COURSE SYLLABUS OT504: The Divided Monarchy...1 COURSE SYLLABUS OT504: The Divided Monarchy Course Lecturer: John C. Whitcomb, ThD Former Professor of Theology and Old Testament at

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COURSE SYLLABUS

OT504: The Divided MonarchyCourse Lecturer: John C. Whitcomb, ThDFormer Professor of Theology and Old Testament at Grace Theological Seminary

About This Course

This course was originally created through the Institute of Theological Studies in association with the Evangelical Seminary Deans’ Council. There are nearly 100 evangelical seminaries of various denominations represented within the council and many continue to use the ITS courses to supplement their curriculum. The lecturers were selected primarily by the Deans’ Council as highly recognized scholars in their particular fields of study.

Course Description

Success or failure starts at the top, and Israel learned the hard way that human kings were no substitute for the rule of God. This course covers the history of Israel from the beginning of Solomon’s apostasy (I Kings 11) to the Babylonian captivity (II Kings 25). Learners explore the miraculous ministries of Elijah and Elisha, and survey the rise and fall of kings including Hezekiah, Ahab, Josiah, and Jeroboam. The course concludes by examining Nebuchadnezzar’s destruction of Jerusalem.

Course Objective

Upon completion of the course, you should be able to do the following:• Grasp the important theological and historical lessons which God has recorded for our

learning in the books of Kings and Chronicles concerning His faithful dealings with His people.

Course Lecturer

John C. Whitcomb, ThDEducation:

• Grace Theological Seminary, BD, ThM, and ThD• Princeton University, BA

Teaching Career:• Professor of Theology and Old Testament, Grace Theological Seminary (1951-1990)• Chairman for the Old Testament and Christian Theology Departments, Grace Theological

Seminary


• Director of Doctoral Studies, Grace Theological Seminary• Lecturer in Canada, Central African Republic, the Far East, Latin America, and Western Europe

Other Career Highlights:• Recognized worldwide as a top-notch biblical scholar and expositor of the Scriptures• President, Whitcomb Ministries, Inc.• Founder and professor, Christian Workman Schools of Theology• Helped establish a church in Puerto Rico• Extensive mission work in Peru and China• President, Board of Spanish World Gospel Missions, Inc. (40+ years)• Board of Trustees, Grace Brethren Foreign Missions (20 years)• Editor, The Grace Theological Journal (10+ years)• World War II veteran

Publications:• Numerous books, including The Early Earth, The World that Perished, Esther: The Triumph of God’s

Sovereignty, and The Genesis Flood, a book he coauthored with Dr. Henry Morris• Coming to Grips with Genesis: Biblical Authority and the Age of the Earth, a 2008 Master Books

publication, was written in Dr. Whitcomb’s honor.

Course Texts

Required:The Holy Bible: Preferably a wide-margin American Standard Version (ASV) 1901 or a New American Standard Bible. The New International Version may also be used.

John C. Whitcomb, Solomon to the Exile (Grand Rapids: Baker Book House, 1971).

John C. Whitcomb, Chart of Old Testament Kings and Prophets (Winona Lake, Indiana: BMH Books) or the laminated notebook size on cardboard.

Additional reading will be required from works listed in the bibliography and will be specified under “Course Requirements.”

The student should have a standard Bible Atlas. The Macmillan Bible Atlas, revised ed. or, The Oxford Bible Atlas, 3rd ed. is recommended.

Textbooks can be ordered through our online store at CUGN.org, through your local bookstore, or through your preferred eReader when available.

Course Requirements

1. Time: The student must complete the course requirements within a 6-month period unless the particular institution requires the completion of all work within the framework of the semester or quarter. During this time, the student is expected to devote a minimum of 120 hours to the completion of the course.


2. Recorded Lectures: The student is required to listen to all 24 audio lectures recorded by Dr. John C. Whitcomb.

3. Reading: The student should read through the entire books of 1, 2 Kings and 1, and 2 Chronicles before listening to the lectures. First Kings 11-2 Kings 25 and 2 Chronicles 1-36 should be read through a second time, preferably in an alternate translation. These readings should be done in as few a number of sittings as possible. The Scriptures should be referred to while listening to the lectures. Perhaps, the student might find it convenient to use Crockett’s Harmony (see bibliography).

4. Collateral Reading and Study Questions: The student is expected to be able to reason and deduce not only from the content of the lectures, but also the biblical text under study. He/she should also be aware of the content of the collateral reading. The study questions are a guide to the kind of comprehension and understanding that is expected.

A total of 800 pages of reading outside of the biblical text is required, as specified below:

1. All students must read Whitcomb’s Solomon to the Exile (republished as Davis and Whitcomb, A History of Israel), preferably in conjunction with the recorded lectures (approximately 135 pages).

2. 265 pages (out of the 800 required) should be read out of 2 or more of the following:

• Wycliffe Bible Commentary (on the biblical text under study).

• Leon Wood, A Survey of Israel’s History, pp. 28-376.

• Leon Wood, The Prophets of Israel, pp. 191-362.

• Charles F. Pfeiffer, Old Testament History, pp. 271-453.

• Walter C. Kaiser, Toward An Old Testament Theology, pp. 182-235.

• W. Graham Scroggie, The Unfolding Drama of Redemption, I:277-418.

• Alfred Edersheim, Bible History, V:108-VII:215.

3. 200 pages should be read from 2 or more of the following works:

• F. F. Bruce, Israel and the Nations, pp. 35-96.

• K. A. Kitchen, The Bible In Its World, pp. 100-119.

• David F. Payne, The Kingdoms of the Lord, pp. 59-292.

• John Bright, A History of Israel, 3rd ed., pp. 211-339.

• Ancient Near Eastern Texts, 3rd ed. with suppl., pp. 275-310.

• Edwin R. Thiele, The Mysterious Numbers of the Hebrew Kings, 3rd ed.

4. 200 pages are left to the student’s choice. Any work listed in the bibliography may be read as well as standard commentaries, Bible dictionaries and encyclopedias. The reading for the research paper may be included in this number.

5. Study Questions: Each student should write out concise answers to the study questions for each


lesson. These should be submitted to the instructor and will be graded. This assignment should be completed prior to taking the examination (see below) for the corresponding part of the course. The aggregate of the grades for this assignment will constitute 20% of the final grade.

6. Examinations: There will be three written examinations during the course. The grades for these will make up 55% of the final grade.

• The first examination will be taken after completing lecture #2: 10% of the grade.

• The second examination will cover the recorded lectures #3-13 and the assigned materials from the textbooks and those books assigned for collateral reading: 25% of the grade.

• The third or final examination will be taken after lecture #24 and will cover the materials in lectures #14-24: 20% of the grade.

7. Research Paper: This report should be carefully documented, and the student is expected to follow the guidelines for writing term papers which the seminary in which he is matriculated or registered requires. The grade for this will constitute 25% of the final course grade.

The project should be approximately 3,000 words in length, and carefully typed. This final project is due when the final examination is taken and should cover one of the following topics:

• The Factors Contributing to the Division of the Solomonic Kingdom.

• The Significance of the Contest on Mount Carmel.

• Jezebel’s Influence on the Religion of Israel and Judah.

• The Function of Miracles in Prophetic Ministry (Elijah and Elisha as particular examples).

• Historical Circumstances Pertaining to Sennacherib’s Invasion and the Destruction of His Army.

• The Significance of the Ministry of the Prophets and Their Contemporary Situation (a particular time period, or prophet, or kingdom may be focused on).

• Historical and Theological Notes on Hezekiah’s Sundial Miracle.

• The revelation of the Character of God in His Dealings with the Kings of Israel and Judah.

• Historical and/or Theological Notes on the Fall of Jerusalem.

• The Impact of the Women in the Court on the Course of the Nation as Illustrated from the History of the Israelite and Judaean Kings.

• A Theological Commentary on the Divided Kingdom Period Relating It to the Promises, Covenants and the Purpose of God.

• (Other suitable topics subject to the instructor’s approval.)

8. Spiritual Formation Project

RATIONALE: Ministry preparation and the Christian life require more than academic exercises. Learners also need personal, spiritual formation, which involves theological reflection and critical thinking on their current practices and assumptions. This process occurs as learners engage in


self-reflection and interaction in a community of learning. With this in mind, CUGN includes in all courses a capstone project addressing these issues and facilitating interaction beyond the formal learning environment (ATS schools, note Standards 3.2.1.3; 4.1.1; 10.3.3.3).

Write a five-to-six page reflective essay and interview a mentor, discussing the spiritual impact of this course on your life. Identify your mentor early in the course, and submit the essay to your grader when you take the final exam. This last project should not be a summary of course content, but an application of course principles. Complete the following:

A. Personal Reflection and Evaluation: Reflect on the course – To integrate your academic studies with your walk of faith, reflect on the content of the course and evaluate your life in light of what you learned.

i. Follow these steps in your reflection:

Step 1: What one theme, principle, or concept in the course is the most significant to you personally? Why is it significant?

Step 2: What portion(s) of the course brought this theme/principle/concept to light?

Step 3: Think about your past. Why is it vital now for you to deal with and apply this theme/principle/concept?

Step 4: How should this affect your thoughts and actions, and what specific steps should you take to concretely apply what you have learned?

ii. Write your answers to the above questions in full paragraph form. (Recommended length for this reflection: approximately three pages)

iii. Give a copy of this reflection to your mentor (see #2).

B. Community Reflection and Interaction: Interview a mentor – Since the Holy Spirit uses the input of others to guide and form His people, interview a mentor according to the following guidelines:

i. Who should you interview? (1-3 are required; 4-6 are recommended)

1. Someone with whom you have a reasonably close relationship.

2. Someone who is a mature Christian ministry leader (i.e. a pastor).

3. Someone who is not your grader or a family member.

4. Someone who values the spiritual formation process.

5. Someone who is familiar with and values the subject of the course.

6. Someone who has experience using the content of the course in ministry.

NOTE: Identify your mentor early in the course, and give him/her the page entitled “Guidelines for Mentors.”


ii. Focus of the interview – Your interview should focus on the issues and questions you raise in your essay. For example:

• What feedback can your mentor give in response to your essay?

• In light of the course content, are the conclusions you made appropriate? Why or why not?

• What additional advice, deeper insights or broader applications might he/she suggest from his/her own life and ministry?

NOTE: Conduct this interview either in person (preferred) or over the phone. Do not use electronic communication (i.e. email, instant messenger, etc). Suggested length: 45 minutes.

C. Synthesis and Application: Draw your final conclusions – Having reflected on the curse and the discussion with your mentor, synthesize what you have learned in these three sections:

iii. Section 1: Begin your essay with the personal reflection from #1 above. This should be exactly what you gave your mentor for the interview.

iv. Section 2: Comment on your interview, explaining what you discussed and the insights you gained from your mentor. Include the following:

• What were the mentor’s comments regarding your essay?

• What advice did he/she give?

• How did his/her comments expand or correct your application of the course?

• Include the person’s name, occupation, and the length of the interview.

v. Section 3: Conclude with a synthesis of what you have learned. Answer the following:

• If your mentor corrected any thoughts in your “Personal Reflection and Evaluation”, how do you feel about these corrections? Do you agree or disagree? Why?

• Synthesizing your thoughts from section one and your mentor’s insight in section two, what final conclusions have you reached? How is this different from section one?

• In light of the interview and further reflection, what additional, specific changes need to occur in your life and what concrete steps will you take to implement them?

NOTE TO STUDENTS: Your effort in this assignment will determine its benefit. If by the end of this course you have not yet reflected critically on your life in light of what you have studied, allow this assignment to guide you in that process. The instructor for this course will not score your essay based on the amount of spiritual fruit you describe; so do not exaggerate (or trivialize) what you have learned. The primary grading criteria is that you have thoughtfully considered the principles of the course and realistically sought to apply them to your life. If you have done this and met the minimal requirements (as noted above), you will earn the full points for this assignment.

Note on confidentiality: Perhaps the Holy Spirit is dealing with you in some very personal areas of your life. Because of this, your grader will keep your essay entirely confidential and either return or discard it.


Objective: to stimulate reflection and interaction on course principles in order to enhance personal spiritual formation.

Course Grading

Your grade for the course will be determined as follows:

Study Questions 15% of Course GradeExam #1 10% of Course GradeExam #2 25% of Course GradeExam #3 20% of Course GradeResearch Paper 20% of Course GradeSpiritual Formation Project 10% of Course GradeTotal 100%


Interview Student Name: _________________________ Course: __________________ Date/Time: _______________________

Guidelines for Mentors (Students, give this sheet to your mentor for the Spiritual Formation Project.)

Thank you for your involvement in this student’s CUGN coursework. We believe the Christian life is more than an academic exercise, so we encourage students to critically reflect on their life in light of what they learn and then apply those insights to the daily life of faith.

Therefore, students taking CUGN courses are required to complete a final assignment called the “Spiritual Formation Project.” This assignment involves two parts: an essay and an interview:

The ESSAY: After completing their coursework, students reflect on the content of the course, evaluate their lives, and discuss the one theme, principle or concept that is most significant to them and why. Students are to identify specific ways this theme/principle/concept should apply to their lives and what action steps they plan to take in order to make these changes a reality.

The INTERVIEW: After writing this reflection, students give a copy to their mentor and meet with him/her to discuss their thoughts and get feedback. The goal of this interview is to facilitate the student’s growth through interaction with a mature believer.

NOTES ON THE INTERVIEW:• You do not need to be familiar with the course to participate in this interview.

You will primarily respond to the thoughts of the student. (However, general knowledge of the subject matter of the course and/or experience applying it to ministry is valuable.)

• Prior to meeting with the student, read his/her “Personal Reflection and Evaluation” and prepare to discuss the following:

1. What feedback can you give the student in response to his/her essay?2. Are the student’s conclusions from the course appropriate? Why or why

not?3. What additional advice, deeper insights or broader applications would you

suggest from your own life and ministry?

• Meet with the student either in person (preferred) or over the phone. Do not use electronic communication (i.e. email, instant messenger, etc.).

• Suggested length of the interview: 45 minutes

Thanks again for participating in this project! You have a real opportunity to guide this student in the application process and to help him/her connect academics to life – a valuable process for all who wish to grow in Christ.

NOTE: If the student’s school makes any changes to this assignment, their requirements should replace those described here.


Lesson Assignments

Lecture 1: The Glory and the Corruption of Solomon’s Kingdom

1. Before listening to the recorded lecture:

• Read 1 Kings 9:1-11:8.

• Read pages 11-19 in Solomon to the Exile (pp. 347-355 in A History).

• Other readings (see “Course Requirements” above):

Wood, Survey, pp. 287-299.

Pfeiffer, O.T. History, pp. 271-299.

Payne, Kingdoms, pp. 59-65; 198-206.

Bright, History, pp. 211-228.

2. With your Bible open, listen to the recorded lecture. Take notes. You might find it helpful to consult the study questions below as you go. This should be normal procedure from here on.

3. From Dr. John C. Whitcomb’s Chart of the Old Testament Kings and Prophets, sketch out from memory the dates for Saul, David, and Solomon. The charts should be similarly used for future lessons.

4. Consult a Bible dictionary or another adequate source and be able to identify the following:

a. Moabites f. Chemosh

b. Ammonites g. Milcom

c. Edomites h. Molech

d. Sidonians i. Ashtoreth

e. Hittites

5. On a map of Israel and neighboring territories, be able to locate and identify (see Macmillan Bible Atlas, maps #112-116):

a. Tyre g. Baalath

b. Hazor h. Tamar

c. Megiddo i. Ezion-geber

d. Gezer j. Land of Edom

e. Egypt k. Jerusalem

f. Beth-horon


6. From your collateral reading be able to answer the following questions:

a. Discuss Solomon’s financial support system.

b. Describe Solomon’s relation to foreign kingdoms.

c. Explain the significance of Millo and Ezion-geber.

7. Study Questions:

a. What are the two main phases of Israel’s theocratic kingdom?

b. Cite a place in the Pentateuch that contains the commandment quoted in I Kings 11:2.

c. What was Solomon’s source for slaves/forced laborers for his building projects?

d. Why is a careful study of OT history of great importance?

Lecture 2: The Rival Kingdom of Jeroboam


• Read 1 Kings 11:9-13:34.

• Read pages 19-27 of Solomon to the Exile (pp. 355-363 in A History).

• Other readings:


Pfeiffer, OT History, pp. 305-310.

Payne, Kingdoms, pp. 66-69.

Bright, History, pp.229-238.

2. Identify:

a. Hadad the Edomite

b. Rezon the Son of Eliada

c. Jeroboam Son of Nebat

d. Ahijah the Shilonite

3. Locate (Macmillan #103, 118):

a. Syria (Aram) e. Damascus

b. Midian f. Penuel

c. Paran g. Shechem

d. Zeredah


4. From the collateral reading be able to answer the following questions:

a. Where was Jeroboam’s capital city?

b. Discuss the immediate circumstance leading to the division of the kingdom.

c. Comment on the cultic function Jeroboam may have intended for his golden calves.

5. Study Questions:

a. Might it have been expected that the promise of the Messiah would be fulfilled in Solomon? How does Psalm 72 relate to this?

b. How long before his death did Solomon’s troubles begin?

c. Trace the history of the pride of Ephraim.

d. Israel took up an old battle cry when they rejected Rehoboam. Comment on this.

e. Discuss Jeroboam’s change of worship system in Israel. Include his reason for change, kinds of changes and the strategy behind each change.

f. By how long did the prophecy concerning Josiah precede his birth?

g. How was the judgment of the disobedient prophet a warning and message for Jeroboam?

Lecture 3: The First Southern Kings: Rehoboam and Abijam


• Read 1 Kings 11:41-12:24; 14:21-15:8; and 2 Chronicles 9:31-14:1.


• Study the explanatory notes in Chart of the Old Testament Kings and Prophets.

• Other readings:




Thiele, The Mysterious Numbers, pp. 15-60.

2. Identify:

a. Naamah the Ammonitess

b. Shishak

c. Maacah, daughter of Absalom


d. Shemaiah the prophet

e. Micaiah, daughter of Uriel

3. Locate (Macmillan #68, 119-212)

a. Bethel

b. Gibeon

c. The territory occupied by the tribe of Simeon

d. Cities listed in 2 Chronicles 11:6-10

e. Mount Zemaraim

f. Ephron (Ophrah)

g. Jeshanah

4. Be able to answer the following from your reading:

a. What extra biblical information is available about Shishak of Egypt?

b. What was the extent of his invasion into Palestine?

c. What is the significance of the inscription on the wall of the Amon temple at Karnak?

d. What is the geographical significance of Mount Zemaraim?

5. Study Questions:

a. Why is Bible chronology important?

b. How can we prove that the kingdom was divided in 931 B.C.?

c. Were the 10 tribes lost when the Northern Kingdom was destroyed?

d. 1 Kings 12:19 reads, “So Israel has been in rebellion against the house of David to this day.”

(1) What is the context of this statement?

(2) Why was Israel in “rebellion” even though their king was given 10 tribes by God?

e. Why did God allow Solomon and his descendants to remain as the dynasty in Judah?


Lecture 4: Asa and Jehoshaphat of Judah

1. Before listening to the recorded lecture on this portion:

• Read 1 Kings 15:9-24; 22:41-50; and 2 Chronicles 14:2-21:1.

• Read pages 31-38 in Dr. Whitcomb’s textbook, Solomon to the Exile (pp. 367-374 in A History).

• Other readings:




2. Identify:

a. Maacah e. The Philistines

b. Ben-hadad f. Micaiah Son of Imla

c. Zerah the Ethiopian g. Zedekiah Son of Chenaanah

d. Hanani the Seer

3. Locate on a map of Palestine (Macmillan #122-124, 130, 133):

a. Ramah f. Ezion-geber

b. Cities and places mentioned g. Mareshah in 1 Kings 14:20 h. Gerar

c. Tirzah i. Ramoth-gilead

d. Geba j. Engedi (Hazaron-tamar)

e. Mizpah

4. Study Questions:

a. What was Baasha’s purpose in building Ramah? Explain its full significance.

b. Second Chronicles 14:17 states: “Asa’s heart was blameless (NASB)/fully committed to the Lord (NIV) all his days.” What does this mean?

c. What change of attitude/mindset characterizes Asa’s actions from the 36th year onward?

d. Discuss the contrasting response of Asa and his son Jehoshaphat to words of rebuke from God’s prophet.

e. What was the important lesson Jehoshaphat needed to learn, but apparently failed to, in spite of prophetic admonition? What application does this have for believers today?


Lecture 5: The Northern Dynasties of Baasha, Zimri, and Omri1. Before listening to the recorded lecture #5:

• Read 1 Kings 14:1-20; 14:25 16:34; 20:1-43.

• Read pages 40-44 in the textbook by Dr. John C. Whitcomb, Solomon to the Exile, (pp. 376-380 in A History).

• Other readings:





2. Study the Chart of the Old Testament Kings and Prophets and be able to sketch out from memory the correct order and general lengths of the northern kings of this period.

3. Identify:

a. Abijah Son of Jeroboam e. Baal

b. Nadab Son of Jeroboam f. Hiel the Bethelite

c. Elah g. Jehu Son of Hanani

d. Tibni Son of Ginath

4. Locate on a map of Palestine (Macmillan #125, 126):

a. Gibbethon d. Jericho

b. Shiloh e. Aphek

c. Samaria

5. Study Questions:

a. Why did God choose to let Abijah (son of Jeroboam) die when he could say “in him something good was found toward the Lord God of Israel in the house of Jeroboam” (1 Kings 14:13)?

b. What is the true danger of any system that compromises truth with error? Illustrate by comparing the religions of Jeroboam and Ahab.

c. “Baasha struck down all the household of Jeroboam . . . according to the word of the Lord” (1 Kings 15:29). It was God who exalted Baasha to become king (16:2). Why then did God bring evil upon his house because he struck the house of Jeroboam (16:7)?

d. What is the significance of the action of Hiel the Bethelite (1 Kings 16:34)?

e. Why did God promise and provide victory to Ahab against Ben-hadad in 2 successive wars?


Lecture 6: The Sin and Death of King Ahab

1. Before listening to the recorded lecture #6:

• Read 1 Kings 21:1-16; 22:1-40.

• Read pages 44-49 from Solomon to the Exile by John C. Whitcomb, (pp. 380-389 in A History).

• Other readings:


Payne, Kingdoms, pp. 77-84; 161-166; 198-221.


2. Identify:

a. Naboth

b. Jezreel (place)

c. Baal-Melqart

3. Locate on a map of Palestine (Macmillan #125-127):

a. Samaria d. Qarqar

b. Jezreel e. Phoenicia

c. Ramoth-gilead

4. From the study of the textbook Solomon to the Exile, be able to list the ten judgments which befell Ahab’s family.

5. Based on your collateral reading be able to answer the following questions:

a. What was Phoenician religion like (mention salient aspects of it)? What is its importance for Israelite history?

b. What was the battle of Qarqar? Discuss its significance.

6. Study Questions:

a. Why did Naboth refuse to sell his vineyard to Ahab?

b. What lesson for today can you learn from the incident of the prophets summoned before Ahab and Jehoshaphat?

c. How do you explain the different attitudes of Ahab and Jezebel toward Naboth’s refusal to give up his vineyard?


Lecture 7: Elijah: From the Brook Cherith to Mt. Carmel


• Read 1 Kings 17:1-18:19.


• Other readings:


Wood, Prophets of Israel, pp. 209-241.



2. Use the chronology charts to correlate the reigns of the Israelite kings with the ministry of the prophets. Note the dates, also significant monarchs of the nations around.

3. Identify:

a. Widow of Zarephath

b. Obadiah (not a prophet)

c. Brook Cherith

4. Locate on a map of Palestine (Macmillan #128):

a. Gilead c. Zarephath

b. Brook of Cherith d. Mount Carmel

5. Study Questions:

a. How would you respond to an attitude that special suffering is always the result of particular human sin(s)?

b. Contrast Elijah’s raising the widow’s son with Christ’s raising of Lazarus.

c. How would you reconcile 1 Kings 18:1 with Luke 4:25 and James 5:17 concerning the length of the famine/drought during Ahab’s reign?

d. What is the significance of the reference to horses in 1 Kings 18:5 in the light of Assyrian royal records?


Lecture 8: Elijah’s Great Victory and Defeat


• Read 1 Kings 18:19-19:8.

• Read pages 53-59 of Solomon to the Exile by John C. Whitcomb (pp. 389-395 in A History).

• Other reading: ANET, pp. 129-142.

2. Identify:

a. Jezebel d. Brook Kishon

b. Baal e. Horeb

c. Asherah

3. Locate on a map of Palestine (Macmillan #128):

a. Brook Kishon c. Beersheba

b. Jezreel d. Horeb

4. Study Questions:

a. What is the significance of Mount Carmel in the contest of Elijah with the prophets of Baal?

b. What is the importance of “the God who answers by fire?”

c. What may have been the “altar of Jehovah” on Mount Carmel?

d. May we make such challenges against unbelievers as Elijah did, if we had his faith?

e. Was Elijah justified in executing the prophets of Baal? Explain.

Lecture 9: Elijah: From Mt. Horeb to Heaven


• Read 1 Kings 19:8-21; 21:17-29; 2 Kings 1:1-2:12.

• Read pages 60-66 in John C. Whitcomb’s text: Solomon to the Exile (pp. 396-402 in A History).

2. Identify:

a. Hazael

b. Amorites

c. Baal-zebub


3. Locate on the map (Macmillan #125, 128, 129):

a. Ekron

b. Gilgal

c. Bethel

d. Jericho

e. Jordan River

4. Study Questions:

a. What was Elijah’s problem that caused him to flee and despair?

b. How did God answer these spiritual and theological problems?

c. Discuss the name of the pagan deity at Ekron and the Jewish twist to its name.

d. What is meant by the “double portion” of Elijah’s spirit?

Lecture 10: Elisha: From the Jordan to Moab


• Read 2 Kings 2:12-18, 2:23-3:27.

• Read pages 67-71 in the textbook: Solomon to the Exile (pp. 403-407 in A History).

• Other readings:




2. Identify:

a. The Moabite Stone

b. Mesha King of Moab

3. Locate on the map (Macmillan #129, 131, 132):

a. Bethel d. Moab

b. Mount Carmel e. The Way of the Wilderness of Edom

c. Samaria f. Kir-hareseth


4. From your readings be able to explain the following:

a. The significance of the Moabite Stone.

b. The route taken by the armies in the campaign against Moab.

c. Elisha’s asking for a minstrel.

5. Study Questions:

a. In reference to Elisha’s cursing the youths, some insinuate that the Old Testament here contains a primitive idea of an arbitrary and vengeful deity and that the prophet, subject to such attitudes, was wreaking vengeance on innocent children. How would you answer it?

b. How do you understand the “wrath upon Israel” in 2 Kings 3:27?

Lecture 11: Elisha’s Miracle Ministry


• Read 2 Kings 2:19-22; 4:1-44; 6:1-7; 8:1-6.

• Read Solomon to the Exile, pp. 72-75 (pp. 408-411 in A History).

2. Identify:

a. Gehazi

b. “the sons of the prophets”

3. Locate (Macmillan #129):

a. Shunem

4. Study Questions:

a. “God does not underwrite irresponsibility in financial dealings.” Illustrate with an incident in Elisha’s life.

b. Can you demonstrate God’s concern for even the “minor” things of life from Elisha’s ministry (give examples)?

c. Is there significance to the “methods” used by (Elijah and) Elisha in working miracles? If so explain.

d. Who was the king to whom Gehazi was explaining Elisha’s miracles?


Lecture 12: Elisha with Syria’s General and Syria’s Army


• Read 2 Kings 5:1-27; 6:8-23.

• Read pages 76-79 in the textbook, Solomon to the Exile.

2. Identify:

a. Naaman d. Rimmon

b. Abanah e. “leprosy” in Bible times

c. Pharpar


a. Syria c. Samaria

b. Damascus d. Dothan

4. From your collateral reading answer the following:

a. What is the importance of Syria and Damascus for Israelite history?

b. Why did Naaman ask for two mules’ load of earth?

5. Study Questions:

a. Why was Naaman offended at Elisha’s “prescription” for his leprosy?

b. Why was it important for Elisha not to accept Naaman’s gifts?

Lecture 13: Elisha: From Samaria to the Grave


• Read 2 Kings 6:24-7:20; 8:7-15; 13:14-21.


2. Identify:

a. Ben-hadad

b. the Hittites

c. Hazael


3. Locate (Macmillan #126, #129):

a. Aphek

b. Moab

c. Syria

d. Damascus

4. Study Questions:

a. Explain: “This disaster is from the LORD” (2 Kings 6:33).

b. Why did the king blame Elisha for the famine?

c. What is the reference to “the chariots of Israel and its horsemen”?

d. Be able to correlate the reigns of Ben-hadad I, Hazael, and Ben-hadad II with the kings of Israel.

Lecture 14: Jehu, The Scourge of God


• Read 2 Kings 9:1-10:36.


• Other readings:





2. Identify:

a. Joram/Jehoram d. Jehonadab the son of Rechab

b. Jehu the son of Nimshi e. Hazael

c. Ahaziah f. The Black Obelisk


a. Ramoth-gilead f. Samaria

b. Jezreel g. Aroer

c. The ascent of Gur h. Arnon River


d. Ibleam i. Gilead

e. Megiddo j. Bashan

4. Study Questions:

a. Explain the probable implication of the allusion to Zimri in Jezebel’s words to Jehu.

b. Explain Jehu’s action in regard to the (70) sons of Ahab.

c. Was Jehu a true worshiper and follower of YHWH? Explain.

d. Comment on Hosea 1:4 in the light of Jehu’s “zeal for YHWH.”

Lecture 15: The Last Kings of Israel


• Read 2 Kings 13:1-14:29; 15:8-31; 17:1-41.

• Read pages 90-98 in the lecturer’s textbook, Solomon to the Exile (pp. 426-234 in A History).

• Other readings:


Wood, Prophets of Israel, pp 275-294.

Pfeiffer, OT History, pp. 320-323; 331-356.



• Study the lecturer’s Chart of Old Testament Kings and Prophets relative to the final kings of the Northern Kingdom.

2. Identify:

a. Joash/Jehoash of Israel f. Pekah son of Remaliah

b. Jonah son of Amittai g. Shalmanesar

c. Shallum son of Jabesh h. Pul

d. Menahem son of Gadi i. Hoshea son of Elah

e. Tiglath-pileser

3. Locate (Macmillan #135-140, 142-150):

a. Sela/Joktheel h. Tirzah

b. Beth-shemesh i. Ijon


c. Elath j. Abelmeth-maaeah

d. Hamath k. places of 2 Kings 15:29

e. Sea of Arabah l. places of 2 Kings 17:6

f. Gath-hepher m. places of 2 Kings 17:24

g. Damascus

4. After studying the two works by the lecturer himself as pointed out above, the student should answer the following questions:

a. Study the map of the Assyrian Empire on page 92 of the textbook and be able to reproduce the major features from memory.

b. Be able to list from memory the final kings of the Northern Kingdom.

5. Study Questions:

a. Comment on the significance of the reign of Jeroboam II.

b. Sketch the political instability in the last days of Israel.

c. What grounds are there for thinking that Pekah had maintained a rival government east of the Jordan from the time of Shallum?

d. Why did Pekah want to invade Judah? Where does reference to this invasion appear in the book of Isaiah?

Lecture 16: From Jehoshaphat to Joash


• Read 2 Kings 8:16-29; 11:1-21, 2 Chronicles 21:1-24:27 in the usual manner.

• Read pages 99-104 in Solomon to the Exile by the lecturer (pp. 435-440 in A History).

• Other readings:


Wood, Prophets of Israel, pp. 236-241; 261-266.

Payne, Kingdoms, 134-142.

2. Study the Chart and be able to list from memory the kings of Judah from Rehoboam to Joash.

3. Identify:

a. Athaliah d. Mattan

b. Jehosheba e. Jehoiada

c. the Carites


4. Locate:

a. Zair c. Libnah

b. Edom d. Philistia

5. The following two questions should be answered after doing the assigned collateral reading as indicated above:

a. What judicial provisions did Jehoshaphat make?

b. Why did Jehoram slay his own brothers?

6. Study Questions:

a. Discuss Jehosheba’s hiding Ahaziah’s son in relation to the Davidic Covenant.

b. Who was the Southern king to whom Elijah wrote a letter? What was the purpose of the letter?

c. How did Baalism acquire prominence in the Southern Kingdom?

d. Did the death of Athaliah permanently end Baalism in the South?

e. Comment on the significance of the name of the prophet who was killed in the Temple court.

Lecture 17: From Amaziah to Ahaz


• Read 2 Kings 14:1-22; 15:1-7, 32-38; 16:1-20; 2 Chronicles, chapters 25-28.


• Other readings:


Wood, Prophets, pp. 297-312.



2. Identify:

a. Obed-edom e. Azariah the priest

b. Ophel f. Zichri

c. Oded g. Tiglath-pileser

d. Rezin h. Pekah


3. Locate (Macmillan (#139-145):

a. the Valley of Salt h. Samaria

b. Seir i. Beth-shemesh

c. Beth-horon j. Lachish

d. Eloth/Elath k. Gath

e. Jabneh l. Ashdod

f. Meunim m. Valley of Hinnom

g. the Negev n. cities of 2 Chronicles 28:18

4. Having completed the collateral reading, the student should be able to answer:

a. Discuss Uzziah’s zenith of influence.

b. Explain “the valley of Hinnom” in 2 Chronicles 28:3.

5. Study Questions:

a. Why did Amaziah refrain from executing the offspring of his father’s assassins?

b. What did Amaziah mean by “facing each other” in his message to the king of Israel?

c. Discuss the reasons why Uzziah could not be priest as well as king.

d. Comment on Isaiah 6:5 in the light of its historical background.

e. Comment on the historical circumstances attached to Isaiah 7:1-8:8.

Lecture 18: The Assyrians Threaten Hezekiah


• Read 2 Kings 18:1-37; 2 Chronicles 29-31; Isaiah 36.


• Other readings:






2. Identify:

a. Hoshea son of Elah e. Tartan

b. Nehushtan f. Rab-saris

c. Shalmanesar g. Rab-shakeh

d. Sennacherib h. “the high places”

3. Locate (Macmillan #146-154):

a. Gaza i. Sepharraim

b. Halah j. Hena

c. Habor k. Ivvah

d. River Gozan l. Kidron Valley

e. Media m. Beer-sheba

f. Lachish n. Dan

g. Harnath o. Zebulun (land of)

h. Arpad p. Libnah

4. The following two questions should be answered after reading the assigned pages in the collateral reading:

a. Why did Hezekiah hesitate to rebel against Sargon II?

b. How could the Levites have been more upright than the priests?

5. Study Questions:

a. What lesson for the present day does the destruction of the brazen serpent provided?

b. What fact(s) may have encouraged Hezekiah to rebel against Assyria?

c. Why did Israelite ambassadors want Rabshakeh to speak in Aramaic?

d. Might YHWH have really spoken to Sennacherib to attack Jerusalem? Discuss.

e. Was there any provision or precedent in the Law to observe the Passover in the second month?

f. Explain the content and significance of Hezekiah’s proclamation.


Lecture 19: God Answers the Assyrians


• Read 2 Kings 19:1-37; 2 Chronicles 32:9-23; Isaiah 37.


• Other readings:



Payne, Kingdoms, pp. 110-113, 152-160; 167-197.


2. Identify:

a. Sennacherib e. Adrammelech

b. Tirhakah f. Sharezer

c. “Mount Zion” g. Esarhaddon

d. Nisroch

3. Locate (Macmillan #114 and others):

a. Assyria d. Nineveh

b. Gihon river e. Ararat

c. places of 2 Kings 19:12,13

4. What does Sennacherib’s Prism tell us of his version of the siege of Jerusalem?

5. The following questions should be answered having completed the collateral reading:

a. Explain the names of the Assyrian leaders.

b. Which defeated cities did Sennacherib refer to?

6. Study Questions:

a. Comment on Hezekiah’s second prayer for deliverance from Sennacherib.

b. Outline God’s answer to this prayer.

c. Evaluate the theory that the Assyrian army died when rats entered the camp and spread bubonic plague.

d. Discuss the time and manner of Sennacherib’s death.

e. Comment on 2 Kings 19:25.


Lecture 20: Hezekiah and the Babylonians


• Read 2 Kings 20:1-19; 2 Chronicles 32:24-31; Isaiah 38-39.


2. Identify:

a. Merodach-baladan

b. Hezekiah’s tunnel


a. Babylon

4. Study Questions:

a. How do we know that the treasures were shown to the Babylonians prior to the invasion of Sennacherib?

b. Comment on Isaiah 38:20.

c. Might there have been connection between Babylonian fascination with astrology and the visit of its royal emissaries to Hezekiah?

Lecture 21: Josiah’s Reform Begins


• Read 2 Kings 21-22; 2 Chronicles 33.

• Read pages 133-136 in the lecturer’s textbook: Solomon to the Exile (pp. 469-472 in A History).

• Other readings:





2. Identify:

a. Amorites e. Hilkiah

b. Manasseh son of Hezekiah f. Shaphan

c. Amon son of Manesseh g. Huldah

d. the Ophel


3. The student should be able to answer the following questions after completing the collateral readings:

a. Which king took Manasseh to Babylon?

b. In 2 Chronicles 33:11, what do “hooks” refer to?

c. Was Deuteronomy the only Old Testament book discovered?

d. What was happening internationally in 627 B.C.?

4. Study Questions:

a. “Cultured, even godly homes are no guarantee of high quality among their children.” (1) Why? (2) Illustrate this fact from the later Judean monarchy.

b. What circumstance made the Scriptures scarce in Josiah’s time?

c. See Jeremiah 3:6-10. How far reaching was Josiah’s reformation?

d. How many foreign influences can be traced in the abomination of Manasseh?

e. What does Manasseh’s repentance show concerning his background?

Lecture 22: Josiah’s Reform and Tragic Death


• Read 2 Kings 22:18-23:30; 2 Chronicles 34-35.

• Read pages 137-142 of Solomon to the Exile (pp. 473-478 in A History).

• Other readings:




Bright, History, pp. 322 324.

2. Identify:

a. Topheth

b. Pharaoh Neco


a. Hinnom Valley c. Carchemish

b. River Euphrates d. Megiddo


4. After studying the textbook, especially pages 138-139, what were the twelve reforms that Josiah carried through?

5. From the assigned collateral reading, the student should answer the following questions:

a. Who were the prophets during this period?

b. How did Josiah keep the passover?

6. Study Questions:

a. How is it that Josiah died in peace (2 Kings 22:20) when he actually died in battle?

b. What was really accomplished by the great reformation? What is its lesson for today?

c. What was the purpose of the Egyptian expedition to the Euphrates?

Lecture 23: The Last Kings of Judah


• Read 2 Kings 23:30-24:17; 2 Chronicles 35:25-36:9; Jeremiah 22:10-30; 36:1-32.


• Other readings:


Pfeiffer, OT History, pp. 378-382, 393-413.

Payne, Kingdoms, pp. 121-132, 249-258.


• Study the author’s Chart of Old Testament Kings and Prophets.

2. Identify:

a. Jehoahaz son of Josiah e. Johoiachin

b. Pharaoh Neco f. Zedekiah

c. Nebuchadnezzar g. Shallum son of Josiah

d. Jehoiakim son of Josiah h. Coniah son of Jehoiakim


a. Riblah

b. Land of Hamath

4. Study the Chart and be able to name the kings of Judah from Joash onward.


5. The following three questions should be answered after completion of collateral reading assignments:

a. Discuss Babylon’s rise to power.

b. When did the 70 year captivity begin?

c. Outline Jehoiakim’s character in the light of Jeremiah’s writings.

6. Study Questions:

a. Who was the Davidic descendant who was cursed that his offspring will not prosper on the throne?

b. Discuss Jehoiachin’s experience in Babylon.

Lecture 24: Zedekiah, Nebuchadnezzar, and the Destruction of Jerusalem


• Read 2 Kings 24:17-25:26; 2 Chronicles 36:10-21; Jeremiah 37:1-41:18.


• Other readings:




2. Identify:

a. Zedekiah son of Josiah d. Ebed-melech the Ethiopian

b. Nebuzaradan e. Johanan son of Kareah

c. Gedaliah son of Ahikam

3. Locate (Macmillan #162-165):

a. Jerusalem e. Ramah

b. Jericho f. Mizpah

c. Riblah g. Ammon

d. Babylon h. Gibeon

4. With the help of the collateral reading done, the student should be able to answer the following questions satisfactorily:

a. Why did Zedekiah revolt against Babylon?


b. What do the Lachish Letters reveal?

c. How could a Babylonian officer have made the speech recorded in Jeremiah 40:2-4?

d. Discuss the circumstances of Gedaliah’s assassination.

5. Study Questions:

a. Why was God displeased with Zedekiah’s rebellion against Nebuchadnezzar?

b. What happened to Jeremiah when the city fell?

c. According to the last chapter of Chronicles, what are the reasons why God allowed the Babylonian Captivity?

d. What did Ezekiel say about the fall of Jerusalem?


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Archer, Gleason, L., Jr. A Survey of Old Testament Introduction. Revised ed. Chicago: Moody Press, 1974.

Baxter, J. Sidlow. Explore the Book, Volume II “Judges to Esther.” Grand Rapids: Zondervan Publishing House, 1960.

Bright, John. A History of Israel. Third ed. Philadelphia: Westminster Press, 1981.

Bruce, F. F. Israel and the Nations. Grand Rapids: Wm. B. Eerdmans Publishing Co., 1963.

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Crockett, William Day. A Harmony of Samuel, Kings and Chronicles. Grand Rapids: Baker Book House, 1951.

Davis, John J. The Birth of a Kingdom. Winona Lake: Brethren Missionary Herald, 1970.

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Edersheim, Alfred. The Bible History: Old Testament. 2 vols. Grand Rapids: Wm. B. Eerdmans Publishing Co., 1949.

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_____. Light from the Ancient Past. Princeton: Princeton University Press, 1959.

Free, Joseph P. Archaeology and Bible History. Wheaton: Van Kampen Press. 1950.

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Wiseman, Donald J. Chronicles of Chaldaean Kings. London: The Trustees of the British Museum, 1956.

_____. Illustrations from Biblical Archaeology. Grand Rapids: Wm. B. Eerdmans Publishing Co., 1958.

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_____. A Survey of Israel’s History. Grand Rapids: Zondervan Publishing House, 1970.

Young, Edward J. My Servants the Prophets. Grand Rapids: Wm. B. Eerdmans Publishing Co., 1955.

_____. Studies in Isaiah. Grand Rapids: Wm. B. Eerdmans Publishing Co., 1954.