God reveals himself to, initiates relationship with, and establishes his presence among humanity by entering into a mutually binding agreement with a person or people

Zion: a poetic name for the city of Israel

Key Ideas

God punishes sin. God's judgment is just. God instructs the faithful through suffering. God is faithful, instilling hope in the righteous.

Chapter Summary

The title of Lamentations is taken from the Latin Vulgate and its placement after Jeremiah in the English canon reflects the influence of the LXX. In the Hebrew canon it is included in the “Writings.” The LXX and Jewish tradition ascribe this book to Jeremiah, but, given the lack of evidence, it is better to see it as an anonymous composition by an eyewitness of the fall of Jerusalem.

Lamentations was probably written between the fall of Jerusalem and the release of Jehoiachin from prison in Babylon. The book is a response to the destruction of Jerusalem and its aftermath. Lamentations is less concerned with recording the historical data surrounding the fall and more with capturing the pathos of the judgment against Israel, who had brought upon herself the covenant curses. The poet acknowledges the justice of God's actions against his people and finds hope even in God's anger, which indicates his ongoing concern for Israel.

Lamentations is composed of five poems: three funeral dirges and two "complaints": individual and communal. The book explores the themes of human suffering––inevitable because of the fall––and divine abandonment. The latter is caused, not by God's impotence, but by Israel's sin and disobedience. The poet urges Yahweh to return to dwell among his people.

Pedagogical Suggestions

In order to illustrate the depth of feeling in the book of Lamentations, show this clip from the movie Blood Diamond in class (https://www.youtube.com/watch?v=bmdFtv9YDsA). It is a graphic depiction of soldiers overtaking a village in a manner similar to what happened when Judah was invaded by Babylon.

Have students create an acrostic poem in English.

Media Sources/Websites

The Holocaust History Museum: Website of the Holocaust History Museum. http://www.yadvashem.org/yv/en/museum/overview.asp

Bibledex – Lamentations: Video overview of the book of Lamentations. https://www.youtube.com/watch?v=sbesgKhcLQY

“The Destruction of the Southern Kingdom of Judah”: This site contains a trove of information on the fall of Judah and Jerusalem. http://www.bible-history.com/map_fall_of_judah/fallofjudah_introduction.html

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Suggested Essay Questions

Did God abandon his people during the exile? Explain. How can the book of Lamentations be used in Christian ministry? Give at least two specific

examples. Describe the historical background to the book of Lamentations. What are the various types of suffering experienced by humans? How can a person know

which type she is experiencing?

Chapter 31: Ezekiel

Key Terms

Ezekiel: seventh-century prophet of Judah Great Synagogue: a council of scribes and other Hebrew leaders reputedly founded after the

Babylonian exile to reorganize Jewish religious life and culture proto-apocalyptic: an OT prototype of apocalyptic literature that contains some of the

elements and features of later intertestamental apocalyptic literature Babylonian Empire: major power in the ancient Near East ca. 612–539 BC

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covenant: the means by which God reveals himself to, initiates relationship with, and establishes his presence among humanity by entering into a mutually binding agreement with a person or people

oracle: an authoritative prophetic speech

Key Ideas

Yahweh's sovereignty over Israel and the nations. Dynamic relationship of the individual to the group. Mysterious interplay of individual responsibility and divine judgment. Babylonian exile as punishment for Judah's sin of idolatry. Yahweh's faithfulness to his covenant promises. Restoration of a New Israel under Davidic leadership.

Chapter Summary

Ezekiel is part of the Major Prophets. Its placement after Lamentation in the English Bible follows the practice of the Septuagint. The autobiographical style of Ezekiel, together with its internal uniformity and consistency, suggest that the book was written by the prophet himself. However, critical scholars argue that the book developed in at least four stages that are camouflaged by the cleverness of its editors. Ezekiel most likely ministered from Babylon, addressing his audience indirectly and becoming aware of the situation in Jerusalem through his ecstatic-transport visions. However, there is significant debate over where exactly he minister.

Ezekiel's ministry stems from the political and religious policies of Manasseh, which brought the decree of disaster upon Jerusalem. The revival and reform under Josiah averted judgment, but only temporarily, and Jerusalem eventually fell to the Babylonians under Nebuchadrezzar. Ezekiel was among the exiles deported to Babylon.

Ezekiel’s three-part message is essentially a theodicy; its three-part message corresponds to the three phases of Ezekiel's ministry among the Hebrews. Ezekiel first warns the people of impending judgment; after the destruction of the city, Ezekiel warns the surrounding nations of God's impending judgment for their sin; finally, Ezekiel inspires the captives with hope of future restoration and the coming of a messianic, Davidic king. Ezekiel's message centers on the sovereignty of God over both his people and the Gentile nations, as well as the responsibility of each individual generation for its own sin.

Thirteen of Ezekiel’s messages are introduced with a date formula that enables readers to place his ministry on a timeline. Ezekiel’s messages were delivered to the people first, and then later written down in the form in which we now have them. Since the oracles are not in chronological order, it is likely that Ezekiel himself composed the book. There are multiple literary features interwoven throughout the book. Interestingly, the literary structure itself helps to communicate Ezekiel’s message that God is sovereign over all.

The address "Son of man" is used by God of Ezekiel approximately ninety times, emphasizing the divinity of the message, in contrast to the humanity of the recipient. The phrase also emphasizes the symbolic nature of Ezekiel's life, in that he served as an object lesson for the captive Israelites.

Pedagogical Suggestions

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Reenact one of Ezekiel’s symbolic actions, such as the model of Jerusalem’s siege or laying on one side.

Have students look at the Son of Man passage in Daniel 8 and compare/contrast it with the use of Son of Man in Ezekiel.

Media Sources/Websites

Bibledex – Ezekiel: Video overview of the book of Ezekiel. https://www.youtube.com/watch?v=G1dzJZJ2ggk

Ezekiel Temple Vision Animated: Video animation of Ezekiel’s temple vision. https://www.youtube.com/watch?v=YNmERZkT6JM

The Temple Institute: Website for the Temple Institute, an organization whose goal is to rebuild the temple in Israel. Its rationale is drawn from Ezekiel. https://www.templeinstitute.org/main.htm

Suggested Essay Questions

Describe the historical background to the book of Ezekiel. In what ways is it significant that Ezekiel ministered outside of Judah’s national boundaries? Compare and contrast Ezekiel’s notion of the new covenant with Jeremiah’s notion of the

new covenant. Explain the purpose of Ezekiel’s chariot vision and its application to the Christian life today.

Chapter 32: Daniel

Key Terms

pseudonymity: the literary device of writing under a false or assumed name; commonly recognized as a feature of apocalyptic literature

Babylonian Empire: major power in the ancient Near East ca. 612–539 BC Persian Empire: major power in the ancient Near East ca. 539–332 BC Cyrus: Medo-Persian king who defeated the Babylonian Empire vaticinium ex eventu: lit. “prophecy from the event,” this term refers to “prophecies” that

purport to be prophetic but were in fact written after the event occurred

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eschatology: the branch of theology concerned with end-time events (i.e., the doctrine of last things)

Key Ideas

Living a life of faith in an increasingly hostile world. Sovereignty of God to deliver and prosper people of faith. Sovereignty of God in international political affairs.

Chapter Summary

Though the events of Daniel are set during the sixth century BC, many scholars believe that the book was written during the second century BC. Those supporting this view argue that Daniel should be classified as apocalyptic literature. However, both internal and external evidence could support an earlier date.

King Nabopolassar oversaw the overthrow of the Assyrian empire; his son Nebuchadrezzar oversaw the establishment of the Babylonians as the dominant world power. The kingdom of Judah experienced constant conflict with the Babylonians, escalating in the destruction of Jerusalem and the temple in 586 BC. Daniel was part of the first deportation of the Jews in 605 BC. After Nebuchadrezzar's death, the Babylonian Empire declined until it was finally taken over by Cyrus in 539 BC. Cyrus allowed many of the deported peoples, including the Jews, to return to their homes and sanctuaries.

The first six chapters of Daniel address events, while the remainder of the book contains visions. Each half of the book is ordered chronologically. Viewed differently, the book could be divided between chapters five and six, with the first section illustrating a deteriorating opinion of Jewish worship, and the latter section an increasing persecution of Jewish worship. Whichever scheme we adopt, God's sovereign control over the spiritual and political aspects of life stands as one of Daniel's key themes. The book demonstrates that the climax of God's agenda for Israel is the kingdom of God, a kingdom that would never be destroyed. Human empires, in contrast, are only temporary and exercise limited dominion. The downfall of the earthly kings is their pride, while the downfall of Israel was her rebellion against God.

Pedagogical Suggestions

Have students look up popular “end-times” preachers and interact with their interpretations of the kingdoms in Daniel.

Bring a selection of fruits and vegetables for students to eat while discussing the first part of Daniel’s captivity.

Have students compare Daniel’s depiction of the kingdom of God with that of the New Testament.

Media Sources/Websites

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Bibledex – Daniel: Video overview of the book of Daniel. https://www.youtube.com/watch?v=i8wrZaWlx0c

“The Persian Empire”: Section of biblehistoryonline.com devoted to the Persian Empire, with links to multiple other resources. http://www.bible-history.com/maps/04-persian-empire.html

Suggested Essay Questions

Outline the arguments for and against an early date for the composition of the book of Daniel.

Is it problematic that Darius the Mede has not been attested in extrabiblical literature? Explain.

Explain the concept of vaticuinium ex eventu and its importance for the book of Daniel. Choose one of the two major themes for the book of Daniel and explain their significance

for and application to the Christian life today.

Chapter 33: Hosea

Key Terms

palistrophe: a chiastic literary device that inverts or counterbalances key themes hinging upon one fundamental teaching or idea

Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

Neo-Assyrian period: middle and late 700s BC, the time during which Hosea prophesied Hosea: eighth-century prophet to Israel 722 BC: year that Samaria fell

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covenant: the means by which God reveals himself to, initiates relationship with, and establishes his presence among humanity by entering into a mutually binding agreement with a person or people

Baal: the Canaanite storm god, deity of agriculture and reproductive fertility

Key Ideas

Yahweh's unchanging love for Israel. Yahweh's jealousy for his covenant. Yahweh's just judgment. Yahweh's healing and restoration of the remnant.

Chapter Summary

This book is attributed to the prophet Hosea. His prophetic message to the northern kingdom of Israel was prompted both by Israel's unfaithfulness to Yahweh and the threat of Assyrian aggression. Hosea probably began to prophesy soon before the death of Jeroboam II. Under Jeroboam's leadership, the kingdom experienced a political and economic resurgence, leading to the development of a wealthy merchant class in Israel. God commissioned Amos to prophesy against the corruption and decay of Israel's leadership some years earlier, but his message went unheeded. Yahweh then prepared a lawsuit against his people, which was delivered by Hosea. After Jeroboam's death, Hosea's threats become reality with the rapid decline of the northern kingdom.

The covenant relationship between Yahweh and Israel was graphically depicted in Hosea's relationship with his harlot wife, Gomer. Hosea was charged to call the rebellious people back to faithful devotion to Yahweh. Though he prophesied immediate, impending judgment, he also spoke a message of hope, that Yahweh was both willing and able to restore his adulterous people.

The first three chapters recount Hosea's marriage relationship with Gomer and preface the following prophecies, which depict the covenant "marriage" between Israel and Yahweh. Scholars have differed on their interpretation of the marriage between Hosea and Gomer, but the authors of this text favor the view of one literal marriage. In this view, Gomer is unchaste both before and during the marriage.

At the heart of God's controversy with Israel was the latter's conflicted loyalty between Canaanite Baalism and Hebrew Yahwism. Orthodox Yahwism demanded exclusive worship of Yahweh alone, but the people repeatedly fell into religious syncretism with the cultic practices of their neighbors. The people were not only figuratively committing spiritual adultery against Yahweh, but also literally prostituting themselves with sexual acts associated with the fertility cult. Ironically, God's judgment against the people targeted the areas of life which were deemed most sacred to the Baal cult: agricultural abundance; material prosperity; sexual vitality and fertility; shrines, altars, and idols; and military might.

Pedagogical Suggestions

Have students recreate and develop more fully the family tree of the Canaanite pantheon on page 590.

Break students into four groups and assign each group one of the four major views of Hosea’s marriage to present to the class.

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Media Sources/Websites

Bibledex – Hosea: Video overview of the book of Hosea. https://www.youtube.com/watch?v=1aSIyV0leoY

“What’s the Central Theme of the Book of Hosea?” Video in which Jim Hamilton discusses the central theme of Hosea. http://www.biblestudytools.com/video/what-s-the-central-theme-of-the-book-fo-hosea.html

Suggested Essay Questions

Having read the book of Hosea, how does it differ from renditions of it in popular culture? Why is marriage such a powerful metaphor for Yahweh’s relationship with Israel? Describe the various interpretive options for Hosea’s marriage to Gomer. In what way is Hosea applicable to the Christian church today?

Chapter 34: Joel

Key Terms

Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

postexilic: period after the expulsion of Israel and Judah from the land preexilic: period before the expulsion of Israel and Judah from the land covenant: the means by which God reveals himself to, initiates relationship with, and

establishes his presence among humanity by entering into a mutually binding agreement with a person or people

“the day of the LORD”: eschatological day of judgment

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eschatology: that branch of theology concerned with end-time events (i.e., the doctrine of the last things)

Key Ideas

Analogy of the locust plague to describe the coming day of the Lord. The pouring out of the Spirit on all people as a prelude to judgment.

Chapter Summary

One difficult issue for Joel concerns the date. Scholars have placed it from the ninth through the second centuries BC. While the overall message of the book does not depend on our knowledge of date, the historical context could shed light on Joel's message. The authors of this text favor a postexilic date based primarily on the similarities between Joel and classical prophecy. However, many scholars prefer a preexilic date because of its canonical placement as the second book in the Book of the Twelve.

The literary background of Joel is clear because of his use of other prophets, such as Isaiah, Micah, Amos, and Ezekiel. The historical background of the book is difficult to reconstruct, given the uncertainties of Joel's date; the authors of this text favor the period after the construction of the temple by Zerubbabel and before the destruction of Edom.

Joel is primarily concerned to address "the day of the LORD," correlating the locust plague with the judgment that would characterize that period. He calls the people to repent, and when the people respond positively, he announces a coming period of prosperity.

Pedagogical Suggestions

Bring a locust, or similar insect, to class to give students a clearer idea of what locusts are. Have students read Acts 2 and discuss why Peter saw Joel 2:28–32 being fulfilled at

Pentecost.

Media Sources/Websites

Bibledex – Joel: Video overview of the book of Joel. https://www.youtube.com/watch?v=c_xQ12C6yPs

Locust Plague: Very brief video from The Discovery Channel of a locust plague. http://www.discovery.com/tv-shows/other-shows/videos/superswarm-locust-plagues/

Suggested Essay Questions

Is Peter correct in applying Joel 2:28–32 to the Day of Pentecost? Explain. How does the book of Joel apply to the Christian life today? Describe the various options for the date of the book of Joel. What is the Day of the LORD? What is its relevance to the Christian life today?

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Chapter 35: Amos

Key Terms

Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

preexilic: period before the expulsion of Israel and Judah from the land covenant: the means by which God reveals himself to, initiates relationship with, and

establishes his presence among humanity by entering into a mutually binding agreement with a person or peopl

Amos: eighth-century prophet to Israel Neo-Assyrian Empire: major power in the ancient Near East ca. 911–612 BC Jeroboam II: wicked king of Israel who ruled during the ministry of Amos

Key Ideas

God holds the nations accountable for their social policy. Israel will not escape the judgment of the day of the Lord. True worship spawns social justice. God will restore a remnant of Israel.

Chapter Summary

Amos is the third book in the book of “the Twelve,” or the Minor Prophets. Amos, the first writing prophet, was a fig farmer from Tekoa, some ten miles south of Jerusalem.

We do not know how Amos's prophecies were recorded, but is seems most likely that he wrote down his revelations after his return from Tekoa, two years after his prophetic ministry in Bethel. Amos probably ministered to the northern kingdom just before the death of Jeroboam II. The timeframe is best ascribed to 760–750 BC. This king brought material prosperity and political stability to the people, but also social and moral decay.

In Amos’s four messages, he denounces the sin of the Gentile nations and of Israel, foretelling their future destruction. Few scholars doubt the overall unity of Amos, and there is a growing appreciation of the prophet’s literary skill. Amos utilizes may prophetic speech forms, repeated words and phrases, and standardized literary constructions. He corrects the people's faulty conception of "the day of the LORD," then relates his five vision experiences. The prophet concludes with the promise of messianic restoration and blessing. The major theme of Amos is the importance of social justice as the ethical imperative of a covenant relationship with Yahweh.

Pedagogical Suggestions

Have students discuss the relationship between the gospel and social justice. Have students give examples of social justice and discuss whether and how the gospel is

communicated through their particular examples.

Media Sources/Websites

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Bibledex – Amos: Video overview of the book of Amos. https://www.youtube.com/watch?v=__BQ3xfgZwc

“Social Justice and Young Evangelicals: Encouragements and Concerns”: Video discussion between three evangelical leaders on the issue of social justice and the Christian. http://resources.thegospelcoalition.org/library/social-justice-and-young-evangelicals-encouragements-and-concerns

Suggested Essay Questions

What is the relationship between social justice and the gospel? Describe the historical background to Amos and demonstrate its relevance to the book’s

message. What does the epilogue of Amos indicate about Yahweh’s covenant with Israel? What are practical ways that the book of Amos applies to the Christian life today?

Chapter 36: Obadiah

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Key Terms

signet: a stamp or symbol of authority imprinted by means of a seal (as on a ring) Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos,

Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

Edom: neighboring enemy nation of Israel covenant: the means by which God reveals himself to, initiates relationship with, and

establishes his presence among humanity by entering into a mutually binding agreement with a person or people.

Obadiah: prophet who prophesied against Edom Neo-Assyrian Empire: major power in the ancient Near East ca. 911–612 BC

Key Ideas

The sovereignty of God. The principle of retribution. The restoration of Israel.

Chapter Summary

Obadiah is the shortest book of the OT; it contains no information concerning the time or place of its origin. Scholars have dated Obadiah between 850 and 400 BC, based on the assumption that vv. 11–14 refer to a specific event in Israelite history relating to Edom. The authors of this text prefer to interpret the event as the destruction of Jerusalem. Edom was descended from Esau, son of Isaac; Edom and Israel became enemies during the reigns of Saul and David. Obadiah condemns the Edomites' mistreatment of Judah and foretells their doom; he moves from Edom specifically to the universal judgment which will accompany the "day of the LORD." The prophet also addresses the godly remnant of Israel, promising deliverance and restoration of the people at the consummation of God's kingdom. Throughout the book, the prophet emphasizes the sovereignty of God over the nations.

Pedagogical Suggestions

Have students trace the relationship between Israel and Edom throughout biblical history. Have students compose a brief history of the Edomites.

Media Sources/Websites

Bibledex – Obadiah: Video overview of the book of Obadiah. https://www.youtube.com/watch?v=ejQbg8KbOvM

“The Edomites”: This websites gives an extensive overview of the Edomites. http://www.bible.ca/archeology/bible-archeology-edomite-territory-mt-seir.htm

Suggested Essay Questions

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Would Obadiah’s message against Edom be considered “Christian” if delivered today? Explain.

Outline the historical relationship between Edom and Israel. What does the book of Obadiah have to say about pride and judgment? How would it apply

today? What does Obadiah’s concern with the restoration of Israel indicate about Yahweh’s

covenant relationship with his people? Explain.

Chapter 37: Jonah

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Key Terms

Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

Neo-Assyrian period: middle and late 700s BC, the time during which Jonah prophesied Neo-Assyrian Empire: major power in the ancient Near East ca. 911–612 BC Jonah: eighth-century Israelite prophet 722 BC: year that Samaria fell to Assyria covenant: the means by which God reveals himself to, initiates relationship with, and

establishes his presence among humanity by entering into a mutually binding agreement with a person or people

Nineveh: major Assyrian city in which Jonah ministered

Key Ideas

God's right to perform gracious acts of compassion. God's delight in small steps in the right direction. God's propensity for offering second chances.

Chapter Summary

Though Jonah lived in the eighth century BC, we are not certain of the date of the book, which is anonymous. Because of the strange events related in the book, some have identified Jonah as allegory, parable, or midrash. Others affirm the historical nature of the book. The authors of this text assert that the text is authentic and factual.

The book is set during the reign of Jeroboam II, who was able to regain much of the territory won by David and Solomon. Israel at this time also enjoyed economic prosperity and relative political autonomy.

Careful reading of this book suggests that we ought to equate Jonah with Nineveh: both are faced with impending calamity, both seek to avert the calamity by taking action; the action taken by both is insufficient, but is made sufficient by divine grace. However, Nineveh experiences nothing like Jonah's loss of his shade plant through the parasite. Jonah is not spared his calamity, but receives the treatment he desired God to deal to Nineveh. The message of the book concerns God's sovereign right to bestow grace and compassion on whomever he will. Nineveh's attempt at self-preservation was insufficient, but it did delay the inevitable judgment.

Jonah is organized into two parallel halves, both of which start with a call from God and a response from Jonah, who then encounters pagans who are forced to reckon with Jonah's God. Jonah's attitude forces him to confront God, whose compassion and deliverance bring the sections to a close. The theme of theodicy receives an ironic twist as Jonah questions God's leniency toward the wicked. The book answers the question by affirming God's right to be "slow to anger."

Pedagogical Suggestions

Have students discuss the function of humor in the book of Jonah.

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Have students discuss people with whom it would be difficult to share the gospel, and why. Have students discuss the historical reliability of Jonah, including whether and why it is

important.

Media Sources/Websites

Bibledex – Jonah: Video overview of the book of Jonah. https://www.youtube.com/watch?v=kIjJb3Ap8-8

“Is Jonah Historical?”: Brief blog by Scot McKnight discussing this historicity of Jonah from a New Testament vantage point. http://www.patheos.com/blogs/jesuscreed/2011/12/15/is-jonah-historical/

Suggested Essay Questions

In what ways are you similar to Jonah? Explain. Examine the arguments for and against the historicity of Jonah. Defend your view. How does Jonah engage the doctrines of divine sovereignty and human responsibility? How is Jonah’s interaction with theodicy different from that of Job and Ecclesiastes?

Chapter 38: Micah

Key Terms

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Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

Neo-Assyrian period: middle and late 700s BC, the time during which Micah prophesied Neo-Assyrian Empire: major power in the ancient Near East ca. 911–612 BC Micah: eighth-century prophet to Judah 701 BC: year that Assyria sieged Jerusalem, along with many other cities in Judah Sargon II: Assyrian king who threatened Judah

Key Ideas

An indictment of injustice. The throne of David to be filled by a deliverer born in Bethlehem. Right behavior, not manipulating rituals, as the proper response to God's anger. The coming deliverance from Assyrian threat.

Chapter Summary

Micah, a prophet from the small town of Moresheth of Judah, was a contemporary of the prophet Isaiah. The superscription of this book indicates that Micah prophesied in the last half of the eighth century––probably also the time when the prophecies were recorded. Only a few sections oof the book—the oracles of hope—are considered by some scholars to be later additions. However, this assumption is unwarranted, for oracles of hope generally offered hope to following generations, not the generation being prophesied to.

Although the lack of a date for Micah’s oracles makes it difficult to determine exactly when they were delivered, most scholars assume that Sennacherib's campaign against Jerusalem provides the historical backdrop for Micah's prophecy. The success of King Uzziah had brought economic prosperity for some, resulting in the development of a merchant class. The agrarian segment of society was thus at the mercy of the merchants, who were characterized by injustice and false religiosity.

Micah—the only prophet who states explicitly his purpose—declares his purpose as denouncing these sins, which would result in destruction and exile. Structurally, Micah is divided into three major divisions, each of which begins with a call to listen to the word of the LORD.

While Micah decries sin, he also offers hope of deliverance to a remnant of the people and foretells a day when Israel will be purged from all elements that caused her to stray from Yahweh. Micah speaks of a royal, kingly deliverer from the line of David who would come after Israel's judgment was complete.

Pedagogical Suggestions

Have students discuss the meaning and application of Micah 6:8. Have students develop a timeline that depicts the ministry of Micah in relationship to the

other prophets, kings, and figures mentioned in the Old Testament.

Media Sources/Websites

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Bibledex – Micah: Video overview of the book of Micah. https://www.youtube.com/watch?v=n94fnMPi3Hc

“Assyrian Dominance”: This site briefly outlines the Neo-Assyrian period. http://www.cresourcei.org/othassyrian.html

Suggested Essay Questions

How should Micah 6:8 be applied to the Christian life today? How and why did the development of a merchant class in Judah impact social inequality? Do you agree or disagree with the authors’ view of Micah 6:8? Defend your position. Why do the prophets often include oracles of hope? How should this pattern apply to

Christian preaching?

Chapter 39: Nahum

Key Terms

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Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

acrostic: a poetic composition in which sets of sequential letters (e.g., initial or final letters of the lines) form a word or phrase or the alphabet.

oracle: an authoritative prophetic speech Nahum: seventh-century prophet of Judah Manasseh: king of Judah (695–642 BC) during the ministry of Nahum Josiah: king of Judah (640–609 BC) during the ministry of Nahum

Key Ideas

The impending judgment of Nineveh. Judah's coming release from the power of the Assyrian Empire.

Chapter Summary

Whereas the people of Nineveh repented when confronted by Jonah, such was not the case with Nahum nearly a century later. This prophet proclaimed judgment upon the wicked city. With the exception of the opening psalm in Nahum 1:2–8, the unity of this book has been widely accepted. Some scholars have suggested that the book owes a great literary debt to the prophet Isaiah, with whom Nahum has many parallels.

The book contains no chronological information, but the internal evidence points to a date prior to the fall of Nineveh. This event marked the end of the empire, though its decline began much earlier. One helpful detail is that Nahum 3:8 is clear that the city of Themes had already fallen, which took place in 663 BC. The kings who ruled Judah during Nahum’s ministry were the wicked king Manasseh and the good king Josiah.

The purpose of Nahum was to pronounce the doom of the city of Nineveh, which represented the brutal wickedness of the Assyrans. The oracles of judgment, however, were probably addressed as a word of encouragement to the people of Judah.

The book begins with a psalm that provides perspective for the following addresses to Nineveh and Judah, and concludes with details of the siege and sack of Nineveh. Nahum contains no formal indictment, for the audience is already well aware of the nature of Assyria's crimes.

Pedagogical Suggestions

Have students compare and contrast the message of Jonah with the message of Nahum. Have students draw parallels between the city of Nineveh and major cities in the United

States today.

Media Sources/Websites

Bibledex – Nahum: Video overview of the book of Nahum. https://www.youtube.com/watch?v=H3I3MoGaX6M

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“The Fall of Nineveh”: Multi-part article on the fall of Nineveh that includes translations of ancient texts regarding the event.http://www.livius.org/ne-nn/nineveh/nineveh01.html

Suggested Essay Questions

After the fantastic repentance shown in the book of Jonah, why would the prophet Nahum declare judgment on Nineveh?

What do the books of Nahum and Jonah teach about repentance and faith in God? Describe the historical background to the book of Nahum. The authors argue that the oracles of judgment are likely addressed to the people of Judah.

Why were they not addressed to Nineveh?

Chapter 40: Habakkuk

Key Terms

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Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

Habakkuk: seventh-century prophet of Judah Josiah: king of Judah (640–609 BC) during the ministry of Habakkuk theophany: an audible or visible manifestation of God Nabopolassar: led the Chaldean rebellion against Assyria and established the independent

Babylonian state Babylonian Empire: major power in the ancient Near East ca. 612–539 BC

Key Ideas

God is just in dealing with nations. Judah was to receive punishment from the Babylonians, who would in turn be punished by

God. Even when world events are confusing, we need to trust God and act with integrity.

Chapter Summary

The unity and integrity of Habakkuk are generally accepted; more uncertain is the date of the book. Based on internal evidence, the authors of this text favor a date between 640 and 626 BC.

The background for Habakkuk is the decline of the Assyrian Empire and the rise of the Babylonians. At the same time, free from the threat of Assyrian aggression, King Josiah of Judah began to institute his religious reforms. The decline of the Assyrians caused confusion for the prophets, who recognized that the appointed instrument of God's punishment was passing away before the judgment of Judah was complete. God answers their concerns by revealing Babylon as the next appointed instrument of punishment.

The book is organized around the prayers of the prophet and God's responses, which occur in three cycles. Habakkuk is concerned that, if God gives victory to the Babylonians against Judah, God will be showing approval of the Babylonians. God responds with a theophany and with answers to Habakkuk's questions. God emphasizes the responsibility of the individual to act with integrity and gives assurance of his own justice: the Babylonians will likewise receive punishment for their wickedness. This book reveals God's policies for dealing with the nations: God keeps accounts of good and evil deeds, which are weighed in opposing balances of a scale; when evil deeds outweigh good, the nation incurs God's judgment. Good conduct carries more weight than bad, the scale is reset only when God judges the accumulated wickedness, and God expects more from those who have received more.

Pedagogical Suggestions

Since Jeremiah and Habakkuk were contemporaries, have students compare and contrast the messages of these two prophets.

Have students discuss the implications of God’s justice on both Babylon and Judah.

Media Sources/Websites

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Bibledex – Habakkuk: Video overview of the book of Habakkuk. https://www.youtube.com/watch?v=VI-4PXQ4a2g

“Theodicy, God, and Suffering”: Video debate with Bart Ehrman and Dinesh D’Souza. https://www.youtube.com/watch?v=Isg6Kx-3xdI

Suggested Essay Questions

What is God’s response to Habakkuk’s complaints? Do you think God’s response is adequate? Explain.

How can the book of Habakkuk be applied in a ministry context? Describe the historical context of the book of Habakkuk. Given that Habakkuk was a contemporary of Jeremiah, what accounts for the differences in

their ministries?

Chapter 41: Zephaniah

Key Terms

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Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

Zephaniah: seventh-century prophet of Judah theophany: an audible or visible manifestation of God eschatology: that branch of theology concerned with end-time events (i.e., the doctrine of

last things) Josiah: king of Judah (640–609 BC) during the ministry of Zephaniah Babylonian Empire: major power in the ancient Near East ca. 612–539 BC

Key Ideas

The coming day of the Lord. The call to the humble to seek the Lord. The universal impact of the coming judgment.

Chapter Summary

The superscription of Zephaniah dates the prophecies contained in the book to the reign of Josiah; however, we are not certain whether the prophecies came before or after Josiah's reform. The authors of this text favor a date of 627/626 BC, before the reform and during the time of Babylon's emergence as Assyria’s rival.

The reign of King Manasseh was characterized by widespread religious syncretism; Josiah's reforms succeeded in correcting Israelite religious practices, but failed to change the people's hearts. Freedom from Assyria would only be a transitionary reprieve until the rise of the Babylonians. Against this backdrop, Zephaniah pronounced his message concerning the day of the Lord, when God would judge wickedness (of Israel and of the nations) and restore the fortunes of his people. The prophets use "the day of the LORD" to speak of a time when the current state of affairs will be replaced by God's intended order. The prophets explain that this day will come as a gradual process of dealing with the inequities that threaten the desired end. Thus, numerous "days of the LORD" will precede the final day. The prophets warn Israel and Judah that they will not be immune to the judgment of this day; all of God's enemies, whether Gentile or Jew, will receive judgment.

Pedagogical Suggestions

Have students develop a timeline of the history of Judah after the split of the united kingdom until the Babylonian exile.

Have students compare and contrast the reigns of Manasseh and Josiah and discuss the role of leadership in the nation’s relationship with Yahweh.

Media Sources/Websites

Bibledex – Zephaniah: Video overview of the book of Zephaniah. https://www.youtube.com/watch?v=VnUR0e7JD2g

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Suggested Essay Questions

Why did Judah never recover from Manasseh’s fifty-year reign of spiritual apostasy? Why were Josiah’s spiritual reforms ultimately unsuccessful? How is the message of Zephaniah applicable to the Christian church today? According to Zephaniah, what is the Day of the LORD, and what is its significance?

Chapter 42: Haggai

Key Terms

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Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

Haggai: sixth-century prophet of Judah Darius I: Persian king who decreed the return of the Judean exiles Zerubbabel: governor of Judah who oversaw the rebuilding of the temple. Chiasm(us): a literary device in which words or phrases parallel one another in reverse order

(A-B-C-C-B-A) Persian Empire: major power in the ancient Near East ca. 539–332 BC

Key Ideas

The importance of establishing proper priorities. The value of the temple as a covenant symbol for Israel. The faithfulness of God in renewing his covenant promises to David's descendants.

Chapter Summary

Haggai was a contemporary of Zechariah; their combined ministry led to the reconstruction of the temple in Jerusalem. Haggai delivered his four messages to the restoration community in Jerusalem during the second year of King Darius. The book does not specify its author, but scholars assume that Haggai recorded his own prophecies sometime after they were delivered.

The background for this book is the reign of Darius of Persia, and the outcome of his decree allowing conquered people to return to their native lands. The first group of emigrants to Jerusalem was led by Sheshbazzar; under his leadership, the foundation of the temple was laid. The project, however, was soon abandoned. The second wave of emigrants, under the leadership of Zerubbabel and Jeshua and the encouragement of Haggai and Zechariah, began a second reconstruction effort, and the temple was finally complete in 520 BC. The reconstruction of the temple was Haggai's sole mission; to accomplish this, the prophet sought to awaken the people to the responsibilities, obligations, privileges, and promises of their covenant heritage. He rebukes the people for their preoccupation with personal comfort, calls the people to repentance and challenges them to rebuild the temple, reveals God's intention to overthrow the nations and restore Israel, and rekindles the messianic expectations of the people through God's promise to establish Zerubbabel as "a signet ring" in Zion. Through the rebuilding of the temple, Haggai called the people back to proper worship of Yahweh, rather than to blind faith in a building. The temple would symbolize the covenant presence of Yahweh among his people and mark the Hebrews as God's elect people among the nations.

Pedagogical Suggestions

Have students compare and contrast the account of the building of the first temple with the account of the building of the second temple in Haggai.

Have students develop a timeline of the return from the Babylonian exile.

Media Sources/Websites

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Bibledex – Haggai: Video overview of the book of Haggai. https://www.youtube.com/watch?v=eEgqR_gTgq0

Second Temple Judaism: Interactive timeline of Second Temple Judaism. http://www.bibleodyssey.org/tools/timeline-gallery/s/second-temple-judaism.aspx

Suggested Essay Questions

Describe the historical context of the book of Haggai. Describe the literary skill of the book of Haggai with specific examples. In what way had the temple become a “lucky charm” for Judah? Are there evidences of this

type of mentality among Christians today? What is the significance of the temple for Christians today?

Chapter 43: Zechariah

Key Terms

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Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

dispensationalism: a theological system that understands God's revelation and redemptive program as a sequential series of distinct stages of development.

eschatology: that branch of theology concerned with end-time events (i.e., the doctrine of last things)

Zechariah: sixth-century prophet of Judah Darius I: Persian king who decreed the return of the Judean exiles and whose rule Zechariah

uses to date his oracles Persian Empire: major power in the ancient Near East ca. 539–332 BC

Key Ideas

Repentance and covenant renewal. Hope rooted in God's sovereignty. Social justice. messiah.

Chapter Summary

Scholars differ on their interpretation of the unity of this work. Most agree that chapters 1–8 were pronounced by the prophet, but scholars are sharply divided concerning the remainder of the book. Those supporting a multiple-author hypothesis cite as evidence the differences in style, tone, theology, and historical situation between the two parts of the book, as well the apocalyptic flavor of chapters 12–14.

The background for Zechariah's prophecy is the reign of Darius and the return of the exiles to Jerusalem. In spite of their return, the people were discouraged by the perceived lack of promised restoration. God responded to this distress by raising up two prophets to initiate the physical rebuilding of the temple and the spiritual renewal of the city. Zechariah's message was one of rebuke, exhortation, and encouragement: the solution to the people's sin and rebellion could only come through repentance. Zechariah's vision of the "day of the LORD" was concerned with social justice for the present, not simply for future restoration.

Zechariah divides into two parts, arranged chiastically. This deliberate structuring argues for the unity of the work, with Zechariah as the composer, arranger, and editor of his own visions and oracles. The book is written in a combination of prose and poetry, typical of prophetic literature. Zechariah features some characteristics of apocalyptic writing, but many features are absent, leading some to classify the book as "proto-apocalyptic."

Zechariah speaks of the messianic shepherd-king more than any other OT book except Isaiah. Though Zechariah does not use the terms "day of the LORD" or "the kingdom of God," his work greatly contributes to our knowledge of the Hebrew understanding of these concepts. Zechariah emphasizes the salvation, regathering, and restoration of Israel, which would culminate in a new world order.

Pedagogical Suggestions

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Have students develop a timeline of the Persian Period prophets that compares their messages with each other based on the time during which they were delivered.

Have students compare and contrast the message of Zechariah with the message of Haggai, noting the significance of the similarities/differences between their ministries.

Media Sources/Websites

Bibledex – Zechariah: Video overview of the book of Zechariah. https://www.youtube.com/watch?v=l0W4OX0MN0Q

“Eschatology in the Old Testament”: Video lecture of Dr. Gary Staats over eschatology in the Old Testament. https://www.youtube.com/watch?v=2tdSzJW_9nM

Suggested Essay Questions

Describe Zechariah’s concern for social justice and demonstrate how it can be applied today. Describe the arguments for and against the literary unity of Zechariah. Defend your view. How does Zechariah describe the messiah? In what ways does Zechariah impact our understanding of Old Testament eschatology?

Chapter 44: Malachi

Key Terms

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Minor Prophets: known as “The Twelve” in the Hebrew Bible, they are Hosea, Amos, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Obadiah, Joel, Haggai, Zechariah, and Malachi

iconography: pictorial materials (especially conventional images and symbols) associated with a subject (often connected with kingship and religion in the ANE)

satrapy: a large administrative district or territory of the Persian Empire ruled by a governor called a "satrap"

Malachi: sixth-century prophet of Judah whose name means “my angel” or “my messenger” Persian Empire: major power in the ancient Near East ca. 539–332 BC Great Synagogue: a council of scribes and other Hebrew leaders reputedly founded after the

Babylonian exile to reorganize Jewish religious life and culture

Key Ideas

God desires wholehearted worship. God expects faithfulness in marriage. God hates divorce. The day of the Lord affects both the righteous and the wicked. An Elijah-like figure will announce the day of the Lord.

Chapter Summary

Scholars differ on the dating and authorship of this work. Some view the book as an offshoot of Zechariah, while others, interpreting "Malachi" as a proper name, view the work as independent of Zechariah. The book's placement at the end of the Hebrew canon is not related to its place in the chronological history of the Hebrews; it was probably written in Jerusalem prior to the time of Ezra the scribe.

The backdrop of Malachi's ministry was the completion of the second temple and the apathy and disillusionment which followed among the community of returned exiles. Malachi's message emphasizes the covenant relationship between Yahweh and Israel and its ramifications. Yahweh was both the maker and keeper of the covenant; Israel, in contrast was a covenant-breaker.

Malachi has been interpreted as either poetic prophecy or prose. Recent studies have supported the second view, with the language being labeled as "prophetic/oracular prose." The majority of the verses are addressed to Israel in the first person. Malachi's six oracles are punctuated with ten rhetorical questions and answers.

The prophet's teaching of marriage reminds one of OT wisdom literature, presenting marriage as a covenant for fellowship and procreation. Malachi makes clear that the provisions for divorce were provided because of sin, but that God hates divorce. Malachi also condemns the intermarriage between Jews and foreign people. Malachi speaks of an Elijah-like messenger of the covenant, proclaiming the time of Yahweh's wrath and the inauguration of the messianic age.

Pedagogical Suggestions

Have students compare/contrast the teaching in Ezra-Nehemiah about divorce with Malachi’s view of divorce.

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Review the suzerain-vassal treaty discussed in chapter 8 (Deuteronomy) and have students demonstrate how Malachi relies upon the covenant for his messages.

Media Sources/Websites

Bibledex – Malachi: Video overview of the book of Malachi. https://www.youtube.com/watch?v=Wx2P9CrMmIM

Divorce and Remarriage: Series of videos by Dr. David Instone-Brewer that engage various biblical passages on divorce. https://www.youtube.com/watch?v=KFp4JQAnybA&list=PL7740BFE40202311E

Suggested Essay Questions

If God hates divorce, how would you counsel a person who has been divorced and now thinks that God hates him/her?

In what ways does Malachi rely on the Mosaic covenant? How do you reconcile Ezra-Nehemiah’s view of divorce with Malachi’s view of divorce? How does Malachi inform the Old Testament view of the afterlife? In what way is it

consistent with the New Testament view of the afterlife?

Chapter 45: What We Have Learned

Key Terms

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transcendence: theologically, the notion of God's "otherness," his distinctness and uniqueness from the created order, his mysterious and unknowable nature

monotheism: the view that there is only one God covenant: a contract or treaty that establishes a relationship between two parties covenant theology: a theological system that understands God’s relationship to humanity as

a divinely established compact or covenant based on the analogy of the interrelationship of the three persons of the Trinity

the Fall: Adam’s and Eve’s disobedience in the garden of Eden that introduced sin into the world

Mount Sinai: mountain where God established the Mosaic covenant

Key Ideas

The Old Testament demonstrates several key attributes of God. The contrast between the Old and New Testaments is often painted much too simplistically. The presence of God is the central theme of the Bible. The Old Testament leaves its readers with hope for the future.

Chapter Summary

Even if we forget the details of the OT narratives, we should come away from our studies with an enriched understanding of God's character and attributes. The OT celebrates God as the creator of all things and sovereign ruler over his creation. God's wisdom is evidenced through his creation. Yahweh is the only God to create or rule over the universe; God's holiness expresses his separateness and distinction from his creatures. God's otherness is expressed in his transcendence, in that humans cannot fully understand God––nor are we in a position to critique him. God's sovereignty is accompanied by his justice and righteousness, which are balanced by grace and compassion. God's desire to be in relationship with his creatures led to his election of Israel as his chosen people. God remains loyal to his covenant obligations and he offers salvation and deliverance to his people.

Those who study both Testaments often conclude that they present contrasting pictures of God's character. They say that the God of the OT judges and punishes, while the God of the NT loves and saves. They often define the OT era as the "age of law" and the NT era as the "age of grace." Such dichotomies imply that God changed between the two eras––yet the Bible proclaims God's character as unchanging. We must reject any reading of the Testaments which produces a contradictory picture of God as a superficial reading or a misinterpretation.

Many have sought to find a central, unifying theme of the entire OT. It is difficult to find a theme that each OT writer consciously addresses; however, it may be appropriate to consider Christ, the messiah, as the center, meaning that Christ’s ministry played a central role in God's plan: being in relationship with people and establishing his presence among them.

Pedagogical Suggestions

Have students reflect on the class by describing the one or two most important things they have learned in studying the Old Testament.

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Have students discuss what they see as the central theme of the Old Testament and how that theme relates to the New Testament.

Media Sources/Websites

“Why the Old Testament Must Not Go Away”: Video lecture in which Walter Brueggemann addresses the importance of the Old Testament. https://www.youtube.com/watch?v=6E8OYS8fcas

“Currents in Old Testament Theology”: Brief article on the current state of Old Testament theology. http://www.catalystresources.org/currents-in-old-testament-theology/

“Is the God of the Old Testament the God of the New Testament?”: Brief video in which William Lane Craig addresses this false dichotomy. https://www.youtube.com/watch?v=aLk3oz372eg

Suggested Essay Questions

Do you agree with the authors’ view of the central theme of the Old Testament? Explain. How would you explain to a friend that the God of the Old Testament is the same as the God

of the New Testament? Is there a dichotomy between law and grace in the Old and New Testaments? Explain. Which of God’s attributes has been most meaningful in your spiritual journey? Why?

Chapter 46: Responding to God

Key Terms

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covenant: a contract or treaty that establishes a relationship between two parties Mount Sinai: mountain where God established the Mosaic covenant Deuteronomy: foundational book for the Old Testament “law of love” libation: drink offering for a deity repentance: a turning away from sin and a forsaking of all evil and wickedness obedience: the faithful keeping of God’s commands, which flows out of a love for God

Key Ideas

The law of love governed people’s relationship with God in the Old Testament. Worship in the Old Testament differed significantly from worship in the wider ANE culture. Worship in the Old Testament is predicated on the people’s relationship with God. God’s plan for his people from the beginning was that they would live justly and rightly.

Chapter Summary

In response to the covenant God established with Israel, the people were commanded to love God. The foundation for the law of love is laid down in Deuteronomy, where we learn that love is an act of the will as well as an emotive response. Love is an essential feature of God's character and is demonstrated in God's plan of revelation and redemption. God's covenant with Abraham points to the worship of the nations before God's throne as the ultimate destination of human history. God's plan for humanity is also an ethic, expressed in the practice of social justice.

In the ANE, worship was a ritual response to deity, whereby the worshiper provided for the needs of the deity with housing, sacrifices, and libations. The gods, in turn, met the needs of the worshipers. The people praised the gods for what they could do, not for who they were. The gods did not offer any divine revelation, so the people treated them much as they treated the kings, only better.

In contrast, the God of Israel gave clear information about his nature and how he desired to be worshiped. Worship was designed not to meet Yahweh's needs, but to recognize his character and acknowledge his actions for the people. Proper spiritual condition was considered a prerequisite for worship in the OT. This included repentance and obedience to Yahweh. Further, the people of Yahweh demonstrated their spiritual condition through devotion, thanksgiving, prayer, and glorification. In the OT, worship is an expression of one's relationship with God, which was established through the covenants. Knowledge of God is an essential element of proper worship. Also essential to the lifestyle of worship is the "fear of the LORD," an attitude that causes the responder to mold his/her lifestyle in conformity to the commands of God. Repentance and obedience demonstrated the spiritual character that was a necessary prerequisite for worship. God's people demonstrated their spiritual character by devotion and worship, as in thanksgiving, prayer, and glorification.

The Hebrew sacrificial system, though sharing many similarities with the sacrificial rituals of the ANE, is distinct in its emphasis on personal and communal holiness. The NT portrays the OT sacrificial system as theological types pointing to the work of Jesus.

From the beginning of Scripture, we learn that God desired righteousness for his people. The Israelites were to practice social justice toward one another, as well as toward the marginalized peoples of their society. The NT continues this mandate toward social justice. Such concern is rooted in the character of God and remains the test of true religion.

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Pedagogical Suggestions

Have students compare and contrast worship in the ANE with worship in the Old Testament. Have students read through the book of Hebrews and discuss its view of the Old Testament

sacrificial system.

Media Sources/Websites

“The Grace of Law”: Video lecture by Daniel I. Block discussing law and grace. https://www.youtube.com/watch?v=iDCyl-YchuA

OT Sacrificial System: Charts that describe the OT sacrifices and festivals. http://www3.telus.net/public/kstam/en/tabernacle/details/offerings.htm

Suggested Essay Questions

What is worship according to the Old Testament? How does the Old Testament concept of worship carry over into the New Testament and

apply to Christians today? Describe the relationship between worship and godliness, as well as its significance for

Christians today. What are the practical implications of the biblical teaching on social justice?

Chapter 47: The Journey to Jesus

Key Terms

covenant: a contract or treaty that establishes a relationship between two parties Mount Sinai: mountain where God established the Mosaic covenant

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covenant land: the land of Israel, which God promised to the children of Abraham as part of his covenant

messiah: (Heb. “anointed one”) Generally one set apart for a divinely appointed office, such as a priest or a king. Specifically, the title identifies a figure prominent in Old Testament prophetic writings who serves as Israel’s deliverer-king (realized in Jesus of Nazareth according to the New Testament writers).

Old Covenant: the Mosaic covenant enacted at Mount Sinai New Covenant: the covenant inaugurated with the birth, life, death, and resurrection of Jesus

Christ

Key Ideas

Jesus is the goal of the Old Testament. The New Testament makes extensive use of the Old Testament through quotations and

allusions. The theme of covenant connects the Old and New Testaments.

Chapter Summary

Though the Christian Bible is comprised of two testaments, the Old Testament (or covenant) is part of the record of God's progressive and redemptive revelation to humanity. The authors of the NT identify many "types" in the OT that find their "antetype" in the NT. The NT is saturated with quotations and allusions to the OT; these references may be grouped according to their relation to God, to Jesus, and to humanity.

Several themes bridge the two testaments: salvation, covenant, knowledge of God, and the land of covenant promise. These themes serve as a grid by which theological themes from the Old Covenant may be transposed and developed in the New Covenant. The NT also focuses on the presence of God among his people, first by the indwelling of the Spirit, and eventually by God's throne established among his people. Though the new covenant has already been instituted, the church awaits its final consummation with the return of Christ, who will bring the culmination of salvation, a restored relationship with God, full knowledge of God, and the blessing and rest of the new creation and heavenly city.

Pedagogical Suggestions

Have students develop a chart using the four areas of thematic overlap to highlight the continuity between the testaments.

Have students demonstrate, with specific texts, how the Old Testament points to and culminates in Jesus Christ.

Media Sources/Websites

D. A. Carson on the NT use of the OT: Three part lecture series by D. A. Carson on the New Testament use of the Old Testament.Part 1: https://www.youtube.com/watch?v=LVf0dpqBCZgPart 2: https://www.youtube.com/watch?v=ZMQneIrBhFo&feature=youtu.bePart 3: https://www.youtube.com/watch?v=DHYAf0paciw&feature=youtu.be

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Quotations from the Old Testament in the New Testament: Comprehensive chart of Old Testament texts used in the New Testament. http://catholic-resources.org/Bible/Quotations-OT-NT.htm

Suggested Essay Questions

Using biblical references, demonstrate the biblical scheme of God’s redemptive history. In what way is Jesus the fulfillment of the Old Testament? If Christ is the long-awaited messiah (and he is), then why do Christians still anticipate the

fulfillment of salvation? What is the importance of the knowledge of God for both the Old and New Testaments?

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Chapter QuizzesChapter 1 Quiz

True/False

1. T/F Covenant is one of the core concepts of the Old Testament.

2. T/F Without realizing it we bring the cultural and historical framework of our own world to thetext of the Old Testament.

3. T/F One principle of biblical interpretation is that we must speak for the Bible.

4. T/F If God is not understood to be the source of the Old Testament, it cannot serve as a self-revelation.

5. T/F The application of a given Old Testament text should come from an aggregate of impressions gained from reading the text.

6. T/F In reading the Old Testament, we should be concerned only with its factual details.

7. T/F Readers should try to identify the purpose of the author or editor of the text.

8. T/F Eden can be understood as a cosmic temple.

9. T/F There are 11 stages of God’s presence communicated in the Bible.

10. T/F The Old Testament is primarily about God.

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Chapter 2 Quiz

Multiple Choice

1. The name "Mesopotamia" means ___________________.a. The city by the riverb. The land of fertilityc. The land between the riversd. The land beneath sun

2. Which of the following was not a major geographical area in the land of Palestine?a. The Coastal Plainb. The Southern Highlandsc. The Central Hill Countryd. The Transjordan Plateau

3. The region of Syro-Palestine, or the Levant, was a land bridge between ______________.a. Africa and Asiab. Asia and Europec. Europe and Africad. None of the above

4. What is the dominant environmental feature of the Arabian Peninsula?a. Forestsb. Marshlandsc. Riversd. Desert

5. Asia Minor was the home of what powerful empire in the second millennium BC?a. Hittitesb. Ammonitesc. Assyriansd. Edomites

6. Asia Minor is located ________ of the Fertile Crescenta. Northwestb. Southc. Eastd. West

7. Ancient Egypt was divided into how many kingdoms?a. Oneb. Twoc. Threed. Four

8. ______ is often called the theological and geographical center of the world.a. Palestineb. Egyptc. Mesopotamiad. Anatolia

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9. The Moabites and Ammonites traced their lineage to _________.a. Abrahamb. Isaacc. Jacobd. Lot

True/False

10. T/F The physical world of the Old Testament was the ancient Near East, commonly known today as the Middle East.

11. T/F The Nile River was considered a god by the Egyptians.

12. T/F Palestine was distant from all major trade routes.

13. T/F The land of Palestine bears no theological significance.

14. T/F The history of Israel is not impacted by the empire nations of Mesopotamia.

Fill in the Blank

15. The Fertile Crescent is the world of the Old Testament which includes the Nile River valley and delta, the coastal plains of Syro-Palestine, and the Tigris and Euphrates river valleys.

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Chapter 3 Quiz

Multiple Choice

1. The use of the name ________________ for the first five books of the Old Testament was popularized by Hellenized Jews.

a. Pentateuchb. Decaloguec. Pentalogued. The Five

2. Which of the following is not an interpretive approach to the NT understanding of the law?a. Typologicalb. Allegoricalc. Fundamentald. Didactic

3. Which genre of literature is not featured in the first five books of the Old Testament?a. Lawb. Ancient poetryc. Epistolatory letterd. Narrative prose

4. The Hebrew word for "the Law" is __________________.a. Galb. Torahc. Goratd. Tune

5. Who was the first-century Gnostic heretic who rejected the Old Testament and its “inferior God”?a. Malthusb. Marcionc. Montanusd. Martellian

6. Which of the following is not a Pentateuchal book?a. Genesisb. Exodusc. Numbersd. Judges

7. Which of the following is not a subcategory of OT law?a. Casuistic lawb. Apodictic lawc. The cursed. Consternation law

True/False

8. T/F The first five books of the Old Testament also contain some of the earliest examples of Hebrew wisdom literature.

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9. T/F The first five books of the Old Testament narrate a time span from creation to enslavementin Egypt.

10. T/F The unifying theological theme of the first five books of the Old Testament is God’s covenant promise to Abram.

11. T/F Most of the literature in the first five books of the Old Testament is prose narrative.

12. T/F In the New Testament interpretation of the Old Testament Law, Jesus entirely dismissed the teachings of the five books of the Law as “legalism.”

13. T/F The Pentateuch cannot be trusted as a historical document.

14. T/F The theological principles behind OT law are no longer relevant for Christians.

Fill in the Blank

15. The first five books of the Old Testament were also called the Torah by the Hebrew-speaking Jewish community.

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Chapter 4 QuizMultiple Choice

1. ______________ is traditionally attributed authorship of Genesis.a. Adamb. Mosesc. Enochd. Joshua

2. In the literature of which culture does the earliest known flood story occur?a. Babylonianb. Acadianc. Sumeriand. Greek

3. The book of Genesis ends with Joseph in ________________.a. Egyptb. Syriac. Babylond. Assyria

4. Abraham was asked to sacrifice his son ________________.a. Sethb. Shemc. Judahd. Isaac

5. ______ built the ark in the book of Genesis.a. Abrahamb. Isaacc. Josephd. Noah

6. Which of the following is not a major theme of Genesis?a. Sinb. Monotheismc. The covenant and electiond. Kingship

7. ______________ was the sign given to Abraham to signify his covenant with God.a. Long hairb. A beardc. Circumcisiond. White garments

8. Which of the following is not a Patriarch?a. Abrahamb. Josephc. Jacobd. Hezekiah

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True/False

9. T/F The purpose of the book of Genesis is to tell how and why God came to choose Abraham’s family to make a covenant with them.

10. T/F The creation account is a highly structured literary composition.

11. T/F Covenant is a significant aspect of the book of Genesis.

12. T/F The descendants of Abraham lived in the Land of Israel at the end of Genesis.

13. T/F The flood represented both God’s grace and God’s judgment.

Fill in the Blank

14. The Tower of Babel is likely an example of a ziggurat , a multi-tiered Mesopotamian temple.

15. Jacob was the son of Isaac through whom the promise continued.

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Chapter 5 Quiz

Multiple Choice

1. The name "Exodus" is derived from the Greek Old Testament name for the book, which means ___________.

a. Sadnessb. Slaveryc. Departured. Wilderness

2. Who is traditionally thought to be the author of the book of Exodus?a. Mosesb. Josephc. Jethrod. Miriam

3. At what mountain did God make a covenant with Israel?a. Nebob. Hermonc. Sinaid. Harnath

4. Which of the following was not a plague experienced by Egypt?a. Locustsb. Hailc. Darknessd. Fire

5. Which of the following is not a route that may have been taken by Israel during the exodus?a. Northernb. Westernc. Centrald. Southern

6. Which of the following is a major theme of Exodus?a. Mosesb. Yahwehc. Templed. Egyptian power

7. There were ______ plagues in the book of Exodus.a. Oneb. Fourc. Twelve d. Ten

True/False

8. T/F The ninth plague that God sent on Egypt was the death of the first born.

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9. T/F One of the major themes of the book of Exodus is the presence of God.

10. T/F We know the exact route taken by Israel during the exodus.

11. T/F God himself inscribed the Ten Commandments on stone tablets.

12. T/F Exodus should not be read as part of the Pentateuch.

Fill in the Blank

13. The Ten Commandments are also known as the Decalogue.

14. In commemoration of the final plague and freedom from bondage in Egypt, Israel celebrated a festival known as the Passover.

15. The personal name of God, I AM or Yahweh was revealed to Moses when he was appointed as the deliverer of Israel.

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Chapter 6 Quiz

Multiple Choice

1. The book of Leviticus contains instructions for all of the following except _______________.a. Priestly regulationsb. Parceling out of tribal landc. Priestly dutiesd. Practical “holy living”

2. Which of the following was not typically offered as a sacrifice in the ancient world?a. Animalsb. Grainc. Drinksd. Clothing

3. The English name “Leviticus” is derived from the Greek title for the book meaning _________.a. Pertaining to the Levitesb. Sacrificesc. Priestsd. By the Levites

4. All of the following were offerings instituted for Israel in Leviticus except _____________.a. Abundance offeringsb. Cereal offeringsc. Peace offeringsd. Sin offerings

5. Spiritual sacrifices in the New Testament include all of the following except _______.a. Generous and cheerful givingb. Prayerc. Worshipd. Sunday school attendance

6. How many basic types of sacrifices are there in Leviticus?a. One b. Twoc. Five d. Ten

True/False

7. T/F Every ten years Israel was to have a Sabbatical year, where fields were left unplowed.

8. T/F The repetition of the phrase “the LORD said to Moses,” which occurs twenty-five times, is one of the major reasons authorship of Leviticus is attributed to Moses.

9. T/F One of the major themes of Leviticus is the holiness of God.

10. T/F No other culture in the ancient Near East besides Israel practiced ritual purification.

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11. T/F The Sabbath showed that Israel’s holiness was rooted in the Lord.

12. T/F The Old Testament teaches that animal sacrifice was intended to save people from sin.

13. T/F Holiness conveys the notion of separation from the ordinary for service to God.

Fill in the Blank

14. Leviticus 16 describes the ritual of the Day of Atonement known today as Yom Kippur.

15. The Sabbath was instituted as a day of rest in the life of Israel.

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Chapter 7 Quiz

Multiple Choice

1. The Hebrew title of the book of Numbers means_______________.a. In the wildernessb. Counting the peoplec. During the censusd. Wandering

2. Which of the following is not a major theme in the book of Numbers?a. The census numbersb. The revelation of God in human culturec. Social justiced. The testing by Yahweh

3. How many censuses were recorded in the book of Numbers?a. 1b. 2c. 3d. 4

4. Which of the following is not a major geographical area in Numbers?a. Moabb. Sinaic. Kadeshd. Egypt

5. Who was the pagan prophet who was sent to curse Israel but ended up blessing them instead?a. Zopharb. Bildadc. Tobitd. Balaam

True/False

6. T/F Some of the commands given to Moses about how Israel was to live defied cultural norms in the ancient Near East.

7. T/F The book of Numbers has nothing to say about Yahweh’s covenant faithfulness.

8. T/F The book of Numbers records events of Israel's wanderings for over fifty years.

9. T/F According to Numbers, Yahweh does not reveal himself to Israel.

10. T/F One of the major themes in the book of Numbers is testing by God.

11. T/F Numbers records none of Israel’s responses to the surrounding culture.

12. T/F God never tests his elect.

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Fill in the Blank

13. The book of Numbers covers events that took place in the wilderness/desert.

14. God’s presence was confirmed to Israel by a cloud that covered the tabernacle and led them through the wilderness.

15. The introductory formula " and the LORD said to Moses" appears in every chapter of Numbers, as it did in Leviticus.

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Chapter 8 Quiz

Multiple Choice

1. The name “Deuteronomy,” from the Greek title for the book, means _________________.a. Second lawb. New lawc. Great lawd. Lawgiver

2. Which of the following is not a major theme in the book of Deuteronomy?a. Priestly functionsb. Central sanctuaryc. Lawd. Retribution principle

3. Which of the following is not one of the Ten Commandments?a. You shall not murderb. Honor your father and your motherc. You shall not give false testimony against your neighbord. You shall not trespass

4. ________________ is an ancient collection of Mesopotamian laws.a. Hammurabi’s Steleb. The Annals of Ashurbanipalc. The Eliphaz Codexd. Shammai’s Tablet

5. The Ten Commandments emphasize all of the following except ______________.a. Divine authorityb. Human superiorityc. Divine dignityd. Human dignity

6. The retribution principle describes how God operates with _______.a. Nationsb. Individualsc. Familiesd. Neighborhoods

7. Who is the traditionally considered the author of Deuteronomy?a. Hezekiahb. Abrahamc. Mosesd. Joseph

8. Standard ancient Near Eastern treaties include which of the following?a. Preambleb. Historical prologuec. Stipulationsd. All of the above

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True/False

9. T/F One of the main purposes of Deuteronomy is to summarize and renew the law.

10. T/F The stipulations of the covenant between God and Israel in Deuteronomy are completely unique in the ancient Near East.

11. T/F In a covenant agreement the two parties enter into the agreement as equals.

12. T/F Deuteronomy teaches a sharp distinction between law and grace.

13. T/F The Ten Commandments have no ongoing significance for the Christian.

Fill in the Blank

14. Deuteronomy 28 contains the Curses and Blessings as a description of the results of covenant faithfulness or unfaithfulness.

15. "Decalogue" is another name for the Ten Commandments.

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Chapter 9 Quiz

Multiple Choice

1. What is the “fixed point” from which the chronology of the Old Testament can be determined?a. Conquest lists of the Hittitesb. Invasion annals of King Nebuchadrezzarc. Eponym lists of Assyriad. Royal court transcripts of Egypt

2. Which natural phenomena mentioned in official records helps historians pinpoint a “primary anchor” point in history to determine the absolute chronology of the ancient Near East?

a. An earthquakeb. A cometc. A solar eclipsed. A flood

3. King Josiah of Judah died fighting against ___________, while trying to stop their attempt to lend assistance to _____________.

a. Assyria, Babylonb. Babylon, Syriac. Egypt, Assyriad. Syria, Egypt

4. Who were the “architects” for Mesopotamian culture?a. Sumeriansb. Phoeniciansc. Hittitesd. Lebanese

5. Who deported Israel?a. Judahb. Egyptc. Assyriad. Babylon

6. Who deported Judah?a. Judahb. Egyptc. Assyriad. Babylon

7. Under which nation did the Judeans return home after being exiled?a. Babylonb. Persiac. Medo-Persiad. Assyria

8. King David ruled Israel during which period of time?a. Early Bronze Ageb. Late Bronze Age

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c. Iron Age Id. Patriarchal Period

True/False

9. T/F The Philistines were one of the Sea Peoples who immigrated to Palestine from the Aegean region.

10. T/F Under the leadership of Ashurbanipal, Assyria became the first “world-class” empire.

11. T/F The Persian Empire was the last of the great Mesopotamian empires before Alexander the Great and the Greeks conquered all of the “known world.”

12. T/F Ancient Near Eastern history is unimportant for interpreting the Old Testament.

Fill in the Blank

13. Cyrus was the king of the Medo-Persian Empire who conquered the Babylonian Empire.

14. The Babylonian king Nebuchadrezzar who conquered Jerusalem, was one of the most successful kings known to history.

15. King David of Israel was responsible for regaining much of the land that was lost when the Sea Peoples invaded Palestine.

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Chapter 10 Quiz

Multiple Choice

1. In the Hebrew arrangement of the books of the Old Testament, Joshua, Judges, and the books of Samuel and Kings form a section known as the ______________.

a. Writingsb. Torahc. Former Prophetsd. Latter Prophets

2. The books of Ruth, Chronicles, Ezra, Nehemiah, and Esther form a section know as the _______.a. Writingsb. Torahc. Former Prophetsd. Latter Prophets

3. Which Old Testament book is often said to have influenced the theology of the books of Joshua-Kings?

a. Genesisb. Exodusc. Deuteronomyd. Isaiah

4. The so-called Deuteronomistic History includes all of the following books except _______.a. Deuteronomyb. 2 Kingsc. Jeremiahd. Judges

5. Which scholar is primarily responsible for the theory of the Deuteronomistic History?a. Martin Nothb. John Waltonc. Martin Heideggerd. Gerhard von Rad

6. Which of the following was viewed as a potential source for omens in the ancient Near East?a. The motion of heavenly bodiesb. Animal entrailsc. The flight of birdsd. All of the above

True/False

7. T/F The books of Joshua–Kings are primarily annalistic in nature and are rather unconcerned with theology.

8. T/F Deity was thought to play no role in history in the ancient Near East.

9. T/F The Deuteronomistic approach to interpreting the historical books is fully accepted by nearly every Old Testament scholar.

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10. T/F In the ancient Near East, history was viewed as a linear progression toward an end point.

11. T/F Historical documents from the ancient Near East were often propaganda clothed in historical attire.

12. T/F The history of Israel only highlighted the successes of its kings and never the failures.

13. T/F The purpose of the Bible’s historical literature is to teach about God.

14. T/F In order to best interpret the historical books, we should think of them as theological instead of historical.

Fill in the Blank

15. In the ancient Near East, omens were believed to be the key to understanding the patterns of historical recurrence.

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Chapter 11 Quiz

Multiple Choice

1. Joshua was all of the following except ________________.a. An assistant to Mosesb. A generalc. A priestd. One of the twelve spies who went into Canaan

2. Which of the following is a reason the authors provide that justifies the ban in Joshua?a. The Canaanite smellb. God is capricious c. Canaanites resisted the Lordd. Canaanites worshiped Yahweh

3. Which of the following is a common misconception among Christians about the book of Joshua?a. It’s only the story of a godly personb. It is historically accuratec. It recounts Israel’s conquest of Canaand. It describes God’s strategies for the conquest

4. Which of these is not a major theme in the book of Joshua?a. Covenant and landb. Sovereign involvementc. The band. Need for a king

True/False

5. T/F The book of Joshua is primarily about Joshua as a courageous, godly leader and about military conquest.

6. T/F The renewal of the rite of circumcision in Joshua 5 serves as a rededication to the covenant.

7. T/F Possessing land was central to Israel’s covenant with God.

8. T/F The book of Joshua is an etiological legend.

9. T/F The concept of the “ban” was unique to Israel.

10. T/F During the period of the conquest there was one major power that controlled Palestine.

11. T/F In the book of Joshua God is pictured as engaging in combat on Israel’s behalf.

12. T/F The book of Joshua goes to great lengths to communicate that Yahweh alone deserved credit for Israelite military victories.

Multiple Choice

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13. The issue of the ban or Canaanite genocide is one of the most controversial ethical issues in the book of Joshua, and the whole Bible.

14. The killing of Achan and his family for his sin, which resulted in the deaths of many Israelites during the battle with Ai, is an example of corporate solidarity.

15. In the book of Joshua God’s presence is confirmed by his deliverance of the land to Israel.

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Chapter 12 Quiz

Multiple Choice

1. Which of these is not a major theme of the book of Judges?a. The nature of charismatic leadershipb. The Spirit of the Lordc. Israel’s apostasyd. The blessings of the covenant

2. Who of the following people listed was not a judge?a. Deborahb. Samsonc. Jephthahd. Bildad

3. The task of a judge was to be a _______________.a. Delivererb. Monitorc. Civil authorityd. Spiritual leader

4. Which judge was endowed with the Spirit of the Lord on a number of occasions to accomplish deliverance for God’s people?

a. Ehudb. Deborahc. Samsond. Barak

5. The book of Judges takes place in ________.a. Egyptb. Babylonc. Canaand. Assyria

6. In the book of Judges, the government in Israel is a _________. a. Theocracyb. Monarchyc. Oligarchyd. Democracy

True/False

7. T/F The purpose of the book of Judges was to explore what happened theologically during the years between Joshua and David.

8. T/F The phrase “in those days Israel had no king” is repeated often in the book of Judges.

9. T/F Samuel is indicated as the author of Judges by a superscription in 1:1 of the book.

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10. T/F The people of Israel repeatedly sin against God in the book of Judges.

11. T/F The judges are intended to be spiritual examples for Christians to follow.

12. T/F One of the purposes of Judges is to show that God can use anyone.

Fill in the Blank

13. The migration of the Sea Peoples from the Mediterranean was one of the decisive factors that shifted the balance of power and created a power vacuum in Palestine.

14. The most prominent tasks undertaken by judges were military in nature.

15. Failure to adhere to monotheism was one of the biggest contributing factors to Israel’s apostasy during the judges period.

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Chapter 13 Quiz

Multiple Choice

1. ______________ is a major theme in the book of Ruth.a. The need to seek wisdomb. Hesedc. The need to renew temple worshipd. Boquer

2. Ruth was a member of the nation of _____________.a. Ammonb. Damascusc. Edomd. Moab

3. Which feature of the book of Ruth suggests it is a product of the monarchy period at the earliest?a. The use of the term "kinsman-redeemer"b. The closing genealogyc. Several Aramaic wordsd. It says that it was written during the monarchy period

4. The Hebrew word hesed can be translated by all of the following words except _____________.a. Kindnessb. Lovec. Pityd. Loyalty

5. Who is a direct descendant of Ruth? a. Davidb. Jonathanc. Sauld. Noah

6. In the Jewish ordering of the OT, Ruth is in the _________.a. Former Prophetsb. Latter Prophetsc. Pentateuchd. Writings

True/False

7. T/F Ruth was the grandmother of King Saul.

8. T/F Moabites were welcome in the nation of Israel.

9. T/F The book of Ruth is considered part of the Deuteronomistic History.

10. T/F The author of the book is identified as Samuel.

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11. T/F God’s covenant loyalty is an important concept in Ruth.

12. T/F The book of Ruth is anonymous.

13. T/F The primary antagonist in the book of Ruth is Haman the Agagite.

Fill in the Blank

14. If a man died without having a son, his brother was obligated to father a son for his widow, thus functioning as a kinsman-redeemer.

15. The man who functions as a kinsman-redeemer in the case of Ruth is Boaz.

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Chapter 14 Quiz

Multiple Choice

1. Which of the following is not a major theme of 1 and 2 Samuel?a. The Davidic covenantb. Kingshipc. The ark of the covenantd. Reforming temple worship

2. In the books of 1 and 2 Samuel, Samuel functions as a ______________________.a. Prophet, king, and priestb. Servant, judge, and priestc. King, warrior, and prophetd. Prophet, priest, and judge

3. Which of these men was not one of Israel’s kings?a. Davidb. Samuelc. Solomond. Saul

4. Who was the first king of Israel? a. Saulb. Samuelc. Davidd. Rehoboam

5. Which is not a reason that David should not be considered a usurper?a. Saul’s animosityb. David’s nonaggressionc. Saul’s superb leadershipd. Presentation of statements that affirm David’s innocence

6. In the books of Samuel, the people wanted which form of government to be instituted?a. Monarchyb. Oligarchyc. Democracyd. Theocracy

7. Which of the following is not a primary character in the books of Samuel?a. Davidb. Saulc. Samueld. Isaiah

True/False

8. T/F In 1 and 2 Samuel one can observe both successes and failures by David.

9. T/F Saul was generally viewed as a positive king.

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10. T/F The books of 1 and 2 Samuel originally constituted a single book.

11. T/F The ark of the covenant was the most important religious artifact in Israel.

12. T/F Though the Davidic covenant is significant in the books of 1 and 2 Samuel, it plays a fairly unimportant role in the rest of the Old Testament.

13. T/F David should be considered a usurper according to the books of Samuel.

Fill in the Blank

14. First Samuel 1–4:12 introduces the reader to Samuel who played a very important role in the rest of 1 and 2 Samuel.

15. Evidence of David’s nonaggression toward Saul can be seen in David’s friendship and covenant with Jonathan, Saul’s son.

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Chapter 15 Quiz

Multiple Choice

1. Which of the following was not a major theme in 1 and 2 Kings?a. Assessment of King Solomonb. Dynastic succession and charismatic leadershipc. The ark of the covenantd. The golden calf cult

2. The city of Jerusalem fell in _____________.a. 587/586 BCb. 722 BCc. 971/970 BCd. 612 BC

3. Which two prophets functioned in the northern kingdom during the divided monarchy?a. Elijah and Elishab. Nathan and Zechariahc. Isaiah and Jeremiahd. Samuel and Balaam

4. The shrines of the golden calf cult were located at __________________.a. Dan and Bethelb. Shechem and Gilgalc. Samaria and Tizrahd. Beersheba and Gaza

5. Which prophet rebuked David?a. Elijahb. Elishac. Nathand. Samuel

6. King Solomon was known for all of the following except ________________.a. Ushering in a “golden age”b. Immense wealthc. Fighting the Philistines and recovering land that was lostd. Failure due to seductions of foreign wives

7. Who was the last king of the united monarchy?a. Solomonb. Davidc. Sauld. Rehoboam

8. The golden calf is likely based off of which false god?a. Rab. Baalc. Osiris

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d. Isis

9. Which of the following policies did not contribute to the split of the kingdom?a. Political alliance to foreign nations by marriageb. Tendencies toward religious syncretismc. Proliferation of state bureaucracyd. Faithfulness to Yahweh

True/False

10. T/F The northern kingdom fell to Assyria in 722 BC.

11. T/F Preclassical prophets were not writing prophets.

12. T/F The primary purpose of the books of 1 and 2 Kings was to record Israel’s continued covenant faithfulness.

13. T/F In early Greek manuscripts 1 and 2 Kings were combined in one volume with 1 and 2 Samuel to form a book called “Kingdoms,” evidencing perceived unity of content and purpose.

Fill in the Blank

14. The golden calf idol worshiped in the shrines erected by Jeroboam was likely “borrowed” from the Egyptians.

15. The books of Kings end with the fall of Jerusalem.

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Chapter 16 Quiz

Multiple Choice

1. Which of the following is not a major theme in Chronicles?a. Worship in the Old Testamentb. Typologyc. The conquering of the landd. The chronicler’s vocabulary

2. ________________ is portrayed by the chronicler as a “good” king.a. Hezekiahb. Ahazc. Jehud. Manasseh

3. The chronicler idealized which two kings as the “type figures” of a “good” king?a. Saul and Jeroboamb. David and Solomonc. Hezekiah and Josiahd. Ahaziah and David

4. ________ were the equivalent of professional clergy in Israel.a. Priests and Levitesb. Kingsc. Prophetsd. Worship leaders

5. The chronicler emphasized the kingship of ________.a. Saulb. Jeroboamc. Davidd. Rehoboam

True/False

6. T/F In 1 Chronicles, Ezra the Scribe identifies himself as the author of 1 and 2 Chronicles.

7. T/F Chronicles concentrates on the legitimization of the priestly and Levitical authority.

8. T/F Chronicles shows no concern for the temple or worship.

9. T/F The chronicler uses very simple language and syntax leading many scholars to believe he is from humble origins and likely uneducated.

10. T/F Typology establishes historical correspondence between the OT and the NT.

11. T/F Chronicles focuses on the divided monarchy.

Fill in the Blank

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12. Using typology the chronicler portrays David as a second Moses.

13. The genealogies of 1 Chronicles trace the heritage of David all the way back to Adam.

14. The actual history addressed in Chronicles spans the Hebrew’s united monarchy from the close of Saul’s reign to the Babylonian captivity of Judah.

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Chapter 17 Quiz

Multiple Choice

1. Ezra and Nehemiah came from the Persian city of ______________.a. Ecbatanab. Susac. Persepolisd. Babylon

2. Ezra and Nehemiah came to Jerusalem during the reign of King ________________.a. Dariusb. Artaxerxes Ic. Nabopolassard. Ashurbanipal

3. One of the primary genres in Ezra-Nehemiah is _________.a. Fictionb. Memoirc. Fan fictiond. Poetry

4. Nehemiah was the cupbearer for which king?a. Davidb. Dariusc. Cyrusd. Artaxerxes I

5. Nehemiah undertook an initiative to do what in Jerusalem?a. Build aqueducts to secure a source of waterb. Reestablish a market for commercial tradec. Rebuild the walls around Jerusalemd. Exterminate rats who were causing diseases

6. Reforms instituted by Ezra and Nehemiah addressed all of the following except ____________.a. Intermarriage with foreign womenb. Social injusticec. Improper worshipd. Failure to circumcise

True/False

7. T/F One of the dominant theological themes in Ezra-Nehemiah is covenant renewal in the postexilic community.

8. T/F Nehemiah was a priest and a scribe.

9. T/F The author of Ezra-Nehemiah had a theological purpose in writing the books.

10. T/F Nehemiah was unable to finish the completion of the walls of Jerusalem.

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11. T/F Ezra and Nehemiah form a single book in the Hebrew Bible.

12. T/F The second temple was more magnificent than the first temple built by Solomon.

Fill in the Blank

13. Many of the reforms instituted under Ezra and Nehemiah are seen as the seeds of pharisaism which was in full effect during the time of Jesus.

14. The time period in which Ezra-Nehemiah was written is generally classified as postexilic.

15. Ezra is one of two Old Testament books which contain substantial sections of text written in the Aramaic language and not in Hebrew.

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Chapter 18 Quiz

Multiple Choice

1. The book of Esther is read annually at the Jewish festival of ________________.a. Purimb. Yom Kippurc. Passoverd. Hanukkah

2. _________ is the antagonist in the book of Esther who plots to have all of the Jews in Persia killed.a. Mordecaib. Korahc. Hamand. Abner

3. What is another name for King Xerxes?a. Ahasuerasb. Mordecaic. Artaxerxesd. Hezekiah

4. What is the earliest century to which Hebrew manuscripts of Esther date?a. Tenth century ADb. Seventh century BCc. Eleventh century ADd. Seventh century AD

5. Which nation defeated Persia?a. Greeceb. Egyptc. Assyriad. Babylon

6. Which modern-day genre is Esther most like?a. Playb. Short storyc. Noveld. Poetry

7. The plotline of Esther revolves around an attempt to ___________.a. Exile the Jews from Persiab. Exterminate the Jewsc. Assimilate the Jewsd. Make the Jews wealthy

True/False

8. T/F The book of Esther was intended to be performed as a play.

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9. T/F The author of the book of Esther demonstrates an extensive knowledge of the operation of the Persian court.

10. T/F Esther is the only book in the Bible which does not mention the name of God.

11. T/F Because of internal evidence scholars have determined that Mordecai was the author of Esther.

12. T/F The prophetic theme of God’s protection of his people can be seen in the plot of Esther.

Fill in the Blank

13. The method of reversal, where the current state of affairs are turned around drastically, is used in Esther to build the plot and convey the message of the story.

14. The setting of the book of Esther is the Persian Empire in the mid-fifth century BC.

15. According to the book of Esther, Xerxes was the king who was in power during the events described in Esther.

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Chapter 19 QuizMultiple Choice

1. Excavations from Tel Dan have yielded inscriptions referring to the “house” of which king of Israel?a. Davidb. Manassehc. Josiahd. Asa

2. The Stele of Shalmanseer III includes reference to which northern kings of Israel?a. Pekah and Baashab. Jehoash and Jeroboamc. Ahab and Jehud. Joram and Hoshea

3. The Dead Sea Scrolls were found in the _________________.a. 1940sb. 1920sc. 1860sd. 1980s

4. The Sennacherib Prism records receiving tribute from which king of Judah?a. Uzziahb. Hezekiahc. Jehoshaphatd. David

5. Which of the following is not a site of a major archive?a. Marib. Eblac. Susad. Nuzi

6. Which of the following is not a monument or inscription mentioned in the book that is important for biblical studies?

a. Mesha Inscriptionb. Stele of Shalmaneser IIIc. Rosetta Stoned. Cyrus Cylinder

7. Which of the following is not a biblical person whom archeological findings have confirmed actually existed?

a. Sennacheribb. Belshazzarc. Balaamd. Abraham

True/False

8. T/F Cult sites were centers of ancient commerce and often yield abundant numbers of ancient “receipts.”

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9. T/F The purpose of biblical archeology is to recover the material culture of the peoples of antiquity and, so doing, attempt to reconstruct their history and lifestyles.

10. T/F The Cyrus Cylinder is an example of an ancient inscription.

11. T/F Only a small amount of archaeological findings have been examined and published.

12. T/F All archeological sites related to the Bible have been excavated.

13. T/F The Mesha Inscription, though rich in information about ancient Hittite culture, is of little value to biblical studies because it makes no mention of Israel.

Fill in the Blank

14. Archives are collections of materials that are valuable to the archeological study of history.

15. The Jewish community credited with producing the Dead Sea Scrolls is known as Qumran.

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Chapter 20 Quiz

Multiple Choice

1. Poetry comprises ______ of the Old Testament.a. one-tenthb. one-quarterc. one-thirdd. one-half

2. The “Teachings of __________” from Egypt, bear a striking resemblance to portions of Proverbs 22:17–24:23.

a. Gilgameshb. Amenemopec. Hilleld. Marduk

3. The earliest Hebrew poetry extant dates to the __________ century BC.a. ninthb. fifthc. thirteenthd. seventh

4. All of the following are elements present in Hebrew poetry except ______________.a. Acrostic b. Alliterationc. Atonality d. Onomatopoeia

5. Which of the following is not a wisdom speech form?a. Parableb. Songc. Riddled. Fable

6. Which of the following is not an aspect of the fear of the Lord?a. Awe and reverence for Godb. Dread at God’s holinessc. Faith and trust in God’s plan for human lifed. Being intimate with the wicked

7. Which concept distinguished Hebrew wisdom from its ancient Near East counterparts?a. Fairness in judicial proceedingsb. Punishment for wrongdoingc. Fair treatment of the weakd. The fear of the Lord

True/False

8. T/F Old Testament poetry is musical in nature and was usually intended to be sung.

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9. T/F Parallelism was one of the most important features in Hebrew poetry

10. T/F The notion of theodicy discussed in some wisdom literature deals primarily with God’s instructions about marital faithfulness.

11. T/F Old Testament wisdom is unconcerned with how a person lives.

12. T/F True wisdom is a lifestyle.

13. T/F One feature of biblical wisdom literature is the use of allegory.

Fill in the Blank

14. The Bible speaks of two “paths” in life, the way of the righteous and the way of the wicked.

15. The idea of the retribution principle is rooted in the Blessings and Curses of the Mosaic covenant from Deuteronomy 28.

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Chapter 21 Quiz

Multiple Choice

1. The “place names” in the book of Job suggest that he may have been a(n) ______________.a. Israeliteb. Moabitec. Edomited. Ammonite

2. Which of these men is not one of the three friends mentioned at the beginning of the book of Job?a. Eliphazb. Elihuc. Bildadd. Zophar

3. Job’s lament in chapter 3 introduces __________ cycles of dialogue which occupy chapters 4–27.a. 3b. 4c. 2d. 7

4. Most simply stated, the retribution principle is that: If a person is righteous, he will ________ and if a person is wicked, he will _________.

a. Tell the truth; lieb. Prosper; sufferc. Treat others well; treat others poorlyd. Work; steal

5. Which of the following is not one of Job’s three friends?a. Zopharb. Elihuc. Bezalel d. Eliphaz

6. _________ is an ancient piece of literature similar to the book of Job.a. Gilgamesh Epicb. Babylonian Theodicyc. Mesha Steled. The Iliad

7. Which of these is not a major theme in the book of Job?a. Retribution principleb. Mediatorc. Wisdom, justice, and sovereigntyd. Proper temple worship

True/False

8. T/F Job’s friends give him sound advice and Job follows their suggestions.

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9. T/F The Israelites view judgment as a civil case in which he is a plaintiff seeking justice.

10. T/F There were other works within the world of the ancient Near East which discussed the suffering of the righteous.

11. T/F Job’s wife was very supportive of his faithfulness to the Lord.

12. T/F After Job is vindicated God explains to Job that he had to suffer to bring God glory.

13. T/F Ascertaining the historical background of Job is vital for understanding the meaning of the book.

14. T/F Job does not feel that he needs a mediator.

Fill in the Blank

15. The purpose of the book of Job is to explore God’s policies concerning justice, especially in relation to the suffering of the righteous.

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Chapter 22 Quiz

Multiple Choice

1. The book of Psalms is divided into ___________ “books.”a. 3b. 4c. 5d. 7

2. Which is not one of the major genres of psalms listed in the textbook?a. Enthronementb. Praisec. Lamentd. Wisdom

3. What type of psalm is Psalm 1?a. Wisdomb. Praisec. Lament d. Enthronement

4. Book 1 contains mostly ___________.a. Praisesb. Lamentsc. Wisdom psalmsd. Coronation psalms

5. All of the following people are an author of one or more psalms except ________________.a. Asaphb. The sons of Korahc. Mosesd. Nathan

6. One of the major themes of the book of Psalms deals with kingship; there are ________ psalms scattered throughout the Psalter which concern the king.

a. 3b. 7c. 9d. 18

7. The second part of the retribution principle can be summed up as: Those who ______ are righteous, while those who ______are wicked.

a. Prosper; sufferb. Pray; don’t prayc. Worship God; don’t worship Godd. Keep God’s commands; disobey God’s commands

True/False

8. T/F Several psalms focus on God’s relationship to nature.

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9. T/F Each category of psalm has typical characteristics and a fairly consistent format by which it can be identified.

10. T/F Most of the laments in the biblical psalms are used in conjunction with magical incantations.

11. T/F Of the 150 individual psalms about one-quarter are attributed to David.

12. T/F Some of our oldest manuscripts show varying arrangements of the books of Psalms before their present arrangement, as we know it in the Psalter today, was finalized.

13. T/F The book of Psalms is not concerned with kingship.

14. T/F The Psalms’ focus on nature and creation speaks directly against the Canaanite propensity toworship fertility gods/gods of nature.

Fill in the Blank

15. In the study of the book of Psalms it is more appropriate to speak of the literary background than the historical background.

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Chapter 23 Quiz

Multiple Choice

1. Which of the following is not a major theme of the book of Proverbs?a. Human sexualityb. The fear of the Lordc. Possessing the landd. Human speech

2. The book of Proverbs contains ________ collections of wise sayings.a. 3b. 5c. 8d. 11

3. The biblical wisdom literature acknowledges which god?a. Yahwehb. Thothc. Atend. Shamash

4. All of the following were contributors to the book of Proverbs except ________________.a. Agurb. Lemuel of Massac. Amenemoped. Solomon

5. Proverbs 31:10–31 is an acrostic poem extolling the virtues of the ideal ____________.a. Sonb. Brotherc. Wifed. King

6. Which of the following is not a wisdom speech form that Proverbs uses?a. Numerical sayingsb. Wisdom discoursec. Call and responsed. Acrostic poem

7. Which of the following is not one of the three institutions where instruction centered?a. Familyb. Royal courtc. Marketplaced. Scribal schools

True/False

8. T/F The book of Proverbs encourages its hearers to embrace integrity, justice, righteousness, and life.

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9. T/F Proverbs asserts that there is great power in human speech, both for good and evil.

10. T/F The message of Proverbs hinges on the belief that wisdom cannot be taught but must be intuited naturally.

11. T/F We know a great deal about the lives of Agur and Lemuel.

12. T/F Because of its taboo nature Proverbs avoids the issue of sexuality.

13. T/F Israel’s history plays a prominent role in the book of Proverbs.

Fill in the Blank

14. In Proverbs, fear of the Lord is equated with knowledge of God, and thus the covenant relationship.

15. The scribes of King Hezekiah are credited with compiling at least one of the wisdom collections in Proverbs.

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Chapter 24 Quiz

Multiple Choice

1. All of the following are key ideas from the book of Ecclesiastes except ___________.a. Frustrations in life are unavoidableb. The seasons of life must be acceptedc. Life should not be expected to be self-fulfillingd. Enjoyment in life comes through our arranging for it

2. The wisdom of Ecclesiastes comes from the “Qoheleth” which means ____________.a. Judgeb. Sage/wise manc. Teacher/preacherd. Servant

3. The school of the rabbi _________, like many through history, questioned the authority of Ecclesiastes and its canonical status.

a. Hillelb. Shammaic. Akivad. Judah ben Tabbai

4. Literarily Ecclesiastes makes use of all of the following except for ______________.a. Allegoriesb. Metaphorsc. Proverbsd. Sonnets

5. The Qoheleth repeatedly uses the phrase ___________ to speak of life and experience in the world.a. "On the earth"b. "In the land"c. "Under the sun"d. "Beneath the heavens"

6. According to Qoheleth, life is __________.a. A gift from Godb. A great burdenc. Not worth livingd. Something humans do not deserve

7. What is the solution that Qoheleth offers regarding adversity? a. We should always overcome itb. We should run from itc. We should not try to avoid itd. We deserve it

True/False

8. T/F The book of Ecclesiastes is wholly pessimistic.

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9. T/F The Qoheleth is traditionally identified with Hezekiah.

10. T/F Solomon is traditionally thought to have written Ecclesiastes.

11. T/F The book of Ecclesiastes is arranged much like a Western philosophical treatise.

12. T/F Qoheleth contends that nothing under the sun can give meaning to life.

13. T/F The Qoheleth promotes an “eat, drink, and be merry for tomorrow we die” view of the world.

Fill in the Blank

14. The Qoheleth does not appeal to divine revelation to make his point; instead his approach was philosophical and based on experience and wisdom.

15. The message of Ecclesiastes is that the course of life to be pursued is a God-centered life.

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Chapter 25 Quiz

Multiple Choice

1. In the Hebrew Scripture Song of Songs is in the ______________.a. Torahb. Latter Prophetsc. Writingsd. The Twelve

2. Authorship of Songs of Songs is traditionally attributed to ________________.a. Davidb. Nathanc. Jeremiahd. Solomon

3. In later Judaism Songs of Songs was designated to be read as a part of which feast, since it was understood to represent God’s love for Israel?

a. Passoverb. Purimc. Yom Kippurd. Sukkot (Feast of Tabernacles)

4. Which of these represents an interpretative approach that has been taken with Song of Songs?a. Wedding Cycleb. Allegoricalc. Literald. All of the above

5. Which of the following people is not featured in Song of Songs?a. Solomonb. A Shulammite maidenc. A village priestd. A shepherd lover

6. Which of the following is the oldest interpretive approach to Song of Songs?a. Allegoricalb. Culticc. Didacticd. Literal

7. Which of the following is not a characteristic of lyric love poetry found in Song of Songs?a. Emphasis on emotionb. Abrupt shifts in scenec. Inappropriate languaged. Unifying theme

True/False

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8. T/F Because of its theme and frank language of the Song of Songs, rabbis and early church fathers endorsed its contents as an affirmation of God’s design for married love.

9. T/F All of Song of Songs is poetic in form except for 8 verses in chapter 3, which feature narrative prose.

10. T/F Song of Songs can be considered lyric love poetry.

11. T/F Song of Songs affirms chastity for unmarried people.

12. T/F There are multiple clear historical allusions in Song of Songs.

13. T/F Many of the metaphors in the book of Song of Songs appear to be taken from the experience of a husbandman working in a vineyard.

14. T/F The author of Songs of Songs makes use of reference to many objects in nature, including flora and fauna, to describe his lover.

Fill in the Blank

15. The major theme of Song of Songs is the positive dimensions of human love.

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Chapter 26 Quiz

Multiple Choice

1. At least _______ different writers have been have been identified as human authors of the Old Testament.

a. 20b. 30c. 40d. 50

2. What was the earliest stage in the development of writing?a. Syllablesb. Pictogramsc. Logogramsd. Alphabetic script

3. Which important group of Jewish scholars improved word divisions, and added vowel points, punctuation marks, and verse divisions to the Hebrew Old Testament?

a. The Qumranitesb. The Masoretesc. The Levitesd. The sons of Korah

4. What are human errors of sight, hearing, writing, memory, and judgment which occur during the hand-copying process known as?

a. Typosb. Variantsc. Oopsd. Blunders

5. Which of the following attested to the tri-partite division of the Old Testament?a. Jesusb. Jeremiahc. Mosesd. Abraham

6. Who held that the Apocrypha, though not Scripture, was useful for edification?a. Jeromeb. Irenaeusc. Lutherd. Calvin

7. Who is responsible for removing the Apocrypha from the English Bible?a. Puritansb. King Henry VIIIc. Queen Elizabeth I d. Anabaptists

True/False

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8. T/F The earliest human writings predate 4000 BC and are found in Egypt and Mesopotamia.

9. T/F Rock, wooden tablets, clay, papyrus, and parchment were all materials used in the ancient writing process.

10. T/F The religious leaders of the Hebrew community established the canon.

11. T/F The word Apocrypha means “hidden” and refers to a group of books produced during the time of the exile in Babylon.

12. T/F Referring to the Old Testament as the “Old Testament” is a distinctly Christian concept.

13. T/F The Hebrews included twenty-four books in the Holy Scriptures, which is fifteen less than the English Old Testament, but they both contain the exact same material.

Fill in the Blank

14. The science of manuscript comparison, which aims at restoring the written text of the Old Testament as close to its original reading as humanly possible, is known as textual criticism.

15. Canon refers to those books which demonstrate the inherent quality of divine inspiration, and which are supremely authoritative for faith and religious practice.

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Chapter 27 Quiz

Multiple Choice

1. The ministry of biblical prophets tended to be clustered around ______________.a. The eighth century BCb. Times of peacec. The city of Samariad. Times of crisis

2. The best example of a preclassical prophet who held the reins of leadership was ____________.a. Elijahb. Amosc. Mosesd. Joel

3. _____________ can be characterized as apocalyptic literature.a. Daniel and Zechariahb. Hosea and Amosc. Isaiah and Jeremiahd. Obadiah and Nahum

4. In general the progression of the role of the prophet within Israel was _______________.a. Leader, adviser, and social/spiritual commentatorb. Adviser, social/spiritual commentator, and leaderc. Social/spiritual commentator, leader, and adviserd. Leader, social/spiritual commentator, and adviser

5. The earliest of the classical prophets who were active within Israel (the northern kingdom) were _____________.

a. Obadiah and Habakkukb. Amos and Hoseac. Isaiah and Micahd. Jonah and Zephaniah

6. All of the following are tips for reading prophetic literature except ________________.a. Think of prophecy as God’s syllabusb. Identify the category to which an oracle belongsc. Determine what current event the prophecy is tied tod. Distinguish between the message of the prophecy and the fulfillment of the prophecy

7. All of the following are types of oracles present within prophetic literature except ___________.a. Indictment oraclesb. Judgment oraclesc. Instruction oraclesd. Grief oracles

True/False

8. T/F Isaiah and Micah were the earliest active classical prophets in Judah.

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9. T/F A prophet is someone who speaks on behalf of someone else.

10. T/F The prophet’s job was to communicate a message from God.

11. T/F The Hebrew term nabi appears to indicate “one who is called.”

12. T/F It is most helpful to understand prophecy as prediction.

13. T/F There was a clear counterpart in the ancient Near East to classical prophets.

14. T/F The primary job of a prophet is to highlight what the people are doing correctly.

Fill in the Blank

15. Classical prophecy had its basis in the covenant.

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Chapter 28 Quiz

Multiple Choice

1. The prophet Isaiah lived in the _________ century BC.a. Fourthb. Sixthc. Seventhd. Eighth

2. One of the biggest controversies surrounding the book of Isaiah is in relation to its __________.a. Syntaxb. Vocabularyc. Unityd. Themes

3. How many major sections/scenarios is the book of Isaiah divided into?a. 2b. 4c. 5d. 6

4. Which two kings of Judah feature prominently in the book of Isaiah?a. Ahaz and Hezekiahb. Jotham and Manassehc. Josiah and Jehoiakimd. Uzziah and Amaziah

5. All of the following are major themes in the book of Isaiah except _____________a. Redeemerb. The Servantc. Hesedd. The Holy One of Israel

6. Which Assyrian king invaded Israel in the eighth century?a. Tiglath-Pileser IIIb. Tiglath-Pileser IIc. Narum-Sind. Cyrus

7. Which Babylonian king invaded Judah in the eighth century?a. Tiglath-Pileser IIIb. Narum-Sinc. Sennacheribd. Cyrus

True/False

8. T/F The background of Isaiah is the invasion of Israel by the Neo-Babylonian Empire.

9. T/F The material of the book is arranged to highlight the trustworthiness of the covenant God.

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10. T/F The title "Redeemer" is used for God more than a dozen times in Isaiah.

11. T/F The New Testament attributes parts of the second half of the book of Isaiah to the prophet Isaiah.

12. T/F Isaiah gave his sons names with prophetic importance.

13. T/F Isaiah does not see Yahweh as the Redeemer of Israel and Judah.

14. T/F Isaiah chapters 37–39 feature four sons whose names were given prophetic significance.

Fill in the Blank

15. The Holy One of Israel is a title used for God almost exclusively by Isaiah in the Old Testament.

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Chapter 29 Quiz

Multiple Choice

1. Jeremiah functioned as a prophet during which crisis in Israel’s history?a. The Assyrian invasionb. The fall of Jerusalemc. The great locust plagued. The split of the northern and southern kingdoms

2. Jeremiah’s scribe was _____________.a. Baruchb. Ezrac. Eliezerd. Accroupi

3. Jeremiah contains ___________ major books/sections.a. 2b. 3c. 5d. 7

4. Who was king when Jeremiah began his ministry?a. Ahabb. Davidc. Hezekiahd. Josiah

5. The nation of Judah was conquered by _________.a. Babylonb. Assyriac. Egyptd. Rome

6. The fall of Jerusalem occurred in ________.a. 722 BCb. 587/6 BCC. AD 30D. AD 70

7. All of the following are major themes in the book of Jeremiah except _______________.a. The New Covenantb. God’s policy with the nationsc. False prophetsd. The new temple

True/False

8. T/F Jeremiah deals with the issue of God’s judgment of nations due to generations of compounded sin.

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9. T/F The book of Jeremiah occupies more space in the Bible than any other book.

10. T/F The ministry of the prophet Jeremiah spanned more than fifty years.

11. T/F Though Jeremiah is called to deliver a difficult message he seems to have been able to carry out his duty as a prophet without any substantial personal struggles.

12. T/F By Jeremiah’s time all of the false prophets had been expelled from Judah.

13. T/F Jeremiah teaches that Yahweh is ruler over all nations.

14. T/F There are four major literary categories in the book of Jeremiah.

Fill in the Blank

15. In the New Covenant of Jeremiah 31 God’s law will be written on the heart, not etched on stone tablets.

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Chapter 30 Quiz

Multiple Choice

1. Both the Septuagint and Jewish tradition ascribe authorship of Lamentations to ______________.a. Jeremiahb. Isaiahc. Habakkukd. Solomon

2. The book of Lamentations mourns the fall of Jerusalem in ______________.a. 722/721 BCb. 682/681 BCc. 587/586 BCd. 528/527 BC

3. The book of Lamentations is concerned with the defeat and exile of __________.a. Israelb. Judahc. Egyptd. Babylon

4. The book of Lamentations is comprised of five poems, three of which are ____________ , opening with the customary wail “how?”

a. Prayersb. Funeral dirgesc. Acrosticsd. Imprecatory appeals

5. Who was the king of Babylon when Jerusalem fell?a. Nabopolassarb. Nabonidusc. Nebuchadrezzard. Darius

6. Most of the poems of Lamentations are composed as _______.a. Acrostics b. Linear thoughtsc. Cyclesd. Narratives

True/False

7. T/F Lamentations illustrates the retributive aspect of human suffering; at least some suffering is brought on as punishment.

8. T/F Two of the poems of Lamentations are cast in the form of a “lament” or “complaint.”

9. T/F The book of Lamentations pictures God as abandoning Judah to punishment.

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10. T/F The book of Lamentations contains highly emotional language.

11. T/F The book of Lamentations teaches that God does not punish sin.

12. T/F Lamentations is one of the Megilloth, or “Festival Scrolls” and is read annually at the Passover, the commemoration of God’s delivering of Israel from slavery in Egypt.

13. T/F The book of Lamentations teaches that God will not forever abandon his people.

Fill in the Blank

14. Lamentations records the day of the Lord for Judah, an event of God’s judgment and suffering.

15. The reason given for the fall of Jerusalem is the violation of the covenant between God and Israel/Judah.

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Chapter 31 Quiz

Multiple Choice

1. Ezekiel was a ______________.a. Magistrateb. Priestc. Scribed. Farmer

2. The canonical value of Ezekiel was called into question because of _________________.a. The prophet’s understanding of temple ritualb. The lack of the use of the name of God in the bookc. Several sections containing erotic poetry portraying human loved. Ezekiel’s questioning of the Davidic line of kings

3. How many times does Ezekiel’s chariot vision appear in the text?a. 1b. 2c. 3d. 4

4. Ezekiel prophesied during the captivity by which nation?a. Assyriab. Egyptc. Babylond. Persia

5. Which of the following features is not indicative of apocalyptic literature?a. Strange visions and unusual symbolsb. Eschatological judgmentc. Divine absence in human historyd. The ultimate victory of God

6. Ezekiel has been known as the _________.a. Watchmanb. Watchdogc. Lookoutd. Spy

7. The Lord addresses Ezekiel by the title _____________ some ninety times in the book.a. Prophetb. Son of Manc. Mighty Mand. Son of Buzi

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True/False

8. T/F The book of Ezekiel is autobiographical in style, often utilizing the personal and possessive pronouns “I,” “me,” and “my.”

9. T/F Several elements of apocalyptic literature reside in the writings of Ezekiel.

10. T/F Some modern scholars deny that Ezekiel authored the book of Ezekiel.

11. T/F The ministry of Ezekiel took place in Jerusalem after the return from exile.

12. T/F The purpose of the book of Ezekiel was to promote the rebuilding of the temple.

13. T/F The book of Ezekiel is essentially a theodicy.

14. T/F Ezekiel is known for using bold and provocative language.

Fill in the Blank

15. Ezekiel highlighted the individual responsibility of each generation to live according to God’s commands, and in doing so refuted the unwarranted displacement of blame for God’s punishment solely on the sinful behavior of previous generations.

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Chapter 32 Quiz

Multiple Choice

1. Daniel was trained in diplomatic service and served in the ____________ government.a. Assyrianb. Egyptianc. Hittited. Babylonian

2. The book of Daniel is written in Hebrew and has a large section written in ________.a. Akkadianb. Aramaicc. Ugariticd. Syriac

3. How many kingdoms are featured in the visions of Daniel chapters 2 and 7?a. 3b. 4c. 6d. 7

4. Who was welcomed into Babylon as a deliverer?a. Xerxesb. Artaxerxesc. Cyrusd. Darius

5. The book of Daniel divides clearly between chapters ______ and ______.a. 6, 7b. 7, 8c. 2, 3d. 4, 5

6. Some scholars attribute the writing of the book of Daniel to an author in the second century BC due to very precise predictions in chapter 11 relating to which world empire?

a. Persianb. Romanc. Greekd. Egyptian

7. Which kingdom is under discussion in chapter 11? a. Greekb. Romanc. Babylonian

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d. Medo-Persian

True/False

8. T/F The sovereignty of God is one of the core messages of Daniel.

9. T/F Some scholars doubt the historicity of Daniel because of the fantastic events it recounts.

10. T/F The authorship of the book of Daniel is virtually undisputed in scholarly study.

11. T/F The identity of Darius the Mede causes questions for scholars.

12. T/F Though Daniel and his friends reside in a pagan nation, the surrounding culture appears to be amiable toward Israelite religion.

13. T/F The four kingdoms in chapters 2 and 7 are clearly identified.

Fill in the Blank

14. One major theme in Daniel is the pride of kings that leads to the eventual downfall.

15. The kingdom of God, a concept introduced in chapter 2 as that which will never be destroyed, is one of the major themes of the book of Daniel.

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Chapter 33 Quiz

Multiple Choice

1. Hosea the prophet operated during the northern kingdom’s “golden age” under King __________.a. Jehub. Jeroboam IIc. Omrid. Pekah

2. God commanded Hosea to marry a ______________ named Gomer.a. Prostituteb. Handmaidenc. Servant girld. Baroness

3. The Canaanite god Baal was a god of ______________ .a. The seab. The sunc. Warfared. Fertility

4. Chapters 1–3 of Hosea are arranged in a literary pattern known as _____________.a. Palistropheb. Acrosticc. Dirged. Epigram

5. Hosea was a prophet to which kingdom?a. Judahb. Israelc. Egyptd. Assyria

6. Hosea is part of the _________.a. Minor Prophetsb. Major Prophetsc. Pentateuchd. Wisdom Literature

7. Which of the following nations was not exerting pressure on Israel during Hosea’s ministry?a. Egyptb. Assyriac. Babylon

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d. Judah

8. Which of the following is not an interpretive option for Hosea’s marriage to Gomer?a. Symbolic marriageb. One literal marriage: sequential narrativec. Two literal marriagesd. Three literal marriages

True/False

9. T/F One of the purposes of the book of Hosea was to highlight the spiritual harlotry of Israel.

10. T/F Though Hosea delivered his message to the northern kingdom, he was actually from Judah.

11. T/F Hosea’s message was delivered prior to Babylon’s destruction of the northern kingdom in 722 BC.

12. T/F Legal terminology abounds in Hosea as God brings a “lawsuit” against Israel.

13. T/F Hosea’s prophecy is solely focused on the northern kingdom.

14. T/F A later editor probably added the “pro-Judah” portions of Hosea.

Fill in the Blank

15. God’s controversy with Israel was rooted in the conflicting religious ideologies of Canaanite Baalism and Hebrew Yahwism.

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Chapter 34 Quiz

Multiple Choice

1. The book of Joel abundantly uses words, phrases, and motifs from which prophetic books?a. Malachi, Habakkuk, and Zechariahb. Isaiah, Amos, and Ezekielc. Amos, Malachi, and Obadiahd. Isaiah, Habakkuk, and Zephaniah

2. Joel uses the image of ______________ to speak of impending invasion and devastation.a. Malnourished cowsb. Withering cropsc. A locust plagued. An epidemic of bubonic plague

3. One of the difficult interpretive issues for Joel is its _______.a. Dateb. Type of writingc. Authorshipd. Content

4. Joel is part of the _________. a. Minor Prophetsb. Major Prophetsc. Pentateuchd. Wisdom Literature

5. The book of Joel is quoted in:a. 1 Peterb. 2 Peterc. Actsd. Galatians

6. What is the strongest evidence for Joel as a postexilic prophet?a. The use of the prophetic perfectb. Reference to the exile as a past eventc. Reference to Babylond. The mention of Baal worship

7. Prior to becoming a prophet Joel was a _________________.a. Farmerb. Merchantc. Priestd. None of the above

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True/False

8. T/F Joel prophetically identified a current crisis as God’s judgment on the community.

9. T/F The historical background of Joel’s prophecy is difficult to ascertain.

10. T/F Joel is mentioned several times in the Old Testament outside of the book of Joel.

11. T/F The book of Joel is quoted by Peter in his message on the day of Pentecost.

12. T/F One of Joel’s major indictments of Israel is in relation to the worship of Baal.

13. T/F Due to the mention of the reign of King Uzziah the book of Joel can be dated to 756 BC.

14. T/F Joel insists that though things are currently bad they will quickly get better.

Fill in the Blank

15. Joel’s main concern throughout the book was to address the day of the LORD, a time of destruction and judgment.

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Chapter 35 Quiz

Multiple Choice

1. Prior to becoming a prophet Amos was a _______________.a. Priestb. Magistratec. Shepherdd. Soldier

2. Amos’s prophecies were delivered to Israel at _____________, a site of syncretic worship.a. Samariab. Bethelc. Dand. Hazor

3. What natural phenomena/event is referenced in Amos 1:1?a. An earthquakeb. A whirlwindc. A famined. A tidal wave

4. A major theme in the book of Amos is ________________.a. Temple worshipb. Intermarriage with surrounding pagan peoplesc. The day of the LORDd. Social justice

5. Amos dated his prophecy by reference to which two kings?a. Uzziah and Jeroboam IIb. Hezekiah and Hosheac. Jehoash and Amaziahd. Pekah and Jotham

6. By what type of natural disaster does Amos date his ministry?a. Tornadob. Thunderstormc. Earthquaked. Volcano eruption

7. Amos is from which city?a. Jerusalemb. Tekoac. Samaria

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d. Bethelehem

8. Which NT book also deals with social justice?a. Matthewb. Galatiansc. Romansd. James

True/False

9. T/F Amos is the oldest of the writing prophets.

10. T/F Amos says mistreatment of the poor is a symptom of spiritual sickness.

11. T/F Amos is unconcerned with the welfare of others.

12. T/F Amos was the only writing prophet who lived and ministered in the northern kingdom.

13. T/F Amos opens his prophecy with ten oracles against the nations.

14. T/F Amos preached during a prosperous period in Israel’s history.

15. T/F The only nation which does not receive an oracle of condemnation is Judah.

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Chapter 36 Quiz

Multiple Choice

1. The book of Obadiah pronounces divine judgment on what nation?a. Babylonb. Edomc. Assyriad. Damascus

2. Obadiah is the ____________ book in the Old Testament.a. Oldestb. Shortestc. Longestd. Last

3. The most likely background for the book of Obadiah is ________________.a. The fall of Samariab. The death of King Hezekiahc. The fall of Jerusalemd. The Edict of Cyrus

4. The book of Obadiah espouses the idea of Lex Talionis which means _____________.a. "To the victor go the spoils"b. "An eye for an eye"c. "Seize the day"d. "Never give up"

5. Which of the following is not another name for Edom in the book of Obadiah?a. Horb. Seirc. Jacobd. Esau

6. Obadiah’s oracle is a ________.a. Dreamb. Trancec. Vision d. Spoken-word event

7. Which of the following books does not contain an anti-Edomite oracle?a. Ezekielb. Amosc. Isaiahd. Malachi

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True/False

8. T/F One of the major reasons for which Obadiah proclaims judgment on this pagan nation is because of its pride.

9. T/F Obadiah is one of the most detailed books in the Old Testament in terms of background, giving the time, setting, and information about the prophet at the beginning of the book.

10. T/F Obadiah’s name means “the LORD will triumph.”

11. T/F Obadiah touches on the theme of the day of the Lord for the nations.

12. T/F Obadiah’s message has three parts.

13. T/F The anti-Edomite theme is popular in the Old Testament.

14. T/F Obadiah is concerned with social justice and the spiritual sickness which is at the root of people’s mistreatment of the poor.

Fill in the Blank

15. Obadiah’s oracle concludes with the promise of restoration for the remnant of Israel.

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Chapter 37 Quiz

Multiple Choice

1. The book of Jonah concerns the judgment of the city of Nineveh, the capital of ____________.a. Babylonb. Damascusc. Assyriad. Persia

2. When Jonah sees that God has relented from destroying Nineveh because of their repentance he is _____________.

a. Excitedb. Confusedc. Relievedd. Angry

3. The book of Jonah is structured with __________ roughly even sections.a. 2b. 3c. 4d. 5

4. At the end of the book of Jonah, God is __________ toward the Ninevites.a. Compassionateb. Angryc. Unforgivingd. Frustrated

5. Jonah’s theodicy is concerned with ____________.a. Unjust sufferingb. Death of the righteousc. Leniency toward wickednessd. God’s anger

6. Jonah is angry because the people of Nineveh _________.a. Mock himb. Repentc. Refuse to repentd. Worship other gods

7. The book of Jonah is primarily concerned with _______.a. Jonahb. Ninevehc. Cattle

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d. God

True/False

8. T/F Jonah claims to be the author the book of Jonah.

9. T/F In interpreting the book, Jonah should be equated with the city of Nineveh.

10. T/F In the book of Jonah, Jonah represents Israel as a whole.

11. T/F The king of Nineveh in the book of Jonah has been identified as Tiglath Pileser III.

12. T/F The message of the book of Jonah is directed toward Israel, encouraging her to move beyond her borders to evangelize other nations and to love and forgive her enemies.

13. T/F The book of Jonah is unique among the Prophets in that it relates episodes from the life of Jonah instead of being a collection of oracles.

Fill in the Blank

14. The message of the book concerns God’s sovereign right to bestow compassion on whomever he wills, even to the point of relenting from threatened destruction.

15. Another major theme of the book is theodicy, or justifying the ways of God, which in the story of Jonah takes the form of being justified to act as he pleases whether that is in mercy or judgment.

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Chapter 38 Quiz

Multiple Choice

1. Micah was a contemporary of the prophet _______________.a. Jeremiahb. Isaiahc. Ezekield. Zephaniah

2. The prophet Micah is specifically referred to in the prophetic book of ________________.a. Jeremiahb. Isaiahc. Ezekield. Zephaniah

3. Which of the following is an Assyrian king who was a threat during Micah’s ministry?a. Shalmaneser IIIb. Tiglath-Pileser IIIc. Sargon IId. Sargon I

4. How many judgment oracles did Micah give?a. 3b. 4c. 5d. 7

5. How many major divisions does Micah have?a. 3b. 4c. 5d. 7

6. Micah ministered during the ________ crisis.a. Assyrianb. Babylonianc. Egyptiand. Judean

7. Each of Micah’s major divisions opens with a call to ________.a. Argueb. Repentc. Loved. Listen

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True/False

8. T/F Micah’s prophecy ends with an oracle of hope.

9. T/F Within its context, Micah 6:8 should be understood as a comprehensive statement of God’s demands on humanity.

10. T/F Micah’s ministry was set against the backdrop of the impending Babylonian invasion.

11. T/F Micah’s message was that the people were guilty of injustice.

12. T/F Micah explicitly states his purpose.

13. T/F One of Micah’s primary concerns centers around maintaining the Davidic line of kings.

14. T/F Micah 6:8 is a comprehensive statement of human responsibility before God.

Fill in the Blank

15. Two places in the book of Micah speak of royal deliverers who would serve as the Lord’s instruments for saving Israel from her enemies.

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Chapter 39 Quiz

Multiple Choice

1. The book of Nahum opens with an introductory _____________.a. Lamentb. Prayerc. Psalmd. Dirge

2. The book of Nahum contains many parallels to the book of ________ including vocabulary, phrasing, theme, and motif.

a. Isaiahb. Amosc. Jonahd. Hosea

3. The second section of the book of Nahum contains alternating addresses to Nineveh and ________.a. Thebesb. Judahc. Babylond. Damascus

4. Nahum deals with which ancient Near Eastern empire?a. Assyriab. Babylonc. Egyptd. Persia

5. Which nation is the archvillain of the Old Testament?a. Assyriab. Babylonc. Egypt d. Persia

6. Which king made Nineveh his capital?a. Ashurbanipalb. Sargonc. Sennacheribd. Sargon II

7. Which of the following kings of Judah ruled during the ministry of Nahum?a. Davidb. Hezekiahc. Josiah

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d. Asa

8. Which other prophet’s ministry also involved the city of Nineveh?a. Hoseab. Amosc. Micahd. Jonah

True/False

9. T/F The Assyrians had a reputation in the Old Testament for incredible cruelty.

10. T/F The purpose of the book of Nahum was to pronounce the possibility of Nineveh avoiding destruction through repentance.

11. T/F Because of internal evidence, namely the known date of the destruction of the city of Nineveh, it is logical to date the book of Nahum prior to 712 BC.

12. T/F Nahum proclaimed peace for the nation of Assyria.

13. T/F The mention of the fall of the Egyptian city of Memphis is another factor which helps to the date the book of Nahum.

14. T/F The final section of Nahum contains a dirge suggesting the reasons for God’s action against Nineveh.

15. T/F It is likely that Manasseh or Josiah was in power when Nahum delivered his oracle.

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Chapter 40 Quiz

Multiple Choice

1. The book of Habakkuk is organized around several __________ by the prophet.a. Psalmsb. Dirgesc. Inquiriesd. Monologues

2. The main question of the book of Habakkuk is, ____________________?a. How could God let Jerusalem fallb. How can those who are wicked go unpunishedc. How can Israel survive without a templed. How could God allow King Josiah to die

3. In the book of Habakkuk the main instrument of God’s judgment will be ______________.a. Plaguesb. The Babyloniansc. Droughtd. The Assyrians

4. Habakkuk deals with God’s justice on a/an __________ level.a. Individualb. Societalc. National d. Global

5. Habakkuk was a contemporary of which prophet?a. Jeremiahb. Isaiah c. Ezekield. Nahum

6. Where is the message of the book of Habakkuk found?a. In the prophet’s questionsb. In the sins of the peoplec. In God’s responsed. In the prophet’s prayers

7. When did Josiah come to the throne of Judah?a. 609 BCb. 722 BCc. 701 BCd. 640 BC

True/False

8. T/F The book of Habakkuk appears to have been written during a period of time when Assyrian power was on the decline.

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9. T/F Habakkuk was concerned with the justice of God at a time when a wicked nation was prospering.

10. T/F There is a “wisdom” tone to the prophecy of Habakkuk.

11. T/F Habakkuk identifies himself as a priest in the line of Zadok.

12. T/F The major event which looms in the background of Habakkuk is the recent destruction of Jerusalem.

13. T/F Habakkuk, like Job, receives no answers to his questions about God’s justice.

14. T/F According to the book of Habakkuk, God is unjust in his dealings with the nations.

Fill in the Blank

15. Habakkuk 2:4b, “But the righteous will live by faith,” is quoted by Paul in the New Testament.

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Chapter 41 Quiz

Multiple Choice

1. The prophet Zephaniah was a contemporary of the prophet ________________.a. Jeremiahb. Isaiahc. Nahumd. Amos

2. Who was the pagan nation threatening Judah during the time of Zephaniah’s ministry?a. Assyriab. Babylonc. Persiad. Aram

3. According the superscription of the book (1:1) the prophecies of Zephaniah are dated to the reign of ____________.

a. Hezekiahb. Josiahc. Manassehd. Ahaz

4. Which nation would eventually exile Judah?a. Assyriab. Egyptc. Persiad. Babylon

5. Zephaniah and which other OT book are the only Minor Prophets to include oracles against the nations?

a. Amosb. Obadiahc. Habakkukd. Malachi

6. What is the most likely date for the prophecy of Zephaniah?a. 697/696 BCb. 640/639 BCc. 627/626 BCd. 610/609 BC

7. Zephaniah indicted Judah for its corrupt officials and ___________.a. Social injusticeb. Ritualismc. Keeping of the Sabbathd. Continued rebellion

8. The apostasy of King _______________ for the five decades prior to the ministry of Zephaniah exacted a heavy spiritual toll on Judah.

a. Hezekiah

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b. Josiahc. Manassehd. Ahaz

True/False

9. T/F The purpose of the prophecies by Zephaniah was to initiate change in Judah by pronouncing God’s judgment on wickedness.

10. T/F Zephaniah was possibly a member of the royal household.

11. T/F Zephaniah was specific that judgment for Judah would include destruction of the temple.

12. T/F Zephaniah’s oracles of judgment were focused solely on Judah.

13. T/F There are possibly numerous “days of the LORD.”

14. T/F Zephaniah’s message of judgment for Judah also included a message of eventual restoration.

Fill in the Blank

15. A major theme of Zephaniah was the day of the LORD, a time when the current state of affairs would be replaced by the Lord’s intended order of things.

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Chapter 42 Quiz

Multiple Choice

1. Haggai was a contemporary of the other postexilic prophet, ___________________.a. Isaiahb. Jeremiahc. Obadiahd. Zechariah

2. The backdrop for Haggai’s prophecy was the reign of ____________, king of Persia.a. Nebuchedrezzarb. Darius Ic. Xerxes IId. Cyrus

3. How many “messages” comprise the book of Haggai?a. 3b. 4c. 5d. 6

4. Along with the prophet in the answer to question #1, which other three books comprise the corpus of Old Testament Prophetic literature dating to the Persian period of Hebrew history (ca. 550–330 BC)?

a. Daniel, Joel, and Malachib. Daniel, Amos, and Joelc. Habakkuk, Nahum, and Amosd. Nahum, Malachi, and Habakkuk

5. Which of the following led a return of Judean exiles?a. Zerubbabelb. Zephaniahc. Zechariahd. Zadok

6. How long did it take to build the first temple?a. 10 yearsb. 12 yearsc. 18 yearsd. 7 years

7. Haggai shows literary skill in which of the following ways?a. Use of varied phraseologyb. Use of chiasmusc. Wordplayd. All of the above

True/False

8. T/F Though Haggai gives the name of the king reigning in Judah during the time of his prophecies, we cannot pinpoint the exact time of his prophetic activity.

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9. T/F Haggai was possibly a member of the royal household.

10. T/F One of Haggai’s concerns was the reinstitution of the liturgical calendar.

11. T/F One of Haggai’s concerns was the rebuilding of the walls of Jerusalem.

12. T/F The Cyrus Cylinder decreed the return of conquered peoples to their home lands.

13. T/F Haggai prophesied that God would overthrow the nations and restore Israel’s fortunes.

14. T/F The fourth address by Haggai promised to establish Zerubbabel as “a signet ring” in Zion, thus rekindling the messianic expectation among the Israelites.

Fill in the Blank

15. The major theme of the book of Haggai is the rebuilding of the temple.

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Chapter 43 Quiz

Multiple Choice

1. Along with being a prophet, Zechariah was also a ________________ .a. Governmental officialb. Scribec. Priestd. Farmer

2. Zechariah means ___________________.a. Yahweh is strongb. Yahweh has rememberedc. Yahweh will returnd. Yahweh is here

3. Zechariah and _______ both encouraged the building of the temple.a. Haggaib. Malachic. Zephaniahd. Isaiah

4. The first section of Zechariah contains ___________ “night visions.” a. 3b. 5c. 7d. 9

5. The reign of ___________, king of Persia, is the background for Zechariah’s prophecies.a. Cyrusb. Darius Ic. Xerxes IId. Nabonidus

6. Zechariah is often classified as __________ literature.a. Wisdomb. Proto-apocalypticc. Apocalypticd. Eschatological

7. One of Zechariah’s two explicitly stated duties as God’s spokesman was to ________ the people of Judah.

a. Condemnb. Comfortc. Terrifyd. Judge

True/False

8. T/F Critical scholarship divides Zechariah into five parts on the basis of perceived differences in style, vocabulary, theme, and genre.

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9. T/F Sections 1 and 2 of Zechariah are arranged in an acrostic structure.

10. T/F Zechariah summoned the community to repentance and spiritual renewal.

11. T/F Parts of Zechariah are written in a chiastic pattern.

12. T/F Zechariah has very little to say about the messiah.

13. T/F Zechariah’s message was laced with concern for social justice in the present.

Fill in the Blank

14. Though Zechariah does not use the phrases “the day of the LORD” or “the kingdom of God” the book contributes greatly to our knowledge of the Hebrew understanding of eschatology.

15. Zechariah has more to say about the messiah than any other Old Testament book except Isaiah.

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Chapter 44 Quiz

Multiple Choice

1. One of the major themes identified in Malachi is _________________.a. Temple and liturgyb. Marriage and divorcec. King and landd. Judgment of the nations

2. Forty-seven of the fifty-five verses of the book of Malachi address Israel in the ________ person.a. firstb. secondc. thirdd. None of the above; Malachi is addressed specifically to Zerubabbel

3. Malachi is composed of a series of _______ oracles.a. 4b. 5c. 6d. 7

4. Malachi’s message is reminiscent of the ________ prophets.a. Exilicb. Preexilicc. Preclassicald. Postexilic

5. The people in Malachi ask how they have _______ God.a. Servedb. Lovedc. Robbedd. Angered

6. The returned exiles had difficulties with the _______.a. Persiansb. Egyptiansc. Samaritansd. Philistines

7. Which covenant did Malachi cite specifically?a. Covenant of Levib. Covenant of the fathersc. Covenant of marriaged. All of the above

True/False

8. T/F Malachi is the last book of the Old Testament both in terms of position in the canon and chronology.

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9. T/F Malachi speaks out against idolatry, social injustice, and easy divorce.

10. T/F The predominant theme of Malachi is Israel’s covenant relationship with God and its ramifications.

11. T/F Malachi identifies himself as a part of the priestly family of Iddo.

12. T/F The message of Malachi reflects conditions associated with pre-Ezra decline.

13. T/F The name Malachi means either “my messenger” or “my angel.”

14. T/F In the book of Malachi, the oracles are interspersed with twenty rhetorical questions designed to leave the opponent devoid of further argumentation.

Fill in the Blank

15. One of the major themes in the book of Malachi was the promise of an Elijah-like figure as a messenger of the covenant.

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*Note: The last three chapters of the Survey of the Old Testament are concerned with the synthesis of themes presented throughout the book, worship, and the relationship of Old Testament writings to the New Testament. Thus, objective questions aren’t the most effective means of assessing students’ grasp of the material. Below are suggestions for questions which touch on some of the main themes for each of the chapters.

Chapter 45 Quiz

1. Attributes: Choose three of the attributes listed below which describe an element of God’s character or action as presented in the Old Testament. Identify at least one verse (preferably two) from the Old Testament for each of the attributes and discuss the significance of this attribute both for Israel in the Old Testament and for us presently (Creator, Wise, Only God, Transcendent, Righteous and Just, Compassionate and Gracious, Covenant-Making God, Loyal, Redeemer).

a.

b.

c.

2. False Dichotomies: Choose one of the two false dichotomies described in the chapter (Judge vs. Savior, Law vs. Grace); describe why this dichotomy exists, and using two relevant Old Testament texts offer a suggestion as to why this is in fact a false dichotomy.

3. What do the authors identify as a possible central theme of the Old Testament? Discuss whether you think this is a good or bad suggestion and why.

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Chapter 46 Quiz

1. Describe the basis for “The Old Testament as the Law of Love.” List at least one verse which pertains to this discussion.

2. Describe how the peoples of the ancient Near East understood worship.

3. Tell how God’s description of himself contrasted sharply with the prevailing understanding of worship in the ancient Near East.

4. Discuss the idea of worship as a response to God’s deeds. Give one example from Scripture.

5. Discuss the connection of social action to worship in the Old Testament. Give at least one relevant example from Scripture which talks about this idea.

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Chapter 47 Quiz

1. The authors identify three major headings of the New Testament references to the Old Testament: (1) those related to God Almighty, (2) those related to Jesus as the Christ, and (3) those related to humankind. Please choose two of these three major headings and identify a place in the New Testament where there is reference to the Old Testament. Discuss the relationship of these two texts.

a.

b.

2. Another useful model for bridging the Old and New Testaments is tracing the theme of covenant specifically in relation to (1) salvation or deliverance, (2) the covenant community, (3) the knowledge of God, and (4) and land of covenant promises. Choose two of these dimensions of covenant and describe how that specific dimension helps to form a bridge between the Old and New Testaments.

a.

b.

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Midterm (Chapters 1–23)

1. T/F Covenant is one of the core concepts of the Old Testament.

2. T/F If God is not understood to be the source of the Old Testament, it cannot serve as a self-revelation.

3. T/F There are 11 stages of God’s presence communicated in the Bible.

4. T/F Without realizing it we bring the cultural and historical framework of our own world view into the text of the Old Testament.

5. The name "Mesopotamia" means ___________________.a. The city by the riverb. The land of fertilityc. The land between the riversd. The land beneath sun

6. Which of the following was not a major geographical area in the land of Palestine?a. The Coastal Plainb. The Southern Highlandsc. The Central Hill Countryd. The Transjordan Plateau

7. The region of Syro-Palestine, or the Levant, was a land bridge between ______________.a. Africa and Asiab. Asia and Europec. Europe and Africad. None of the above

8. Ancient Egypt was divided into how many kingdoms?a. Oneb. Twoc. Threed. Four

9. The Hebrew word for "the Law" is __________________.a. Galb. Torahc. Goratd. Tune

10. Who was the first-century Gnostic heretic who rejected the Old Testament and its “inferior God”?a. Malthusb. Marcionc. Montanusd. Martellian

11. Which of the following is not a Pentateuchal book?a. Genesisb. Exodus

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c. Numbersd. Judges

12. Which of the following is not a subcategory of OT law?a. Casuistic lawb. Apodictic lawc. The cursed. Consternation law

13. Abraham was asked to sacrifice his son________________.a. Sethb. Shemc. Judahd. Isaac

14. ______ built the ark in the book of Genesis.a. Abrahamb. Isaacc. Josephd. Noah

15. Which of the following is not a major theme of Genesis?a. Sinb. Monotheismc. The covenant and electiond. Kingship

16. ______________ was the sign given to Abraham to signify his covenant with God.a. Long hairb. A beardc. Circumcisiond. White garments

17. The name "Exodus" is derived from the Greek Old Testament name for the book, which means ___________.

a. Sadnessb. Slaveryc. Departured. Wilderness

18. Who is traditionally thought to be the author of the book of Exodus?a. Mosesb. Josephc. Jethrod. Miriam

19. At what mountain did God make a covenant with Israel?a. Nebob. Hermonc. Sinaid. Harnath

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20. Which of the following was not a plague experienced by Egypt?a. Locustsb. Hailc. Darknessd. Fire

21. The book of Leviticus contains instructions for all of the following except _______________.a. Priestly regulationsb. Parceling out of tribal landc. Priestly dutiesd. Practical “holy living”

22. Which of the following was not typically offered as a sacrifice in the ancient world?a. Animalsb. Grainc. Drinksd. Clothing

23. The English name “Leviticus” is derived from the Greek title for the book meaning _________.a. Pertaining to the Levitesb. Sacrificesc. Priestsd. By the Levites

24. All of the following were offerings instituted for Israel in Leviticus except _____________.a. Abundance offeringsb. Cereal offeringsc. Peace offeringsd. Sin offerings

25. Which of the following is not a major theme in the book of Numbers?a. The census numbersb. The revelation of God in human culturec. Social justiced. The testing by Yahweh

26. How many censuses were recorded in the book of Numbers?a. 1b. 2c. 3d. 4

27. Which of the following is not a major geographical area in Numbers?a. Moabb. Sinaic. Kadeshd. Egypt

28. Who was the pagan prophet who was sent to curse Israel but ended up blessing them instead?a. Zophar

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b. Bildadc. Tobitd. Balaam

29. Which of the following is not a major theme in the book of Deuteronomy?a. Priestly functionsb. Central sanctuaryc. Lawd. Retribution principle

30. Which of the following is not one of the Ten Commandments?a. You shall not murderb. Honor your father and your motherc. You shall not give false testimony against your neighbord. You shall not trespass

31. ________________ is an ancient collection of Mesopotamian laws.a. Hammurabi’s Steleb. The Annals of Ashurbanipalc. The Eliphaz Codexd. Shammai’s Tablet

32. The Ten Commandments emphasize all of the following except _____________.a. Divine authorityb. Human superiorityc. Divine dignityd. Human dignity

33. Which natural phenomena mentioned in official records helps historians pinpoint a “primary anchor” point in history to determine the absolute chronology of the ancient Near East?

a. An earthquakeb. A cometc. A solar eclipsed. A flood

34. King Josiah of Judah died fighting against ___________, while trying to stop their attempt to lend assistance to _____________.

a. Assyria, Babylonb. Babylon, Syriac. Egypt, Assyriad. Syria, Egypt

35. Who were the “architects” for Mesopotamian culture?a. Sumeriansb. Phoeniciansc. Hittitesd. Lebanese

36. Who deported Israel?a. Judahb. Egypt

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c. Assyriad. Babylon

37. In the Hebrew arrangement of the books of the Old Testament, Joshua, Judges, and the books of Samuel and Kings form a section known as the ______________.

a. Writingsb. Torahc. Former Prophetsd. Latter Prophets

38. The books of Ruth, Chronicles, Ezra, Nehemiah, and Esther form a section know as the _______.a. Writingsb. Torahc. Former Prophetsd. Latter Prophets

39. Which Old Testament book is often said to have influenced the theology of the books of Joshua-Kings?

a. Genesisb. Exodusc. Deuteronomyd. Isaiah

40. The so-called Deuteronomistic History includes all of the following books except _______.a. Deuteronomyb. 2 Kingsc. Jeremiahd. Judges

41. Joshua was all of the following except ________________.a. An assistant to Mosesb. A generalc. A priestd. One of the twelve spies who went into Canaan

42. Which of the following is a reason the authors provide that justifies the ban in Joshua?a. The Canaanite smellb. God is capricious c. Canaanites resisted the Lordd. Canaanites worshiped Yahweh

43. Which of the following is a common misconception among Christians about the book of Joshua?a. It’s only the story of a godly personb. It is historically accuratec. It recounts Israel’s conquest of Canaand. It describes God’s strategies for the conquest

44. Which of these is not a major theme in the book of Joshua?a. Covenant and landb. Sovereign involvementc. The ban

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d. Need for a king

45. Which of these is not a major theme of the book of Judges?a. The nature of charismatic leadershipb. The Spirit of the Lordc. Israel’s apostasyd. The blessings of the covenant

46. Who of the following people listed was not a judge?a. Deborahb. Samsonc. Jephthahd. Bildad

47. The task of a judge was to be a _______________.a. Delivererb. Monitorc. Civil authorityd. Spiritual leader

48. Which judge was endowed with the Spirit of the Lord on a number of occasions to accomplish deliverance for God’s people?

a. Ehudb. Deborahc. Samsond. Barak

49. ______________ is a major theme in the book of Ruth.a. The need to seek wisdomb. Hesedc. The need to renew temple worshipd. Boquer

50. Ruth was a member of the nation of _____________.a. Ammonb. Damascusc. Edomd. Moab

51. Which feature of the book of Ruth suggests it is a product of the monarchy period at the earliest?a. The use of the term "kinsman-redeemer"b. The closing genealogyc. Several Aramaic wordsd. It says that it was written during the monarchy period

52. The Hebrew word hesed can be translated by all of the following words except _____________.a. Kindnessb. Lovec. Pityd. Loyalty

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53. Which of the following is not a major theme of 1 and 2 Samuel?a. The Davidic covenantb. Kingshipc. The ark of the covenantd. Reforming temple worship

54. In the books of 1 and 2 Samuel, Samuel functions as a ______________________.a. Prophet, king, and priestb. Servant, judge, and priestc. King, warrior, and prophetd. Prophet, priest, and judge

55. Which of these men was not one of Israel’s kings?a. Davidb. Samuelc. Solomond. Saul

56. Who was the first king of Israel? a. Saulb. Samuelc. Davidd. Rehoboam

57. Which of the following was not a major theme in 1 and 2 Kings?a. Assessment of King Solomonb. Dynastic succession and charismatic leadershipc. The ark of the covenantd. The golden calf cult

58. The city of Jerusalem fell in _____________.a. 587/586 BCb. 722 BCc. 971/970 BCd. 612 BC

59. Which two prophets functioned in the northern kingdom during the divided monarchy?a. Elijah and Elishab. Nathan and Zechariahc. Isaiah and Jeremiahd. Samuel and Balaam

60. The shrines of the golden calf cult were located at __________________.a. Dan and Bethelb. Shechem and Gilgalc. Samaria and Tizrahd. Beersheba and Gaza

61. ________________ is portrayed by the chronicler as a “good” king.a. Hezekiahb. Ahaz

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c. Jehud. Manasseh

62. The chronicler idealized which two kings as the “type figures” of a “good” king?a. Saul and Jeroboamb. David and Solomonc. Hezekiah and Josiahd. Ahaziah and David

63. ________ were the equivalent of professional clergy in Israel.a. Priests and Levitesb. Kingsc. Prophetsd. Worship leaders

64. The chronicler emphasized the kingship of ________.a. Saulb. Jeroboamc. Davidd. Rehoboam

65. One of the primary genres in Ezra-Nehemiah is _________.a. Fictionb. Memoirc. Fan fictiond. Poetry

66. Nehemiah was the cupbearer for which king?a. Davidb. Dariusc. Cyrusd. Artaxerxes I

67. Nehemiah undertook an initiative to do what in Jerusalem?a. Build aqueducts to secure a source of waterb. Reestablish a market for commercial tradec. Rebuild the walls around Jerusalemd. Exterminate rats who were causing diseases

68. Reforms instituted by Ezra and Nehemiah addressed all of the following except ____________.a. Intermarriage with foreign womenb. Social injusticec. Improper worshipd. Failure to circumcise

69. _________ is the antagonist in the book of Esther who plots to have all of the Jews in Persia killed.a. Mordecaib. Korahc. Hamand. Abner

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70. What is another name for King Xerxes?a. Ahasuerasb. Mordecaic. Artaxerxesd. Hezekiah

71. What is the earliest century to which Hebrew manuscripts of Esther date?a. Tenth century ADb. Seventh century BCc. Eleventh century ADd. Seventh century AD

72. Which nation defeated Persia?a. Greeceb. Egyptc. Assyriad. Babylon

73. Excavations from Tel Dan have yielded inscriptions referring to the “house” of which king of Israel?a. Davidb. Manassehc. Josiahd. Asa

74. The Stele of Shalmanseer III includes reference to which northern kings of Israel?a. Pekah and Baashab. Jehoash and Jeroboamc. Ahab and Jehud. Joram and Hoshea

75. The Dead Sea Scrolls were found in the _________________.a. 1940sb. 1920sc. 1860sd. 1980s

76. Sennacherib’s Prism records receiving tribute from which king of Judah?a. Uzziahb. Hezekiahc. Jehoshaphatd. David

77. Poetry comprises ______ of the Old Testament.a. one-tenthb. one-quarterc. one-thirdd. one-half

78. The “Teachings of __________” from Egypt, bear a striking resemblance to portions of Proverbs 22:17–24:23.

a. Gilgamesh

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b. Amenemopec. Hilleld. Marduk

79. The earliest Hebrew poetry extant dates to the __________ century BC.a. ninthb. fifthc. thirteenthd. seventh

80. All of the following are elements present in Hebrew poetry except ______________.a. Acrostic b. Alliterationc. Atonality d. Onomatopoeia

81. The “place names” in the book of Job suggest that he may have been a(n) ______________.a. Israeliteb. Moabitec. Edomited. Ammonite

82. Which of these men is not one of the three friends mentioned at the beginning of the book of Job?a. Eliphazb. Elihuc. Bildadd. Zophar

83. Job’s lament in chapter 3 introduces __________ cycles of dialogue which occupy chapters 4–27.a. 3b. 4c. 2d. 7

84. Most simply stated, the retribution principle is that: If a person is righteous, he will ________ and if a person is wicked, he will _________.

a. Tell the truth; lieb. Prosper; sufferc. Treat others well; treat others poorlyd. Work; steal

85. Which of the following is not one of Job’s three friends?a. Zopharb. Elihuc. Bezalel d. Eliphaz

86. _________ is an ancient piece of literature similar to the book of Job.a. Gilgamesh Epicb. Babylonian Theodicyc. Mesha Stele

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d. The Iliad

87. Which of these is not a major theme in the book of Job?a. Retribution principleb. Mediatorc. Wisdom, justice, and sovereigntyd. Proper temple worship

88. The book of Psalms is divided into ___________ “books.”a. 3b. 4c. 5d. 7

89. Which is not one of the major genres of psalms listed in the textbook?a. Enthronementb. Praisec. Lamentd. Wisdom

90. What type of psalm is Psalm 1?a. Wisdomb. Praisec. Lament d. Enthronement

91. Book 1 contains mostly ___________.a. Praisesb. Lamentsc. Wisdom psalmsd. Coronation psalms

92. All of the following people are an author of one or more psalms except ________________.a. Asaphb. The sons of Korahc. Mosesd. Nathan

93. One of the major themes of the book of Psalms deals with kingship; there are ________ psalms scattered throughout the Psalter which concern the king.

a. 3b. 7c. 9d. 18

94. Which of the following is not a major theme of the book of Proverbsa. Human sexualityb. The fear of the Lordc. Possessing the landd. Human speech

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95. The book of Proverbs contains ________ collections of wise sayings.a. 3b. 5c. 8d. 11

96. The biblical wisdom literature acknowledges which god?a. Yahwehb. Thothc. Atend. Shamash

97. All of the following were contributors to the book of Proverbs except ________________.a. Agurb. Lemuel of Massac. Amenemoped. Solomon

98. Which of the following is not one of the three institutions where instruction centered?a. Familyb. Royal courtc. Marketplaced. Scribal schools

99. Proverbs 31:10–31 is an acrostic poem extolling the virtues of the ideal____________.a. Sonb. Brotherc. Wifed. King

100. Which of the following is not a wisdom speech form that Proverbs uses?a. Numerical sayingb. Wisdom discoursec. Call and responsed. Acrostic poem

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Final Exam (Chapters 24–47)

1. The school of the rabbi_________, like many through history, questioned the authority of Ecclesiastes and its canonical status.

a. Hillelb. Shammaic. Akivad. Judah ben Tabbai

2. Literarily Ecclesiastes makes use of all of the following except for ______________.a. Allegoriesb. Metaphorsc. Proverbsd. Sonnets

3. The Qoheleth repeatedly uses the phrase ___________ to speak of life and experience in the world.a. "On the earth"b. "In the land"c. "Under the sun"d. "Beneath the heavens"

4. According to Qoheleth, life is __________.a. A gift from Godb. A great burdenc. Not worth livingd. Something humans do not deserve

5. What is the solution that Qoheleth offers regarding adversity? a. We should always overcome itb. We should run from itc. We should not try to avoid itd. We deserve it

6. Authorship of Songs of Songs is traditionally attributed to ________________.a. Davidb. Nathanc. Jeremiahd. Solomon

7. In later Judaism Songs of Songs was designated to be read as a part of which feast, since it was understood to represent God’s love for Israel?

a. Passoverb. Purimc. Yom Kippurd. Sukkot (Feast of Tabernacles)

8. Which of these represents an interpretative approach that has been taken with Song of Songs?a. Wedding Cycleb. Allegoricalc. Literald. All of the above

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9. Which of the following people is not featured in Song of Songs?a. Solomonb. A Shulammite maidenc. A village priestd. A shepherd lover

10. Which of the following is the oldest interpretive approach to Song of Songs?a. Allegoricalb. Culticc. Didacticd. Literal

11. At least _______ different writers have been have been identified as human authors of the Old Testament.

a. 20b. 30c. 40d. 50

12. What was the earliest stage in the development of writing?a. Syllablesb. Pictogramsc. Logogramsd. Alphabetic script

13. Which important group of Jewish scholars improved word divisions, and added vowel points, punctuation marks, and verse divisions to the Hebrew Old Testament?

a. The Qumranitesb. The Masoretesc. The Levitesd. The sons of Korah

14. What are human errors of sight, hearing, writing, memory, and judgment which occur during the hand-copying process known as?

a. Typosb. Variantsc. Oopsd. Blunders

15. Which of the following attested to the tri-partite division of the Old Testament?a. Jesusb. Jeremiahc. Mosesd. Abraham

16. The best example of a preclassical prophet who held the reins of leadership was ____________.a. Elijahb. Amosc. Mosesd. Joel

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17. _____________ can be characterized as apocalyptic literature.a. Daniel and Zechariahb. Hosea and Amosc. Isaiah and Jeremiahd. Obadiah and Nahum

18. In general the progression of the role of the prophet within Israel was _______________.a. Leader, adviser, and social/spiritual commentatorb. Adviser, social/spiritual commentator, and leaderc. Social/spiritual commentator, leader, and adviserd. Leader, social/spiritual commentator, and adviser

19. The earliest of the classical prophets who were active within Israel (the northern kingdom) were _____________.

a. Obadiah and Habakkukb. Amos and Hoseac. Isaiah and Micahd. Jonah and Zephaniah

20. All of the following are tips for reading prophetic literature except ________________.a. Think of prophecy as God’s syllabusb. Identify the category to which an oracle belongsc. Determine what current event the prophecy is tied tod. Distinguish between the message of the prophecy and the fulfillment of the prophecy.

21. How many major sections/scenarios is the book of Isaiah divided into?a. 2b. 4c. 5d. 6

22. Which two kings of Judah feature prominently in the book of Isaiah?a. Ahaz and Hezekiahb. Jotham and Manassehc. Josiah and Jehoiakimd. Uzziah and Amaziah

23. All of the following are major themes in the book of Isaiah except ______________.a. Redeemerb. The Servantc. Hesedd. The Holy One of Israel

24. Which Assyrian king invaded Israel in the eighth century?a. Tiglath-Pileser IIIb. Tiglath-Pileser IIc. Narum-Sind. Cyrus

25. Which Babylonian king invaded Judah in the eighth century?

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a. Tiglath-Pileser IIIb. Narum-Sinc. Sennacheribd. Cyrus

26. Jeremiah’s scribe was _____________.a. Baruchb. Ezrac. Eliezerd. Accroupi

27. Jeremiah contains ___________ major books/sections.a. 2b. 3c. 5d. 7

28. Who was king when Jeremiah began his ministry?a. Ahabb. Davidc. Hezekiahd. Josiah

29. The nation of Judah is conquered by _________.a. Babylonb. Assyriac. Egyptd. Rome

30. The fall of Jerusalem occurred in ________.a. 722 BCb. 587/6 BCC. AD 30D. AD 70

31. Both the Septuagint and Jewish tradition ascribe authorship of Lamentations to ______________.a. Jeremiahb. Isaiahc. Habakkukd. Solomon

32. The book of Lamentations mourns the fall of Jerusalem in ______________.a. 722/721 BCb. 682/681 BCc. 587/586 BCd. 528/527 BC

33. The book of Lamentations is concerned with the defeat and exile of __________.a. Israelb. Judahc. Egypt

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d. Babylon

34. Who was the king of Babylon when Jerusalem fell?a. Nabopolassarb. Nabonidusc. Nebuchadrezzard. Darius

35. How many times does Ezekiel’s chariot vision appear in the text?a. 1b. 2c. 3d. 4

36. Ezekiel prophesied during the captivity by which nation?a. Assyriab. Egyptc. Babylond. Persia

37. Which of the following features is not indicative of apocalyptic literature?a. Strange visions and unusual symbolsb. Eschatological judgmentc. Divine absence in human historyd. The ultimate victory of God

38. The Lord addresses Ezekiel by the title _____________ some ninety times in the book.a. Prophetb. Son of Manc. Mighty Mand. Son of Buzi

39. The book of Daniel is written in Hebrew and has a large section written in ________.a. Akkadianb. Aramaicc. Ugariticd. Syriac

40. How many kingdoms are featured in the visions of Daniel in chapters 2 and 7?a. 3b. 4c. 6d. 7

41. Who was welcomed into Babylon as a deliverer?

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a. Xerxesb. Artaxerxesc. Cyrusd. Darius

42. The book of Daniel divides clearly between chapters ______ and ________.a. 6, 7b. 7, 8c. 2, 3d. 4, 5

43. Some scholars attribute the writing of the book of Daniel to an author in the second century BC due to very precise predictions in chapter 11 relating to which world empire?

a. Persianb. Romanc. Greekd. Egyptian

44. God commanded Hosea to marry a ______________ named Gomer.a. Prostituteb. Handmaidenc. Servant girld. Baroness

45. The Canaanite god Baal was a god of ______________ .a. The seab. The sunc. Warfared. Fertility

46. Chapters 1–3 of Hosea are arranged in a literary pattern known as _____________.a. Palistropheb. Acrosticc. Dirged. Epigram

47. Joel uses the image of ______________ to speak of impending invasion and devastation.a. Malnourished cowsb. Withering cropsc. A locust plagued. An epidemic of bubonic plague

48. One of the difficult interpretive issues for Joel is its ________________.a. Dateb. Type of writing

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c. Authorshipd. Content

49. Joel is part of the _________. a. Minor Prophetsb. Major Prophetsc. Pentateuchd. Wisdom Literature

50. The book of Joel is quoted in _____________.a. 1 Peterb. 2 Peterc. Actsd. Galatians

51. What is the strongest evidence for Joel as a postexilic prophet?a. The use of the prophetic perfectb. Reference to the exile as a past eventc. Reference to Babylond. The mention of Baal worship

52. Prior to becoming a prophet Amos was a _______________.a. Priestb. Magistratec. Shepherdd. Soldier

53. Amos’s prophecies were delivered to Israel at _____________, a site of syncretic worship.a. Samariab. Bethelc. Dand. Hazor

54. What natural phenomena/event is referenced in Amos 1:1?a. An earthquakeb. A whirlwindc. A famined. A tidal wave

55. A major theme in the book of Amos is ________________.a. Temple worshipb. Intermarriage with surrounding pagan peoplesc. The day of the LORDd. Social justice

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56. Amos dated his prophecy by reference to which two kings?a. Uzziah and Jeroboam IIb. Hezekiah and Hosheac. Jehoash and Amaziahd. Pekah and Jotham

57. Obadiah is the ____________ book in the Old Testament.a. Oldestb. Shortestc. Longestd. Last

58. The most likely background for the book of Obadiah is ________________.a. The fall of Samariab. The death of King Hezekiahc. The fall of Jerusalemd. The Edict of Cyrus

59. The book of Obadiah espouses the idea of Lex Talionis which means _____________.a. "To the victor go the spoils"b. "An eye for an eye"c. "Seize the day"d. "Never give up"

60. Which of the following is not another name for Edom in the book of Obadiah?a. Horb. Seirc. Jacobd. Esau

61. Obadiah’s oracle is a ________.a. Dreamb. Trancec. Vision d. Spoken-word event

62. The book of Jonah concerns the judgment of the city of Nineveh, the capital of ____________.a. Babylonb. Damascusc. Assyriad. Persia

63. When Jonah sees that God has relented from destroying Nineveh because of their repentance he is _____________.

a. Excited

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b. Confusedc. Relievedd. Angry

64. The book of Jonah is structured with __________ roughly even sections.a. 2b. 3c. 4d. 5

65. At the end of the book of Jonah, God is __________ toward the Ninevites.a. Compassionateb. Angryc. Unforgivingd. Frustrated

66. Jonah’s theodicy is concerned with ____________.a. Unjust sufferingb. Death of the righteousc. Leniency toward wickednessd. God’s anger

67. Micah was a contemporary of the prophet _______________.a. Jeremiahb. Isaiahc. Ezekield. Zephaniah

68. The prophet Micah is specifically referred to in the prophetic book of ________________.a. Jeremiahb. Isaiahc. Ezekield. Zephaniah

69. Which of the following is an Assyrian king who was a threat during Micah’s ministry?a. Shalmaneser IIIb. Tiglath-Pileser IIIc. Sargon IId. Sargon I

70. How many judgment oracles did Micah give?a. 3b. 4c. 5d. 7

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71. How many major divisions does Micah have?a. 3b. 4c. 5d. 7

72. The book of Nahum contains many parallels to the book of ________ including vocabulary, phrasing, theme, and motif.

a. Isaiahb. Amosc. Jonahd. Hosea

73. The second section of the book of Nahum contains alternating addresses to Nineveh and ________.a. Thebesb. Judahc. Babylond. Damascus

74. Nahum deals with which ancient Near Eastern empire?a. Assyriab. Babylonc. Egyptd. Persia

75. Which nation is the archvillain of the Old Testament?a. Assyriab. Babylonc. Egypt d. Persia

76. Which king made Nineveh his capital?a. Asshurbanipalb. Sargonc. Sennacheribd. Sargon II

77. In the book of Habakkuk the main instrument of God’s judgment will be ______________.a. Plaguesb. The Babyloniansc. Droughtd. The Assyrians

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78. Habakkuk deals with God’s justice on a/an __________ level.a. Individualb. Societalc. National d. Global

79. Habakkuk was a contemporary of which prophet?a. Jeremiahb. Isaiah c. Ezekield. Nahum

80. Where is the message of the book of Habakkuk found?a. In the prophet’s questionsb. In the sins of the peoplec. In God’s responsed. In the prophet’s prayers

81. When did Josiah come to the throne of Judah?a. 609 BCb. 722 BCc. 701 BCd. 640 BC

82. The prophet Zephaniah was a contemporary of the prophet ________________.a. Jeremiahb. Isaiahc. Nahumd. Amos

83. Who was the pagan nation threatening Judah during the time of Zephaniah’s ministry?a. Assyriab. Babylonc. Persiad. Aram

84. According the superscription of the book (1:1) the prophecies of Zephaniah are dated to the reign of _________________.

a. Hezekiahb. Josiahc. Manassehd. Ahaz

85. Which nation would eventually exile Judah?a. Assyriab. Egyptc. Persiad. Babylon

86. Zephaniah and which other OT book are the only Minor Prophets to include oracles against the nations?

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a. Amosb. Obadiahc. Habakkukd. Malachi

87. The backdrop for Haggai’s prophecy was the reign of ____________, king of Persiaa. Nebuchedrezzarb. Darius Ic. Xerxes IId. Cyrus

88. How many “messages” comprise the book of Haggai?a. 3b. 4c. 5d. 6

89. Along with the prophet in the answer to question #1, which other three books comprise the corpus of Old Testament Prophetic literature dating to the Persian period of Hebrew history (ca. 550–330 BC)?

a. Daniel, Joel, and Malachib. Daniel, Amos, and Joelc. Habakkuk, Nahum, and Amosd. Nahum, Malachi, and Habakkuk

90. Which of the following led a return of Judean exiles?a. Zerubbabelb. Zephaniahc. Zechariahd. Zadok

91. How long did it take to build the first temple?a. 10 yearsb. 12 yearsc. 18 yearsd. 7 years

92. Along with being a prophet, Zechariah was also a ________________.a. Governmental officialb. Scribec. Priestd. Farmer

93. Zechariah means ___________________.a. Yahweh is strongb. Yahweh has rememberedc. Yahweh will returnd. Yahweh is here

94. The first section of Zechariah contains ___________ “night visions.” a. 3b. 5

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c. 7d. 9

95. The reign of ___________, king of Persia, is the background for Zechariah’s prophecies.a. Cyrusb. Darius Ic. Xerxes IId. Nabonidus

96. One of the major themes identified in Malachi is _________________.a. Temple and liturgyb. Marriage and divorcec. King and landd. Judgment of the nations

97. Forty-seven of the fifty-five verses of the book of Malachi address Israel in the ________ person.a. firstb. secondc. thirdd. None of the above; Malachi is addressed specifically to Zerubabbel

98. Malachi is composed of a series of _______ oracles.a. 4b. 5c. 6d. 7

99. Malachi’s message is reminiscent of the ________ prophets.a. Exilicb. Preexilicc. Preclassicald. Postexilic

100. The people in Malachi ask how they have _______ God.a. Servedb. Lovedc. Robbedd. Angered

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Menu of Syllabus Ideas

I. Calendar Issues

The instructor will need to determine the pace and depth of textbook reading in A Survey of the Old Testament based on the academic calendar of the given institution. A typical college semester is a 15-week period of study (45 class sessions if a course meets three days a week). The 47 chapters of reading in SOT (along with any supplemental readings) must be assigned accordingly. Naturally, if the course in Old Testament is taught over an entire academic year any supplemental Old Testament readings can be more easily interspersed with the textbook readings.

II. Course Objectives or Expected Outcomes

A. Content

1. Demonstrate the ability to identify the purpose and themes of the books of the OT2. Demonstrate familiarity with the major characters of the OT3. Demonstrate familiarity with important locations in Israel and the ancient world4. Demonstrate familiarity with the chronological framework of the OT5. Have read lightly through the entire OT6. Identify the historical, literary, and theological contexts of biblical books7. Attain a survey knowledge of the geography, history, and environment of ancient Israel.8. Gain a synthetic knowledge of the basic chronology and messages (central themes) of

the OT. 9. Articulate the basic content of the OT as well as its message, theology, and teaching 10. Demonstrate familiarity with the social, historical, literary, and theological context in

which the individual books of the OT were written 11. Become familiar with the broad outline of the historical and geographical context in

which the OT was written (able to recognize/identify key people, places, events, and dates, as well as some key worldview differences between ancient times and today)

12. Understand the message, structure, and content of each OT book

B. Methods

1. You will be able to use the methodologies you have learned to enhance your interpretation of the biblical text.

2. You will be able to recognize the importance of understanding the biblical worldview as a basis for interpretation.

3. You will employ an understanding of literary genre and historical setting in biblical interpretation.

4. You will achieve a strategic grasp of the OT and develop a basic ability to interpret and apply it properly.

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5. You will apply basic principles of biblical interpretation into your reading of the OT in order that you may be able to discover the original meaning, theological value, and contemporary significance of the biblical text.

6. You will demonstrate awareness of basic approaches to OT studies and the varieties of methodologies from across the theological spectrum that are utilized today.

7. You will apply basic principles of hermeneutics to interpret the OT. 8. You will be familiar with some of the methods for reading the OT—geographical,

historical, cultural, and literary approaches to the OT—so that you can more skillfully interpret its theological message.

9. You will attain basic competence in the interpretation and application of the OT. 10. You will gain an initial introduction to the scholarly/critical study of the OT, and some

of its major points of focus. 11. You will learn and be able to use the historical-grammatical method of reading Scripture,

which involves learning to recognize and appreciate: a. the importance of reading individual passages in light of their immediate context

as well as that of the book and corpus in which they occur b. the larger redemptive-historical context into which OT books fit, and to which

they contribute c. the various types of literature (genre) in the OT d. and the specific historical and cultural settings into which the OT was written,

which illuminate our understanding, but which do not overturn the straightforward sense of the text.

C. OT Theology

1. Identify major biblical texts and theological themes.2. Understand the foundational nature of the OT for the Christian faith and its significant

influence on Western and contemporary culture.3. Synthesize and embrace the major theological themes of the OT. 4. Rightly understand the concept of covenant, and recognize its importance for

understanding and applying the OT.

D. Authority

1. You will gain a fresh understanding of the significance of the OT as Scripture.2. You will be able to understand the nature of biblical authority relative to the various

genres of the OT.

E. Connections to New Testament

1. Synthesize and embrace the major theological themes of the OT in its presentation of the God of Israel who is also the Father of our Lord Jesus Christ; sin with its individual and corporate consequences and remedies; and Israel’s election and calling as God’s people

2. Obtain a solid understanding of the storyline of the OT, particularly in light of Jesus Christ

3. Grasp the indispensability of the OT for a proper understanding of the NT as well as its implications for Christian living

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F. Application and Integration

1. Apply some of the important aspects of interpretation of the OT to your study.2. Relate doctrines and biblical material to thinking Christianly—hence to liberal arts

education, ethics, and global engagement in particular.3. Deepen your love for God as revealed in Jesus Christ and the Spirit’s testimony in

Scripture.4. Grow in appreciation of the OT's relevance for the personal and communal life of faith. 5. Reflect on the integration of the Old Testament witness with other courses/disciplines. 6. Grow in your understanding of and affection for God through his revealed Word.7. Embrace the teaching and message of the OT (able to discern its implications for

Christian living and communicate it to others). 8. Become familiar with at least one viable theological framework by which to apply the

OT to the church and to Christian living today, with a view toward what applies to us, what does not, and why.

III. Course Requirements

A. Worksheets

The student will complete and turn in a worksheet for each Bible reading assignment. The purpose of the worksheets is to give focus and direction to the reading. Usually, the worksheets will involve making special observations about the OT text that intersect with the corresponding material from A Survey of the Old Testament, or class lectures. The worksheets themselves are not time consuming—they are guides to the Bible text reading, and they must be done in conjunction with that reading. Worksheet templates are included in the appendices.

1. Story line and Plotline

Read lightly through the Old Testament and devise a reading list of 200 chapters that would offer a beginner a good introduction to the story line (characters and events) and plotline (theology and message) of the Old Testament (see Old Testament Today, p.11 to review differences between them). Make copies of the chart template provided to list passages and annotate in a way that will explain the rationale of your choices. Some choices will be on the basis of their importance to the story line, others to plotline. Where it is both, include the rationale for both categories.

a. Avoid combining chapters together in one entry as much as possible. b. Generally try to have a balanced representation of the books as appropriate. c. Be reluctant to omit a book altogether.

Example: Gen 1: Introduces God as the Creator of the world (story line); shows God controls the workings of the world (plotline).

a. Installment #1 (75 from the Pentateuch) b. Installment #2 (75 from the Historical Literature)

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c. Installment #3 (30 from the Prophets) d. Installment #4 (20 from the wisdom and poetry)

2. People and Events

On the four lists of names and dates provided (see Appendix A) fill in the identifications with a specific one-sentence explanation. Rather than searching for any example of the name, choose the most well-known and biblically important character. Selections from these four lists will appear on the exams.

TIME SAVING NOTE: As you find the people and events for these lists, it is recommended that you immediately enter them into the correct space on worksheets 4a–d as well.

3. Chronology

As you read the textbook and listen to class lectures, fill in names and events on the “Moments in Time” sheets provided (see Appendix B). You can even use the “People and Events” worksheets to give you an idea of what to include. You should try to go a bit beyond the names on those worksheets and be sure to include some non-Israelite kings as well as some of the most significant kings not mentioned in the Bible. These worksheets do not require dates or identifications for the individuals listed, just names and a few key events in the proper column. The final exam will ask the student to identify the period that various people and events belong in and the dates of the periods.

a. Adam–Moses b. Joshua–Solomonc. Division–Hezekiah d. Manasseh–Malachi

4. Geography of the Ancient World

Students will be provided with three maps on which various countries, topographical features, or cities are located (see Appendix C). Each marker should be identified by writing the appropriate letter or number next to the name on the worksheet. The midterm exam will draw from these map worksheets.

a. Countries, geographical regions and featuresb. Major cities in Israel and foreign capitalsc. Other cities in Israel

B. Written Assignments

Exegetical Papers

1. Exegesis Paper (1)

An exegetical paper is designed to address a problem in the interpretation of some specific passage of the book. It works inside the text (not with the ancient world or with ours). It might deal with a passage that is unclear or even a single verse that is problematic. It focuses

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on the meaning of the text and often will concern specific words or phrases. Students need to identify such a problem in the book and then do the research necessary to offer an explanation. The paper could either summarize several of the options that have been offered by interpreters along with some of the strengths and weaknesses of each, or it could choose a position and defend it. Even if the former option is chosen, the student should adopt a position at the end.

Procedure: Begin by identifying an issue from your own reading or exposure to the book. Make sure that the exegetical problem you choose is focused enough that it can be addressed in a couple of pages. (So if you were working in Genesis, you would not choose to address the question of whether Adam and Eve were historical individuals.) Once you have identified your topics, use the commentaries and whatever other sources you can find to help you to address it.

a. Internet sources are unacceptable for papers unless their credibility can be confirmed.

b. Each student will be assigned an OT book. c. Students will be expected to read their book several times during the semester.d. Students may choose from the following nine books: Genesis, Exodus,

Deuteronomy, Joshua, Judges, Samuel, Chronicles, Job, or Daniel. Each book will have 4–5 students working on it.

Grading: You will be graded based on the level of your research and on your ability to bring clarity to the issue that you have chosen. The level of curiosity that you demonstrate and the methodology that you use to resolve controversial issues will also be considered.

2. Exegesis Paper (2) This exposition of a specific OT text will give you an opportunity to put into practice the interpretive principles learned and illustrated during the course. It will be 6–8 typed pages, double-spaced. You must choose one of the following texts:

a. Deuteronomy 6:4-15b. Judges 3:12-30c. 1 Kings 18:20-40

Be sure to do the following in your analysis (Note: the relevance of some of these steps will vary depending on the genre of your text):

a. Read through the passage many times. b. Observe repetitions, emphases, themes, literary features, figurative language, poetic

parallelism (in poetry), comparisons, contrasts, plot, dialogue, character development, etc..

c. Compare translations to identify interpretive ambiguities. d. Identify the genre (and form, if applicable) and interpret according to the rules of that

genre. e. Consider the historical context of the text: geography, social and cultural elements,

when it was written and by whom (if known). f. Consider how the text fits within the larger literary context: How does the literary

unit relate to the previous textual unit? How does it relate to the following unit? How

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does it contribute to the book as a whole and relate to the message of the whole book?

g. Identify the subsections within your text and trace the logical flow of your passage: look for the introduction, conclusion, development, and climax; note the logical relationships between individual verses and clauses.

h. What does this text teach about God? What does it teach about humanity? i. How does the text fit into the larger plotline of the OT and how does it relate to the

themes of the OT? Note how this text relates to similar texts elsewhere in the Bible (see cross-references).

j. Summarize the primary message of the text in one sentence and explain why you see it as the main point.

k. Derive a modern-day application from the primary message of the text. Modern implications may be ethical or practical or they may pertain to attitudes, beliefs, values, or worldview.

l. Synthesize your results into a coherent presentation of the text: although you may organize your paper around these steps, you are encouraged to think through a more natural or helpful way to present your text (e.g., section-by-section as you describe your text).

3. Exegesis Paper (3)

A successful exegesis paper, in addition to being 10–12 pages, will have three components:a. It will reflect a careful reading of the Old Testament passage and apply a literary

reading to the passage as described in class.b. After demonstrating your understanding of the passage as literature, you will explain

how the geographical and cultural settings aid your understanding of the passage. For this, students should draw on the resources of Hill and Walton’s A Survey of the Old Testament and Monson’s Regions on the Run.

c. Lastly, a concluding paragraph or two will evaluate (not simply redescribe) the ways in which a literary reading of the text and an understanding of the geographical and cultural settings contribute to your overall theological conclusions about the text. In other words, compare and contrast what types of information these methods uncover and how these two different approaches help the interpreter arrive at his/her understanding of the text. You may choose to write your paper on any of the following Bible passages:

Genesis 1; Genesis 31; 1 Samuel 16; 1 Samuel 25; 2 Samuel 13; 2 Samuel 14:1–24; 1 Kings 18; 2 Kings 3; 2 Chronicles 20; Judges 8:29–9:57; Isaiah 7.

Literary Context Papers

1. Literary Context Paper (1) - Analysis of Rhetorical Strategy

A purpose paper is designed to indicate how the human author’s literary purpose is reflected throughout the book. This involves identifying a rhetorical strategy; that is, by observing the author’s selection, arrangement, and emphasis, you will propose a purpose for the book and discuss how the author has achieved that purpose.

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Procedure: Begin by reading the purpose statement provided in Old Testament Today. You may choose to adopt that purpose or choose another at your discretion.

a. Papers will be 500–750 words each, double spaced, font size 12b. Internet sources are unacceptable for papers unless their credibility can be confirmedc. Each student will be assigned an OT book d. Students will be expected to read their book several times during the semestere. Students may choose from the following nine books: Genesis, Exodus,

Deuteronomy, Joshua, Judges, Samuel, Chronicles, Job, or Daniel. Each book will have 4–5 students working on it.

You will be asked to turn in a preliminary summary prior to actually writing the paper. This summary will include:

a. A brief purpose statement.b. A rough outline of the book (no more than 10–12 headings and subheadings) related

specifically to the rhetorical strategy and purpose statement.c. A list of 5 examples or reasons supporting your proposed purpose. These should

represent key sections or literary units identified in your outline of the book and indicate how they fit in.

d. An identification of at least 2 (but no more than 6) sections or literary units drawn from the outline of the book that do not initially fit well with the proposed purpose. Remember that you need to focus on literary problems—that is, passages that do not transparently fit with the proposed rhetorical strategy, not theological or ethical ones. That is, we are seeking to identify sections that pose a potential problem to the cohesiveness of the rhetorical strategy. Your questions in this section should not start with “Why did God . . . ?” or with “Should we . . .?” but with “Why did the author include . . .?”

The following is the suggested format for the final paper:a. Opening paragraph presenting your proposed purposeb. Paragraphs for each major section of the book showing how it contributes to the

proposed purpose. Be careful to focus on the rhetorical strategy/role of each section, not just the content.

c. Paragraphs targeting the most problematic literary sections and explaining how you see them as contributing to the purpose

d. Closing paragraph summarizing the cohesive nature of the booke. Note: Your preliminary summary with comments must be attached to the final paper.

Grading:a. Focus: Offer a defensible thesis concerning the purpose of the book. The author’s

purpose will generally be found on the level of plot-line rather than story-line. (1 pt)b. Format: Identify the major literary sections (with references) of the book and offer

your assessment of how each supports the purpose you have named. (2 pts)c. Nature: This is a persuasive paper and you should seek to argue your case by

demonstrating the cohesiveness of the sections to one another and to your proposed purpose.

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d. Inclusions: For your case to be persuasive you should identify the literary sections of the book that are most difficult to reconcile to the purpose and explain how you would see them as fitting into the proposed purpose. (2 pts)

e. Character: One half of the grade will be based on the extent to which the paper succeeds in establishing literary cohesion that persuasively supports the proposed purpose. Do not just summarize content or plot-line. (5 pts)

2. Literary Context Paper (2) - Interpretation and Application of a Narrative Text

a. Analyze 2 Kings 5. These observational steps are preparatory to the writing of the paper.

i. Analyze the plot, noting how the action rises toward a climax and resolution.ii. Divide the text into its major scenes, noting introductory, transitional, and

concluding comments. Look for parallel or contrasting scenes.iii. Study the use of dialogue in the narrative: Is it sparse or dominant?

Distributed evenly throughout the text or concentrated in one section? Can you identify one statement that summarizes the message of the text?

iv. Note significant repetition of words, phrases, themes, or motifs, striking details, omissions, and the use of irony. Consider how each of these items contributes to your understanding of what the author is seeking to emphasize and teach in this text.

b. Summarize and synthesize your observations and discoveries. Do not simply mechanically “go through the steps.” Instead, indicate how each contributes to your understanding of the text.

c. Who is the main character in this narrative? (“God” is NOT an option!) Why? Summarize the role of each of the three principal characters (Naaman, Elisha, Gehazi) in relation to each other, noting how each of them is introduced, is characterized, and develops in the course of the narrative. Briefly discuss also the role of the minor (unnamed) characters. Are any characters compared or contrasted?

d. How does an analysis of the immediate context (2 Kings 2–8) contribute to your understanding of the significance of what is happening in chapter 5?

e. Summarize the primary message (NOT messages!) of this text in one complete sentence. Support your summary by pointing to significant aspects of the chapter's structure, literary context, and detail.

f. How does this message apply to you? Derive the application (NOT multiple applications!) directly from the chapter’s primary message. You may use secondary literature (e.g., study Bible notes, Bible dictionaries, commentaries) but are not required to do so. However, any information that you derive from such sources must be documented accurately. In any case, you should not consult these sources until you have completed your own analysis.

3. Literary Content Paper (3) - Interpretation and Genre

Select a brief OT passage matching one of the genre categories discussed in Sandy & Giese, Cracking the Old Testament Codes (Nashville: Broadman & Holman, 1995). Following the

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guidelines for interpretation of the given genre in S & G, compose a typed essay of 3–7 pages addressing the intended meaning and contemporary application of the biblical text. You may compare the discussion of the similar genre in G. Fee and D. Stuart, How to Read the Bible for All Its Worth and consult other sources (e.g., Bible dictionary or encyclopedia, Bible commentary, Bible atlas, etc.).

Cultural Perspectives Papers

1. Cultural Perspective Paper (1) - Background Issues

A background paper is designed to explore one or more of the background issues that impact or inform the interpretation of the book. Students need to identify an issue in the book (generally a verse or a topic) that needs clarification and then do the research necessary to offer an explanation. Background issues may include geography, archaeology, history, culture, manners and customs, or ancient Near Eastern literature. It brings information from outside the text—from the ancient world—to the interpretation of the text. It does NOT include a study of authorship, composition, or date of the book.

a. Papers will be 500–750 word each, double spaced, font size 12b. Internet sources are unacceptable for papers unless their credibility can be confirmedc. Each student will be assigned an OT book d. Students will be expected to read their book several times during the semestere. Students may choose from the following nine books: Genesis, Exodus,

Deuteronomy, Joshua, Judges, Samuel, Chronicles, Job, or Daniel. Each book will have 4–5 students working on it.

Procedure: Begin either by identifying an issue from your own reading of your assigned book, or by browsing through the IVP Bible Background Commentary: Old Testament (Walton, Matthews, Chavalas) to find a topic of interest. Then use commentaries and Bible Encyclopedias (Anchor Bible Dictionary is the best for this kind of information) to find out more.

Tips: a. You are required to consult Walton, Matthews and Chavalas, The IVP Bible

Background Commentary: Old Testament, and Walton (ed.) The Zondervan Illustrated Bible Backgrounds Commentary: Old Testament.

b. The date of your sources is important since new information and analysis is becoming available all the time. Sources from the first half of the twentieth century are virtually worthless.

c. General commentaries for laypeople or beginning students will rarely have adequate information.

d. Extend research into academic commentaries. e. Rabbinic interpretation does not offer ancient background. Those sources are after

the Old Testament.f. This is not a paper on the background of the book as a whole, but on an issue in the

book (see list of possible topics).g. Weak sources make weak papers.

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Grading: Evidence of research that seeks to satisfy curiosity about the text is important. An additional grading criterion will be the ability to pull together the information and communicate it in such a way that it clarifies the biblical text for interpretation.

2. Cultural Perspective Paper (2) - Cultural/Ideological Perspectives Project

Read the articles from three of the four resources listed below for one book of the Old Testament:

a. ABC = Africa Bible Commentary. T. Adeyemo, gen. ed. Grand Rapids: Zondervan, 2006.

b. BBCOT = IVP Bible Background Commentary: Old Testament. J. H. Walton et al., eds. Downers Grove: IVP, 2000.

c. GBC = Global Bible Commentary. D. Patte, gen. ed. Nashville: Abingdon, 2004.d. WBC = The IVP Women’s Bible Commentary. C. C. Kroeger & M. J. Evans, eds.

Downers Grove: IVP, 2002.

Briefly identify points of commonality and differences in the three articles. What interpretive insights were gained from the readings? Identify strengths and weaknesses in one or more of the articles. Comment on any questions, concerns/cautions raised as a result of your reading. Assess the value of the readings for the evangelical in the interpretation of Scripture. Conclude with a brief summary paragraph of recommendation/review, something you might post on your blog to inform others of what you read, what you learned, and why they should investigate for themselves.

Type your response in 5–10 pages, following standard guidelines for term paper writing. (Keep in mind that we read the Bible as history, literature, and theology. These categories may be helpful in your analysis.)

Theological Exposition Papers

1. Theological Exposition Paper (1) - Theological paper exploring a topic important to the book

A theological paper is designed to address a theological topic or problem that arises in the book or some section of it. It will focus on the implications of the text for one’s beliefs and understanding of God. Students need to identify their topic through reading the book, through issues addressed in the textbook (Old Testament Today, usually in the “Bridging Contexts” sections), or simply through their prior exposure to the book.

a. Papers will be 500–750 words each, double spaced font size 12b. Internet sources are unacceptable for papers unless their credibility can be confirmedc. Each student will be assigned an OT book d. Students will be expected to read their book several times during the semestere. Students may choose from the following nine books: Genesis, Exodus,

Deuteronomy, Joshua, Judges, Samuel, Chronicles, Job, or Daniel. Each book will have 4–5 students working on it.

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Procedure: Begin by identifying the topic, issue, or problem, then use commentaries, or the topical reference works listed on the resources sheet to begin research. Further research will be possible in sources gained from the footnotes and bibliography found in the initial sources.

Grading: The paper will be graded on the basis of the depth shown in understanding the issues and applying proper methodology to them. Though it is recognized that you are not biblical scholars, research should demonstrate inquisitive initiative rather than settling for that which is basic and superficial.

Sample topics:a. Does Genesis 9 support capital punishment? (Genesis)b. What is the significance of Yahweh giving his name at the burning bush? (Exodus)c. What is the importance of the central sanctuary?(Deuteronomy)d. Why did God order the destruction of all the Canaanites? (Joshua) e. What is the role of the Spirit of the Lord? (Judges)f. Does God approve of kingship for Israel? (Samuel)g. Does the Prayer of Jabez offer a model prayer? (Chronicles)h. Is God’s character compromised by allowing Job’s suffering? (Job)i. What is the Israelite view of the resurrection? (Daniel)

2. Theological Exposition Paper (2) - Christological Significance of the OT

Each student will write a 4–6-page paper investigating the message and christological significance of a particular book of the OT. Students may select from one of the following eight books for their paper: Exodus, Joshua, Esther, Jonah, Ecclesiastes, Lamentations, Daniel, or Amos. The paper should have two parts:

a. The first part of the paper (3–4 pages) should identify the main theme of the book (as stated in one sentence) and summarize how that theme is reflected throughout the body of the book. The point is not simply to summarize “what happens,” but to show how each major section of the book, as well as the unfolding of the whole book, ties into the book’s main theme. The first paragraph of the paper should indicate the theme and relate that theme to what is known of the historical context of the book (see A Survey of the Old Testament (Hill/Walton). After this, a section-by-section analysis should follow.

You may use A Survey of the Old Testament (or other resources) to help you to select a main theme sentence. You may also follow A Survey of the Old Testament’s general outline for the book, although your final choices should be based on your own reading, and it is of course up to you to tie each section into your selected theme. Otherwise, this is purely an inductive paper. You must demonstrate in 3–4 pages why you selected your theme sentence, i.e., where does the theme show up, how does the book as a whole communicate this theme, and what should one make of any passages that seem to deviate from the theme. Near the beginning of the paper, you should briefly summarize the historical context of the book as it relates to your theme, and you may wish to cite A Survey of the Old Testament or other resources for this purpose. But otherwise only Scripture references need be cited (use parenthetical notes).

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b. The second part of the paper (1–2 pages) should describe how one might read the book through the lens of Christ. Christopher Wright’s book, Knowing Jesus through the Old Testament, provides a model and conceptual framework for how Christ illuminates the Old Testament. We will discuss the topic of Christ and the Old Testament in class. The paper should interact with at least two of the general approaches emphasized in class (redemption history, promise/fulfillment, typology, the unfolding of theological themes, and the recognition of key contrasts). If there are explicit citations of the OT book in the New Testament, these can serve as a key to what approaches might best be taken. Perspectives on seeing Christ in the Old Testament should be selected that are appropriate to the form and content of the book.

3. Theological Exposition Paper (3) - Theological Ethics of the Old Testament

Compose an essay (3–7 pages) responding to one of the two options taken from readings in C. J. H. Wright, Old Testament Ethics for the People of God (Downers Grove: IVP, 2004). Support your conclusions with research that goes beyond Wright’s discussion.

a. Evaluate the Rahab story in Joshua 2 in view of Wright's "God-centered ethics." Is it right to lie for a greater good according to Wright's model? If so, when and why? If not, why not? (Wright, pp. 23–47)

b. How does the OT help the Christian relate to culture? (Wright, pp. 327–62)

Old Testament Application Papers

1. Old Testament Application Paper (1) - Application paper exploring the contemporary significance of the book or some aspect of it

An application paper is designed to address the contemporary significance of a passage. It is very important that the contemporary significance follows in a direct line from the meaning and purpose of the book as it has been identified in your previous papers. You should not be simply asking, “What lessons can I learn from this book or the people in it?”—you should be asking "What does the authoritative message of God’s Word intend to teach me and what are the implications of that in my life or in the church?"a. Papers will be 500–750 words each, double spaced font size 12b. Internet sources are unacceptable for papers unless their credibility can be confirmedc. Each student will be assigned an OT book d. Students will be expected to read their book several times during the semestere. Students may choose from the following nine books: Genesis, Exodus, Deuteronomy,

Joshua, Judges, Samuel, Chronicles, Job, or Daniel. Each book will have 4–5 students working on it.

f. Attach a copy of the article or advertisement (original, photocopy, or printout), noting the source. Locate and note the OT source of the allusion (i.e., book and chapter, also verse[s], as appropriate).

Procedure: Begin by reminding yourself what it is that the author intended to communicate to his audience through the book. Then expand that to understand what the message is of God’s revelation to all who read the book. This message is not a personalized one, but one

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that is relevant to every person of every culture of every time—God’s timeless truth. Finally, you will be in a position to explore what that message/truth demands in our contemporary setting. An introductory paragraph can give the setting for the paper by identifying the purpose or message of the book, but most of the paper should focus on today rather than on the book. I would recommend one paragraph on the message of the book that you are drawing from and a second paragraph on the principle for today that you find in that. The remainder of the paper should be on more specific examples or illustrations.

You may focus your paper either on the book as a whole or on a particular passage in the book. Whichever you choose, be sure to penetrate beyond the principles as you move from general conceptual comments to some specific and even personal illustrations. Remember also that the focus of this paper should be on us, not them.

Grading: I will be most interested in your ability to offer evidence that the message you are developing has a foundation in the text rather than in your creative imagination. As a hint, since this is God’s revelation of himself, it is likely that the primary message will have to do with God.

2. Old Testament Application Paper (2) - The OT in Everyday Life

Find and discuss one article or advertisement in a newspaper or news magazine (including online forums) in which an allusion is made to, or a quotation is taken from, the OT (not simply the use of an OT text in a sermon, etc., or a discussion of a biblical book or figure).

a. Attach a copy of the article or advertisement (original, photocopy, or printout), noting the source. Locate and note the OT source of the allusion (i.e., book and chapter, also verse[s], as appropriate).

b. Briefly discuss the significance or purpose of the allusion (i.e., why this OT passage might have been selected for use), and how a knowledge of the OT context illumines the alluding to or quoting of a text.

3. Old Testament Application Paper (3) - Current Events Presentation

Identify a news article from a recent newspaper, news magazine, internet news website, or a feature from a radio or TV program that relates to the OT (e.g., archaeological discovery, contemporary social or political issue, world religions, worship, ethics, etc.). Cite the source (publication, date, etc.), summarize the article, and explain the OT connections. Develop specific points of correspondence between the article and the OT and/or the NT (e.g., poverty and Jesus’ teaching about the poor; immigration policy and the story of Ruth; religion in the public square and Hebrew kingship or Paul’s letters; etc.). Does the article inform our reading of the Bible? Does biblical principle inform the article? What do we learn about culture (ancient or modern) from the comparative study? What do we learn about God? What questions are raised about biblical interpretation or the relevance of the Bible? What do we learn about the role of the church in society? What response or action does the comparative study prompt? These questions are representative, not exhaustive. The exercise, in part, seeks to address matters of the Bible’s contemporary relevance and application to society and culture. Type your response in 3–5 pages, following standard guidelines for term

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paper writing. The assignment is a collaborative exercise and includes in-class presentation and discussion.

4. Old Testament Application Paper (4) - Integrating the OT with other disciplines

Complete one of the following assignments:a. Choose and photocopy two poems from Atwan and Wieder, Chapters into Verse,

Vol. 1 relating to the same OT book or period of OT history. Analyze each poem and compare how they both offer interpretations and contemporizations (or applications) of an OT text, book, event, or character. Attach the photocopies.

b. Choose and photocopy two examples of sacred art relating to the same OT book or period of OT history, noting the artist and the source of the photocopy. Analyze each work of art and compare how they offer an interpretation and contemporization of an OT event or character.

c. Genre parody. Use one of the main OT genres, other than narrative or history, to communicate a message of relevance to you, the college community, your local church, or society at large, employing that genre's characteristic features (i.e., formulations, structure, subjects), e.g., a psalm of praise, ten commandments for harmonious dorm life, wise counsel for a college freshman, or a call for America to repent. Up to three students can work together on this project. Alternate forms of presentation are also acceptable (i.e., a song, brief video, artwork), if cleared with the instructor in advance. Selected examples will be presented on the final day of class. Parodied texts must be at least twelve verses in length. Papers will be evaluated on the basis of creativity and degree of conformity to the parodied genre or text in both form and content.

5. Old Testament Application Paper (5) - Applied Ethics

Read one of the following chapters from C. J. H. Wright, Old Testament Ethics for the People of God (Downers Grove: IVP, 2004):

a. “Ecology and the Earth” (pp. 103–45)b. “Economics and the Poor” (pp. 146–81) c. “Justice and Righteousness” (pp. 253–80)

Use the reading as background for visiting and interviewing a staff member at a campus organization or local Christian agency focused on environmental concerns or social justice issues with a view toward learning about their philosophy of ministry, biblical foundations for ministry, needs addressed, challenges/obstacles, etc. If possible take initiative and get involved by volunteering in some capacity with that organization or agency for a day or even some portion of the semester.

Write a reflection paper (3–7 pages) on what you learned from the experience and how that may inform a biblical theology of environmental justice, or a biblical theology of the poor, or a biblical theology of hospitality, or a biblical theology of social justice.

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6. Old Testament Application Paper (“Economics and the Poor”) - OT and World Religions

Read one chapter treating some aspect of Judaism or Islam from F. E. Peters, Children of Abraham, or J. A. Corrigan et al., Readings in Judaism, Christianity, and Islam

a. Compose an essay (3–7 pages) comparing and contrasting the selected topic with Christian biblical teaching and tradition. Note significant similarities and differences. Identify the basic underlying assumptions of the material presented, and reflect upon the implications of your study for life in a world of religious pluralism.

b. You may read one chapter from the above resources as background for visiting a synagogue or mosque and interviewing a Jewish rabbi or Muslim imam. Write a reflection paper on what you learned from the experience. Please consult with the instructor prior to arranging any interviews should you select this project option.

Creative Projects

Submit a creative project related to OT studies (e.g., compose original music, produce a video, create original visual art, offer dramatic readings/presentations, etc.). A type-written prospectus or outline of the project idea must be approved by the instructor. A type-written document explaining the project’s theological connections to the OT and “salvation history” must accompany the creative work. An in-class presentation of the creative project is optional. Please limit the presentation to ten (10) minutes or less.

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Sample SyllabusINSTRUCTOR INFORMATION

Professor’s Name: Professor’s Office Phone: Office #: Alternate Phone (Optional):E-mail Address: Twitter:

COURSE DESCRIPTION

The purpose of this course is to introduce students to the literature of the Old Testament. Written over a span of more than one thousand years by numerous authors, the thirty-nine books of the Old Testament were written in a variety of literary genres and provide the reader with a clear description of who God is through his dealings with humanity and the nation of Israel.

COURSE OBJECTIVES AND INDICATORS

Students who complete this course will be able to: 1) Demonstrate the ability to identify the purpose and themes of the books of the OT2) Articulate the basic content of the OT as well as its message, theology, and teaching3) Become familiar with the broad outline of the historical and geographical context in which

the OT was written (able to recognize/identify key people, places, events, and dates, as well as some key worldview differences between ancient times and today)

4) Understand the message, structure, and content of each OT book

TEXT BOOKS & REQUIRED READING

Required Reading:

Hill, Andrew E. and John H. Walton. A Survey of the Old Testament. 3rd ed. Grand Rapids: Zondervan, 2009.

Recommended Reading:

See back matter of each chapter for recommended reading that corresponds to each chapter.

REQUIREMENTS FOR UNDERGRADUATE CREDIT

Grade ScaleA 96-100 C 77-79A- 93-95 C- 73-76B+ 90-92 D+ 70-72

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B 87-89 D 67-69B- 84-86 D- 64-66C+ 80-83 F 63 and below

COURSE ORGANIZATION

Reading (10% of total grade): Students must read the textbook and the Old Testament in its entirety.

Exams (40% of total grade): There will be two exams—the midterm and the final.

Daily Quizzes (20% of total grade): Students will take a quiz each day of class that covers the required reading for that day. No make-up quizzes are allowed, but the lowest three (3) quiz grades will be dropped. These represent 20% of the total grade.

Exegetical Paper (30% of total grade): An exegetical paper is designed to address a problem in the interpretation of some specific passage of the book. It works inside the text (not with the ancient world or with ours). It might deal with a passage that is unclear or even a single verse that is problematic. It focuses on the meaning of the text and often will concern specific words or phrases. Students need to identify such a problem in the book and then do the research necessary to offer an explanation. The paper could either summarize several of the options that have been offered by interpreters along with some of the strengths and weaknesses of each, or it could choose a position and defend it. Even if the former option is chosen, the student should adopt a position at the end.

Procedure: Begin by identifying an issue from your own reading or exposure to the book. Make sure that the exegetical problem you choose is focused enough that it can be addressed in a couple of pages. (So if you were working in Genesis, you would not choose to address the question of whether Adam and Eve were historical individuals.) Once you have identified your topics, use the commentaries and whatever other sources you can find to help you to address it.

a. Internet sources are unacceptable for papers unless their credibility can be confirmedb. Each student will be assigned an OT book c. Students will be expected to read their book several times during the semesterd. Students may choose from the following nine books: Genesis, Exodus, Deuteronomy,

Joshua, Judges, Samuel, Chronicles, Job, or Daniel. Each book will have 4–5 students working on it.

Grading: You will be graded based on the level of your research and on your ability to bring clarity to the issue that you have chosen. The level of curiosity that you demonstrate and the methodology that you use to resolve controversial issues will also be considered.

Important: Students are allowed three absences. On the fourth absence, the student’s grade will be

reduced by one letter for each absence until the seventh absence. Eight absences results in an automatic F.

Two tardies equals one absence. Students will be counted tardy if they are not seated in class when roll is taken.

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Looking at your phone equals one tardy. Computers are not allowed to be open in class. (Your professor simply cannot compete with

the glories of the internet.) Bring a hardcopy of the Bible as you will not be able to use electronic devices in class.

ASSIGNMENT SCHEDULE

M/W/F Schedule:

Class Date Chapter(s) Being Covered Due1-1 Approaching the OT Quiz1-2 Geography of the OT Quiz1-3 Introduction to the Pentateuch Quiz2-1 Genesis Quiz2-2 Exodus Quiz2-3 Leviticus Quiz3-1 Numbers Quiz3-2 Deuteronomy Quiz3-3 Historical Overview of OT

Times/Introduction to the Historical Books

Quiz

4-1 Joshua Quiz4-2 Judges Quiz4-3 Ruth Quiz5-1 1–2 Samuel Quiz5-2 1–2 Kings Quiz5-3 1–2 Chronicles Quiz6-1 Ezra–Nehemiah Quiz6-2 Esther Quiz6-3 Archaeology and the OT Quiz7-1 Hebrew Poetic and Wisdom Literature Quiz7-2 Job Quiz7-3 Psalms Quiz8-1 Proverbs Quiz8-2 Midterm Quiz8-3 Ecclesiastes Quiz9-1 Song of Songs/Formation of the OT

ScripturesQuiz

9-2 Introduction to Prophetic Literature Quiz9-3 Isaiah Quiz10-1 Jeremiah/Lamentations Quiz10-2 Ezekiel Quiz10-3 Daniel Quiz11-1 Hosea Quiz11-2 Joel Quiz11-3 Amos Quiz

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12-1 Obadiah Quiz12-2 Jonah Quiz12-3 Micah Quiz13-1 Nahum Quiz13-2 Habakkuk Quiz13-3 Zephaniah Quiz14-1 Haggai Quiz14-2 Zechariah Quiz14-3 Malachi Quiz15-1 What We Have Learned Quiz15-2 Responding to God Quiz15-3 The Journey to Jesus Quiz/Exegetical

Paper/Reading Report

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T/TR Schedule:

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Class Date Chapter(s) Being Covered Due1-1 Approaching the OT Quiz1-2 Geography of the OT Quiz1-3 Introduction to the Pentateuch Quiz2-1 Genesis Quiz2-2 Exodus/Leviticus Quiz3-1 Numbers/Deuteronomy Quiz3-2 Historical Overview of OT

Times/Introduction to the historical books

Quiz

4-1 Joshua Quiz4-2 Judges/Ruth Quiz5-1 1–2 Samuel Quiz5-2 1–2 Kings Quiz6-1 1–2 Chronicles Quiz6-2 Ezra–Nehemiah Quiz7-1 Esther/Archaeology of the OT Quiz7-2 Hebrew Poetic and Wisdom Literature Quiz8-1 Job Quiz8-2 Psalms Quiz9-1 Proverbs Quiz9-2 Midterm Quiz10-1 Ecclesiastes Quiz10-2 Song of Songs/Formation of the OT

ScripturesQuiz

11-1 Introduction to Prophetic Literature Quiz11-2 Isaiah Quiz12-1 Jeremiah/Lamentations Quiz12-2 Ezekiel Quiz13-1 Daniel Quiz13-2 Hosea/Joel/Amos/Obadiah Quiz14-1 Jonah/Micah/Nahum/Habakkuk Quiz14-2 Zephaniah/Haggai/Zechariah/Malachi Quiz15-1 What We Have Learned/Responding to

GodQuiz

15-2 The Journey to Jesus Quiz/Exegetical Paper/Reading Report

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Student Learning ObjectivesChapter 1: Approaching the Old Testament

Students should be able to:

1. Describe the concept of self-revelation.2. Articulate God’s plan for humanity.3. Identify the seven stages of God’s presence in the Bible.4. Describe the concept of covenant in the Old Testament.5. Articulate the relationship between the Bible’s authority and its status as God’s self-

revelation.6. Define the three steps involved in determining authorial intention. 7. Describe the goal of studying the Old Testament.8. Distinguish between the Bible’s plotline and its storyline.

Chapter 2: Geography of the Old Testament

Students should be able to:

1. Identify the geographical area known as the “Fertile Cresent.”2. Identify major geographical markers on a map of the ancient Near East.3. Describe the geography of Mesopotamia. 4. Describe the geography of Anatolia.5. Describe the geography of Syro-Palestine.6. Describe the geography of Egypt.7. Articulate the theological importance of land in the Old Testament.8. Discuss the importance of trade routes in the Old Testament world.9. Demonstrate the relevance of geography for understanding and applying the Old Testament.

Chapter 3: Introduction to the Pentateuch

Students should be able to:

1. Describe the theme and general contents of the Pentateuch.2. Identify each genre of literature found in the Pentateuch.3. Differentiate between the various subcategories of Pentateuchal law.4. Describe the historical background of the Pentateuch.5. Place events of the Pentateuch on a basic timeline.6. Argue effectively for the historical reliability of the Pentateuch.7. Articulate a Christian view of the Old Testament.8. Describe the New Testament’s understanding of OT law.

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Chapter 4: Genesis

Students should be able to:

1. Describe the concept of narrative in the book of Genesis.2. Discuss how Genesis was composed.3. Understand the Primeval History as described in Genesis.4. Analyze the purpose and message of Genesis.5. Articulate the purpose and message of Genesis.6. Describe how Genesis diverges from Mesopotamian theology.7. Outline the structure of Genesis.8. Articulate the major themes of Genesis and their relationship to the Christian life.

Chapter 5: Exodus

Students should be able to:

1. Demonstrate Yahweh’s supremacy over other gods in the book of Exodus.2. Outline the history of Israel’s exodus from Egypt.3. Articulate the importance of the exodus.4. Articulate the significance of the Passover.5. Discuss various views of the date of the exodus.6. Outline the various proposals for the route of the exodus.7. Describe the purpose and message of Exodus.8. Articulate the primary themes of the book of Exodus.

Chapter 6: Leviticus

Students should be able to:

1. Articulate the various arguments for the authorship of Leviticus and defend Mosaic authorship.

2. Outline the chronology of Leviticus.3. Discuss the historical and cultural background of Leviticus.4. Articulate the purpose and message of Leviticus.5. Discuss the role of holiness in Leviticus.6. Demonstrate understanding of the type and significance of sacrifice in Leviticus.7. Articulate the New Testament’s understanding of sacrifice.8. Demonstrate the significance of the Sabbath in its original and current contexts.

Chapter 7: Numbers

Students should be able to:

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1. Describe the composition of the book of Numbers.2. Outline the chronology of Numbers. 3. Articulate the purpose and message of Numbers.4. Describe the structure and organization of Numbers.5. Discuss the census in Numbers, including its purpose and historical reliability.6. Interact with the idea of testing in the Old Testament and apply it to the Christian life.7. Describe various ways in which God reveals himself in human culture as demonstrated in

Numbers.8. Articulate the theological significance of the Balaam oracles for the book of Numbers.

Chapter 8: Deuteronomy

Students should be able to:

1. Defend Mosaic authorship of Deuteronomy.2. Describe the composition of Deuteronomy.3. Articulate the correspondences between the ancient treaty format and biblical covenants.4. Demonstrate the relevance of vassal treaties to the book of Deuteronomy. 5. Articulate the purpose and message of Deuteronomy.6. Describe the theological significance of the Ten Commandments.7. Articulate the theological significance of the Law in Deuteronomy. 8. Discuss the retribution principle and its application.

Chapter 9: Historical Overview of Old Testament Times

Students should be able to:

1. Overview the historical context of the Old Testament.2. Summarize the importance of chronology for understanding the Old Testament.3. Describe Mesopotamia before and during the time of the Patriarchs.4. Understand the historical context of the Patriarchal period.5. Describe briefly each of the major empires of the ancient Near East.6. Articulate the significance of each the major empires for understanding the Old Testament.7. Describe the Neo-Assyrian Empire and its role in the exile of Israel.8. Describe the Neo-Babylonian Empire and its role in the Exile of Judah.

Chapter 10: Introduction to the Historical Books

Students should be able to:

1. Describe Martin Noth’s theory of the Deuteronomistic History. 2. Describe the composition, characteristics, and message of the Deuteronomistic History.

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3. Offer a reasoned critique of the theory of the Deuteronomistic History. 4. Discuss the concept of history in Israel and the ancient Near East.5. Differentiate between the recurrence model of history and the linear model of history.6. Describe the purpose of history writing in Israel and the ancient Near East.7. Articulate the differences between history writing in the ancient Near East and modern-day

history writing.8. Describe how biblical historical literature functions as part of God’s self-revelation.

Chapter 11: Joshua

Students should be able to:

1. Describe the arguments surrounding the composition of Joshua.2. Offer arguments in favor of Joshua’s historicity.3. Outline the basic historical background to the book of Joshua.4. Recount the purpose and message of the book of Joshua.5. Describe the structure and organization of the book of Joshua. 6. Articulate the theological significance of Joshua’s major themes. 7. Describe the importance of corporate solidarity in the Old Testament and its relationship to

Christians today.8. Articulate a reasoned response to the question of violence in Joshua.

Chapter 12: Judges

Students should be able to:

1. Outline the basic chronology of the book of Judges.2. Describe the meaning of the term “judge” in the book of Judges.3. Describe the historical-cultural background of the book of Judges.4. Articulate the theological purpose and message of the book of Judges.5. Outline the basic structure of the book of Judges.6. Describe the nature of charismatic leadership in the book of Judges. 7. Articulate the role and significance of the Spirit of the Lord in the book of Judges.8. Describe Judges’ portrayal of Israel’s apostasy and its theological significance.

Chapter 13: Ruth

Students should be able to:

1. Describe the concept of God’s presence in the book of Ruth.2. Describe the historical background of the book of Ruth.3. Describe the literary background of the book of Ruth.4. Summarize the purpose and message of the book of Ruth.

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5. Define the concept of kinsman-redeemer.6. Discuss the theological significance of the concept of the kinsman-redeemer in the book of

Ruth.7. Define the term hesed.8. Articulate the theological significance of hesed in the book of Ruth.

Chapter 14: 1–2 SamuelStudents should be able to:

1. Articulate the purpose and message of the books of Samuel.2. Describe the structure and organization of the books of Samuel.3. Discuss the institution of the monarchy in the books of Samuel.4. Outline how the books of Samuel vindicate David.5. Articulate the theological significance of the ark of the covenant in the books of Samuel.6. Articulate the theological significance of kingship in the books of Samuel.7. Define and discuss the Davidic Covenant in the books of Samuel.8. Describe the assessment of Saul and David in the books of Samuel.

Chapter 15: 1–2 Kings

Students should be able to:

1. Describe the prevailing views of the composition of the books of Kings.2. Describe the historical background of the books of Kings.3. Outline the chronology of the books of Kings.4. Articulate the purpose and message of the books of Kings.5. Describe the structure and organization of the books of Kings.6. Articulate the books of Kings assessment of Solomon. 7. Describe the difference between classical and preclassical prophecy.8. Discuss the various succession models in Israel and Judah.9. Articulate the theological significance of the cult of the golden calf in the books of Kings.

Chapter 16: 1–2 Chronicles

Students should be able to:

1. Describe the prevailing views of the composition of the books of Chronicles.2. Describe the historical background of the books of Chronicles.3. Defend the historical reliability of the books of Chronicles.4. Articulate the purpose and message of the books of Chronicles.5. Describe the structure and organization of the books of Chronicles.6. Articulate the theological significance of worship in the books of Chronicles.

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7. Describe the chronicler’s vocabulary and its importance for understanding the message of the books of Chronicles.

8. Discuss the concept of typology and its significance in the books of Chronicles.

Chapter 17: Ezra-Nehemiah

Students should be able to:

1. Describe the composition and distinctive literary style of the books of Ezra-Nehemiah.2. Describe the background of the books of Ezra-Nehemiah.3. Outline the historiographical purpose of the books of Ezra-Nehemiah.4. Outline the theological purpose of the books of Ezra-Nehemiah.5. Describe the structure and organization of the books of Ezra-Nehemiah.6. Articulate the theological significance of Yahweh as covenant keeper in the books of Ezra-

Nehemiah.7. Understand how the reforms of the restoration period planted the seeds of Pharisaism.8. Understand the changing role of scribes in the Old and New Testaments.

Chapter 18: Esther

Students should be able to:

1. Describe the composition of the book of Esther.2. Describe the historical background of the book of Esther.3. Outline the historical claims made by the book of Esther.4. Outline the theological purpose and message of the book of Esther.5. Describe the structure and organization of the book of Esther.6. Articulate the differences between and significance of the major characters in the book of

Esther.7. Articulate what the festival of Purim is, its basis in history, and its ongoing significance.8. Articulate how the book of Esther understands and depicts the people of God.

Chapter 19: Archaeology and the Old Testament

Students should be able to:

1. Define the purpose and outcome of archaeology.2. Describe what archaeology can do for biblical studies.3. Describe what archaeology cannot do for biblical studies.4. Describe various archives and their importance for study of the Bible.5. Outline the importance of the Dead Sea Scrolls for study of the Bible.6. Describe various monuments and inscriptions and their importance for study of the Bible.7. Describe the ways in which archeology informs our understanding of biblical references.

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8. Understand what archeology has not done for study of the Bible.

Chapter 20: Hebrew Poetic and Wisdom Literature

Students should be able to:

1. Understand the genre of poetry in the ancient Near East.2. Understand the concept of wisdom in the ancient Near East.3. Identify the features of Hebrew poetry. 4. Describe the life situation and genre of Hebrew Poetic and Wisdom Literature.5. Understand the concept of biblical wisdom.6. Describe the practice of wisdom according to the Bible. 7. Outline the concept of theodicy. 8. Articulate the retribution principle and its relevance for interpreting and applying the Old

Testament.

Chapter 21: Job

Students should be able to:

1. Summarize the critical issues in the composition of the book of Job.2. Describe the historical and literary background of the book of Job.3. Explain the similarities and differences between the book of Job and similar types of ancient

Near Eastern literature.4. Overview the structure and organization of the book of Job.5. Explain the concept of the retribution principle according to the book of Job.6. Describe the wisdom, justice, and sovereignty of God according to the book of Job.7. Articulate Job’s construction of a mediator and its relevance for Christians today.8. Synthesize the major themes of the book of Job and their continued relevance for Christians

today.

Chapter 22: Psalms

Students should be able to:

1. Summarize the authorship of the book of Psalms.2. Identify the five books of Psalms.3. Discuss the composition of the Psalter.4. Identify and describe the three major genres of psalms.5. Describe the historical background of the book of Psalms.6. Explain the purpose and message of the book of Psalms.7. Articulate Psalms’s view of the retribution principle and its relevance for Christians today.

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8. Articulate the Psalms’s view of nature and creation and its relevance for Christians today.

Chapter 23: Proverbs

Students should be able to:

1. Summarize how the book of Proverbs was written.2. Identify the major sections of Proverbs.3. Identify the people responsible for composing the proverbs within the book of Proverbs.4. Describe the historical background to the book of Proverbs.5. Explain the purpose and message of the book of Proverbs.6. Articulate the meaning of the fear of the Lord according to Proverbs.7. Discuss the view of human speech in the book of Proverbs and its relevance for Christians

today.8. Articulate Proverbs’s view of human sexuality and its relevance for Christians today.

Chapter 24: Ecclesiastes

Students should be able to:

1. Summarize the basic views of the authorship of Ecclesiastes.2. Understand who Qoheleth is and his role in Ecclesiastes.3. Describe the historical background of Ecclesiastes.4. Explain the purpose and message of Ecclesiastes.5. Outline the structure and organization of Ecclesiastes.6. Articulate the view of the retribution principle in the book of Ecclesiastes and its relevance

for Christians today.7. Discuss the book of Ecclesiastes’ view of experience and revelation.8. Articulate the book of Ecclesiastes’ view of enjoyment and its relevance for Christians

today.

Chapter 25: Song of Songs

Students should be able to:

1. Summarize the basic views of the authorship of Song of Songs.2. Describe the possible historical background of Song of Songs.3. Summarize each of the basic interpretations of Song of Songs.4. Articulate one’s view of the interpretation of Song of Songs.5. Understand how to interpret lyric love poetry.6. Outline the structure and organization of Song of Songs.7. Explain the purpose and message of Song of Songs.8. Articulate the major themes of Song of Songs and their relevance for Christians today.

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Chapter 26: Formation of the Old Testament Scriptures

Students should be able to:

1. Understand the process of writing in the ancient Near East.2. Describe the Old Testament texts and versions.3. Explain the concept and process of textual criticism.4. Define canon.5. Explain canon formation.6. Explain why the canon is closed and contains the particular books it contains.7. Articulate why the apocryphal books are not considered inspired.8. Articulate why the pseudepigraphal books are not considered inspired.

Chapter 27: Introduction to Prophetic Literature

Students should be able to:

1. Understand the concept of prophecy in the ancient Near East.2. Understand the concept of prophecy in Israel.3. Describe the differences/similarities between prophecy in Israel and the ancient Near East.4. Define preclassical prophecy.5. Define classical prophecy.6. Explain the message of the prophets.7. Articulate a proper understanding of prediction and fulfillment.8. Explain how to interpret prophetic literature properly.

Chapter 28: Isaiah

Students should be able to:

1. Describe the composition of the book of Isaiah.2. Understand the arguments for and against single authorship of the book of Isaiah.3. Describe the historical background of the book of Isaiah.4. Outline the organization and structure of the book of Isaiah.5. Explain the purpose and message of the book of Isaiah.6. Articulate Isaiah’s view of Yahweh as The Holy one of Israel and as Redeemer in the book

of Isaiah.7. Articulate the view of eschatology in the book of Isaiah.8. Describe the significance of Isaiah’s naming of his sons in the book of Isaiah.

Chapter 29: Jeremiah

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Students should be able to:

1. Describe the composition of the book of Jeremiah.2. Describe the historical background of the book of Jeremiah.3. Explain the purpose and message of the book of Jeremiah.4. Outline the organization and structure of the book of Jeremiah.5. Describe the various literary features used in the book of Jeremiah.6. Explain God’s policy with the nations according to the book of Jeremiah and its relevance

for Christians today.7. Articulate the book of Jeremiah’s view of the new covenant and its significance for

Christians today.8. Understand the concept of false prophets in the book of Jeremiah.

Chapter 30: Lamentations

Students should be able to:

1. Describe the composition of the book of Lamentations.2. Understand the placement of Lamentations in the Hebrew and English canons.3. Describe the historical background of the book of Lamentations.4. Explain the purpose and message of the book of Lamentations.5. Outline the organization and structure of the book of Lamentations.6. Explain the concept of humans suffering in the book of Lamentations.7. Articulate the concept of divine abandonment in the book of Lamentations and its relevance

for Christians today.8. Outline the various types of human suffering found in the Old Testament.

Chapter 31: Ezekiel

Students should be able to:

1. Describe the composition of the book of Ezekiel.2. Describe the historical background of the book of Ezekiel.3. Explain the purpose and message of the book of Ezekiel.4. Outline the organization and structure of the book of Ezekiel.5. Describe the various literary features used in the book of Ezekiel.6. Understand how Ezekiel used the term “Son of Man” and its relationship to Jesus Christ.7. Articulate the view of the book of Ezekiel on individual responsibility and its relationship to

Christians today. 8. Describe the role of the book of Ezekiel in development of Old Testament apocalyptic

literature.

Chapter 32: Daniel

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Students should be able to:

1. Describe the composition of the book of Daniel.2. Describe the historical background of the book of Daniel.3. Defend the historicity of the book of Daniel.4. Explain the purpose and message of the book of Daniel.5. Outline the organization and structure of the book of Daniel.6. Describe the various literary features used in the book of Daniel.7. Understand the concept of the kingdom of God in the book of Daniel.8. Understand the role of pride and rebellion in the book of Daniel and its relationship to

Christians today.

Chapter 33: Hosea

Students should be able to:

1. Describe the composition of the book of Hosea.2. List the twelve Minor Prophets.3. Describe the historical background of the book of Hosea.4. Explain the purpose and message of the book of Hosea.5. Outline the organization and structure of the book of Hosea.6. Explain the various interpretive options for understanding Hosea’s marriage to Gomer.7. Understand Hosea’s marriage to Gomer, its role in the book of Hosea, and its relevance for

Christians today.8. Describe Baalism and its significance for the book of Hosea.

Chapter 34: Joel

Students should be able to:

1. Describe the composition of the book of Joel.2. Describe the historical background of the book of Joel.3. Explain the purpose and message of the book of Joel.4. Outline the organization and structure of the book of Joel.5. Understand the meaning of “the day of the LORD” in the book of Joel.6. Explain the relationship between Joel 2:28–32 and Acts 2:1–41.7. Outline Joel’s use of other prophets.8. Understand the significance of the locust plague in Joel.

Chapter 35: Amos

Students should be able to:

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1. Describe the composition of the book of Amos.2. Describe the historical background of the book of Amos.3. Explain the purpose and message of the book of Amos.4. Outline the organization and structure of the book of Amos.5. Define social justice according to the book of Amos.6. Explain the relationship between social service and social action.7. Discuss Amos’s oracles against the Nations.8. Understand the Christian role in society.

Chapter 36: Obadiah

Students should be able to:

1. Describe the composition of the book of Obadiah.2. Describe the historical background of the book of Obadiah.3. Explain the purpose and message of the book of Obadiah.4. Outline the organization and structure of the book of Obadiah.5. Define pride according to the book of Obadiah.6. Explain the concept of lex talionis in the book of Obadiah.7. Discuss the concept of universal judgment in the book of Obadiah.8. Explain the meaning of restoration in the book of Obadiah.

Chapter 37: Jonah

Students should be able to:

1. Describe the composition of the book of Jonah.2. Understand the genre of the book of Jonah.3. Describe the historical background of the book of Jonah.4. Explain the purpose and message of the book of Jonah.5. Outline the organization and structure of the book of Jonah.6. Explain the significance of compassion in the book of Jonah.7. Understand the concept of anger in the book of Jonah.8. Discuss the concept of theodicy in the book of Jonah.

Chapter 38: Micah

Students should be able to:

1. Describe the composition of the book of Micah.2. Describe the historical background of the book of Micah.3. Explain the purpose and message of the book of Micah.

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4. Outline the organization and structure of the book of Micah.5. Explain language of legal proceedings used in the book of Micah.6. Understand the judgment oracles of the book of Micah.7. Understand the concept of the Deliverer in the book of Micah.8. Explain the significance of Micah 6:8.

Chapter 39: Nahum

Students should be able to:

1. Describe the composition of the book of Nahum.2. Describe the historical background the book of Nahum.3. Outline briefly the history of Assyria as it relates to the book of Nahum.4. Explain the purpose and message of the book of Nahum.5. Outline the organization and structure of the book of Nahum.6. Describe the literary relationship between Nahum and Isaiah.7. Understand the relationship between Nahum and Jonah.8. Outline the significance of Assyria and the Old Testament.

Chapter 40: Habakkuk

Students should be able to:

1. Describe the composition of the book of Habakkuk.2. Describe the historical background of the book of Habakkuk.3. Explain the purpose and message of the book of Habakkuk.4. Outline the organization and structure of the book of Habakkuk.5. Outline briefly the history of Assyria as it relates to the book of Habakkuk.6. Explain the concept of theodicy in the book of Habakkuk.7. Understand how God deals with nations according to the book of Habakkuk.8. Articulate the significance of Habakkuk 2:4 for the book of Romans and the book of

Habakkuk.

Chapter 41: Zephaniah

Students should be able to:

1. Describe the composition of the book of Zephaniah.2. Describe the historical background of the book of Zephaniah.3. Explain the purpose and message of the book of Zephaniah.4. Outline the organization and structure of the book of Zephaniah.5. Describe the significance of Manasseh for the book of Zephaniah.6. Understand the universal nature of the threat of judgment in the book of Zephaniah.

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7. Explain the concept of the Day of the LORD according to the book of Zephaniah.8. Explain the significance of the oracles against the nations in the book of Zephaniah.

Chapter 42: Haggai

Students should be able to:

1. Describe the composition of the book of Haggai.2. Describe the historical background of the book of Haggai.3. Explain the purpose and message of the book of Haggai.4. Outline the organization and structure of the book of Haggai.5. Understand the function of the messenger formula in the book of Haggai.6. Describe the importance of the return from exile for the book of Haggai.7. Understand the significance of rebuilding the temple in the book of Haggai.8. Explain the significance of the temple in the book of Haggai

Chapter 43: Zechariah

Students should be able to:

1. Describe the composition of the book of Zechariah.2. Describe the historical background of the book of Zechariah.3. Explain the purpose and message of the book of Zechariah.4. Outline the organization and structure of the book of Zechariah.5. Understand the literary function of chiasm in the book of Zechariah.6. Understand the various aspects of visionary literature.7. Discuss the view of the messiah according to the book of Zechariah.8. Outline Old Testament eschatology according to the book of Zechariah.

Chapter 44: Malachi

Students should be able to:

1. Describe the composition of the book of Malachi.2. Describe the historical background of the book of Malachi.3. Explain the purpose and message of the book of Malachi.4. Outline the organization and structure of the book of Malachi.5. Explain the disputational literary genre.6. Describe the function of rhetorical questions in the book of Malachi7. Describe the view of marriage and divorce in the book of Malachi.8. Explain the role of Elijah the prophet according to the book of Malachi.

Chapter 45: What We Have Learned

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Students should be able to:

1. Understand the nature of God as Creator.2. Understand the nature of God as wise.3. Understand the nature of God as the one and only God.4. Understand the holiness of God.5. Understand the transcendence of God6. Understand the nature of God as righteous and just.7. Understand the nature of God as compassionate and gracious.8. Understand God as the covenant-making God.9. Outline the various false dichotomies commonly portrayed between the Old and New

Testaments.

Chapter 46: Responding to God

Students should be able to:

1. Describe worship in the ancient world.2. Understand the role of knowledge of God in worship.3. Explain worship as a response to God’s deeds4. Articulate the language that describes worship in the Old Testament.5. Understand the relationship between worship and godliness in the Old Testament.6. Describe the relationship between worship and ritual in the Old Testament.7. Understand the role of social action in the Old Testament.8. Articulate the overarching view of response to God in the Old Testament.

Chapter 47: The Journey to Jesus

Students should be able to:

1. Articulate the view that Jesus is the goal of the Old Testament.2. Explain the importance of studying the Old and New Testaments together.3. Understand the meaning of typology as it relates to the study of the Bible.4. Describe the New Testament’s use of the Old Testament.5. List various Old Testament passages used in the New Testament.6. Outline the thematic unity between the Testaments.7. Understand the foreshadowing of Jesus Christ in the Old Testament.8. Describe how Jesus Christ anticipates the culmination of the salvation Israel.

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Supplementary Reading List

Adeyemo T., ed. Africa Bible Commentary. Grand Rapids, MI: Zondervan, 2006.Arnold, B. T. and B. Beyer. Readings from the Ancient Near East. Grand Rapids: Baker, 2002.Atwan, Robert and Laurance Wieder. Chapters into Verse. New York: Oxford University Press, 2000.Corrigan, J. A. et al., Readings in Judaism, Christianity, and Islam. Upper Saddle River, NJ: Prentice

Hall, 1998.Dumbrell, W. J. The Faith of Israel: Its Expression in the Books of the Old Testament. Grand Rapids:

Baker, 1988.Dyrness, William. Themes in Old Testament Theology. Downers Grove: IVP, 1979.Fee, G. F. & D. Stuart, How to Read the Bible for All Its Worth. 3rd ed. Grand Rapids: Zondervan, 2003.Kroeger, C. C. and M. J. Evans, eds. The IVP Women’s Bible Commentary. Downers Grove: IVP, 2002.Longman, Tremper. Making Sense of the Old Testament. Grand Rapids: Baker, 1998.Longman, Tremper. Reading the Bible with Heart and Mind. Colorado Springs: NavPress, 1997.Matthews, V. H. Old Testament Themes. St. Louis: Chalice Press, 2000.Matthews, V. H. and D. C. Benjamin, Old Testament Parallels: Laws and Stories from the Ancient Near

East. 2nd. ed. New York: Paulist, 1997.Monson, James M. Regions on the Run: Introductory Map Studies in the Regions of the Bible. Rockford,

Il: Bible Backgrounds Inc., 1998.Patte, D., ed. Global Bible Commentary. Nashville: Abingdon, 2004.Peters, F. E. Children of Abraham: Judaism, Christianity, and Islam. Princeton, NJ: Princeton

University Press, 2004. Pilch, J. Introducing the Cultural Context of the Old Testament. New York: Paulist, 1991.Ryken, Leland. How to Read the Bible as Literature. Grand Rapids: Zondervan, 1984.Sandy, Brent and Ronald L Giese Jr., eds. Cracking Old Testament Codes: A Guide to Interpreting the

Literary Genres of the Old Testament. Nashville: Broadman and Holman, 1995.Walton, John H. Chronological and Background Charts of the Old Testament. Grand Rapids:

Zondervan, 1994.Walton, John H. Get an A! Study Guide: Survey of the Old Testament. Grand Rapids: Zondervan, 2007.Walton, John H., ed. Zondervan Illustrated Bible Backgrounds Commentary. Grand Rapids, MI:

Zondervan 2009.Walton, John H. and Andrew E. Hill, Old Testament Today. Grand Rapids: Zondervan, 2004.Walton, John H., Victor H. Matthews, and Mark W. Chavalas, IVP Bible Backgrounds Commentary.

Downers Grove, Il: Intervarsity Press, 2000.Walton, John H. and Kim E. Walton. Bible Story Handbook. Wheaton: Crossway, 2010.Wenham, Gordon. Story As Torah. Grand Rapids: Baker, 2000.Wright, Christopher J. H. Knowing Jesus through the Old Testament. Downers Grove, IL: IVP, 1992.Wright, C. J. H. Old Testament Ethics for the People of God. Downers Grove: IVP, 2004.

To prepare the instructor for teaching the Old Testament:

Hess, Richard S. and Gordon J. Wenham. Make the Old Testament Live. Grand Rapids: Eerdmans, 1998.

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Name ________________________________

APPENDIX A – PEOPLE AND DATES WORKSHEETSPeople and Dates: Worksheet 1a

Name Role (prophet, priest, king) and important relationship (country or

family connection)

Period abbreviations at foot of page; give century for kings and prophets

Important Narrative Facts

AaronCain, Abel, SethDanielElijahElishaEsauEstherEzraGideonGoliathHezekiahIsaacIsaiahIshmaelJacobJeremiahJonahJosephJoshuaNebuchadnezzarNehemiahRuthSamsonSamuelSarahSaulSolomon931: 722: 586:P-Patr - Pre-patriarchalPatr - Patriarchal Ex – Exodus/Wilderness

Conq - Conquest Judg - Judges UM - United Monarchy

DM - Divided MonarchyExl – Exilic/Postexilic

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Name ________________________________

People and Dates: Worksheet 1b

Name Role (prophet, priest, king) and important relationship (country or

family connection)

Period abbreviations at foot of page; give century for kings and prophets

Important Narrative Facts

AbsalomAhabBathshebaBelshazzarCyrusDariusDeborah & BarakEliEzekielHagarHannahJeroboamJezebelJoabJobJonathanJosiahJudahLabanLotMiriamNaomiRachelRebekahRehoboamSennacheribShem, Ham, Japheth612: 853: 539:P-Patr - Pre-patriarchalPatr - Patriarchal Ex – Exodus/Wilderness

Conq - Conquest Judg - Judges UM - United Monarchy

DM - Divided MonarchyExl – Exilic/Postexilic

253

Name ________________________________

People and Dates: Worksheet 1c

Name Role (prophet, priest, king) and important relationship (country or

family connection)

Period abbreviations at foot of page; give century for kings and prophets

Important Narrative Facts

Ahasueras (Xerxes)AhazBalaamBoazCalebDelilahEhudHamanHiramHosea & AmosJehoshaphatJehuJoashLeahLeviMalachiManassehMelchizedekMordecaiNathanPotipharQueen of ShebaRahabShadrach, Meshach, AbednegoShishakZechariah & HaggaiZerubbabel1446: 1200: 841:P-Patr - Pre-patriarchalPatr - Patriarchal Ex – Exodus/Wilderness

Conq - Conquest Judg - Judges UM - United Monarchy

DM - Divided MonarchyExl – Exilic/Postexilic

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People and Dates: Worksheet 1d

Name Role (prophet, priest, king) and important relationship

(country or family connection)

Period abbreviations at foot of page; give century for kings and prophets

Important Narrative Facts

AbigailAbishaiAbnerAchanAdonijahAhijahAthaliahBaruchBenjaminDathan, Abiram, KorahEnochHilkiahHophni, PhineasIshboshethJehoiadaJephthahJeshuaMephiboshethMichalNaamanOmriOthnielQohelethShalmaneser VSiseraUriahUzziah931: 722: 586:

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APPENDIX B – MOMENTS IN TIME CHARTSMOMENTS IN TIME: CHART 1a (Adam to Moses)

Through Early Bronze (to 2300)

Middle Bronze 2300–1550 Late Bronze 1550–1400

Pre-Patriarchal Patriarchal Sojourn Exodus & WildernessDates: Dates: Dates: Dates:People

Key Events

Non-Israelite

People

Key Events

Non-Israelite

People

Key Events

Non-Israelite

People

Key Events

Non-Israelite

256

MOMENTS IN TIME: CHART 1b (Joshua to Solomon)

Late Bronze 1400–1200 Iron I 1200–1000 Iron II A 1000–930Conquest Judges United Monarchy

Dates: Dates: Dates:People

Key Events

Non-Israelite

People

Key Events

Non-Israelite

People

Key Events

Non-Israelite

257

MOMENTS IN TIME: CHART 1c (Division to Hezekiah)

Iron II B 930–720Pre-exilic Divided Monarchy

Aramaean 930–850 Assyrian 850–745 Neo-Assyrian 745–720People

Key Events

Non-Israelite

People

Key Events

Non-Israelite

People

Key Events

Non-Israelite

258

MOMENTS IN TIME: CHART 1d (Manasseh to Malachi)

Iron II C 720–586 Iron III 586–450

Pre-exilic Divided Monarchy Babylonian Exile PostexilicNeo-Assyrian 720–612 Neo-Babylonian 612–586 Dates: Dates:People

Key Events

Non-Israelite

People

Key Events

Non-Israelite

People

Key Events

Non-Israelite

People

Key Events

Non-Israelite

259

APPENDIX C – MAP EXERCISES

Note: The maps available in this document are also available for download as individual files on the book info page for A Survey of the Old Testament on ZondervanAcademic.com (http://ZondervanAcademic.com.com) under the Instructor Resources tab.

MAP 1260

MAP 1: Countries, Geographical Regions and Features

COUNTRIES: NUMERALSAmmonAram (Syria)AssyriaBabyloniaEdomEgyptHittite AnatoliaIsraelMitanniMoabPersiaPhoeniciaSumer

GEOGRAPHICAL FEATURES: LETTERS

Black SeaCaspian SeaDead SeaEuphrates RiverGulf of AqabaJordan RiverMediterranean SeaNile RiverPersian GulfRed SeaSea of GalileeTigris River

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ANSWER KEY – MAP 1: Countries, Geographical Regions and Features

COUNTRIES: NUMERALSAmmon -11Aram (Syria) - 8Assyria - 4Babylonia - 3Edom - 12Egypt -13Hittite (Anatolia) - 6Israel - 9Mitanni - 5Moab - 10Persia - 1Phoenicia - 7Sumer - 2

GEOGRAPHICAL FEATURES: LETTERS

Black Sea - CCaspian Sea - DDead Sea - EEuphrates River - KGulf of Aqaba - GJordan River - IMediterranean Sea - ANile River - LPersian Gulf - BRed Sea - HSea of Galilee - FTigris River - J

262

MAP 2263

MAP 2: Foreign Capitals and Major Cities

BabylonCarchemishDamascusEmarHamathHaran HattushaMariMemphisNinevehNuziSidonSusaTyreUgaritUr

264

ANSWER KEY – MAP 2: Foreign Capitals and Major Cities

Babylon - 3Carchemish - 9Damascus - 13Emar - 10Hamath - 12Haran - 7Hattusha - 8Mari - 5Memphis - 16Nineveh - 6Nuzi - 4Sidon - 14Susa - 1Tyre - 15Ugarit - 11Ur - 2

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MAP 3266

MAP 3: Cities and Geographical Features in Israel

MAJOR CITIES: CAPITAL LETTERS

BeershebaBethelDanHazorHebronJericho JerusalemSamariaShechem

GEOGRAPHICAL FEATURES: LOWER CASE LETTERS

Arnon RiverJezreel ValleyJudean Hill CountryMt. CarmelMt. GilboaMt. HermonMt. NeboMt. TaborShephelah

MINOR CITIES: NUMERALS

AiAshkelonBethlehem BethsheanGazaGibeahGibeonJabesh-GleadJezreelKadesh BarneaLachishMahanaimMegiddoShiloh

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ANSWER KEY – MAP 3: Cities and Geographical Features in Israel

MAJOR CITIES: CAPITAL LETTERS

Beersheba - IBethel - EDan - AHazor - BHebron - HJericho - FJerusalem - GSamaria - CShechem - D

GEOGRAPHICAL FEATURES: LOWER CASE LETTERS

Arnon River - fJezreel Valley - iJudean Hill Country - hMt. Carmel - aMt. Gilboa - eMt. Hermon - bMt. Nebo - dMt. Tabor - cShephelah - g

MINOR CITIES: NUMERALS

Ai - 9Ashkelon - 12Bethlehem - 10Beth Shean - 5Gaza - 13Gibeah - 8Gibeon - 7Jabesh-gilead - 1Jezreel - 4Kadesh Barnea - 14Lachish - 11Mahanaim - 2Megiddo - 3Shiloh - 6

268