Exodus (GB 5113) Hazelip School of Theology Lipscomb University (Summer 2018)

1 Check online in May to see any updates to the syllabus. Exodus (GB 5113) Hazelip School of Theology Lipscomb University (Summer 2018) Instructor: Dr. Phillip Camp Office: Ezell 212 Phone: 615-966-6130 E-mail: phillip.camp@lipscomb.edu Course Description: This Scripture course will provide a close study of Exodus to hear it as a word of God to the student and the church. That is, the goal of the study is not simply information but, more importantly spiritual formation and transformation for the individual and the church to whom he/she bears witness. To this end, attention is given to Exodus's historical, literary, theological, and canonical contexts and how that ancient word to Israel intersects our world as a living word of God. Course Objectives Learning Objectives: Students completing this course will: 1. Have a mastery of the contents of Exodus. 2. Understand Exodus in its historical, literary, and canonical contexts. 3. Be familiar with the major critical issues of Exodus. 4. Gain skills to interpret OT narrative and legal texts. 5. Understand the theology Exodus. 6. Have practice in reading and hearing Exodus as a spiritual discipline. 7. Be able to hear and apply Exodus as God s word to Christians and the church today. How Appropriated Reading the biblical text. Online lecture, readings, and discussion. Readings, class notes. Online lectures, class notes readings. Online discussion, readings, class notes. Class notes, student practice. Readings, class notes, and discussion. How Assessed Journals, exam. Exam. Exam. Lesson/sermon outlines, exam. Lesson/sermon outlines, journals, discussion board, exam. Journals. Lesson/sermon outlines, journals, discussion board, and exam. The above stated goals are designed to accomplish the following Hazelip learning outcomes, as outlined in the school's mission:

2 1. A robust theological imagination rooted deeply in Scripture and shaped by the broad Christian tradition. - Means of assessment: Lesson Plans (see guide below). 2. Formational habits that support a life of ministry. - Means of assessment: Journals. Required Texts: 1. Peter Enns, Exodus, NIV Application Commentary. Zondervan, 2000. 2. Terence E. Fretheim. Exodus. Interpretation, a Bible Commentary for Teaching and Preaching. Westminster John Knox, 1991. 3. A third commentary, selected from the bibliography below, will be required for the lesson/sermon outlines only (see below). You can purchase it or check it out from a library. 4. Other readings (on-line resources, essays, articles) will be assigned and posted or linked online. See course schedule below. 5. Any modern, committee translation of the Bible (e.g., NIV, NRSV, NASB, ESV). Going On-Line: This course will be run through Canvas, which you can access through your "My Lipscomb" page. To receive credit, all assignments must be sent through Canvas (unless otherwise indicated below). Therefore, it is essential that you familiarize yourself with Canvas, its components, and its functions before the class begins. You cannot access the course on Canvas until you are officially registered for it. Weekly assignments will be posted under the "Weekly Assignments," and there will be a folder for each week. Items in that folder will include additional readings, notes, and reading questions (see below under course requirements). You will need to go through everything for the week along with the assignments in the course schedule for the textbooks. Plan to go to the web course at least three times each week. By Monday of each week, check under "Weekly Assignments" then that week's folder to access the video lectures, online readings, additional resources, and to acknowledge on the discussion board that you read all of the posts for the previous week (see below). By Wednesday, go to "Discussion Board" to make your initial response to weekly Discussion Questions (see below) and to post your journal. During most weeks, you should also go to the discussion board Thursdays or Fridays to engage classmates' posts. You should also check your Lipscomb e-mail each time you go online. It is assumed that the student is competent when it comes to using his/her computer, the internet, and the online platform. The student is responsible for solving his/her technical problems. If you are having trouble, please contact Lipscomb's Computer Center ASAP.

3 Keep in mind that strange things happen in cyberspace (e.g., messages get lost, servers go down, etc.). Therefore, do not wait until the last minute to do your work and send it in. Allow plenty of time to meet deadlines in case of computer problems. The student is solely responsible for getting work in on time. Also, back up all of your work and returned assignments on an external drive. Save everything in this way until you receive your final grade in the course. For the writing assignments posted on (journals) files must in Word format (.docx). Please save files and reopen them before sending them to make sure there are no corruption issues. If I cannot open it because the program won't open in Word or because the file is corrupted, it will be counted late. In determining whether work is turned in on time, the only consideration will be the date on the assignment or Discussion Board post. The assignment must come within the due date. That is, I will look at the date, not the time on assignments. All times are Central Daylight Time. Finally, keep in mind that a summer course puts what would normally be covered in a 15-week semester into 10 weeks. So the workload may be somewhat heavier than what you experience in a full-semester course. Course Requirements: A course schedule is below with specific dates and assignments for each week of the semester. 1. Readings, lecture notes and/or video lectures: Do the readings each week according to the course schedule below and go through whatever material is in the folder under the link for the week under "Weekly Assignments." 2. Discussion Board. The student will post a response to the threaded discussion question given by the instructor each week of the online course and will respond to the posts of at least two of his/her classmates. You must post your first response, a response to the question itself, no later than 11:59 PM on Wednesday of a given week. Then, no earlier than Thursday (to give everyone time to post and you the time to read all initial posts) and no later than 11:59 PM on Friday, you must respond to your classmates. The responses need not be long (but consider 75-100 words a minimum for the initial posting and 50 words for your comments on other s responses). The first posting should respond fully to the instructor s question, be thoughtful, and reflect an awareness of the readings and lectures for the week in some way. A good response will demonstrate critical thinking on the issue raised in light of the readings and lectures for the week, whether in agreement or disagreement. That is, you are being asked for your opinion, but an informed opinion. Likewise, responses to classmates' postings should demonstrate good reasoning and should reflect upon or expand upon what they posted. That is, the posts should do more than simply express agreement or disagreement.

4 The instructor will then make a summary post responding to the overall discussion on Friday or Saturday. By Monday of the following week, go back to the discussion board and reply to the instructor's summary post with a simple "yes" indicating that you have read all the posts and replies for that week through Friday. Reading all the posts and indicating so to the instructor is part of the Discussion Board grade. You are not required to read any posts made after Friday of that week, though feel free to do so. Keep in mind that there may be disagreements in the course of the threaded discussions, and that is fine. But responses must be polite, respectful, and address the person s comment not the person him/herself (i.e., no personal attacks or impugning another student's motives or character). The grade will be lowered significantly for inappropriate participation. And do not use the Discussion Board to send personal messages to the instructor or other students. Use e-mail for that. The grade for this requirement starts at 90, which will be the grade if all required posts are made on time and according to instructions. The grade can be raised by participation in the discussion on a regular basis beyond the requirement. Please do not get behind on the Discussion Board requirement. The grade for this requirement will be lowered for late and missed responses. Late posts are penalized 5-10 points, but should you miss a deadline, post the response(s) ASAP (within a week of the original deadline) and get some credit. Vacation Week: Since summer is the time for vacations and summer camps, each student will be given a week extension for posting on the Discussion Board once during class. The posts still have to be made, but the student has up to one week after the deadline to make it. Also, everyone must post on time on July 23. The prompt will be available early enough that you can make your post in advance. Since the reading assignments are available in advance, journals must still be submitted by the deadline. 3. Journal. Each week of the online class, write a three-part journal. Post these by Wednesday each week. Part 1: Prayerfully read through the assigned text and write at least 300 words giving your insights, thoughts, and ways God may be speaking to you through this text. Do not summarize or quote the biblical text, reflect on it. Do this exercise prior to reading the commentaries. That is, I am interested in your fresh engagement with and hearing of the text. Part 2: Read the commentaries and other readings (see schedule below) and write at least 300 words engaging the readings. Discuss helpful or challenging insights gained or disagreements with the commentator. Obviously, you cannot comment on everything in detail, so engage your writers in conversations over matters that you see as significant.

5 Post the journal by attaching a Word file (.docx). The journals must be posted as Word files to get credit. Late journals will be penalized 10 points/day. Part 3: In light of Parts I and II and other class materials, suggests some ways the reading for the week could be heard as the word of God to the Christian and the church (at least 50 words). 4. Lesson/Sermon Outlines. In order to move your work on Exodus into the church you will create 5 lesson/sermon outlines, showing your exegetical work, from a text within five of the seven sections of Exodus in the schedule below (chs 1-5; 6-10; 11-15:21; 15:22-18:27; 19-20; 21-24; 25-40). The lesson/sermon outline will be drawn from a specific text within the assigned chapters for each week. Each outline should reflect (but not simply repeat) the exegetical work and theological reflection for the week, and it should somehow keep in view the context of the chapters in which it appears. See below in the syllabus for further instructions. These outlines will be due by 11:59 PM on Friday, July 27. Turning in the assignment late will result in a 10- point/day penalty. In order to insure you are on the right track with the lesson plans, you must turn in one lesson plan for feedback by 11:59 PM on Saturday, June 23. 5. Final Exam. A comprehensive final exam will be e-mailed to the student on by July 30 and you will have until 11:59 PM on Wednesday, Aug 1, to return the exam by e-mail. Specific instructions on the exam will be given in class. Late exams will be penalized 10 points per day. Grading Percentages and Grade Scale: Discussion Board, 20%; Journals, 25%; Lesson/Sermon Outlines, 30%; Final Exam, 25%. Grade scale: 100-93% = A; 92-83% = B; 82-70% = C; below 70% = F NOTE: No Incompletes will be given except for extreme emergency for the student or his/her immediate family. Failure to turn in any assignment will result in a grade of no better than C for the course. Academic Integrity: In keeping with our identity as a Christian University and our goal to help shape lifelong disciples of Christ, academic integrity will be taken very seriously in this class. Unless specific permission is given to collaborate on assignments with other students, each student's work shall be his/her own. Cheating on exams or assignments and plagiarizing on written assignments will, depending on the severity of the case, result in penalties ranging from a significantly reduced grade on the assignment to failing the course. Instances of cheating or plagiarism may also be reported to appropriate members of the administration, depending on the situation. Decisions in these matters rest with the instructor. For information on Lipscomb s policies and procedures see the Academic Integrity page on Lipscomb s website (http://academics.lipscomb.edu/content.asp?cid=5329&sid=12) Dropping the Course: A decision to stop participating in the class or to not turn in assignments does not constitute dropping the course. Please see the "Graduate Catalog" for the official policies and procedures for dropping a course. If a student's name appears on the roster at

6 grading time and the course has not been officially dropped, he/she will receive a grade based on the course requirements and grading percentages above. Students Requiring Accommodations: If you require accommodations for a documented disability, please discuss your circumstances with the instructor ASAP, preferably prior to the beginning of class. If you are entitled to accommodations but have not yet registered with the Counseling Center, contact that office immediately at 615-966-1781. Course Schedule All assigned readings beyond the commentaries will be provided in the appropriate folders under weekly assignments as PDFs or web links. Each week, read the assigned portion of exodus and the corresponding sections in the Fretheim and Enns commentaries, and read/watch any other materials in the folder for the week online. For Enns's commentary you are required to read the "Original Meaning" and "Bridging the Gap" sections. You are not required to read the "Contemporary Significance" sections, but you can if you want. Plan to go online at least 3 times each week: On Mondays to watch and work through the materials in the course folder for the week under the Weekly Assignments link, an to indicate that you have read all the posts for the previous week; on Wednesdays to make your initial posts on the discussion board and to submit your journal; on Thursdays and/or Fridays to respond to your colleagues. Week of: May 28: Introduction to Exodus and Interpretation of OT Narratives. June 4: Exodus 1-5 June 11: Exodus 6-10. Read the introductions in Fretheim's and Enns's commentaries. Note: Class officially begins Tues, May 29. Post on the discussion board by Wednesday, but there are no other assignments to turn in this week. You will be responsible for the material from this week on the Final Exam. June 18: Exodus 11-15:21 One lesson plan for feedback is due by 11:59 PM on Saturday the 23 rd. Email it to the instructor. Email it to the instructior. June 25: Exodus 15:22-18:27

7 July 2: Exodus 19:1-20:21 July 9: Exodus 21:22-24:18 July 16: Exodus 25-40. July 23: Theology of Exodus; Exodus through Other Eyes; Conclusion The journal this week will be a one-page (at least 200 words each) reaction to each of the following readings (provided in the folder for the week online): Naim S. Ateek, "A Palestinian Perspective: Biblical Perspectives on the Land," pp. 227-234 in Voices from the Margin: Interpreting the Bible in the Third World, ed. R. S. Sugirtharajah (Maryknoll, N.Y.: Orbis, 2006). Scott M. Langston, "The Exodus in American History and Culture." SBL Newsletter. Cleophus J. LaRue, "The Exodus as Paradigmatic Text in the African American Community," pp. 119-128 in Reclaiming the Imagination: The Exodus as Paradigmatic Narrative for Preaching, eds. David Fleer and David Bland (St. Louis: Chalice, 2009). Christopher J. H. Wright, "God's Model of Redemption: The Exodus," chp 8, pp. 265-288 in The Mission of God: Unlocking the Bible's Grand Narrative (Downers Grove: IVP Academic, 2006). Your lesson plans are due by 11:59 PM on Friday of this week (the 27 th ). Send your lesson plans to the instructor via email (phillip.camp@lipscomb.edu). July 30: The final exam will be emailed by July 27. You have until 11:59 PM on Wednesday, August 1 to return it. Bibliography for Exodus Commentaries Ashby, G. W. Go Out and Meet God: A Commentary on the Book of Exodus. International Theological Commentary. Grand Rapids: Eerdmans, 1998.

8 Baily, Randall C. Exodus. College Press NIV Commentary. Joplin: College Press, 2007. Bruckner, James K. Exodus. Understanding the Bible Commentary Series. Grand Rapids: Baker, 2008. Brueggemann, Walter. Exodus. In New Interpreter s Bible Commentary. Volume 1. Leander Keck, et al, eds. Nashville: Abingdon, 1994. Cassuto, Umberto. A Commentary on the Book of Exodus. Translated by Israel Abrahams. Jerusalem: The Magnes Press, 1967 (English edition). Childs, Brevard S. The Book of Exodus. The Old Testament Library. Louisville: Westminster, 1974. Clements, Ronald E. Exodus. The Cambridge Bible Commentary. London: Cambridge University Press, 1972. Cole, R. Alan. Exodus. Tyndale Old Testament Commentaries. Downers Grove, Ill.: InterVarsity Press, 1973. Dozeman, Thomas B. Exodus. Eerdmans Critical Commentary. Grand Rapids: Eerdmans, 2009. Durham, John I. Exodus. Word Biblical Commentary. Waco: Word Books, 1987. Enns, Peter. Exodus. The NIV Application Commentary. Grand Rapids: Zondervan, 2000. Fretheim, Terence E. Exodus. Interpretation: A Bible Commentary for Teaching and Preaching. Louisville: John Knox Press, 1991. Garrett, Duane A. A Commentary on Exodus. Kregel Exegetical Library. Grand Rapids: Kregel Academic, 2013. Gowan, Donald E. Theology in Exodus: Biblical Theology in the Form of Commentary. Louisville: Westminster John Knox Press, 1994. Hamilton, Victor P. Exodus: An Exegetical Commentary. Grand Rapids: Baker, 2011. Hyatt, J. Philip. Commentary on Exodus. New Century Bible Commentary. Grand Rapids: Eerdmans, 1971, 1980. Janzen, J. Gerald. Exodus. Westminster Bible Companion. Louisville: Westminster John Knox Press, 1997. Janzen, Waldemar. Exodus. Believers Church Bible Commentary. Waterloo, Ont.: Herald Press, 2000.

9 Johnstone, Exodus 1-19. Smyth & Helwys Bible Commentary. Smyth & Helwys, 2014.. Exodus 20-40. Smyth & Helwys Bible Commentary. Smyth & Helwys, 2015. Larsson, Goran. Bound for Freedom: The Book of Exodus in Jewish and Christian Traditions. Peabody, Mass.: Hendrickson, 1999. Meyers, Carol. Exodus. The New Cambridge Bible Commentary. Cambridge: Cambridge University Press, 2005. Propp, William H. Exodus 1-18: A New Translation with Introduction and Commentary. Anchor Bible. New York: Doubleday, 1999. Propp, William H. Exodus 19-40: A New Translation with Introduction and Commentary. Anchor Bible. New York: Doubleday, 2006. Sarna, Nahum M. Exodus: The Traditional Hebrew Text with the New JPS Translation. Philadelphia: Jewish Publication Society, 1991. Smith, Mark S. Exodus. New Collegeville Bible Commentary. Collegeville, Minn.: Liturgical, 2011. Stuart, Douglas K. Exodus. New American Commentary. Nashville: B & H Publishing, 2006. Background Studies Currid, John D. Ancient Egypt and the Old Testament. Grand Rapids: Baker Books, 1997. Hoffmeier, James K. Israel in Egypt: The Evidence for the Authenticity of the Exodus Tradition. Oxford University Press, 1999. Sarna, Nahum. Exploring Exodus: The Heritage of Biblical Israel. New York: Schocken Books, 1986; reprint 1996. Walton, John H., ed. Zondervan Illustrated Bible Backgrounds Commentary: Old Testament, Volume 1, Genesis, Exodus, Leviticus, Numbers, Deuteronomy. Grand Rapids: Zondervan, 2009. Wells, Bruce. "Exodus." Pages 160-283 in Zondervan Illustrated Bible Background Commentary: Old Testament. Vol. 1. Grand Rapids: Zondervan, 2009. Works on the Pentateuch Alexander, T. Desmond and David W. Baker. Dictionary of the Old Testament: Pentateuch. Downers Grove, Ill.: InterVarsity, 2002.

10 Blenkinsopp, Joseph. The Pentateuch. New York: Doubleday, 1992. Briggs, Richard S., and Joel N. Lohr, eds. A Theological Introduction to the Pentateuch: Interpreting the Torah as Christian Scripture. Grand Rapids: Baker, 2012.. Campbell, Anthony F. and Mark A. O Brien. Sources of the Pentateuch. Minneapolis: Fortress Press, 1993. Fretheim, Terrance E. The Pentateuch. Interpreting Biblical Texts Series. Nashville: Abingdon, 1996. Hamilton, Victor P. Handbook on the Pentateuch. 2 nd ed. Grand Rapids: Baker, 2005. Mann, Thomas W. The Book of the Torah: The Narrative Integrity of the Pentateuch. Atlanta: John Knox Press, 1988. Sparks, Kenton L. The Pentateuch: An Annotated Bibliography. IBR Bibliographies 1. Grand Rapids: Baker, 2002. Van Wijk-Bos, Johanna W. H., Making Wise the Simple: The Torah in Christian Faith and Practice: Grand Rapids: Eerdmans, 2005. Wenham, Gordon. Wenham, Gordon J. Exploring the Old Testament: A Guide to the Pentateuch. Downers Grove, Ill.: InterVarsity, 2003. Whybray, Roger N. Introduction to the Pentateuch. Grand Rapids: Eerdmans, 1995. For annotated suggestions for commentaries on Exodus, see: http://www.denverseminary.edu/resources/news-and-articles/annotated-old-testamentbibliography-2017/ (scroll down to the Exodus commentaries) For an extensive list of commentaries, ranked based on scholarly reviews and user reviews, see: http://bestcommentaries.com/exodus/

11 Instructions for Lesson Plans In order to move your work on Exodus into the church you will create a lesson plan or sermon outline from a text within five of the seven sections of Exodus in the schedule below (chs 1-5; 6-10; 11-15:21; 15:22-18:27; 19-20; 21-24; 25-40). Select a complete text/pericope, somewhere in the range of 10-20 verses, but a complete text. My suggestion is that you write a lesson plan after each week of class, while the material is fresh in your mind. In order to insure you are on the right track with the lesson plans, you must turn in one lesson plan via email for feedback by 11:59 PM on Saturday, June 23. Your plans should include the following: A. Exegetical Summary. For each text, give at least one page (300 word minimum), but more if needed, summarizing your exegetical study on the meaning of the text. See "A Brief Guide to Exegesis" below. Draw from your own insights, your commentaries (Enns and Fretheim), your third commentary selected from the bibliography in the syllabus. Be sure to give credit for any information you obtain from another source. For each plan, your exegetical work should show interaction with all 3 commentaries. You can do so parenthetically (e.g., Enns, 100). Then include a works cited page that includes all the sources you used for all 6 lessons. You can do this part in paragraphs or as bullet points, but write in complete, clear sentences. Number the sections of Part A according to the list below, and provide the required information. Your exegetical summary should include the following: 1. A statement of the literary context. That is, how does your text relate to what comes immediately before and after it and to the book of Exodus as a whole? 2. Explanations of things in the text that the average person would not know and key insights into the text. Also, if relevant, provide historical or cultural background information that illuminates your text. Use your required course commentaries and the additional commentary you selected for this part as well as offering your own insights. You may use additional resources as well (e.g., a Bible dictionary, OT history, and Camp's notes) but you must cite them. If more than one explanation is valid, present the major options briefly and say which you think makes the most sense in context. If there are major translational problems, discuss those in this section as well. All three commentaries and you own thoughts must be represented in this section for each lesson. Also, do not simply cut and paste from electronic versions of commentaries or Dr. Camp s notes. You can include small quotations from sources now and then, but this section should not be a list of quotations. In most cases, put the material in your own words, which demonstrates that you understand what is being said. 3. A statement of the theology of the text. What does this passage reveal about God? Though you can take ideas from your readings (cite them!), this section should also clearly include some of your own theological conclusions.

12 4. A concise statement (one or two sentences) of the meaning or point of the text in its original context. This should be your work, not a citation from a commentary. 5. Say how this text connects or relates to God's work in Jesus Christ. Is this text alluded to or cited in the NT in connection with Jesus, or how can its themes point one to Christ? Give references for NT texts that show the connections you are making. B. Lesson (or Sermon) Outline. In light of your work above, write a sermon/lesson outline appropriate to your ministry context. The length of this part should be at least one page, single-spaced. 1. Begin with a brief paragraph stating the point and goal of the lesson in your church setting. 2. Then give a detailed outline of your lesson (or sermon). The lesson must be more than an outline of the biblical text and/or a summary of your exegesis. It should communicate the intent of the text, arise clearly from your exegesis (Part A above), and show how this text can be heard as word to the Church/Christian today. Do not use your text as a launching pad into something unrelated or only tangentially related to the point of the text. Preach/teach your text. While it is appropriate to bring in other biblical texts, your outlines should not be filled with references to other biblical texts so that you are no longer preaching/teaching your text. Do not include a quotation of the full biblical text in Parts A or B. I can look up the text. Instructions for submitting the lesson plans: 1. As noted in the syllabus, the lesson plans are due by 11:59 PM on Friday, July 27. Late plans are penalized 10 points/day. Please do not wait until the last minute to write your plans. If you procrastinate and problems arise that cause you to turn in your work late (e.g., computer crashes, lost data, internet troubles, unexpected visitors, etc.), I will consider these unfortunate but not excuses for a late assignment. Also, please back up your work frequently on an external drive so that, if a computer problem does occur, you do not lose all your work. 2. Put them together in a single file, not five separate files. No credit is assigned until all the plans are in (i.e., don t send a few and say you will send the rest later). 3. Begin each lesson on a new page. 4. Include a "Works Cited" page for all commentaries, articles, at other resources you cite in your lesson plans. Place it at the end of the document (not as a separate file). 5. Save it as a Microsoft Word file (.docx) with your last name as the first word of the filename (e.g., camp_lessons.docx). Close and reopen it to make sure it is not corrupted. If I cannot open the file and need contact you to resubmit, it will be counted late if the deadline has passed.

13 6. Email it to phillip.camp@lipscomb.edu. Criteria for Grading (The plans will be graded as a whole): 1. Exegetical summary (Part A). Do your exegetical summaries cover the issues listed above under Part A? (40%) 2. Lesson plan (Part B). Do your lesson/sermon outlines have what is required in part B? (40%) 3. Have you carefully proofread for clarity and to eliminate spelling and grammatical errors? (10%) 4. Do you follow all of the instructions in this document for the lesson plans? (10%) For a guide to exegesis, see the video by Dr. Camp at: https://www.youtube.com/watch?v=5ywswqmqhjc This video was prepared for my undergraduate Bible majors OT Interpretation class, but it works for introduction to interpretation on the grad level as well.

14 Final Exam Guide: Exodus As I see it, the final exam serves two purposes. First, preparation for the exam requires a student to work through the material at least one more time, and hopefully that process pushes some of what was learned deeper into the brain and heart for future use. Second, it is a measure of what was learned during the course. I think the first is the most important reason, but the second matters for measuring performance in the course. The exam will be closed-book, closed-notes, closed-bible. This means that you need to spend time getting very familiar with the text of Exodus. I realize Exodus is somewhat long, but a goal of the course is not simply to learn about Exodus but to learn Exodus, to internalize it in some way. My hope is that this guide will help you throughout the course, so that you can keep running notes and lists that will help you prepare for the final exam. The handout notes (my notes), videos, and readings are also important preparation tools. You are welcome to prepare together. But you are not to help each other with the exam itself. Also, once you take the final exam, you should no longer participate in community preparation. I plan the exam as though it were a 3-hour exam taken in class. But there will be no time limit, and I have had students take 4-5 hours (which seems long to me, but they did it). I will send it to you after the last day of class. You will need to set aside a block of time to take the exam in one sitting. Keep in mind the exam deadline. So if you take it that day, start early enough to finish and get it to me by the deadline. The exam will have the following parts: Identifications I will give you a list of several terms. It could be people or places from, scholarly terms related to Exodus, or images/vocabulary in Exodus. You will be asked to (1) identify or define the term and (2) give its significance for Exodus. The second part is important. You will have choices (e.g., 8 of 12). Examples: J Source [definition] The designation for the Yahwist source, supposedly composed in Judah around 850 BC. [significance] It is one of the supposed sources of the Pentateuch in the Documentary Hypothesis, which seeks to explain some disharmonies in Exodus and the Pentateuch.

15 Pithom [definition] A store city in ancient Egypt.[significance] This is one of two store cities named in Exodus that Israelite slaves were forced to build, reflecting the bondage they suffered. Ten Commandments You will be asked to list the Ten Commandments in order from memory. Abbreviated forms are fine, as long as they convey the gist of the commandment, e.g.: 1. No other gods 2. No idols 3. Don t take Lord s name in vain 4. Keep Sabbath 5. Honor parents 6. Don t kill 7. Don t commit adultery 8. Don t steal 9. Don t bear false witness 10. Don t covet Note: To simply write "kill, commit adultery, steal, etc." would not convey the gist of the command since one is being called not to do these things. Quotes in Context I will give you a line from Exodus, and you will tell me the section/part in occurs in and its meaning in context. You do not have to give chapter and verse but give some sense of the specific context (the story or section). I will give you fairly obvious lines (obvious, if you have read closely and studied well), and you will have choices (e.g., 6 of 10). However, there may be some you are required to answer. Both context and meaning have to be in the answer to get full credit. Examples: Essays Who am I that I should go to Pharaoh? This line occurs in the context of Moses call narrative at the burning bush. The meaning has to do with Moses' resistance to his call and how God meets his objections. In this case, God promises to be with Moses, indicating that it will be God's power at work in him. pierce his ear with an awl The context is the covenant code, specially the law on freeing Hebrew slaves. The meaning has to do with when a slaves refuses freedom after 6 years. Piercing his ear may represent symbolic attachment to the masters house or is simply a way of showing he has chosen to remain a slave for life. There will be two or three essays, one will probably be required and there will be choices among others. The way to prepare for this is to keep track of major theological and thematic themes as

16 we go through Exodus. I suggest starting a list and filling it in as we go through the semester. With the themes, always also keep in view the question: Why does this matter for the believer/church today? To do well on essays, you need to been able to well support your arguments from what the biblical text says and what you have learned in class. For example, you would not want to say, A major theme of Exodus is God s presence, and then refer only to the burning bush story to support your claim. In the essays, you do not have to cite chapter and verse but give enough information to make clear what texts/portions you mean. You should also be able to summarize in a brief essay the overall content and meaning of Exodus. That is, if someone asked you, What is Exodus about? you should be able to give a concise answer that gives some sense of both the general content and structure of the book, its message, and its importance for Christians. The following is a list of the kinds of topics I mean. These are not necessarily what will be on the exam, and the list is not exhaustive. You might communicate with each other to make a list of and add to topics of importance. 1. What are the 2 or 3 major theological themes that span the book of Exodus? What themes keep coming up in class? 2. Moses call and its relationship to the rest of the book. 3. Journey with God and faith. 4. Divine presence and absence. 5. Judgment and redemption. 6. Prayer and worship. 7. Yahweh vs. the gods. 8. Literary questions. E.g., The relationship between the law and the narrative in Exodus. Or the relationship between the Tabernacle and Golden calf story. 9. Treatment of various groups in the law: e.g., women, slaves. 10. The exodus motif in the larger biblical canon and the story of Jesus. 11. The meaning of the Ten Commandments and their structure(s). 12. Exodus and the mission of God. Finally, keep all things in perspective. How you do on this exam will not affect your eternal destiny, not is it an indicator of your fitness for ministry (unless you don t take it seriously at all and show a poor work ethic). If you keep up with all the other parts of the course, it will not have a huge effect on your course grade overall, as long as you take it somewhat seriously.