This is a preliminary syllabus. Check online for any revisions to the syllabus in August. The required texts won't change.

1 This is a preliminary syllabus. Check online for any revisions to the syllabus in August. The required texts won't change. Exodus (GB 5113, Cohort) Hazelip School of Theology, Fall 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, by internalizing it basic content, message, and significance. 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. Gain an appreciation of hearings and interpretations of Exodus from different social locations. 8. Be able to hear and apply Exodus as God s word to the church today. How Appropriated How Assessed Goals Reading the biblical text. Retreat lecture, readings, residency week meeting. Journals, exam. Exam. Successful identification in written projects and exam Successful identification in exam Readings, class notes. Exam. Successful identification in exam Retreat lecture, online lectures, class notes readings. Residency week lectures and discussion, readings, class notes. Retreat lecture, class notes, student practice. Readings, residency week discussion. Readings, class notes, residency week lectures and discussion. Lesson/sermon outlines, exam. Lesson/sermon outlines, journals, discussion board, exam. Journals. Journal, class discussion and presentation. Lesson/sermon outlines, journals, class discussion and discussion board, exam, presentation. Successful identification in written projects and exam Successful identification in written projects and exam. Successful identification in written projects Successful identification in written projects Successful identification in written projects, presentation and exam

2 The above stated goals are designed to accomplish the following Hazelip learning outcomes, as outlined in the school's mission: 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: The student will read approximately 800 pages for this course from the assigned texts, exclusive of additional reading for the lesson plans. 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, check it out from a library, or use one of the commentaries available through the Ministry Matters website. 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). Course Requirements: This is a hybrid course, which means it has both in-class and online components. Please pay careful attention to the requirements for each part of the course. A course schedule is below with specific dates and assignments for each week of the semester. For deadlines on assignments, all times are Central Time. 1. Attendance and Online Lectures. The student must be present for the entire periods dedicated to this class at the opening retreat and the intensive week. Missing any part of a class will result in a reduction in the course grade, and missing a significant part of the class will result in failing the class. So please schedule accordingly. Please do not ask to leave class early or come to class late. For the online portion, the student should go to the course each Monday. Under the Weekly Assignments link there will be a folder for each week. Watch and read all the materials posted or linked in that folder.

2. Participation. This requirement will involve: (1) participation in class discussions during the retreat and intensive week; (2) leading class discussion during the intensive week (see below). Be prepared to discuss the assigned readings and to contribute your thoughts and insights to the general class discussions. Good participation means that all reading and other assignments are completed and that the student is able to helpfully and intelligently contribute to the class discussion. Leading the Discussion. During the intensive week, each small group (those formed by the students) will take the lead in guiding the discussion of one of the readings for the week. Each student will have read the articles, but one group will lead us in thinking about the relationship of the article to Exodus, including but not limited to the following considerations: (1) how context affects interpretation; (2) critical evaluation of the interpretations, but with a realization of how our context affects our evaluation; (3) reflection on the article in light of the mission of God. This exercise will require some conversation and coordination by group members prior to the intensive week. 3. 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 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 show awareness of the readings and lectures (Dr. Camp's video lecture and/or lecture notes) 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. The instructor will then make a summary post responding to the overall discussion no later than 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. 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 the instructor's post (which will be done no later than the Sunday following the Friday replies for a given week). 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 3

4 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/day), but should you miss a deadline, post the response(s) ASAP and get some credit. 4. Journal. Each week of the online class, write a three-part journal. Post these by Wednesday of each online week. Late journals will be penalized 10 points/day. 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 (Enns and Fretheim) 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. 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). Click the "Journal" link online, then post the journal under the appropriate date. Post by attaching a Word file (.docx). For the residency week, also write a one-paragraph response to each of the readings in the folder online for the residency week (also under the "Weekly Assignments" link). Don't repeat the content of the readings, engage them in agreement, disagreement or elaboration. For each reading, write at least 150 words. You will post this as you would a journal. For the final class week you will Wright a 150-word reflection/response on Christopher Wright's chapter, "God's Model of Redemption: The Exodus." 5. Exam. A comprehensive final exam will be e-mailed to the student after the final week of class, and you will have until 11:59 PM on Saturday, Nov. 10 to return the exam by e-mail. Specific instructions on the exam will be given prior to the exam. Late exams will be penalized 10 points per day.

6. Lesson/Sermon Outlines. 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 sections of Exodus in the schedule below (chs 1-5; 6-10; 11-15:21; 15:22-18:27; 19-20:21; 21:22-24:18; 32-34). 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. The student is encouraged but not required to arrange with his/her practicum mentor to present at least one of these lessons/sermons to a group within the church and to receive feedback from the mentor and congregation. See below for further. These outlines will be due by 11:59 PM on Saturday, Dec. 1. Turning in the assignment late will result in a 10-point/day penalty. 5 Grading Percentages and Grade Scale: Participation, 10%; Discussion Board, 15%; Journals, 20%; Lesson/Sermon Outlines, 30%; 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 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 classroom accommodations for a documented disability, please discuss your circumstances with the instructor immediately. If you are entitled to accommodations but have not yet registered with the A.C.C.E.S.S. program, contact Kaitlin Shetler immediately at 615-966-5079. In order to get accommodations or special consideration (what is not given to the rest of the class), a student must go through the A.C.C.E.S.S. program and obtain appropriate documentation and permissions. For more information, go to the web site: https://www.lipscomb.edu/academicsuccess/disability-services

6 Course Schedule All assigned readings beyond the commentaries will be provided in the appropriate folders under weekly assignments as PDFs or web links. For each week of the web portion of the course, the student should read the assigned portion of exodus, the corresponding sections in the Fretheim and Enns commentaries, and read or watch the materials in the folder for the week online. With respect to the Enns commentary, the "Original Meaning" and "Bridging Contexts" are required, but the "Contemporary Significance" section is not required (though feel free to read it!), unless otherwise noted in the schedule below. For the online portions, plan to go online at least 3 times each week: On Mondays to see 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 post on the discussion board to your post for the week; on Thursday and/or Friday to post your replies to class members posts. Be sure to check you Lipscomb email each time you go online. Retreat: August 20-24 Prior to the retreat, read the introductions to your commentaries: Enns, pp. 19-32; Fretheim, pp. 1-22, and read through the book of Exodus (a quick read-through). Also read: Dennis Bratcher, "JEDP: Sources in the Pentateuch," which can be found here: http://www.crivoice.org/jedp.html Dennis Bratcher, "The Date of the Exodus: The Historical Study of Scripture," which can be found here: http://www.crivoice.org/exodusdate.html During the retreat we will cover introductory issues regarding Exodus, including how the story of Genesis leads into Exodus and review basic interpretive methods for interpreting OT narratives and legal texts. Week of: Aug 27: Exodus 1-5 Sept 3: Exodus 6-10 Sept 10: Exodus 11:1-15:21 Sept 17: Exodus 15:22-18:27. Turn in one lesson plan by Saturday, Sept 22, 11:59 PM. Sept 24: Exodus 19:1-20:21 (also read Enns, "Contemporary Significance," pp. 431-433) Oct 1: Exodus 20:22-24:18 (also read Enns, "Contemporary Significance, pp. 465-468) Oct 8: Exodus 25-31, 35-40

7 Oct 15: Preparation for Residency Week Read: Exodus 32-34 and the commentaries; also read Enns, pp. 143-147 on liberation theology. Additional short readings reflecting different perspectives on the Exodus story will be assigned for this week. 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). Margot Stevenson, "A Post-Colonial Feminist Look at the Exodus" http://www.tikkun.org/nextgen/a-post-colonial-feminist-look-at-the-exodus-bymargot-stevenson Robert Allen Warrior, "A Native American Perspective: Canaanites, Cowboys, and Indians," pp. 235-241 in Voices from the Margin: Interpreting the Bible in the Third World, ed. R. S. Sugirtharajah (Maryknoll, N.Y.: Orbis, 2006). No discussion board this week, but post your journals by Friday at 11:59 PM. Keep in mind that this week's journal should also include the 150-wordminimum reflections on each of the additional short readings. Include the journal on the biblical text and on the additional readings in a single Word document. Oct 22: Oct 29: Residency Week. We will cover Exodus 32-34 and different interpretations and hearings of the exodus narrative. Theology of Exodus; Trajectories; Course conclusion 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). Journal: Write a journal reflecting on and responding to the Wright article (min 150 words) Nov 5: Prepare for and take final exam, which is due Saturday, Nov 10, by 11:59 PM. Saturday, Dec 1 Lesson plans are due by 11:59 PM.

8 Bibliography for Exodus Commentaries Alexander. T. Desmond, Exodus. Apollos Old Testament Commentary. Downers Grove, Ill. InterVarsity, 2017. Ashby, G. W. Go Out and Meet God: A Commentary on the Book of Exodus. International Theological Commentary. Grand Rapids: Eerdmans, 1998. 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.

9 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. 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.

10 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. 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: https://denverseminary.edu/resources/news-and-articles/annotated-old-testament-bibliography- 2018/ (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, Sept 22. 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 (e.g., cultural matters, meanings of words or concepts, symbolisms, etc.) 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 online) 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. 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, Dec 1. 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. Send them together in a single file, not six 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). I must be able to open it and mark it in Word using track changes and comments. Also, before you send the file, 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. 6. Make your last name the first word of the file name (e.g., camp_lessons.docx). 7. Submit the plans to the instructor via email (phillip.camp@lipscomb.edu) 12

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. 13

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. 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.

15 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: 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. Essays 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 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. 16