OLD TESTAMENT HISTORY II & POETRY SYLLABUS

Transcription

1 Dr. Gene Pond BE103SW OLD TESTAMENT Office phone (214) ; HISTORY II AND POETRY Dallas Theological Seminary OLD TESTAMENT HISTORY II & POETRY SYLLABUS I. COURSE DESCRIPTION An exposition of the historical books (1 Samuel through Esther), Job, Proverbs, Ecclesiastes, and Song of Solomon, with emphasis on the biblical theology of these books, their genre, and application. Prerequisite or corequisite: BE101 Bible Study Methods and Hermeneutics. Recommended Prerequisite: BE102 Old Testament History I. 2 hours. II. COURSE OBJECTIVES A. Overall Objectives The primary course objective is for you to improve in doing exposition of the 13 Bible books studied: knowing their contents, interpreting passages, and preparing appropriate expositional materials. The secondary course objective is for you to internalize spiritual principles from these books. The tertiary course objective is for you to be able to synthesize the major chronological events of the Old Testament period. B. Specific Cognitive Objectives That you will give evidence of being able to: 1. Write a brief synthetic statement and broad analytical outline for each of the 13 Bible books studied in the course. 2. Reconstruct the history of Israel and Judah around key dates of major events. 3. Locate important characters and events in these 13 books. 4. Identify factors that contribute to spiritual growth and spiritual failure in biblical characters and wisdom literature. Justification Recognizing a book s purpose and structure is a foundational component of its interpretation. Israel s history as a monarchy and a Persian vassal state is recorded in these books. Knowing their key dates is helpful for an apology of historicity as well as historical interpretation. The ability to locate these is helpful in ministry, both to expedite future study as well as establish the authority of the minister. Personal growth is enhanced by recognizing what the people of the Bible were like and why the inspired authors included them, and by interpreting and applying principles for wise living. C. Specific Affective and Skill Objectives That you will: 5. Practice the inductive study and interpretation of biblical material. 6. Develop compassion for the needful in your community through service that applies truths from the biblical wisdom books. 7. Prioritize the achieving of competence in biblical exposition above the grade awarded. Justification These are helpful methods for conveying the truths of these books in ministry. Fearing the Lord and loving our neighbor are the two Great Commandments. The proper end of biblical exposition is applying God's Word in the power of the Holy Spirit. If a goal of a professional school is to equip the student for a profession in the workplace, then demonstrated ability should receive a higher priority than a scholastic grade.

2 2 BE103SW OLD TESTAMENT HISTORY II AND POETRY III. COURSE TEXTBOOKS A. Required Merrill, Eugene H. Kingdom of Priests: A History of Old Testament Israel. 2nd ed. Grand Rapids: Baker Book House, (This volume is included in the DTS Logos package.) B. Suggested I strongly recommend that you obtain a good Bible atlas if you do not already own one. The Carta Bible Atlas (a republication of the famed Macmillan Bible Atlas) is highly regarded. An impressive midrange option is the Zondervan Atlas of the Bible. The Holman QuickSource Bible Atlas is a cost-effective alternative. C. Supplementary Bibliography This is provided on a separate handout. IV. COURSE REQUIREMENTS A. Reading Assignments 1. Read the Bible portions covered by the course before the lecture that they are discussed. 2. Read sections of the Merrill textbook and collateral readings according to the course schedule. Much of this reading is supplementary, although it may be of major help in completing the chronological chart project (see below, Section IV.D2). For each unit of the course, you will be asked to specify the percentage of the Bible and textbook and collateral reading that have been completed for that unit. No partial credit is awarded for readings after the unit is concluded. B. Videos Each unit will provide video sessions that you are required to view. These sessions are the online equivalent to class attendance for the non face-to-face portion of the course. There is no grade percentage given to this assignment. However, there will be a grade deduction for failure to watch the video sessions. Video sessions for lectures that will be covered by the face-to-face portion of the course will be made available for optional viewing and review. C. Interactions There are no online interactions required in this hybrid course. D. Written and Oral Assessments D1. Unit methodology assessments ("short assignments") Methodology assessments, or short assignments, are limited studies answering questions exploring the observation, interpretation, and application of these books of the Bible. You are to submit a separate document for each short assignment you carry out. Methodology assessments require a thoughtful response based on an inductive study of the Bible. Though you may consult outside resources (and you should reference them if you do), in most cases you can complete the assignment using Bible study methods. In general, they should be one or two pages in length, but be sure to answer the question and include biblical references to support your points. There are 18 short assignments specified for the course, listed below and lettered #a through #r. However, you do not have to do them all. Only the highest-scoring four (4) assignments will count toward the course grade. I suggest that you complete at least one short assignment for each unit that specifies one. All students must complete and submit two particular short assignments: #d (on the Davidic Covenant) in Unit 2 and #q (on interpreting the Song of Solomon).

3 BE103SW OLD TESTAMENT HISTORY II AND POETRY 3 Since no late unit methodology assessments will be accepted, the student is encouraged to complete more than the minimum four so that, if a deadline is missed inadvertently, there will not be a hole in the score record. If one of the required unit assessments (#d in Unit 2 or #q in Unit 10) is not turned in, a grade of zero for that unit assessment will replace one of the top four assessment scores. Unit assessment #1 on 1 Samuel 1 15: a. Evaluate Eli, Samuel, and Saul as fathers: which of the fathers was evil and which had evil children? What biblical evidence is there for any of them that bad fathering led to evil ways? In the cases where there is not, why do kids sometimes go bad? (Note: to complete this study, you will have to go beyond 1 Sam 1 15.) Unit assessment #2 on 1 Samuel 16 through 2 Samuel 10: b. Identify at least five characteristics of a faithful friend that you see in Jonathan's treatment of David. State each one in a timeless sentence such as, "A true friend...." Validate each statement by explaining how the characteristic is in evidence in Jonathan. Give biblical references for your points. c. Analyze the scene of Saul and the witch of Endor in 1 Samuel 28. Why did Saul seek her out, why did the woman recognize Saul after seeing Samuel, and how do you deal with the problem of this person seeming to come back from the dead? d. REQUIRED OF ALL STUDENTS: Write a summary of 2 Samuel 7, answering (1) background: what did David want to do and what were Nathan s and God s responses; (2) what are the promises made in the Davidic Covenant (vs. 8-16); (3) how did David respond, and is there any evidence that he understood that these promises would not all be fulfilled by his direct descendent (who will turn out to be Solomon)? N.B.: It is very important to include biblical references for a detailed study of a critical passage like this. Unit assessment #3 on 2 Samuel 11 through 1 Kings 10: e. What were the steps in David s temptation, sin, and cover-up (2 Sam 11)? Include biblical references. Does the text state or imply that Bathsheba was partly guilty in the matter? Unit assessment #4 on 1 Kings 11 2 Kings 8: f. What did God promise Jeroboam in 1 Kings 11? How could this be fulfilled in light of the Davidic Covenant? What happened to cause the promises to Jeroboam not to come to pass? (Be sure to include scripture references.) g. Analyze 1 Kings 19 (the entire chapter) that includes Elijah s depression and God s response. What is the purpose of this passage? How appropriate is it to use this passage to present remedies for depressive behavior? h. State three lessons that could legitimately be drawn (and that you could teach others) from EITHER the episode of Elisha purifying the poisonous pot of stew (2 Kgs 4:38 41) OR Elisha and Gehazi after the cleansing of Naaman (2 Kgs 5:19-27), explaining how the lessons arise from the text. Unit assessment #5 on 2 Kings 9 25:

4 4 BE103SW OLD TESTAMENT HISTORY II AND POETRY i. Who was Jehu, how did God use him, and how did he respond? (Consult Merrill for some of the historical background.) Unit assessment #6 on 1 & 2 Chronicles: j. Analyze Joash (or Jehoash) and Jehoiada in 2 Kgs and 2 Chr 22:10 24:27. What lessons can we learn from these two men? Why does the writer of Kings omit some of the details that the Chronicler includes? k. Compare and contrast what Kings recorded about ONE of these kings Rehoboam, Uzziah [Azariah], or Manasseh with what Chronicles records about him. How does each record contribute to the authors purposes in their books? (Be sure to check your concordance to see if your king turns up in unexpected places in each book.) Unit assessment #7 on Ezra, Nehemiah and Esther: l. Studying Ezra 4, (1) identify and describe the four Persian kings in this chapter (including dates of rule), (2) discuss the chronological problem resulting from this chapter being inserted into the story of Ezra 1 6, and (3) propose and defend the purpose of Ezra 4 in its context. m'. SPECIAL: Participate in a playlet of the Book of Esther. Possible roles are as actors, writers, prop master, set designers, and director. This will be organized on the first day of face-to-face classes (June 22) and presented in class at the end of the week (June 26). Those willing to write the script may contact Dr. Pond ahead of time so that you can be working on it before we meet. Unit assessment #8 on Job: n. What do these verses say about how Job regarded God in his suffering: 7:19-20 and 13:27; 9:34, 10:3, and 13:21,25; 13:24? How would you characterize Job s general attitude toward the Lord in chapters 3 14? Unit assessment #9 on Ecclesiastes: o. State three truths that Ecclesiastes can teach us about developing friendships with others to help sustain us through life, and show how these arise from the text. p. Distill at least three principles on financial investment from Eccl 11:1-8 and discuss ways that seminarians follow or fail to follow these principles. Unit assessment #10 on Song: q. REQUIRED OF ALL STUDENTS: What are four different interpretations of the Song of Songs, give an example of how each interpretation deals with a portion of the text, and which do you hold and why? r. Synthesize at least five principles from Song (give biblical references) for counseling one of the following types of people: singles in friendship relationships, premarital couples, or married couples. For each principle, cite the reference, interpret it (breaking through the symbolism), and state it as a principle. D2. Old Testament chronological synthesis assessment ( Chronological chart ) Prepare a synthesis of Old Testament chronology. The synthesis comprises a single-sheet (one sided or two sided, up to legal size [8.5x14 ]) chronological chart of the major events and players of all of the historical books covered in BE103 (including the postexilic period). This

5 BE103SW OLD TESTAMENT HISTORY II AND POETRY 5 will be demonstrated in class lecture and discussion. Refer to the review sheet (in Section V.A. of this syllabus) and include on your chart all the rulers of Israel and Judah that are listed (i.e., the ones we want you to know, not necessarily all the kings), the rulers of the foreign powers, key characters such as certain of the prophets (Elijah, Elisha, and Micaiah) and postexilic leaders (Ezra, Nehemiah, and Esther), and key dates. You may construct your chart on a word processor or you may hand-draw your chart and scan it. Appearance and readability are among the criteria for evaluation. Include somewhere the list of references you used for the project. Your chart should be one that will help you in other courses, especially BE104 Old Testament Prophets. For background on the basis for relating biblical data to the chronology of secular events, read "How We Know When Solomon Ruled" by Kenneth Kitchen, available in the course notes. Contrary to previous semesters, no discussion of this validation material needs to be a part of the project. This assignment will be during Unit 9 of the course. The handouts Instructions on the BE103 chronology project (Revised June 2014) and Rubric for BE103 chronology project revised June 2014 should be consulted by students for further direction on this project. D3. Wise Compassionate Servant Project You are to serve with a compassion ministry over the course of the semester for a total of hours for the semester (1-4 hours per week max). These hours are in addition to the service project in the other Super Week course. You may either extend the same ministry for more hours or select a different ministry for this project. A compassion ministry can consist of serving any of the following people groups: single parents, orphans, immigrants, disabled, senior adults, hospital patients, extended care residents, mentally challenged individuals, homeless, marginalized people groups, etc. This ministry can be through the student s church or through local organizations. You are encouraged to commit to consistent times to foster availability and relationships. You will be asked for your ministry plans early in the semester. Based on this service, you will write a 4-8 page reflection paper answering the following questions by the date: What have you learned about yourself or about other people through this Wise Compassionate Servant Project? In what ways do you need to change your actions, attitudes, expectations, or values to engage in compassionate ministry to others? How was your thinking either challenged or affirmed? (1-2 pages limit) What Scripture passages in our course's wisdom literature (Proverbs, Job, Ecclesiastes, Song of Solomon) applies to what you learned or to the situation you found yourself serving in? Why do these Scripture passages apply? What truths for wise living, whether from the Bible or composed by yourself through your experience, would you proclaim because of your service? (1-2 pages limit) Based on what you have learned about servant leadership in our class this semester, describe one positive service quality you saw in action in the organization you were working with. Also make one suggestion for the organization for future effectiveness in service to others. (1-2 pages limit) This assignment will be during Unit 10 of the course. E. Knowledge Assessments ( Celebrations of Knowledge ) 1. Three limited assessments ( quizzes ) of the student s knowledge of content from portions of the historical books will be through the course: units 3, 6 and 8. They are to help the student assess his or her retention of the course material. Grades on these quizzes can only help and can never hurt your overall course grade; see below, Section VI. B below. 2. The course will conclude with a final assessment of content from all 13 books covered in the course, both historical and wisdom. This will take place during the final unit of this course. All of these knowledge assessments will be administered online. The quizzes will provide opportunities to become accustomed to online assessment which will be used for the final exam as

6 6 BE103SW OLD TESTAMENT HISTORY II AND POETRY well. The criteria for these assessments are those for an objective and short-essay examination. To help you prepare for these knowledge assessments, Section V.A. of this syllabus is a review sheet. Below are some additional details regarding knowledge assessments: 1. Recent changes to our testing software allow us to support either Windows or Mac computer platforms. For testing security, they require the use of a lockdown browser, which will prevent other computer usage during the quizzes or exam. 2. Please do not wait until the last hour to take the assessment (in the event of any "technical" problems that might occur.) The last hour for the final assessment is a seminary-wide standard time and may not be the same deadline as other online deadlines (which are usually midnight). 3. Online Education is responsible for help with technical issues. Please do not contact the professor or the graduate teaching assistant for technical assistance in taking quizzes and exams. V. COURSE SUPPLEMENTAL INFORMATION A. BE103 COURSE REVIEW SHEET 1. People Hannah, Eli, Hophni, Phinehas, Samuel, Saul, Jonathan, David, Goliath, Nabal, Abigail, Joab, Abner, Mephibosheth, Bathsheba, Uriah the Hittite, Nathan, Absalom, Adonijah, Amnon, Shimei, Solomon, Queen of Sheba, Southern Kings (Rehoboam, Asa, Jehoshaphat, Joash, Uzziah/Azariah, Ahaz, Hezekiah, Manasseh, Josiah, Jehoiachin), Northern Kings (Jeroboam I, Ahab, Jehu, Jeroboam II), Jezebel, Athaliah, Elijah, Naboth, Elisha, Ben-Hadad, Micaiah, Pharaoh Necho, Sennacherib, Nebuchadnezzar, Zerubbabel, Ezra, Nehemiah, Sanballat, Tobiah, Esther, Mordecai, Haman, Xerxes/Ahasuerus, Job, Eliphaz, Bildad, Zophar, Elihu 2. Places/Nations Philistia, Aphek, Ramah, Gilgal, Mount Gilboa, Jerusalem, Samaria, Bethel, Dan, Mount Carmel, Jezreel, Syria (Damascus), Egypt, Assyria (Nineveh), Babylon 3. Events/Ideas Philistine wars under Saul/David, Journeys of the Ark: Shiloh to Jerusalem, Davidic Covenant, Building of the first Temple, Split of the Kingdom, Elijah s confrontation with Baal, Elijah s pilgrimage to Sinai, Sennacherib s invasion of Judah, Reforms of Hezekiah and Josiah, Captivity of the Northern Kingdom, Destruction of Jerusalem/Temple, Exiles of the Southern Kingdom, Methodology of the Chronicler, Cyrus decree, Return under Zerubbabel, Rebuilding under Ezra, Rebuilding under Nehemiah, Feast of Purim, Message of Job, Message of Ecclesiastes, Message of Song of Songs, Interpretations of Song of Songs, definition of a proverb, where the Proverbs of Solomon occur, the difference between instruction and maxim 4. Dates (all dates B.C.) (Saul s reign), (David s reign), (Solomon s reign), 931 (split of Kingdom), 722 (Assyria takes Northern Kingdom), 701 (Sennacherib s invasion of the Southern Kingdom), Three exiles of the Southern Kingdom (605, 597, 586), the three returns from exile (led by Zerubbabel in 537, led by Ezra in 457, and Nehemiah in 444) 5. Bible Texts The student will be expected to be able to identify significant biblical statements or phrases. In some cases the student will be required to identify the person who made the statement ( Who said it? ). In other cases,

7 BE103SW OLD TESTAMENT HISTORY II AND POETRY 7 the student will be required to identify the Bible book in which a particular statement or phrase occurs (only the book will have to be identified, not the chapter or verse). B. Biblical Exposition Competency Criteria (Approved by Board of Regents, October 2006) Biblical interpretation: The student understands the Bible in its historical, literary, and theological contexts, in order to apply and communicate the Scriptures. Level 5 to be attained by all Th.M. students before graduating Level 4 Level 3 to be attained by all master s-level students before graduating. Level 2 Level 1 to be attained by all students by the end of their first semester, if not at matriculation. The student is able to write an acceptable summative research thesis or paper (RS102) and preach a sermon that is audience-focused in its structure, proofs, and application, with a delivery (voice and body) that is natural for the speaker. The student is able to write a paper that reflects sound exegesis and theological reflection and preach a sermon with a clear central proposition, structure, and application that reflects sound exegesis of and theological reflection on a biblical text. The student is able to write an appropriately researched and documented paper on a biblical and/or theological topic and deliver an oral presentation designed to influence listeners toward change, using audience-focused learning objectives and appropriate methods. The student is able to write an evaluative essay on a biblical and/or theological topic reflecting vocabulary appropriate to the subject and deliver an interesting oral presentation on a biblical and/or theological topic with congruent nonverbal expression. The student is able to write a cogent essay using correct form, grammar, and spelling and deliver a cogent oral presentation reflecting basic oral communication skills. The faculty is discussing criteria for the student competency sought in the area of biblical exposition. Toward that end, the Bible Exposition department has proposed specific competencies that the student will develop and demonstrate as a result of each course in the Bible Ex core. For BE103, the department has proposed that the student be able to reconstruct a general history of Israel: a chronology of key dates, events, and characters. The present course section allows the student to develop and demonstrate proficiency toward that criterion. This competency is foundational to Level 2 as well as the course BE104 Old Testament Prophets. All Bible Ex classes promote and assess a broad knowledge of the Bible and the significance of its teachings; this competency is an element of Level 3. C. Disability Accommodation Policy DTS does not discriminate on the basis of disability in the operation of any of its programs and activities. To avoid discrimination the student is responsible for informing the Coordinator of Services for Students with Disabilities and the course instructor of any disabling condition that will require modifications. D. Plagiarism Please review the material on plagiarism in the Student Handbook and in Turabian (8 th ed.) Section 7.9. I am finding that the growth of online research patterns has led some students to Google, Copy, and Paste in place of thoughtful personal study, analysis, comparison with sources, and appropriate citation. Please do not be one of these students. Do your own work, and give proper credit when you reference someone else s work.

8 8 BE103SW OLD TESTAMENT HISTORY II AND POETRY VI. COURSE POLICIES A. Letter/Numerical Grade Scale A B C D F 0-69 A B C D A B C D The grade of A means the assignment is exceptionable. The work is extremely well done and little could have been done to improve it. The grade of B means the assignment is commendable. It is a solid piece of work, with all the aspects of the assignments covered effectively. The grade of C means the assignment is acceptable. It is adequate to fulfill the assignment, though it may not have been as complete, or as well thought out or organized as it could have been. The grade of D means the work was of a minimal but passing quality. The grade of F means the work is below master s-level quality, because it was incomplete, missed the point of the assignment, or was superficial. Percentages will be calculated based on self-assessment, peer assessments, professor assessments, performance on knowledge assessments, and reflection on the student s progress in biblical exposition. B. Weighing of Course Requirements for Grading Textbook Reading 20 Unit methodology assessments 20 Chronology chart 10 Wise Compassionate Servant Project 30 Knowledge assessments 20 TOTAL 100 On the 18 unit assessment options, only the four highest scoring unit assessments will be included in the semester grade, but #d and #q must be completed and submitted by all students. If any of the three quiz scores are lower than the final knowledge assessment, that quiz s score will not be counted. A quiz score that is higher than the final will be weighted by 5 of the 20 points for knowledge assessments. Bible readings not completed on time will result in a course grade deduction of up to 5%. C. Late Assignments and Assessments It is a goal of this class to help prepare the student for professional life a life which often includes significant penalties for missed deadlines. One of the criteria for assessment is whether an assignment is available on time. Readings and assignments are to be completed by the date. No late readings or unit methodology assessments will be accepted. If either of the required unit assessments (Unit 2 item #d and Unit 10 item #q) is not turned in, a grade of zero for that unit assessment item will be included in the top four assessment scores. Procedure for other late methodology assessments (chronology chart or Wise Compassionate Servant project): If you must turn in a project assessment late, please do so at your earliest convenience and include a note citing the reason for the lateness. Procedure for missed knowledge assessments: Since they can only help your semester grade and not hurt it, the first three knowledge assessments (quizzes) may not be made up. The assessments

9 BE103SW OLD TESTAMENT HISTORY II AND POETRY 9 are conducted online and may be taken anytime during the unit in which it is scheduled. Please contact the professor if you are unable to fulfill this requirement to a health emergency. VII. COURSE LECTURES AND ASSIGNMENT SCHEDULE Unit and date Scripture reading Merrill textbook reading (page #s) and collateral readings Short assgs Knowledge assessments Major methodology assessments 1 5/19 1 Sam 1 15 MERRILL: Ch. 5/Judges of Israel/Nature of Canaanite Idolatry (178 80) and Samuel (194 97); Ch. 6/Rise of David/Death of Saul (207 38) a b 2 5/26 1 Sam 16 2 Sam 10 MERRILL: Ch. 7/All; Ch. 8 through c d* 3 6/2 2 Sam 11 1 Kgs 10 and Prov MERRILL: Ch. 8/The Beginning of David's Domestic Troubles/The Rape of Tamar End of Chapter e 4 6/9 1 Kgs 11 2 Kgs 8 MERRILL: Ch. 9/Spiritual and Moral Apostasy End of Chapter Ch. 10/All (327 71) Article by K. Kitchen f g h Quiz #1: The books of Samuel & the United Monarchy (thru 1 Kgs 10) Specify the ministry and agency for Wise Compassionate Servant project 5 6/16 2 Kgs 9 25 MERRILL: Ch. 11/Beginning of Chapter - The Ministry of the Prophets/History of Prophetism (372 96) Ch. 12/Beginning of Chapter - Hezekiah's Last Years/The Last Fifteen Years (404 33) i 6 6/23 1 & 2 Chr MERRILL: Ch. 13/Beginning of Chapter - The Fall of Jerusalem/The Aftermath (444 66) j k Quiz #2: The Divided Monarchy 7 6/30 Ezra, Neh, Esth Eccl MERRILL: Ch. 14/Beginning of Chapter - The Jewish People During the Exile/In Babylon (481 94); Ch. 14/The First Return End of Chapter; Ch. 15/All (503 27) l m 8 7/14 9 7/ /4 Job Job in New Testament Theology by Pond n Song (Short assignments in Ecclesiastes) Song of Solomon article by Johnston o p q* r Quiz #3: The Postexilic period Final knowledge assessment *Required short assignment Chronological project Wise Compassionate Servant project

10 10 BE103SW OLD TESTAMENT HISTORY II AND POETRY Note: We are using the online course administration system to specify what is and when it is. Below is the tentative schedule for the week of face-to-face meetings. Monday, June 22 Tuesday, June 23 Afternoon Session 1 (1:30 2:45 pm) 1 Chronicles 1 9 Review of 1 Samuel Biographical data gathering Biography of Samuel (Lessons core) Biography of Saul 2 Chronicles 1 9 Data gathering on Solomon Selecting a biographical core The Temple Discussing the Chronology Project Afternoon Session 2 (3:00 4:15 pm) 1 Chronicles Review of 2 Samuel The Davidic Covenant David Before vs. David After Biography of David (Crisis core) 2 Chronicles Discuss the synoptic differences between Rehoboam, Joash, Uzziah, and Manasseh Wednesday, June 24 Wisdom literature, esp. Proverbs, and leadership (Rehearsal time for Esther playlet) Postexilic chronology The major empires and their foreign policies Return #1: Ezra 1 6 Thursday, June 25 Return #2: Ezra 7 10 Ezra the man Return #3: Nehemiah Nehemiah the leader The book of Esther (Rehearsal time for Esther playlet) Friday, June 26 Esther playlet Discussion of the book's interpretation in the playlet Wisdom in Revolt: The Book of Ecclesiastes