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Table of ContentsSuggested Websites........................................................................................................................3

Chapter Summaries.......................................................................................................................4

Chapter Quizzes...........................................................................................................................40

Midterm Exam.............................................................................................................................77

Final Exam...................................................................................................................................86

Sample Syllabus...........................................................................................................................94

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Suggested WebsitesGeneral

Academic Bible Scholar Blogs: biblioblogtop50.wordpress.com/biblioblogs/ Articles on Ancient History: www.livius.org/ Bible Blogs peterkirby.com/top-50-biblioblogs-by-traffic.html Bible Odyssey (SBL): www.bibleodyssey.org Biblical Studies: www.biblicalstudies.org.uk/ Biblical Studies and the Christian Life: www.biblestudyandthechristianlife.com/ Christian Response to Islam: www.answering-islam.org/ Early Christian Writings: www.earlychristianwritings.com From Jesus to Christ on Frontline: www.pbs.org/wgbh/pages/frontline/shows/religion/ Historical Jesus: historicaljesusresearch.blogspot.co.nz/ Jewish History: www.jewishhistory.org/ Judaism: www.jewishvirtuallibrary.org/ New Testament Gateway: www.ntgateway.com Oxford Biblical Studies Online: www.oxfordbiblicalstudies.com Tyndale House: www.tyndale.cam.ac.uk/

Blogs (New Testament and Gospels) Michael Bird and Joel Willits: www.patheos.com/blogs/euangelion/ Darrel Bock: https://blogs.bible.org/bock James Crossley, Chris Keith, Anthony Le Donne:

historicaljesusresearch.blogspot.co.nz/ Bart Ehrman: https://ehrmanblog.org/public-forum/ Mark Goodacre: ntweblog.blogspot.com/ Nijay K. Gupta: cruxsolablog.com/ Larry Hurtado: larryhurtado.wordpress.com/ Craig Keener: www.craigkeener.com/ Scot McKnight: www.textweek.com/mkjnacts/john.htm James Tabor: jamestabor.com/ Dan Wallace: danielbwallace.com/ Ben Witherington: www.patheos.com/blogs/bibleandculture/ N.T. Wright: ntwrightpage.com

Associations Biblical Archaeological Society: www.biblicalarchaeology.org/ British New Testament Society: www.bnts.org.uk Institute for Biblical Research: www.ibr-bbr.org/ European Association of Biblical Studies: https://www.eabs.net The Evangelical Theological Society: www.etsjets.org/ New Testament Society of South Africa: newtestament.co.za/ Society of Biblical Literature: www.sbl-site.org Society of New Testament Studies: www.edugroepen.nl/sites/SNTS/default.aspx

Journals Biblica: www.bsw.org/project/biblica

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Bulletin for Biblical Research: https://www.ibr-bbr.org/bulletin Catholic Biblical Quarterly: https://www.catholicbiblical.org/catholic-biblical-

quarterly-cbq The Expository Times: ext.sagepub.com Journal for the Study of the New Testament: jnt.sagepub.com Journal of Biblical Literature:

www.sbl-site.org/publications/journals_jbl_noLogin.aspx Journal of Greco-Roman Christianity and Judaism: www.jgrchj.net Journal for the Study of the Historical Jesus: https://brill.com/view/journals/jshj/jshj-

overview.xml Neotestamentica: https://journals.co.za/content/journal/neotest New Testament Studies: journals.cambridge.org/action/displayJournal?jid=NTS Novum Testamentum: booksandjournals.brillonline.com/content/journals/15685365 Review of Biblical Literature: www.bookreviews.org Studies in Christian Jewish Relations: ejournals.bc.edu/ojs/index.php/scjr/ Tyndale Bulletin: www.tyndale.cam.ac.uk/index.php?page=tyndale-bulletin

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Chapter SummariesChapter 1 – What are the Gospels?

Key TermsChristology, Synoptic Gospels, genre, evangelists, reading “vertically” and “horizontally,” pseudepigraphic

Chapter Summary The four Gospels were written to provide four unique portraits of Jesus Christ. The Synoptic Gospels – Matthew, Mark, and Luke – have many common stories and

similar language. The Gospel of John provides a different style, much unique material, and a more theological presentation.

The gospel genre may be identified as historical narrative motivated by theological concerns. Each Gospel writer had a particular purpose in writing and particular themes to develop.

The Gospels are best read “vertically,” following each narrative through the plot from beginning to end. The Holy Spirit inspired four distinct Gospels with their own unique themes and purposes.

Reading the Gospels “horizontally” – comparing their accounts to one another – enables the reader to see more clearly each Gospel’s particular themes and theology.

Harmonizing the Gospels into a single story risks distorting each Gospel writer’s unique contribution. Harmonizing is helpful, however, when seeking to answer historical questions about the life of Jesus.

Pedagogical Suggestions Break the students into groups of three or four to discuss how they would share their

story in different settings. Suggested settings for the groups to discuss: their testimony in a church service, in a small group setting, in a job interview, at a party or social gathering, in a classroom, on social media, or at a professional conference. What are the basics that would be shared in the majority of the settings? What parts of their story would be highlighted based on the setting and audience? How is their presentation of their story adjusted based on the context?

o Connection to the chapter: The way we present ourselves and share our stories varies based on our setting, context, and audience. However all of the information provides a multifaceted view of who we are. In the same way, the Gospel writers presented Jesus from different perspectives and for specific purposes or contexts.

Break the class into three groups and assign a method of reading the Gospels to each group – “vertically,” “horizontally,” and “harmonistically.” Have the students describe their method, suggest benefits and challenges or difficulties (if applicable), and give any examples of how their method is applied. Have each group share with the whole class and give an opportunity for other students to ask questions of the group.

Divide the class into groups and play a game using the Quizlet flash cards for chapter 1. Divide the class into groups and have them drill each other. One person reads the definition and others answer with the glossary item. Groups can then choose a “champion” and compete against each other in a timed competition. Or create your own

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game using the flash cards. (This game can be played with any chapter of the book.)

Student Learning ObjectivesStudents should be able to:

Know the Synoptic Gospels and their characteristics Describe the genre of the Gospels as history, narrative, and theology Explain the benefit of having four Gospels Explain what it means to read “vertically” and “horizontally” through the Gospels Discuss the potential liabilities and benefits of harmonizing the Gospels

Other Media Sources/Websites Ben Witherington’s Blog Will the Real Jesus Stand Up? A Vertical Jesus in a World of

Horizontal Analysis: www.patheos.com/blogs/bibleandculture/2011/02/28/will-the-real-jesus-please-stand-up-a-vertical-jesus-in-a-world-of-horizontal-analysis/

From Jesus to Christ on Frontline: www.pbs.org/wgbh/pages/frontline/shows/religion/ Online article: Tom Thatcher, “The Gospel Genre: What Are We After?”:

www.acu.edu/sponsored/restoration_quarterly/archives/1990s/vol_36_no_3_contents/thatcher.html

Bible Odyssey (SBL): Mark Goodacre, “Four Gospels”: www.bibleodyssey.org/tools/video-gallery/f/four-gospels.aspx

Suggested Essay Questions Why do we have four Gospels instead of one? What are the Synoptic Gospels and how do they differ from John’s Gospel? Describe the gospel genre and its various characteristics. What does it mean to read the Gospels “vertically” or “horizontally”? Include the

benefits.

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Chapter 2 – The Historical Setting of the Gospels

Key TermsCyrus the Great, Alexander the Great, hellenization, koinē Greek, Ptolemies, Seleucids, Septuagint (LXX), Antiochus IV “Epiphanes,” Hellenists and Hasidim, abomination of desolation, Judas Maccabeus, the Maccabean Revolt, Hanukkah, Hasmonean dynasty, Idumean, Herod the Great, Pontius Pilate, Herod Antipas, Pax Romana, Jewish Revolt of AD 66-73

Chapter Summary The Second Temple (or intertestamental) period of Israel’s history – running from

approximately the fifth century BC to the end of the first century AD – provides the historical background for Jesus and the Gospels.

The conquests of Alexander the Great in the third century BC resulted in the spread of Greek language and culture (Hellenization) throughout the Mediterranean region.

The Egyptian dynasty of the Ptolemies dominated Palestine for one hundred years following the division of Alexander’s empire. The Jews fared well during this time.

Antiochus IV “Epiphanes,” ruler of the Syrian dynasty of the Seleucids, persecuted the Jews and tried to force Hellenization on them.

Led by Judas Maccabeus (“the hammer”) and his brothers, the “Maccabees” defeated the Syrians and gained independence for the Jews. Hanukkah is the celebration of this victory.

The Hasmonean (Maccabean) dynasty ruled in Israel for the next seventy years, until the Roman conquest in 63 BC

The Romans made Herod (“the Great”), an Idumean, king of the Jews. Herod was a cruel but effective ruler and a great builder. He restored and expanded the Jerusalem temple into one of the great buildings of the ancient world. Herod died shortly after Jesus’ birth.

When Herod’s son Archelaus ruled Judea poorly, the emperor appointed Roman governors to succeed him. One of these governors was Pontius Pilate, who ordered Jesus’ crucifixion.

Herod Anitpas, another son of Herod the Great, ruled Galilee and Perea. Antipas executed John the Baptist and participated in Jesus’ trial.

After years of unrest, the Jews revolted in AD 66. The Romans crushed the rebellion and in AD 70 destroyed Jerusalem and the temple.

Pedagogical Suggestions Have some of the students do biographical research on one of the key historical figures in

this chapter and then introduce themselves to the class in character. Divide the class into groups and provide each with a map of the Middle East. Have each

group identify the location (center and scope) of a particular empire and trace its conquest of Israel (Babylonian, Medo-Persian, Macedonian, Ptolemaic, Seleucid, Roman). Have each group discuss the significance of the conquest.

Play a game of tag-team, where one person identifies an event that happened between the Old Testament period and the New Testament period (starting perhaps with the conquest of the Northern Kingdom of Israel), then passes it to someone else to describe the next event. Have individuals who know the next event raise their hand. See how far you can go before no one can answer. Perhaps have two teams compete in this way.

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Have a debate between the pros and cons of Roman rule for the subject peoples of the Mediterranean region.

Student Learning ObjectivesStudents should be able to:

Summarize the main events of Israel’s history from the close of the Old Testament canon to the destruction of Jerusalem by the Romans in AD 70

Identify and summarize the significance of key historical figures for this period, including Alexander the Great, Antiochus IV Epiphanes, Herod the Great, Pontius Pilate, and Herod Antipas

Explain the significance of Hellenization for the period of Jesus and the Gospels, including the nature of Ptolemaic and Seleucid rule in Palestine

Discuss the events leading up to the Maccabean revolt and the period of Jewish independence under the Hasmonean dynasty

Summarize the nature of Roman rule in Palestine, first under Herod the Great and then under Roman governors

Other Media Sources/Websites History of Judas Maccabeus: www.jewishencyclopedia.com/articles/9034-judas-

maccabeus Review of the Hasmonean Era: www.jewishhistory.org/review-of-the-hasmonean-era/ Frontline presentation Hellenistic Culture:

www.pbs.org/wgbh/pages/frontline/shows/religion/portrait/hellenisticculture.html Bible Odyssey (SBL): Jannes Smith, “What Is the Septuagint (and Why Does It

Matter)?” www.bibleodyssey.org/passages/related-articles/what-is-the-septuagint.aspx

Suggested Essay Questions Summarize (briefly) the main events of the history of Israel from the close of the Old Testament

to the destruction of the Jewish state in AD 135. What is Hellenization? How did the conquests of Alexander the Great result in widespread

Hellenization? How did the Pax Romana help the spread of Christianity? How did the Jewish revolt of AD 66-74 change the face of Judaism and what effect did it have

on Christianity?

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Chapter 3 – The Religious Setting: First Century Judaism

Key Termsmonotheism, covenant, Torah (the law), Jerusalem temple, tabernacle, synagogues, Levites, priests, high priest, Caiaphas, Sanhedrin, scribes, Sadducees, Pharisees, Son of David, Rabbinic Judaism, Essenes, Qumran, Dead Sea Scrolls, Zealots, Social Banditry, Messianic, Prophetic, Herodians, People of the Land

Chapter Summary Core beliefs of Judaism included monotheism (Yahweh as the one true God), the

covenant at Mount Sinai as the establishment of Israel’s relationship with Yahweh, and obedience to the law as the means to maintain this covenant relationship.

The two main religious institutions of Judaism were the (one) temple in Jerusalem, with its system of priests offering sacrifices, and (many) local synagogues scattered throughout the empire. Synagogues were community meeting places centered on education and the study of the law (Torah).

Levites and priests, led by the high priest, oversaw temple worship. The Sanhedrin, or Jewish high court, was the highest religious authority in Judaism.

Scribes were experts in Mosaic law. As synagogue worship and the study of Torah became more central to Israel’s religious life, the office of scribe increased in prominence.

The Sadducees appear to have arisen from the priestly and aristocratic families who supported the Hasmonean dynasty. They were the party of the status quo and were religiously conservative, viewing only the Pentateuch (Genesis through Deuteronomy) as fully authoritative.

The primary opponents to the Sadducees were the Pharisees, who probably arose from the Hasidim who fought with the Maccabees for Jewish independence. The Pharisees viewed not only the Hebrew Scriptures as authoritative, but also the oral traditions passed down from the fathers.

The Essenes shared many beliefs with the Pharisees, but were even more legalistic and separatistic, often living in monastic communities (like Qumran), and holding strong end-times expectations that God would soon come to judge the Romans and the wicked leaders of Israel.

Social bandits, Zealots, and other revolutionaries engaged in active resistance against the Romans.

Messianic expectations were diverse in first century Judaism, although the most widespread hope was for a political messiah from the line of David who would restore God’s kingdom.

Pedagogical Suggestions Divide the class into eight groups representing one of the following: Levites, priests, high

priest, scribes, Sadducees, Pharisees, Essenes, and Zealots. After doing additional research, each group will tell the class as much as they can about their category, how they arose, what their responsibilities were, what their beliefs were, etc.

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Assign groups to play the part of Sadducees, Pharisees, Essenes, and Zealots. Have each group do some research then have a debate, with each group explaining why its teachings and actions represent the best course for Israel.

As a class, build a diagram of the Jerusalem Temple. Break the class into groups and have each group describe each courtyard.

Invite an orthodox Jew to speak to the class. Have the class ask questions regarding their history and beliefs. Remind the students that orthodox Jews are part of Christian’s roots and religious heritage.

Student Learning ObjectivesStudents should be able to:

Identify the core beliefs and main institutions of first-century Judaism Describe the roles of priests, the high priest, Levites, and scribes Summarize the origin and main beliefs of the Sadducees, Pharisees, and Essenes Describe the nature of revolutionary movements in Judaism

Other Media Sources/Websites Website for links to ancient Jewish writings: http://www.sacred-texts.com/jud/index.htm Bible Odyssey (SBL): Second Temple Judaism: www.bibleodyssey.org/tools/timeline-

gallery/s/second-temple-judaism.aspx Bible Odyssey (SBL): Jodi Magness, “Qumran”: www.bibleodyssey.org/places/main-

articles/dead-sea-qumran.aspx, www.bibleodyssey.org/tools/map-gallery/q/map-qumran.aspx

Bible Odyssey (SBL): Jonathan Stökl, “Priests and Levites in the First Century C.E.”: www.bibleodyssey.org/passages/related-articles/priests-and-levites-in-the-first-century-ce.aspx

Suggested Essay Questions What core beliefs did most all Jews share? Describe the design of the temple. What role did the temple play in Israel’s national life? What were the basic beliefs of the Pharisees and the Sadducees and which group’s beliefs

continued to thrive after the destruction of Jerusalem and the temple? Who were the Essenes, Zealots, and Herodians and what did each wish to achieve? What were the primary messianic expectations of first-century Israel?

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Chapter 4 – Introducing Matthew’s Gospel

Key TermsApologetic goal, Didache, fulfillment formulas, topical arrangement, structural signals, genealogy, Sermon on the Mount

Chapter Summary Matthew’s Gospel is a defense that Jesus is the Jewish Messiah who brings God’s people

salvation from their sins. The identification of Matthew the tax collector as the author of this Gospel comes from

church tradition rather than inspired Scripture, but fits well with both internal and external evidence.

Written with many Jewish terms and customs, Matthew’s Gospel was probably written to a primarily Jewish or mixed Jewish and Gentile community who were struggling against challenges from the larger Jewish community.

Matthew’s primary narrative purpose is to confirm that Jesus is indeed the Messiah, and that the church, made up of Jews and Gentiles, are the people of God in the present age. He also writes to call God’s people to experience and submit to the abiding presence and authority of Jesus in the church.

The exact provenance is unknown, though Antioch in Syria is a likely possibility. The date of writing is also unknown, and could be anywhere from the 60s to the 90s of the first century.

The Gospel of Matthew is the most systematically arranged, utilizing concise style, fulfillment formulas, topical arrangement, and structural signals to provide a carefully structured presentation.

Matthew’s genealogy presents Jesus as the fulfillment of the covenants made to Abraham and David, and as the legitimate king of Israel.

The Sermon on the Mount (chaps. 5-7) represents Jesus’ inaugural kingdom address, presenting standards of righteousness for the new covenant age of salvation.

Pedagogical Suggestions Break into groups and assign a different prophetic fulfillment from Matthew to each

group. Have each do some research and make a presentation, reading the Old Testament passage, discussing its context, and explaining in what way it is “fulfilled” in the ministry of Jesus in Matthew.

Break the class into groups and assign each group a literary feature of Matthew. Each group is to then find scriptural references that describe or support the literary feature. Students are also to explain the significance of the literary style to the book of Matthew and our understanding of it.

Student Learning ObjectivesStudents should be able to:

Suggest the likely audience of Matthew’s Gospel and his narrative purpose in writing Provide basic evidence for the provenance, date, and authorship of Matthew’s Gospel Identify the main literary features of Matthew’s Gospel, especially with reference to style

and structural features

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Other Media Sources/Websites Commentaries: bestcommentaries.com/matthew/ Website with links to books and journal articles on Matthew research:

www.questia.com/searchglobal#!/?keywords=%22gospel%20of%20matthew%22&pageNumber=1&mediaType=journals

Introduction and Resources on Matthew: www.ntgateway.com/gospel-and-acts/gospel-of-matthew/websites-and-introductory/

Resources on Matthew: www.textweek.com/mtlk/matthew.htm The Gospel According to Matthew (movie; 1964): www.imdb.com/title/tt0058715/ The Gospel According to Matthew (movie; 1993): www.imdb.com/title/tt0301359/ The Book of Matthew: Visual Bible (movie; 2004):

archive.org/details/VideoBibleTheBookOfMatthew Article by Tim Gallant Fulfillment in the Gospel of Matthew:

www.biblicalstudiescenter.org/interpretation/fulfillment.htm Bible Odyssey (SBL): Antioch and the Gospel of Matthew:

www.bibleodyssey.org/places/related-articles/antioch-and-the-gospel-of-matthew.aspx

Suggested Essay Questions What structural features are evident in Matthew’s Gospel? What is a fulfillment formula? Know

the two main structural signals that have been identified with Matthew’s “outline.” What are the unique elements of Matthew’s genealogy? Discuss the narrative purposes of this gospel account. Why did the author write this account? To

whom was he writing?

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Chapter 5 – Themes and Theology of Matthew’s Gospel

Key TermsMessiah, Son of David, Immanuel, fulfillment, salvation history, kingdom of heaven, new covenant, Great Commission

Chapter Summary Matthew’s Christology has two main foci: Jesus as the Jewish Messiah fulfilling the

promises given to Israel, and as Immanuel, the presence and wisdom of God, and now authoritative Lord of the church.

The royal messianic theme of Matthew’s Gospel, as expressed by the author’s usage of “Son of David,” is one aspect of the messianic portrait that is expressed throughout Matthew. Jesus is also expressed as the Son of God, the Son of Man, the Suffering Servant, the new Moses, and the true Israel; all of which point to Jesus as the fulfillment of the OT promises.

Matthew’s central theological theme is that salvation history finds its climax in the coming of Jesus the Messiah, inaugurator of the kingdom of heaven and the new age of salvation.

By inaugurating the kingdom, Jesus does not “abolish” the law, but rather fulfills it, bringing it to its destined completion. New covenant believers are no longer under the old covenant, but under the new, inaugurated through Jesus’ life, death, and resurrection. Standards of righteousness are even higher because the law is now written on the hearts of believers, who are guided and empowered by the Spirit of God.

The religious leaders play a more negative role in Matthew. They are wicked and hypocritical opponents of God’s plan, who will face judgment for their sins. This portrayal is most likely a reflection of the context in which the author was writing from, one of extreme opposition from the greater Jewish community.

With all authority bestowed on him by the Father, Jesus commissions his followers to make disciples of all nations, baptizing them in the name of the Father, the Son, and the Holy Spirit. This expression of authority also comes with the promise of his presence to sustain them in this mission.

Pedagogical Suggestions Put the class in groups and have them identify the main themes of Matthew’s Gospel.

(Alternatively, lecture briefly on the main themes of Matthew.) Then assign a key passage from Matthew’s Gospel to each group and have each prepare a short presentation on how the passage carries forward one of Matthew’s key narrative themes.

Assign a number of key passages related to the law in Matthew’s Gospel. Have the students discuss and perhaps debate whether Matthew views the law as having continuing validity for Christians. Encourage the students not to let preconceived ideas control their conclusions.

Provide the students with a series of parallel passages between Matthew, Mark, and Luke related to the religious leaders. Have the students compare these passages and discuss Matthew’s perspective on the religious leaders.

Student Learning Objectives

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Students should be able to: Summarize Matthew’s main theological themes Describe the portrait of Jesus presented by Matthew Understand Matthew’s perspective of Jesus and the law Describe the characterization of the religious leaders and the significance Understand the purpose of the Great Commission

Other Media Sources/Websites Commentaries: bestcommentaries.com/matthew/ Website with links to books and journal articles on Matthew research:

www.questia.com/searchglobal#!/?keywords=%22gospel%20of%20matthew%22&pageNumber=1&mediaType=journals

Introduction and Resources on Matthew: www.ntgateway.com/gospel-and-acts/gospel-of-matthew/websites-and-introductory/

Resources on Matthew: www.textweek.com/mtlk/matthew.htm The Gospel According to Matthew (movie; 1964): www.imdb.com/title/tt0058715/ The Gospel According to Matthew (movie; 1993): www.imdb.com/title/tt0301359/ The Book of Matthew: Visual Bible (movie; 2004):

archive.org/details/VideoBibleTheBookOfMatthew Article by Tim Gallant Fulfillment in the Gospel of Matthew:

www.biblicalstudiescenter.org/interpretation/fulfillment.htm

Suggested Essay Questions Describe the messianic portrait of Jesus portrayed by Matthew. What OT connections validate

his argument? What apparent contradiction surrounds Jesus’ teaching about the law? How would you resolve

this difficulty? What is Matthew’s central theological theme and how do the other key themes point back to this

central theme?

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Chapter 6 – Introducing Mark’s Gospel

Key TermsPapias, John Mark, Christological, apologetic, Messiah, Son of God, discipleship, Nero, historical present, intercalation, triads, irony

Chapter SummaryMark’s Gospel has a vivid, fast moving style which draws the reader into the events of the

story. Though issues of provenance are uncertain, the Gospel of Mark was likely written in Rome

by John Mark, in the 50s or 60s of the first century. The first half of Mark’s Gospel presents Jesus as the mighty and powerful Son of God,

defeating the forces of Satan, healing the sick, and teaching with great authority. The people respond with amazement and awe.

The turning point of the narrative comes with Peter’s confession that Jesus is the Christ, and Jesus’ subsequent revelation that the Messiah must suffer and die.

The book was likely written for a variety of reasons, but especially to provide an authoritative written version of the oral proclamation of the gospel, to clarify the identity of Jesus as the servant-Messiah, and to call the persecuted church to cross-bearing discipleship.

Literary devices common in Mark include intercalation, triads, and irony.

Pedagogical Suggestions Divide the class into three groups, assigning each group a purpose of why Mark’s Gospel

was written, as listed on page 51. Have each group expand their assigned purpose with Scripture references and other commentary information. Then have each group present their findings.

Put the class in groups and assign a different intercalation (sandwich pattern) from Mark to each group. Have them act out or report on how this intercalation works to carry forward one of Mark’s narrative themes.

Student Learning ObjectivesStudents should be able to:

Explain what we know about John Mark, the likely author of this Gospel Provide basic evidence for the likely historical setting and occasion of Mark’s Gospel Identify and define the main rhetorical devices of Mark’s Gospel

Other Media Sources/Websites Commentaries: bestcommentaries.com/mark/ Bibliography of books and articles on Mark by Spring Hill College:

www.shc.edu/theolibrary/mark.htm Web resources on Mark: www.textweek.com/mkjnacts/mark.htm

Suggested Essay Questions Why is Rome the likely setting for the writing of the Gospel of Mark? What are some possible reasons that Mark’s Gospel was written?

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Describe Mark’s literary style and identify and define his main rhetorical devices, including intercalation, triads, and irony.

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Chapter 7 – Mark: The Gospel of the Suffering Son of God

Key TermsMessiah, Son of God, Servant of the Lord, kingdom of God

Chapter SummaryAs the protagonist and main character, Jesus is portrayed in Mark’s Gospel as the mighty

Son of God, who suffers and dies as the Servant of the Lord – a ransom for sinners.The chief antagonists are Satan, his demons, and the religious leaders who oppose Jesus and

his kingdom purpose. The role of the disciples is more ambiguous, but it is primarily negative, demonstrating ignorance, pride, and wavering faith. Jesus instead provides the true model of discipleship for the reader to follow.

Key theological themes of Mark’s Gospel include the in-breaking power of the kingdom of God, the identity of Jesus as Son of God, Servant-Messiah, and suffering Son of Man, and the need for cross-bearing discipleship in order to faithfully follow him through suffering to glory.

The ending of Mark has left scholars debating this textual issue. The abrupt ending could have been the result of a lost translation or this was done intentionally as an implicit call to the reader to respond with faith or fear.

Pedagogical Suggestions Put the class in groups and have them identify the main themes of Mark’s Gospel.

(Alternatively, lecture briefly on the main themes of Mark.) Then assign a key passage from Mark’s Gospel to each group and have each prepare a short presentation on how the passage carries forward one of Mark’s key narrative themes.

Have the students list (perhaps in a debate format) positive and negative traits or actions of the disciples in Mark. Have a discussion on their unique role in Mark’s Gospel.

Student Learning ObjectivesStudents should be able to:

Describe the main features of Mark’s portrait of Jesus, especially with reference to the titles Christ, Son of God, Son of Man, and Servant

Summarize Mark’s main theological themes, including the kingdom of God and discipleship

Understand the textual issue surrounding the ending of Mark’s Gospel and the possible ways of reconciling the issue

Other Media Sources/Websites Commentaries: bestcommentaries.com/mark/ Bibliography of books and articles on Mark by Spring Hill College:

www.shc.edu/theolibrary/mark.htm Web resources on Mark: www.textweek.com/mkjnacts/mark.htm Textual criticism on the end of Mark: www.bible-researcher.com/endmark.html

Suggested Essay Questions Summarize how Jesus’ identity is gradually revealed in Mark’s Gospel.

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Mark places great emphasis on the disciples in his Gospel. What role do they play and how does this relate to Mark’s theme of discipleship?

Summarize the main theological themes of Mark’s Gospel, including a description of the nature of the kingdom of God.

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Chapter 8 – Introducing Luke’s Gospel

Key TermsLuke-Acts, “God-fearer,” Theophilus, prologue of Luke, historiography, birth narrative hymns, Nazareth sermon, travel narrative, Gospel for the Outcast, reversal, Zacchaeus episode, discipleship

Chapter Summary Luke and Acts form a theological and narrative unity (Luke-Acts), sharing a common

purpose and common theological themes. The authorship of Luke-Acts by Luke, a physician and missionary companion of the

apostle, is well supported by both external and internal evidence. Luke was a second generation Christian (Luke 1:1-4) and probably a Gentile (Col.4:11-14).

The date of writing is unknown, and may be anytime from the late 50s to the 80s of the first century.

Theophilus was likely an influential patron who sponsored the writing of the Gospel. He may have been a recent convert to Christianity. Luke must also be writing to a broader audience, seeking to confirm the truth of the gospel message and the gospel messengers.

Luke writes with great historical interest with worldwide significance. Luke-Acts contains some of the finest literary Greek in the New Testament. Luke’s birth narrative (Luke 1-2) presents Jesus as the promised Messiah from the line of

David, anxiously awaited by the righteous remnant of Israel. Key features include the parallels between the births of John and Jesus, and the hymns, or praise songs, which carry the story forward.

Jesus’ Nazareth sermon (4:14-30) sets the stage for the rest of the Gospel by demonstrating God’s concern for Gentiles and foreshadowing Israel’s rejection of her Messiah.

Luke’s most distinctive structural feature is the travel narrative (Luke 9-19), Jesus’ wandering journey to Jerusalem.

In Luke 9:51, Jesus “resolves” to go to Jerusalem. The travel narrative which follows has been called the Gospel for the Outcast, because many of the stories and parables concern God’s love for the lost.

The journey to Jerusalem (travel narrative) climaxes with the story of Zacchaeus which reaffirms God’s love for the lost (Luke 19:10) and the need for faithful stewardship after his departure.

Pedagogical Suggestions Break the class into groups and assign various parables from Luke’s travel narrative that

concern the gospel for the outcast. Have the students discuss this (and perhaps act out the parable), showing how this illustrates the key Lukan theme of the gospel for all people.

Assign to different groups the hymns of Luke 1:46-55; 1:68-79; 2:29-32, and 1 Samuel 2:1-10. Have each group report back on what themes these characters emphasize in their hymn.

Student Learning ObjectivesStudents should be able to:

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Explain what we know about the author Luke and the likely identity of Theophilus, the recipient of Luke-Acts

Summarize the likely purpose and occasion of Luke-Acts Identify the main literary features of Luke’s Gospel, especially with reference to the unity

of Luke-Acts, the fine literary style, and Luke’s historiographic interest Summarize the main themes and structural features of Luke’s birth narrative Explain the narrative and theological significance of the Nazareth sermon (Luke 4) Identify the narrative and theological function of Luke’s “travel narrative,” including the

main theme of the stories and parables presented there

Other Media Sources/Websites Commentaries: bestcommentaries.com/luke/ Resources on Luke: www.textweek.com/mtlk/luke.htm Book section from The life and teachings of Jesus Christ by Brian Hauglid, Luke’s Three

Parables of the Lost and Found: A Textual Study: www.academia.edu/649570/Lukes_Three_Parables_of_the_Lost_and_Found_A_Textual_Study

Bible Odyssey (SBL): Stephen Nissenbaum, “Luke’s Nativity and the Battle over Christmas”: www.bibleodyssey.org/passages/related-articles/lukes-nativity.aspx

Suggested Essay Questions What do we mean by the “unity” of Luke-Acts? How does Luke’s literary style compare to the other Gospels? Why is the travel narrative also called “the Gospel for the Outcasts”? Name some of the stories

and parables that carry forward this theme.

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Chapter 9 – Themes and Theology of Luke’s Gospel

Key TermsProphet like Moses, Christ, universal salvation, Holy Spirit, birth narrative, divine sovereignty, reversal, Jerusalem

Chapter Summary Luke and Acts form a theological and narrative unity (Luke-Acts), sharing a common

purpose and common theological themes. The central theme of Luke-Acts is the arrival of God’s end-time salvation. As predicted

in the prophets, through Jesus the Messiah God has acted to save his people Israel, and this salvation is now going forth to the whole world.

Luke’s portrait of Jesus – the Savior for all people – focuses especially on his roles as (a) prophet like Moses, mighty in word and deed, and (b) Messiah and Lord, who brings in the age of salvation through his life, death, resurrection, and ascension.

Important sub-themes include (a) the Spirit as sign of God’s end time salvation; (b) the sovereign purpose of God, (c) salvation for outsiders, (d) Jerusalem and the temple as settings of rejection and salvation, (e) joy and praise in response to God’s salvation, (f) Jesus’ prayer life and intimacy with the Father.

Pedagogical Suggestions Put the class in groups and have them identify the main themes of Luke’s Gospel.

(Alternatively, lecture briefly on the main themes of Luke.) Then assign a key passage from Luke’s Gospel to each group and have each prepare a short presentation on how the passage carries forward one of Luke’s key narrative themes.

Student Learning ObjectivesStudents should be able to:

Describe the main features of Luke’s portrait of Jesus, especially with reference to the titles “prophet” and “Christ.”

Identify the central theme of Luke’s Gospel and list the major sub-themes which support it.

Other Media Sources/Websites Commentaries: bestcommentaries.com/luke/ Resources on Luke: www.textweek.com/mtlk/luke.htm Podcasts 2.5 and 2.6 by Philip Harland, Luke’s portrait of Jesus:

www.philipharland.com/Blog/2009/08/31/podcast-series-2-early-christian-portraits-of-jesus/

Bible Odyssey (SBL): Graham Twelftree, “The Holy Spirit in Luke-Acts”: www.bibleodyssey.org/passages/related-articles/holy-spirit-in-luke-acts.aspx

Suggested Essay Questions Identify some of the important sub-themes and state how they relate to the central theme of

Luke-Acts. Note some of the evidence for the universal application of salvation in Luke’s Gospel.

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Chapter 10 – Introducing John’s Gospel

Key TermsThe Dead Sea Scrolls, The Beloved Disciple, John Rylands manuscript (p52), Ephesus, “I am” statements, Logos, Book of Signs, Book of Glory

Chapter Summary John’s Gospel is unique among the Gospels, with a distinct literary style and much

unique content. The identification of the Beloved Disciple with the apostle John has been the historical

position of the church. Though not without some problems, it fits well with both internal and external evidence.

John’s Gospel was likely written in the late first century, and was likely composed by the apostle John while he was ministering in Ephesus.

John’s primary narrative purpose is to call people to faith in Jesus the Christ and Son of God so that they might have eternal life in his name (20:30, 31).

The Gospel has four sections: (a) Prologue, (b) Book of Signs (seven miracles together with teaching and dialogue), (c) Book of Glory (the Last Supper and passion narratives), (d) Epilogue.

Jesus’ teaching falls into three main types: interviews with individuals, dialogue and debate with the religious leaders, and private teaching for the disciples.

The raising of Lazarus (ch. 11), the greatest of the seven “signs,” reveals Jesus’ authority as bringer of resurrection life, and provokes the religious leaders to act against him.

Pedagogical Suggestions Have students choose a literary feature of John to research more in commentaries and

within the Scriptures to elaborate and gain a fuller understanding. Break the class into groups and assign each group an “I am” statement. Have them do

some research and report on the significance of that statement in the context of John’s narrative theology.

Prepare an autobiographical monologue of John the apostle in the context for the writing of the Gospel in late first-century Ephesus, giving the purpose for writing the Gospel.

Student Learning ObjectivesStudents should be able to:

Identify the main literary features of John’s Gospel, especially its differences with the Synoptics

Identify the fourfold structure of John, including the significance of the book of “signs,” the book of “glory,” and the raising of Lazarus

Provide evidence for the authorship and likely provenance of the fourth Gospel

Other Media Sources/Websites Commentaries: bestcommentaries.com/john/ Resources on John: www.textweek.com/mkjnacts/john.htm The Gospel of John (movie; 2003). Buena Vista Home Entertainment:

www.amazon.com/The-Gospel-John-Henry-Cusick/dp/B0006Q93ZG

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Article by W. Hall Harris III Major Differences between John and the synoptic Gospels: bible.org/seriespage/2-major-differences-between-john-and-synoptic-gospels

Craig Keener’s Blog Jesus’ second coming: is it referenced in John 14:2-3? www.craigkeener.com/in-my-fathers-house-are-many-mansions-%E2%80%94-john-142-3/

Bible Odyssey (SBL): Paul Anderson, “The Johannine Community”: www.bibleodyssey.org/people/related-articles/johannine-community.aspx

Suggested Essay Questions How is John unique among the Gospels? What kinds of Synoptic material does John not include

in his Gospel? Identify the basic fourfold structure of John. Summarize the evidence suggesting that John the apostle wrote the fourth Gospel? What

problems exist with this identification?

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Chapter 11 – John: The Gospel of the Son Who Reveals the Father

Key TermsChristology, functional subordination, ontological equality, eternal life, realized eschatology, paraclete, dualism, the world, irony

Chapter Summary John’s Gospel presents the most exalted Christology in the New Testament. Jesus is the

pre-existent Logos, the Son of God who perfectly reveals the Father and brings people into relationship with him.

The central theme of John’s Gospel is the revelation of the Father through the Son. God loved the world so much that he sent his Son to save it, so that those who believe in him gain eternal life.

Salvation in John is identified especially as eternal life, which is defined both as a present possession and a future inheritance.

John’s primary narrative purpose is to call people to faith in Jesus the Christ and Son of God so that they might have eternal life in his name (20:30, 31).

John’s distinct development of the Holy Spirit (paraclete), mainly in the Farewell Discourse, focuses on the mediating role of the Spirit for the disciples after Jesus leaves.

John provides a dualistic perspective where Jesus represents light, truth, and life, and stands against Satan and the evil world system, representing darkness, deceit, and death.

John often refers to Jesus’ opponents as Ioudaioi (“Jews” or “Jewish leaders”) suggesting that he is writing to a community that has broken away from the larger Jewish community.

The Gospel is full of metaphors and symbols, with much verbal and situational irony.

Pedagogical Suggestions Put the class in groups and have them identify the main themes of John’s Gospel.

(Alternatively, lecture briefly on the main themes of John.) Then assign a key passage from John’s Gospel to each group and have each prepare a short presentation on how the passage carries forward one of John’s key narrative themes.

Break the class into groups and have students read through the Prologue (John 1:1–18) and identify everything that is taught there about Jesus the Word. Provide a prize to the group that comes up with the most attributes.

In groups or as a class, make a list of scriptures that show John’s call to decision and how the different characters responded.

Student Learning ObjectivesStudents should be able to:

Describe the main features of John’s portrait of Jesus Identify the central theme and narrative purpose of John’s Gospel Describe the role and significance of the Spirit after Jesus’ departure Explain the nature of John’s theological dualism and the distinct Johannine teaching

about salvation Understand how metaphors, symbols, and irony are used throughout the Gospel

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Other Media Sources/Websites Commentaries: bestcommentaries.com/john/ Resources on John: www.textweek.com/mkjnacts/john.htm The Gospel of John (movie; 2003). Buena Vista Home Entertainment:

www.amazon.com/The-Gospel-John-Henry-Cusick/dp/B0006Q93ZG A response to Muslim claims regarding the paraclete:

www.answering-islam.org/Responses/Al-Kadhi/r06.03a.html

Suggested Essay Questions Summarize the Christology of John’s Gospel. How is the theme of salvation presented in John’s Gospel and how is this different than the

Synoptics? Describe the role and significance of the paraclete in the Gospel. How are metaphors, symbols, and irony used to communicate John’s themes?

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Chapter 12 – The Historical Reliability of the Gospels

Key TermsColin Hemer, historical detail, ipsissima verba (“exact words”), ipsissima vox (“authentic voice”), theological implications, Spirit-inspired interpretation

Chapter Summary While no one reads the Gospels without presuppositions, this does not mean all truth is

relative. Historical events can be judged by carefully weighing the evidence. The fact that the Gospel writers have strong faith commitments does not negate their

historical reliability. All historians have a worldview and a belief system which motivates their writing.

Luke’s skill as a historian has been demonstrated especially in Acts, where he is a meticulous researcher with reference to names, places, and titles.

Evidence for the general reliability of the gospel tradition includes (a) the value given to eyewitness testimony, (b) the church’s willingness to preserve difficult sayings, (d) the absence of created sayings on issues of later concern to the church, and (e) the high ethical standards of the disciples.

Apparent contradictions in the Gospels often disappear when it is recognized that the Evangelists were not producing verbatim accounts, but had the freedom to paraphrase, interpret, abbreviate, and reorder events and sayings to fit their theological purpose. They were not just reporters, but inspired interpreters of the Jesus event.

Though the reliability of John’s Gospel has been questioned even more than the Synoptics, recent research has produced greater respect for its historicity.

Jesus’ unique style of speaking in John is not as different from the Synoptics as is sometimes supposed, and may be explained by a combination of John’s paraphrase of Jesus’ teaching and his Spirit-inspired interpretation of Jesus’ words.

Nor is John’s high Christology as unique as is sometimes supposed. The Synoptics also reveal a very high implicit Christology, while John shares with them an emphasis on Jesus’ messiahship and the mystery which surrounds his identity.

It is ultimately a false dichotomy to contrast the historical and theological features of the Gospels. Good history can also be good theology.

Pedagogical Suggestions Set up a debate where some students challenge the historicity and reliability of the

Gospels while other defend it. You might assign preparation for this as homework. Have students discuss key questions related to historical questions, such as the question

of the burden of proof and the role of presuppositions and worldview assumptions. Various debates can be found online on this topic. For example, there are debates

between James White and Bart Ehrman: (www.youtube.com/watch?v=moHInA9fAsI) Prepare discussion questions.

Student Learning ObjectivesStudents should be able to:

Discuss the role of presuppositions in historical research. Summarize the main evidence for the general reliability of the gospel tradition.

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Provide suggested solutions for apparent contradictions among the Gospels. Explain some of the reasons for differences between John and Synoptics.

Other Media Sources/Websites An article by Michael J. Kruger Is the Gospel of John History or Theology?:

michaeljkruger.com/is-the-gospel-of-john-history-or-theology/ Podcast NT Pod 48 by Mark Goodacre Why Study the Historical Jesus?:

itunes.apple.com/us/podcast/nt-pod/id319974061?mt=2 See debates above on the historical Jesus.

Suggested Essay Questions Do the faith commitments of the Gospel writers negate their claim to writing accurate history?

Why or why not? What is some of the evidence that Luke was an accurate historian? What is the evidence for a generally reliable gospel tradition? How might we explain some of the apparent contradictions among the Gospels? What is the evidence for the historical reliability of John?

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Chapter 13 – Beginnings: Jesus’ Birth and Childhood

Key TermsGenealogies, levirate marriage, virginal conception, Bethlehem, census, “Inn” (katalyma), magi, Herod the Great, tekton, Sepphoris, Nazareth, infancy gospels

Chapter Summary The differences between the two genealogies can be plausibly explained in various ways.

They may represent, respectively, the genealogies of Joseph and Mary, a royal genealogy versus physical genealogy, or Joseph’s natural genealogy versus a legal one (through adoption or levirate marriage). Although it is difficult to land on one solution, what is affirmed is the recognition of Jesus’ Davidic ancestry in the early church.

There is little evidence to suggest that Jesus’ virginal conception was a myth created by the church to fulfill prophecy. Matthew and Luke independently attest to it, and Luke does not explicitly link it to Isaiah 7:14. The event confirms that Jesus’ conception was a supernatural act of God, bringing together the human and divine in one person.

While some scholars claim Jesus was born in Nazareth, Matthew and Luke independently attest to Jesus’ Bethlehem birth. Since Luke does not mention Micah 5:2, it is unlikely that the tradition was created around this prophecy.

While the census described in Luke 2 does not have clear corroboration in Roman records, it fits Caesar Augustus’ pattern of provincial restructuring. Considering Luke’s record elsewhere as a reliable historian, it would be imprudent to reject the event as unhistorical.

The “inn” from which Jesus’ parents were turned away was probably not an ancient hotel, but the sleeping quarters of a private residence. Because of crowded conditions, Jesus was born in a humble place reserved for animals.

The magi, probably court astrologers from Persia or Arabia, arrived as much as two years after Jesus’ birth, while his family was living in a house in Bethlehem.

Herod’s attempt to kill the infants of Bethlehem fits well his character as a cruel and despotic ruler. Considering Herod’s many atrocities, it is not surprising that this minor event is not recorded by Josephus or other historians.

Because Archelaus, Herod’s cruel and incompetent son, was ruling in Judea after his father’s death, Joseph and Mary returned to Nazareth after their residence in Egypt.

Jesus likely had an ordinary childhood growing up in a conservative Jewish home. He had four brothers and some sisters, and would have learned carpentry from his father. Luke’s account of his childhood visit to Jerusalem confirms Jesus’ growing awareness of a unique father-son relationship with God.

Pedagogical Suggestions Have the students research the four women in Jesus’ genealogy in Matthew and be able

to describe as much about them as they can. Why do they think Solomon’s mother was not mentioned by name?

Have the students prepare a Christmas pageant that is historically accurate, avoiding the typical myths found in nativity plays. Perhaps begin by having them list the common errors made.

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Student Learning ObjectivesStudents should be able to:

Note key differences between the genealogies of Matthew and Luke and the possible reasons for these differences

Summarize the historical evidence for events surrounding Jesus’ birth, including the virginal conception, the census, the Bethlehem birth, and the visit of the Magi

Describe Jesus’ family life in terms of parent’s social status, siblings, occupational and religious training, and languages spoken

Other Media Sources/Websites Article by Arnold G. Fruchtenbaum The Genealogy of the Messiah:

www.jewsforjesus.org/publications/issues/v05-n06/genealogy Website with links regarding Herod the Great and his descendants: www.bible-

history.com/herod_the_great/ Bible Odyssey (SBL): Helen K. Bond, “The Nativity”:

www.bibleodyssey.org/passages/main-articles/nativity-luke-2120.aspx Bible Odyssey (SBL): Stephen Nissenbaum, “Luke’s Nativity and the Battle over

Christmas”: www.bibleodyssey.org/passages/related-articles/lukes-nativity.aspx Bible Odyssey (SBL): Mary Foskett, “Virgin Birth and What It Means”:

www.bibleodyssey.org/people/related-articles/virgin-birth-and-what-it-means.aspx Bible Odyssey (SBL): Brent Landau, “Magi”: www.bibleodyssey.org/passages/related-

articles/magi.aspx

Suggested Essay Questions What are the main differences between the genealogies of Matthew and Luke and what

are some possible solutions to the problem of two different genealogies? What are some of the problems and possible solutions concerning the census associated

with Jesus’ birth? Identify some common misconceptions related to the birth of Jesus, such as the nature of

the “inn,” the number of wise men, and the time of their arrival.

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Chapter 14 – Preparing for Ministry

Key TermsJohn the Baptist, mikveh, proselyte baptism, Spirit-and-fire baptism, Herod Antipas, Josephus, baptism of Jesus, dove, promised Messiah, temptation of Jesus, Son of God, second Adam

Chapter Summary John the Baptist is presented in all four Gospels as the precursor for Jesus, the prophetic

herald of messianic salvation. John’s water baptism has antecedents in Jewish ceremonial cleansings and proselyte

baptism, but is best viewed as a unique application symbolizing a person’s repentance and preparation for the kingdom of God.

Jesus identified John as the last and greatest of the Old Testament prophets. John was imprisoned and eventually executed by Herod Antipas after criticizing Herod

for his divorce and remarriage to Herodias, his brother Philip’s wife. Jesus’ baptism by John is one of the most undisputed events in his life. It marks Jesus’

“anointing” as Messiah and empowering for ministry. The voice from heaven, echoing Psalm 2:7, Isaiah 42:1, and Genesis 22:2, implicitly identifies Jesus as the Messiah who will offer himself as a sacrifice for sins.

Jesus’ temptation concludes his preparation and commissioning for ministry. The account is analogous to Israel’s testing in the wilderness and Adam’s testing in the garden. Where Adam and Israel failed, Jesus succeeds, confirming that he is the true Son of God, able to accomplish God’s final salvation.

Pedagogical Suggestions Provide students with the description of John the Baptist provided by Josephus

(Antiquities 18.5.2 §116–118). Have them compare this account with that given in the Gospels and note agreements and differences.

Have students discuss (and perhaps debate) why Jesus was baptized by John. Does this suggest he was John’s disciple? Was Jesus’ baptism for repentance? Why did he do it?

Have students look up the three OT allusions for the voice from heaven at Jesus’ baptism. Discuss the argument that these passages make the claim that Jesus is the promised Messiah.

Look at the two temptation accounts in Matthew and Luke. Discuss the differences between the two and the significances. Why are the two accounts different?

Student Learning ObjectivesStudents should be able to:

Summarize the role and ministry of John the Baptist according to the Gospels. Discuss the likely background and purpose of John’s “baptism of repentance.” Explain the significance of Jesus’ baptism, including the Old Testament allusions in

God’s voice from heaven. Identify the main theme of the temptation account, and explain the significance of the

implicit analogies to Israel in the wilderness and Adam in the garden.

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Other Media Sources/Websites Article by Colin Brown, “What Was John the Baptist Doing?”

biblicalstudies.org.uk/pdf/baptist_brown.pdf Bible Odyssey (SBL): Ian Werrett, “John the Baptist”:

www.bibleodyssey.org/people/main-articles/john-the-baptist.aspx Bible Odyssey (SBL): Helen K. Bond, “John and Jesus: Mentor or Rival?”:

www.bibleodyssey.org/people/related-articles/john-and-jesus-mentor-or-rival.aspx

Suggested Essay Questions What role does John the Baptist play in the gospel tradition? What Old Testament verses

are used to describe him? How did Jesus describe him? What is the possible background to John’s “baptism of repentance”? What are the significances of the Spirit descending as a dove and the voice of heaven at

Jesus’ baptism? Based on this temptation, how is Jesus considered the second Adam? What are the arguments of the historicity of Jesus’ temptation?

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Chapter 15 – Jesus’ Message

Key TermsKingdom of God, new kingdom ethic, true essence of the law, new covenant, fulfillment, the Spirit, God’s attributes of mercy and justice

Chapter Summary Jesus taught with extraordinary personal authority and engaged his audiences with

captivating stories and vivid figures of speech. His central message concerned the coming of the kingdom of God. The kingdom is both a

present reality and a future hope. God’s end time salvation has been inaugurated in the present through Jesus’ words and deeds, and will be consummated in the future when the Son of Man returns in glory. It is both “already” and “not yet.”

Concerning the law of Moses, Jesus (a) emphasizes the true meaning and spirit of the law, a reflection of God’s righteous character, and (b) identifies himself as the fulfillment of the law, establishing a new covenant through his righteous life and death on the cross.

Jesus fulfilled the law through his teachings and actions in order to reveal God’s righteous standards. In addition, he fulfilled the means of forgiveness through his sacrificial death.

Jesus’ teaching emphasizes both God’s free grace offered to sinners, but also the high cost of discipleship. Radical commitment to Jesus Christ is the natural consequence of a life freely transformed by God’s Spirit.

Jesus’ teaching on poverty and wealth must be seen as both literal and spiritual. Entering the kingdom of God requires the repudiation of self-sufficiency of every kind and humble dependence on God.

Pedagogical Suggestions Have the students do assignment 16.2 in the workbook. Ask the students about Jesus’ attitude towards the Old Testament law. Did he command

his followers to obey it? What did he come to do with reference to the law? As a class or in small groups, create a list of parables and stories that speak of the

reversal of fortunes that the kingdom brings. Discuss why Jesus taught so much on this issue and what is applicable to us today.

Student Learning ObjectivesStudents should be able to:

Describe the nature and uniqueness of Jesus’ teaching Explain the background and meaning of the kingdom of God in Jesus’ teaching Summarize Jesus’ teaching concerning the law of Moses and its fulfillment Relate Jesus’ teaching about God’s free grace to his teaching on the high cost of

discipleship Discuss the significance of Jesus’ teaching about poverty and wealth

Other Media Sources/Websites Article on Parables from Frontline, From Jesus to Christ:

www.pbs.org/wgbh/pages/frontline/shows/religion/jesus/parables.html

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Teaching Methods of Jesus: www.biblicaltraining.org/library/teaching-methods-jesus Bible Odyssey (SBL): Klyne Snodgrass, “Parables of Jesus”:

www.bibleodyssey.org/people/related-articles/parables-of-jesus.aspx

Suggested Essay Questions What was Jesus’ central message? What is the OT and Jewish background to the

kingdom of God? What did Jesus mean by the “kingdom of God”? How do the present and future dimensions of the kingdom relate to one another?

Did Jesus affirm the validity of the OT law or did he overrule it? What is the solution to this apparent paradox?

How can we reconcile Jesus’ teaching on God’s free grace offered to sinners, and the high cost of discipleship?

Is Jesus’ teaching about poverty and wealth meant to be taken spiritually or literally? How do these two relate to one another?

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Chapter 16 – Jesus’ Miracles

Key TermsNaturalistic worldview, Deism, materialism, David Hume, exorcisms, healings, resuscitations and revivifications, nature miracles

Chapter Summary The question of miracles must be examined first philosophically, concerning their logical

possibility, and then historically, concerning their actual occurrence. Contrary to the claims of David Hume, no valid philosophical argument mitigates against

the possibility of supernatural intervention in the so-called “laws” of nature. Miracles should be accepted or rejected based on the historical evidence present to

confirm it with a high degree of probability. There is near universal agreement that Jesus was viewed by his contemporaries as a

miracle worker. Jesus’ miracles reveal the power and presence of the kingdom in his actions. The healings

and exorcisms symbolize the reversal of the curse and the defeat of sin and Satan. The resuscitations reveal the power of the final resurrection with the coming of the kingdom.

The nature miracles function as enacted parables, revealing the in-breaking power of the kingdom and the dawn of the new age of salvation.

Pedagogical Suggestions Have a discussion on miracles based on students’ experiences. Culturally is it difficult or

easy to accept miracles today? Discuss the differences between today’s context and the first century context.

Break into groups and assign each group one category of miracle: exorcisms, healings, raising the dead, and nature miracles. Have each group give scriptural references and discuss the significance of the category of miracle.

Student Learning ObjectivesStudents should be able to:

Answer philosophical objections to the possibility of miracles Provide evidence that Jesus was renowned as an exorcist and healer Discuss the significance of Jesus’ exorcisms, healings, revivications, and nature miracles

Other Media Sources/Websites Article by Andrew J. Kelley Miracles, Jesus, and Identity: A History of Research

regarding Jesus and Miracles with Special Attention to the Gospel of Mark: cbi.sagepub.com/content/13/1/82.short?rss=1&ssource=mfr

List of Jesus’ Miracles: www.jesus.org/life-of-jesus/miracles/what-miracles-did-jesus-perform.html

Suggested Essay Questions In what ways is the question of miracles both a philosophical one and a historical one? How would you answer David Hume’s objections to miracles?

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Why do most historians accept that Jesus had a reputation as a healer and exorcist? What is the evidence for this?

According to Jesus’ own teaching, what was the significance of his exorcisms? His healings? The revivications? The nature miracles?

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Chapter 17 – Jesus’ Messianic Words and Actions

Key TermsAuthority of Jesus, the Twelve, apostle, remnant of Israel, sinners and outcasts, Gentiles, triumphal entry, Hosanna, messianic consciousness, judgement, the new age

Chapter Summary The actions and teachings of Jesus help us discern his mission and goals. Jesus’ extraordinary authority is evident in many ways: his claim to be the inaugurator of

the kingdom of God, his authority over demons and disease, his authority over the law and the Sabbath, his forgiveness of sins, and his claim to be the final judge of all people.

Jesus’ aims or intentions are seen in various ways:1) He appoints the Twelve, representing the remnant of Israel and the end-time people

of God.2) He associates with sinners and outcasts, offering them free forgiveness of sins in the

new age of salvation.3) He repeatedly hints that his message will go to the Gentiles, evidence that Isaiah’s

promise of light to the Gentiles is now being fulfilled (Isa. 42:6; 49:6).4) Jesus’ entry into Jerusalem on a donkey was an intentional enactment of Zechariah

9:9, indicating that Jesus is the peace-bringing king of Israel.5) Jesus’ clearing the temple was likely a symbolic act of judgment, indicating that the

age of temple worship was giving way to the new covenant age of salvation.

Pedagogical Suggestions Break into groups and assign one of these key events to each group: Jesus calling the

disciples, Jesus dining with sinners, Jesus and the Gentiles, Jesus entering Jerusalem on a donkey, and Jesus clearing the temple. Have each group present their topic, giving scriptural references and explaining the significance to Jesus’ mission.

Student Learning ObjectivesStudents should be able to:

Summarize the authoritative claims of Jesus and their significance with reference to his self-understanding

Identify key events and features of Jesus’ ministry which provide insight into his aims or intentions

Other Media Sources/Websites N. T. Wright on the Significance of the title Son of Man: www.youtube.com/watch?

v=WXQbBhNSkHs “Son of Man” in Oxford Biblical Studies Online:

www.oxfordbiblicalstudies.com/article/opr/t94/e1795

Suggested Essay Questions What claims did Jesus make which exhibit his extraordinary sense of authority? What was Jesus trying to accomplish during his ministry? What was the significance of Jesus clearing the Temple?

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Chapter 18 – Jesus’ Death

Key TermsPontius Pilate, Titulus, Sanhedrin, passion predictions, the Suffering Prophet/Servant, eucharistic words, Passover, new covenant, atonement, ransom

Chapter Summary The evidence suggests that both Roman and Jewish authorities were active participants in

the arrest and trial of Jesus. The crucifixion was ordered by Pilate and carried out by Roman soldiers.

Pilate probably acted against Jesus to placate the temple leadership, to prevent a popular revolt, and to serve as a grim warning against other troublemakers.

The Jewish authorities probably acted against Jesus because he threatened their influence among the people and because he directly challenged their legitimacy as guardians of Torah and temple.

Even apart from Jesus’ explicit passion predictions, there is good evidence that he foresaw and predicted his coming death. He faced strong opposition from the religious leaders and frequently compared himself to the suffering prophets of old.

The significance Jesus gave to his coming death can be discerned through his eucharistic words at the Last Supper and the ransom saying of Mark 10:45, both of which have strong claims to authenticity. Together these indicate that Jesus saw his death as a sacrificial death for the sins of his people, bringing spiritual freedom through a new exodus and establishing a new covenant relationship with God.

Pedagogical Suggestions Divide the class into two groups. One group will justify the actions of the Romans for

crucifying Jesus. The other group will give justifications from the Jewish leadership. Set the stage: each group has been accused of crucifying Jesus and they must defend why they did such actions. In the end, determine that both had understandable reasons but that both groups are responsible. Have a discussion based on students’ experiences about who tends to hold the most responsibility for Jesus’ death. Ask questions such as: What have they been previously taught? Is it different from what has been discussed in class? Has there been retaliation or animosity throughout history against one group?

Read Isaiah 53 as a class. Discuss the connections to Jesus’ death and his perspective as the Suffering Servant.

Student Learning ObjectivesStudents should be able to:

Discuss the likelihood of Roman and Jewish participation in the arrest, trial, and crucifixion of Jesus

Summarize the historical situation and likely causes for the opposition to and execution of Jesus.

Provide evidence that Jesus predicted his own suffering and death. Discuss the significance which Jesus gave to his approaching death.

Other Media Sources/Websites

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Who was responsible for Jesus’ death: www.gotquestions.org/responsible-Christ-death.html

Bible Odyssey (SBL): Mark Allen Powell, “The Crucifixion of Jesus and the Jews”: www.bibleodyssey.org/passages/related-articles/crucifixion-of-jesus-and-the-jews.aspx

Bible Odyssey (SBL): Harold Attridge, “Why the Romans Crucified Jesus”: www.bibleodyssey.org/tools/video-gallery/w/why-the-romans-crucified-jesus.aspx

Bible Odyssey (SBL): Marcus Borg, “Jesus and Politics”: www.bibleodyssey.org/people/related-articles/jesus-and-politics.aspx

Suggested Essay Questions What role did the Roman authorities and the Jewish religious leaders likely play in the

arrest, trial, and crucifixion of Jesus? Why did Pilate act against Jesus? What brought Jesus into conflict with the scribes and Pharisees, the high priest, and the

Sanhedrin? What is the evidence that Jesus foresaw and predicted his own death? What significance did Jesus give to his death? What evidence is there for the historicity

of Jesus’ eucharistic words and of the ransom saying of Mark 10:45?

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Chapter 19 – Jesus’ Resurrection

Key TermsSwoon Theory, Wrong Tomb Theory, Theft Theory, Visions and Legendary Development Theory, Joseph of Arimathea, restoration theology

Chapter Summary Rationalistic explanations for the resurrection like the swoon theory, the wrong tomb

theory, and the stolen body theory are generally rejected by scholars today. The most widely held rationalistic explanation is that the spiritual experiences of the

disciples – especially through visions and dreams – that Jesus had been vindicated and exalted by God to his right hand eventually developed into resurrection legends told and retold in the church.

Five points of reliable historical evidence argue against this legendary-development view: (a) Jesus died by crucifixion in about AD 30; (b) he was buried in a tomb owned by Joseph of Arimathea; (c) the tomb was discovered empty on the third day after his death; (d) many reliable witnesses then saw Jesus alive; (e) this event transformed the lives of his closest followers.

In its first-century Jewish context, the resurrection would have been understood not as a temporal event, but as the end-time day of judgment, when God would raise the dead, punish the wicked, and reward the righteous.

Jesus’ resurrection must be understood within this context. It is not simply the restoration of physical life, but the beginning of the end-time restoration of creation, the defeat of sin, Satan, and death.

Pedagogical Suggestions There are a variety of debates on the resurrection online. Prepare discussion questions for

these. See Crossan & Borg vs. White & Renihan (www.youtube.com/watch?v=waiM136MeuU); William Lane Craig and James Crossley debate the resurrection of Jesus.

Have students discuss the historical evidence for the resurrection. Do they agree with these? What challenges might they make to this evidence?

Have students look up the Isaiah passages listed on page 150 to better understand the restoration theology that helped to shape the first century worldview. Discuss how Jesus fulfills these passages. Discuss how some people may have difficulty with Jesus as the fulfillment of prophecy.

Student Learning ObjectivesStudents should be able to:

Summarize the rationalistic explanations for the resurrection, especially the claim that the resurrection stories are legendary tales arising out of the visionary experiences of the disciples

Present the most historical reliable evidence in support of the resurrection Describe the meaning of resurrection in its first-century Jewish context Explain the theological significance of Jesus’ resurrection, as viewed within this first

century context of meaning

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Other Media Sources/Websites See the Resurrection debates listed in Pedagogical Suggestions above. Transcript of resurrection debate: www.reasonablefaith.org/is-there-historical-evidence-

for-the-resurrection-of-jesus-the-craig-ehrman Bible Odyssey (SBL): N. T. Wright, “Resurrection and Afterlife”:

www.bibleodyssey.org/tools/ask-a-scholar/resurrection-and-afterlife.aspx

Suggested Essay Questions Identify various rationalistic explanations for the resurrection. What is the most widely

held rationalistic explanation today? Note the five pieces of highly reliable evidence which together support the historicity of

the resurrection of Jesus. What was the significance of the resurrection of the dead in first-century Judaism? In what sense is the resurrection of Jesus the beginning of the final resurrection? How would Jesus likely have understood the resurrection in light of the teaching of Isaiah

and other OT prophets?

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Chapter QuizzesChapter 1 – What are the Gospels?

True/False1. T or F The four Gospels give us a deeper, more profound understanding of the person

and work of Jesus. True

2. T or F The text argues that the Gospels are best read and studied harmonistically, bringing them together as a single story. False

3. T or F Christianity is essentially a historical religion, based on the historicity of core events. True

4. T or F The apocryphal gospels are the lost books of the Bible that were found after the canon was set. False

5. T or F The four Gospels were all written to the same community within the early church. False

Fill in the Blank6. The Gospels are identified in the text as historical ________________ motivated by

______________ concerns. Narrative … theological

7. The first three Gospels, Matthew, Mark and Luke, are known as the __________ Gospels. Synoptic

8. The Gospel writers are known as ____________. Evangelists9. What is the theological study of the nature of Jesus’ person and work? Christology

Multiple Choice10. The most theological of the four Gospels is the Gospel of ____________.

a) Matthewb) Markc) Luked) John

11. A reader must first be attentive to the ______________ when approaching any literature.a) titleb) authorc) genred) language

12. The Gospel writers werea) communicators of historically accurate accountsb) proclaimers of good news

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c) interpreters of the salvation-bringing eventsd) All of the above

13. The early Christian writer who tried to merge the four Gospels into a single harmony, or Diatessaron, was nameda) Augustineb) Tatianc) Papiasd) Luther

14. To read the Gospels “horizontally” meansa) to follow each story through from beginning to endb) to compare the Gospels to one another to discern their distinctivesc) to examine the historical contexts and background of each Gospeld) to search for the sources behind each Gospel

15. To read the Gospels “vertically” meansa) to compare the Gospels to one another to discern their distinctivesb) to search for the sources behind each Gospelc) to examine the historical contexts and background to each Gospeld) to follow each story through from beginning to end

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Chapter 2 – The Historical Setting of the Gospels

True/False1. T or F The Ptolemaic empire, which dominated Palestine from 323-198 BC, was

centered in Egypt. True

2. T or F The leader, nicknamed “Maccabeus,” who became leader of the Maccabean revolt after the death of his father Mattathaias, was John Hycanus. False

3. T or F The Seleucid period is primarily known for the tolerance shown to Jewish culture and religion. False

4. T or F The son of Herod who executed John the Baptist was named Herod Agrippa. False

5. T or F Following the conquests of Alexander the Great, Greek became the language of the common people in Palestine. False

6. T or F The Roman emperor who is given credit for establishing the Pax Romana is Julius Caesar. False

7. T or F Herod the Great, son of Antipater who ruled Palestine for the Romans, was an Edomite. True

8. T or F The Second Temple was destroyed by the Romans in 73 AD False

Fill in the Blank9. The victory of the Maccabees over their Syrian oppressors is celebrated in the Jewish

Feast of _______________________. Hanukkah

10. During the Jewish War, Zealots held out against the Romans until AD 73 in the mountain fortress of ____________________. Masada

Multiple Choice11. The most important influence of Alexander the Great for New Testament background is

a) His conquest of the Medo-Persian Empireb) The process of Hellenization that he initiatedc) His fulfillment of the prophecy of Daniel 8

12. The desecration of the Temple, or “abomination of desecration” which prompted the Maccabean Revolt, was committed bya) Antiochus IV “Epiphanes”b) Pompeyc) Alexander the Greatd) Ptolemy III

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13. Herod was known as “the Great” primarily becausea) he was really good at killing peopleb) he won many great military victoriesc) he was a great builderd) he married well

14. The Ptolemaic empire, which dominated Palestine from 323-198 BC, was centered ina) Romeb) Greecec) Syriad) Egypt

15. The leader, nicknamed “Maccabeus,” who became leader of the Maccabean revolt after the death of his father Mattathaias, is

a) Judasb) Simonc) Jonathand) John Hycanus

16. The victory of the Maccabees over their Syrian oppressors is celebrated in the Jewish Feast of

a) Boothsb) Purimc) Hanukkah d) Tabernacle

17. Herod the Great, son of Antipater, who ruled Palestine for the Romans, wasa) a Romanb) an Idumean, or Edomitec) a Jewd) a Hasmonean

18. The son of Herod who executed John the Baptist was nameda) Herod Antipasb) Archelausc) Philipd) Herod Agrippa

19. Which Roman emperor is given credit for establishing the Pax Romana?a) Nerob) Caesar Augustusc) Julius Caesard) Tiberius

20. During the Jewish War, Zealots held out against the Romans until AD 73 in the mountain fortress of

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a) the Herodianb) Caesareac) Masada d) Gerizim

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Chapter 3 – The Religious Setting of the Gospels

True/False1. T or F Most people in Israel were members of the Pharisees, the Sadducees, or the

Herodians. False

2. T or F In the first century there were many Jewish temples scattered throughout the Roman world. False

3. T or F The high priest during Jesus’ ministry was named Caiaphas. True

4. T or F The Pharisees dominated the Sanhedrin in Jesus’ day. False

5. T or F The Levites were not given an allotment in the land, serving as assistants to the priests. True

6. T or F The Sadducees arose from the supporters of the Hasmonean priesthood. True

7. T or F The scribes sought to meticulously keep the Law, both oral and written. False

8. T or F The Essenes were “lawyers,” or experts in the Mosaic Law. False

Fill in the Blank9. The Jewish high court was known as the ___________________. Sanhedrin

10. The Dead Sea Scrolls were found in the caves of __________________ and were most likely a product of the first-century Essene community living there. Qumran

11. The fundamental core to Judaism of the belief in the one true God, Yahweh, is called _____________________. Monotheism

12. The ___________________ ______________________ was the center of Israel’s religious life and the only place where sacrifices were made. Jerusalem Temple

Multiple Choice13. The most common and widespread messianic hope among first-century Jews was for a

a) Prophet like Mosesb) Davidic Messiahc) Priestly Messiahd) Son of Man

14. They probably established the Qumran community that produced the Dead Sea Scrolls.a) Zealotsb) Sadduceesc) Phariseesd) Essenes

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15. The Jewish high court was known as thea) Synagogueb) Sanhedrinc) Hasidimd) Praetorium

16. The high priest during Jesus’ ministry was nameda) Antipasb) Akibac) Menelausd) Caiaphas

17. The Jerusalem Temple consisted of concentric courtyards. Which one was not a courtyard in the second temple, expanded by Herod the Great:

a) Court of the Gentilesb) Court of Priestsc) Court of Israelitesd) The Holy Place

Matching, Groups within Judaism (choose the best answer; answers may be used more than once)

A. scribesB. LevitesC. SadduceesD. PhariseesE. Essenes

1. D______ They sought to meticulously keep the Law, both oral and written. Paul was one.2. A______ They were “lawyers,” or experts in the Mosaic law.3. C______ This party dominated the Sanhedrin in Jesus’ day.4. E______ This group probably established the Qumran community and produced the Dead

Sea Scrolls. 5. B______ This tribe was not given an allotment in the land, serving as assistants to the priests.6. C______ This group arose from the supporters of the Hasmonean priesthood.

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Chapter 4 – Introducing Matthew’s Gospel

True/False1. T or F Matthew’s individual stories tend to be more concise and abbreviated than

Mark’s. True

2. T or F According to the text, the community to which Matthew was writing was mostly Gentile, with a few Jews present. False

3. T or F According to the text, Matthew and Levi are probably two names for the same person. True

4. T or F Matthew’s genealogy is structured around two key Old Testament figures. One is David and the other is Abraham. True

5. T or F Early church tradition is unanimous in ascribing the authorship of the first Gospel to Matthew. True

Fill in the Blank6. Many scholars have suggested _____________ as the place of origin of Matthew’s

Gospel. Syria

7. The tax collector named “Matthew” in this Gospel is referred to as ________ in Mark and Luke. Levi

8. One key structural characteristic of Matthew’s Gospel is his ______ blocks of discourse material (speeches). five

Multiple Choice9. According to the text, Matthew’s primary narrative purpose is to confirm

a) the humanity and deity of Jesus Christb) that Jesus is the Jewish Messiah who fulfills God’s promisesc) salvation by faith alone, apart from the works of the lawd) the atoning and sacrificial significance of Christ’s death on the cross

10. Matthew’s genealogy is structured around two key Old Testament figures. One is David. Who is the other?

a) Adamb) Mosesc) Abrahamd) Elijah

11. Many scholars have suggested _____________ as the place of origin of Matthew’s Gospel.a. Syriab. Palestinec. Rome

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d. Ephesus

12. The Gospel of Matthew seemed to have been used as a source for the ___________, a church manual produced around AD 100.

a) Didacheb) Vulgatec) Septuagintd) Talmud

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Chapter 5 – Themes and Theology of Matthew’s Gospel

True/False

1. T or F Matthew seldom uses language that would imply Jesus’ deity. False

2. T or F Peter plays a more prominent role in Matthew than in the other Synoptic Gospels. True

3. T or F When Jesus commissions and sends out the Twelve in Matthew 10, he tells them to go only to “the lost sheep of Israel,” not yet to the Gentiles. True

4. T or F The religious leaders play a more positive role in Matthew’s Gospel than in Mark’s. False

5. T or F In Matthew, the disciples are portrayed in a somewhat more positive light than in Mark. True

Fill in the Blank6. The royal messianic theme is expressed through the title __________________ which is

one of Matthew’s favorite titles for the Messiah, appearing nine times. Son of David

Multiple Choice7. According to the text, there are two main portraits that control Matthew’s Christology.

The first is Jesus as the Messiah, the fulfillment of God’s promises; the second isa) Jesus as the Incarnate Word made fleshb) Jesus as Immanuel, the presence and wisdom of Godc) Jesus as the Son of Man, coming in the clouds of Heavend) Jesus as the Good Shepherd, who cares for the flock of God

8. According to the text, which of the following statements best represents Matthew’s perspective on the Law?a) Jesus affirms that believers must continue to keep the Old Testament Lawb) Jesus abolishes the Old Testament Law and replaces it with the New Covenant Law

of Gracec) Jesus fulfills or completes the Old Testament Law, establishing a New Covenant

where the Law is written on believer’s hearts, rather than on stone

9. What is the meaning of Messiah?a) Lordb) Saviorc) Called Oned) Anointed One

10. The age of promise was giving way to the age of _________.a) fulfillment

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b) lovec) peaced) faithfulness

11. The new age brings a new ___________ and hence a new law.a) lifestyleb) covenantc) perspectived) teaching

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Chapter 6 – Introducing Mark’s Gospel

True/False1. T or F If Mark wrote his Gospel while Peter was ministering in Rome, this account was

probably written in the mid-50s to the early 60s. True

2. T or F Intercalation refers to a teaching style utilized by Jesus which uses repetition for rhetorical effect. False

3. T or F Jesus writes to challenge his readers that true discipleship means following the path of least resistance while believing in Jesus. False

Fill in the Blank4. According to the early church leader Papias, John Mark became __________ interpreter

and passed on his version of the gospel. Peter’s

5. The strongest early church tradition claims that Mark wrote his Gospel from ___________________. Rome

6. Some scholars link Mark’s Gospel to the persecution against Christians which broke out when the Roman emperor ______ blamed them for a huge fire in Rome. Nero

Multiple Choice7. Which of the following is an important literary feature of Mark’s Gospel?

a) strict chronological orderb) very refined Greek literary stylec) groups of three, or triadsd) all of the above

8. Intercalation refers toa) a lengthy dialogue surrounded by narrative passagesb) an ABBA, or inverse pattern of episodesc) a sandwiching literary technique where one episode interrupts the beginning and

end of another d) a teaching style utilized by Jesus which uses repetition for rhetorical effect

9. According to the early church leader Papias, John Mark became _________ interpreter and passed on his version of the Gospel.a) Paul’sb) Peter’sc) Barnabas’d) James’

10. The strongest early church tradition claims that Mark wrote his Gospel froma) Jerusalemb) Antioch

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c) Rome d) Ephesus

11. If Mark’s narrative comment in Mark 13:14 (“let the reader understand”) is a reference to the outbreak of the Jewish War, then Mark probably wrote his Gospel in the late _____ of the first century.a) 40sb) 50s c) 60sd) 70s

12. Some scholars link Mark’s Gospel to the persecution against Christians which broke out when the Roman emperor ______ blamed them for a huge fire in Rome.

a) Augustusb) Tiberiusc) Domitiand) Nero

13. The earliest statement about the authorship of Mark comes from the early church fathera) Tertullianb) Augustinec) Irenaeusd) Papias

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Chapter 7 – Themes and Theology of Mark’s Gospel

True/False

1.T or F The key midpoint and turning point in Mark’s Gospel is Peter’s confession and Jesus’ first prediction of his death. True

2.T or F In the shorter ending to Mark’s Gospel (ending at 16:8), the disciples are vindicated and restored to fellowship with Jesus. False

3.T or F According to the book, the longer ending of Mark’s Gospel (Mark 16:9-20) is probably not authentic. True

4.T or F Jesus repeatedly tells those he heals to keep silent that he is the Messiah. True

5.T or F Jesus’ first conflicts in Mark’s Gospel are with Satan and his demons. True

6.T or F Jesus predicts his death four times in Mark’s Gospel. False

7.T or F Mark’s portrait of the disciples is the most positive of all the Gospel accounts. False

Multiple Choice

8.The kingdom of God in Mark isa) a present realityb) a future hopec) both a present reality and a future hope

9.Mark 10:45, the climax of three cycles on servant leadership, alludes to Isaiah’s description of

A) the Servant of the LORDb) the king from the line of Davidc) the Son of Man exalted to God’s right handd) the Prophet like Moses of Deuteronomy 18:15

10.The key midpoint and turning point in Mark’s Gospel is:a) Peter’s confession and Jesus’ first prediction of his deathb) the feeding of the five thousandc) the transfigurationd) Jesus’ journey to Jerusalem

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Chapter 8 – Introducing Luke’s Gospel

True/False1. T or F Luke’s birth narrative (Luke 1:5 –2:52) is written in a finer Greek literary style

than the rest of Luke’s Gospel and the book of Acts. False

2. T or F The claim to a first person eyewitness account is not a literary feature of Luke’s gospel. True

3. T or F The journey to Jerusalem (also known as the “gospel to the outcasts”) climaxes with the transfiguration. False

Fill in the Blank4. In Luke’s birth narrative, the story of Jesus’ birth is compared and contrasted with the

birth of __________________. John the Baptist

5. According to the text, the central theme of the two-volume work, Luke-Acts, is _____________________________________. the arrival of God’s end-time salvation

6. Theophilus was most likely ________________________________. the patron who sponsored the writing of Luke’s Gospel

Multiple Choice7. The evidence from the New Testament indicates that Luke was

a) a companion of the apostle Paulb) a Gentilec) a physiciand) all of the above

8. The important episode that Luke brings forward from its position in Mark 6 in order to highlight it at the beginning of Jesus’ ministry isa) the baptism of Jesusb) the temptation of Jesusc) the Nazareth sermond) the transfiguration

9. The journey to Jerusalem (also known as the “gospel to the outcasts”) climaxes witha) Peter’s confessionb) the transfigurationc) the Zacchaeus accountd) the parable of the good Samaritan

10. Theophilus was most likelya) a pseudonym for all believers who love Godb) the patron who sponsored the writing of Luke’s Gospelc) a person of low social status

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11. According to the text, the central theme of the two-volume work, Luke-Acts, isa) justification by faith aloneb) Jesus’ death as a sacrificial payment for sinsc) the arrival of God’s end-time salvationd) Jesus as the incarnate Word of God

12. The Nazareth sermon was an introduction for Jesus’ ministry and gave the message of ______________.a) freedom and hopeb) love and peacec) joyd) forgiveness of sins

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Chapter 9 – Themes and Theology of Luke’s Gospel

True/False

1. T or F Luke identifies Jesus as a great prophet. True

2. T or F Women play a less prominent role in Luke’s Gospel than in the other three Gospels. False

3. T or F Luke’s theme of universal salvation completely disagrees with Matthew’s theme. False

4. T or F Luke talks more about Samaritans than any other Gospel account. True

Fill in the Blank5. Luke’s Gospel begins and ends at the ___________ in Jerusalem (a place). Temple

Multiple Choice6. The important place given to the Holy Spirit in Luke-Acts is primarily to demonstrate

a) that the Holy Spirit will bring conviction of sin to the worldb) that the coming of the Holy Spirit heralds the dawn of the new age of salvationc) that the Holy Spirit will bring to remembrance all that Jesus taught the disciples

7. Jesus is identified as a prophet like ____________.a) Elijahb) Isaiahc) Mosesd) Ezekiel

8. God’s salvation is accomplished through a suffering ______________, not only through a suffering prophet.

a) messiahb) servantc) son of Godd) none of the above

9. The key for Luke is the _______________ between the history or Israel, the person and work of Jesus, and the establishment of the church.

a) communicationb) loving presencec) descriptiond) continuity

10. Throughout Luke-Acts, words of ______________ are common.a) praisingb) joy

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c) rejoicingd) all of the above

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Chapter 10 – Introducing John’s Gospel

True/False1. T or F Jesus speaks mostly in parables and short wisdom sayings in John’s Gospel.

False

2. T or F The Dead Sea Scrolls have helped to confirm the Jewishness of the fourth Gospel. True

3. T or F The text concludes that the Beloved Disciple is most likely John the Apostle. True

4. T or F The text favors a date for the Gospel in the mid first century (50s or 60s). False

Fill in the Blank5. After the initial prologue, John’s Gospel is structured around two key sections. The first

concerns especially ____________________. Jesus’ signs

6. There are ______ “signs” in John’s Book of Signs. seven

7. The last of the “signs” of John’s Book of Signs (John 1:19-12:50), and the one that provokes Jesus’ crucifixion, is __________________________. the raising of Lazarus

Multiple Choice8. The primary purpose of the signs in John is to

a) demonstrate the power of the kingdom of Godb) reveal Jesus’ glory and provoke faith in himc) confirm the authenticity of Jesus’ exorcisms and healings

9. The text concludes that the Beloved Disciple is most likelya) Lazarusb) a fictional character representing the ideal disciplec) John the Apostled) a mystery that will not be solved until we reach heaven

10. Which of the following is unique to John?a) The transfigurationb) Turning water to wine at Canac) The Last Supperd) The feeding of the 5000

11. The primary purpose of the signs in John is toa) demonstrate the power of the kingdom of Godb) reveal Jesus’ glory and provoke faith in himc) confirm the authenticity of Jesus’ exorcisms and healings

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12. How many signs are in John’s Book of Signs?a) 4b) 5c) 6d) 7

13. What is the last of the “signs” of John’s Book of Signs (John 1:19-12:50), and the one that provokes Jesus’ crucifixion?

a) The raising of Lazarusb) Feeding the 5000c) Healing a man born blindd) Causing a miraculous catch of fish

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Chapter 11 – Themes and Theology of John’s Gospel

True/False1. T or F While John presents Jesus as equal with God the Father, he also strongly

emphasizes Jesus’ functional subordination to the Father. True

2. T or F The Greek term Ioudaioi (“the Jews”) is common in the Synoptics, but very rare in John. False

3. T or F In contrast to Luke-Acts, John emphasizes the role of the Holy Spirit as the fulfillment of prophecy. False

4. T or F Jesus’ interview with Nicodemus parallels and is set in contrast to his interview with the Samaritan woman. True

5. T or F The themes of misunderstanding and spiritual blindness permeate the Gospel because of Jesus’ opponents. True

6. T or F Only John’s Gospel describes salvation as both already and not yet. False

Multiple Choice7. According to the text, the central theme of John’s Gospel is

a) salvation by grace through faithb) the dawn of end-time salvation and coming of the kingdom of Godc) the revelation of the Father through the Sond) the fulfillment of the Old Testament through Jesus the Messiah

8. In John’s Gospel, in contrast to the Synoptics, eternal life is especially emphasized asa) a future inheritanceb) a present possessionc) a past gift

9. In contrast to Luke-Acts, John emphasizes the role of the Holy Spirit asa) the fulfillment of prophecy b) the evidence that the new age of salvation has arrivedc) the giver of spiritual giftsd) the paraclete, or replacement of Jesus to mediate God’s presence

10. For John, salvation is usually described asa) eternal lifeb) a giftc) something earnedd) a mystery

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Chapter 12 – The Historical Reliability of the Gospels

True/False1. T or F John’s Gospel contains many indications of an eyewitness account. True

2. T or F According to the text, the Gospel writers did not feel at liberty to paraphrase, interpret, or rearrange the words of Jesus or the events of his life. False

3. T or F It is impossible to write history completely free from biases or presuppositions. True

4. T or F Luke’s value as a historian is confirmed by his meticulous attention to detail in the book of Acts. True

5. T or F New Testament scholars have long recognized that in most cases we have the exact words of Jesus. False

6. T or F All four Gospel writers follow chronological order as they report events. False

7. T or F Most of the alleged contradictions between John and the Synoptics are quite easily explained by recognizing that John interpreted his material in such a way as to emphasize particular themes. True

8. T or F John is the only Gospel writer who presents a high Christology. False

Fill in the Blank9. Jesus probably spoke ____________. Aramaic

10. Only the Gospel of ____________ reports three Passovers. John

11. Ipsissima vox means ________________________. authentic voice

12. ________________ is famous for abbreviating accounts. Matthew

13. ______________ is the most interpretive of the Gospels. John

Multiple Choice14. Which of the following is not evidence cited in the text for a reliable gospel tradition

(three are evidences cited in Chapter 12; identify the one that is not)?a) the many stories shared in common by Matthew, Mark, and Lukeb) the church’s willingness to preserve difficult sayings of Jesusc) the absence of gospel discussion of key issues raised in the later churchd) the testimony of eyewitnesses

15. The phrase ipsissima verba, which we generally do not have in the Gospels, meansa) the authentic voice of Jesus

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b) the exact words that Jesus spokec) fictional expansions on Jesus’ words

16. Which Gospel writer most often abbreviates accounts which are told in more detail in other Gospels?a) Matthewb) Markc) Luked) John

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Chapter 13 - Beginnings: Jesus’ Birth and Childhood

True/False1. T or F Both Matthew and Luke affirm Jesus’ Davidic ancestry. True

2. T or F Matthew’s birth narrative starts with Jesus and works back to Abraham. False

3. T or F Luke’s genealogy follows the Davidic descent of Mary. False

4. T or F The birth narrative of Jesus is very different from those of pagan myths. True

5. T or F Jeremiah 31:15 is cited in Matthew since it refers to Bethlehem. False

6. T or F The census that brought Joseph and Mary to Bethlehem is clearly attested in secular Roman sources. False

7. T or F The magi were not present at the manger. True

8. T or F Joseph’s occupation, traditionally translated “carpenter,” referred to a craftsman who worked in wood, stone, or metal. True

9. T or F Jesus was most likely trilingual. True

10. T or F Only Luke among the New Testament Gospels tells us anything about Jesus’ childhood. True

11. T or F There is no information about Jesus’ childhood given in the Gospels. False

Fill in the Blank12. Bethlehem is prophesied as the birthplace of the coming ruler in the Old Testament book

_______________. Micah13. Joseph and Mary went to Bethlehem because a census had been ordered by

______________________. Caesar Augustus14. Joseph moved his family to Nazareth because Archelaus, the cruel and incompetent son

of _____________, was ruling in Judea. Herod15. Roman Catholic theologians have traditionally followed the interpretation of Jerome that

Jesus’ siblings were not true brothers and sisters but ___________________. cousins16. The only biblical account from Jesus’ childhood comes for the Gospel of ____________.

Luke

Multiple Choice17. Matthew records Jesus’ “royal” genealogy through David’s son

a) Solomon b) Nathanc) Jonathand) Goliath

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18. The “virgin birth” is better described as a) a surpriseb) the “angelic announcement”c) the “virginal conception”

19. The traditional translation that Mary and Joseph could find no room at the “inn” probably did not originally mean a roadside inn or hotel, but either a “caravan shelter” or a

a) cave where travelers would sleepb) guest room in a private homec) town square

20. The magi, or “wise men,” who appear in Matthew’s account were likelya) kingsb) philosophersc) Bedouind) astrologers

21. The Gospels report that Jesus had ___ brothers and several sisters.a) 2b) 3c) 4d) 5

22. Jesus grew up near the thriving Hellenistic-Jewish city calleda) Caesarea b) Sepphoris c) Tyred) Sychar

23. According to Luke, Jesus went to Jerusalem with his family when he was twelve years old to celebrate

a) Passoverb) Hanukkahc) Yom Kippur

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Chapter 14: Preparing for Ministry

True/False1. T or F John the Baptist never doubted that Jesus was the Messiah. False

2. T or F According to the text, Jesus’ temptation may have been a visionary experience. True

3. T or F John the Baptist expected a human successor to his ministry. True

4. T or F It was Salome who asked for the head of John the Baptist. False

5. T or F It is very clear that first-century Judaism practiced proselyte baptism. False

6. T or F Zechariah and Elizabeth were pious Jews of priestly descent. True

7. T or F Herod married Herodias after her husband Philip died. True

8. T or F John the Baptist stated that the one coming after him would baptize only with the Holy Spirit. False

9. T or F Jesus was the only one who witnessed the spirit’s descent at his baptism. False

10. T or F Josephus believed that Herod was most afraid that John the Baptist would provoke an uprising. True

Fill in the Blank11. Jesus’ temptation is analogous to both Adam and Eve in the Garden, and also the testing

of ______________ in the wilderness. Israel

12. Only the Gospel of ____________ provides information concerning the early life of John the Baptist. Luke

Multiple Choice13. Which of the following is (apart from the crucifixion) the most undisputed historical

event of Jesus’ life?a) Jesus was born in Bethlehemb) Jesus was baptized by Johnc) Jesus was tempted by Satan in the wildernessd) Jesus fed the multitudes with a few loaves and fishes

14. A Jewish immersion pool used for ceremonial cleansing was called aa) mikveh b) phylacteryc) shofard) targum

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15. John the Baptist’s dress is reminiscent of the propheta) Elijahb) Isaiahc) Danield) Jonah

16. John the Baptist was executed bya) Pontius Pilateb) Herod the Greatc) Herod Antipasd) Caiaphas

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Chapter 15: The Message of Jesus

True/False1. T or F While the Jewish teachers of Jesus’ day appealed to the traditions of the rabbis

before them, Jesus taught with a sense of personal authority. True

2. T or F In the Jewish literature of Jesus’ time, the kingdom of God referred only to God’s sovereign reign over the universe, not a future kingdom that God would establish on earth. False

3. T or F According to the text, when Jesus speaks of blessings for the “poor,” he is referring only to spiritual poverty, not physical poverty. False

4. T or F Jesus affirmed the eternal validity of the law. True

5. T or F Jesus claimed that the kingdom of God would begin arriving after his death. False

6. T or F Jesus never altered or even seemed to ignore aspects of the law. False

Fill in the Blank7. Jesus’ role was not just as the interpreter of the law but also as its _________________. fulfillment

8. The age of the Spirit is the age of ______________. grace

Multiple Choice

9. According to the text, the best description of Jesus’ relationship to the Law is thata) Jesus abolished the Mosaic Lawb) Jesus abolished the ceremonial aspects of the Law, but kept the moral aspectsc) Jesus fulfilled the whole Law, transforming it for all timed) Jesus reaffirmed the whole Law and encouraged believers to keep it

10. Jesus taught that God’s kingdom wasa) a present realityb) a future inheritancec) both of the aboved) none of the above

11. What did God promise to establish one day which would provide forgiveness of sins, knowledge of God, and the law written on their hearts?

a)A new covenantb) The Holy Spiritc) A loving relationship

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12. Jesus calls his disciples to a radical self-sacrificial lifestyle which is the ______________ of a life transformed by the Spirit.a) requirementb) processc) consequence

13. People enter into God’s kingdom not through works of righteousness but througha) love and sacrificeb) repentance and faithc) worship and studyd) peace and kindness

14. God’s attributes of mercy and justice goes hand in hand with the attribute ofa) joyb) forgivenessc) peaced) love

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Chapter 16: Jesus’ Miracles

True/False1. T or F While the study of miracles is outside the realm of strict scientific investigation

—which involves repeatability and observation—it is not outside the realm of historical research, which depends on written and oral reports. True

2. T or F Almost all New Testament scholars – whether liberal or conservative – accept that Jesus was widely acclaimed as an exorcist and healer. True

3. T or F Babylonian Talmud claims Jesus was executed because he practiced magic and led Israel astray. True

4. T or F In the Old Testament, Israel is never compared to a fig tree. False

5. T or F Jesus’ nature miracles have no similarities with his parables. False

6. T or F According to the text, the best term to use for the raising of Lazarus is resurrection. False

7. T or F When the disciples of John the Baptist ask Jesus on behalf of John if he is the “coming one,” his response is, “Yes, I am.” False

8. T or F Jesus considered his exorcisms a spiritual assault on the dominion of Satan. True

9. T or F Jewish sources outside of the New Testament also refer to Jesus’ miracles. True

10. T or F Jesus is the only person historians know of who performed healings and exorcisms. False

Fill in the Blank11. The philosophical system known as _______ claims that God created the world, but then

left it to run wholly by natural laws. Deism

12. The most significant philosophical opposition to the miraculous came from the eighteenth century philosopher ______________________. Hume

13. ____________________ is the philosophical assumption that the world is a closed system of cause and effect without divine intervention. Materialism

Multiple Choice14. According to the text, the primary purpose for Jesus’ healings and exorcisms in the

Synoptic Gospels isa) to reveal the deity of Christb) to put the religious leaders to shame

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c) to bring glory to Jesusd) to reveal the presence and power of the kingdom of God

15. The accounts in the Gospels where Jesus raises people from the dead are best understood asa) true resurrections from a Jewish perspectiveb) resuscitations to mortal lifec) reception of glorified and immortal bodies

16. Which kinds of miracles are described in the text as “enacted parables”?a) healingsb) raising the deadc) nature miraclesd) exorcisms

17. The philosophical system known as _______ claims that God created the world, but then left it to run wholly by natural laws.

a) deismb) atheismc) agnosticismd) pantheism

18. The most significant philosophical opposition to the miraculous came from the eighteenth century philosopher:

a) Spinozab) Descartec) Hegeld) Hume

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Chapter 17: The Messianic Words and Actions of Jesus

True/False1. T or F Jesus was similar to other rabbi and philosophers of his day when discipleship

was common. False

2. T or F Jesus did not count himself as one of the Twelve. True

3. T or F Table fellowship had great significance in the ancient world with social acceptance with others. True

4. T or F Jesus’ claims about the law and the Sabbath are the same as the prophets’ role and message. False

5. T or F According to the text, Jesus’ actions in the temple were not just a “cleansing,” but a symbolic act of judgment and destruction. True

Fill in the Blank6. The Hebrew word Hosanna means ________________________. save now

7. The most widespread “messianic” expectations of Jesus’ day were for the _________________________________. Davidic Messiah

8. Jesus’ choice of twelve apostles indicates that he saw his mission as bringing about the restoration of __________. Israel

Multiple Choice9. The Old Testament predictions concerning God’s salvation and the Gentiles took two

distinct streams in Judaism. With which did Jesus identify?a) The Gentiles will come to Israel as subject nations to pay tribute and to acknowledge

God’s sovereignty.b) The Gentiles would be co-recipients of God’s salvation, worshipping with Israel

on Mount Zion.

10. Jesus’ entrance into Jerusalem on a colt seems to be an intentional fulfillment of the messianic prophecy of

a) Isaiah 11:1-11b) Jeremiah 31c) Micah 5:2d) Zechariah 9:9

11. The most widespread “messianic” expectations of Jesus day were for thea) Son of Manb) Davidic Messiahc) Moses-like prophetd) Servant of the Lord

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12. Jesus saw his new community of followers as thea) righteous remnant of Israelb) lost tribe of Israelc) most deserving people for salvationd) ultimate religious leaders

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Chapter 18: Jesus’ Death

True/False1. T or F Most contemporary scholars today acknowledged that both the Romans and the

Jewish authorities must have played some role in Jesus’ death. True

2. T or F The evidence confirms that Jesus was executed by the Romans under the charge of sedition—rebellion against the government. True

3. T or F Jesus repeatedly identified himself with the persecuted and suffering prophets of the Old Testament. True

4. T or F When Jesus “cleansed” the temple, he would have raised the greatest opposition from the scribes and Pharisees. False

5. T or F Crucifixion was a Jewish method of execution. False

6. T or F The Sanhedrin was more afraid of what the Roman authorities might do than what Jesus might do. True

Fill in the Blank7. At his last supper, Jesus inaugurated a new _______________ celebration for the new

age of salvation—the kingdom of God. Passover

8. The opposition Jesus faced during his Galilean ministry was primarily from the Pharisees and the _____________. scribes

9. The ___________________ considered themselves the rightful guardians of Israel’s traditions. Pharisees

Multiple Choice10. The closest parallel to Jesus’ “ransom saying” of Mark 10:45 is

a) the portrait of righteous sufferers in the psalmsb) the martyrdom tradition of the Maccabees and other Jewish heroesc) the suffering servant passage of Isaiah 53d) the exaltation and enthronement of the Messiah in Psalm 110

11. According to the text, Jesus was crucified for ____________ reasons.a) politicalb) religiousc) both, since the two were inseparable in first-century Palestine

12. During Jesus’ Galilean ministry, he faced opposition primarily froma) the scribes and Phariseesb) the leading priests and Sadduceesc) the Roman authorities

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d) the Essenes and Zealots

13. Which of these reasons was probably not a reason why Pilate had Jesus crucified?a) Doing it placated the Jewish leadersb) Doing it eliminated the possibility of people trying to make Jesus a kingc) Doing it would please his Roman superiorsd) Doing it would warn other would-be prophets and messiahs that Rome would stand

for no dissent

14. Crucifixion was a __________ method of execution.a) Romanb) Jewish

15. At his last supper, Jesus inaugurated a new _________ celebration for the new age of salvation—the kingdom of God.a) Pentecostb) Hanukkahc) Passover

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Chapter 19: Jesus’ Resurrection

True/False1. T or F Virtually no credible historians today deny that Jesus existed or that he was

crucified in Judea under orders from Pontius Pilate around AD 30. True

2. T or F In general, women were not viewed as reliable witnesses in first-century Palestinian culture. True

3. T or F A theology of the resurrection is not well developed in the Old Testament, appearing explicitly only in Daniel 12. True

4. T or F According to the text, there is little evidence that Jesus was buried after his death and that the tomb was discovered empty shortly afterward. False

5. T or F The arrival of God’s kingdom meant that the last days had begun. True

6. T or F Jesus’ worldview was shaped by the restoration theology of Ezekiel. False

7. T or F Jesus’ exorcisms confirm that he viewed his ministry as a conflict with Satan and the forces of evil. True

Fill in the Blank8. In what way is the Jewish claim that the disciples stole the body (Matt. 28:11-15) indirect

evidence for the resurrection? It confirms that the tomb was empty

9. The _________ did not believe in the afterlife or the resurrection of the body. Sadducees

Multiple Choice10. Jesus’ resurrection is viewed in the New Testament as

a) the renewal of mortal human existenceb) a spiritual rather than bodily resurrectionc) a unique event, completely different from the future resurrection of believersd) the beginning of the end-time resurrection of believers

11. The _________, like Jesus and Paul, believed in a future bodily resurrection when God would reward the righteous and judge the wicked.a) Phariseesb) Sadduceesc) Stoicsd) Cynics

12. The ________ did not believe in the afterlife or the resurrection of the body.a) Phariseesb) Sadduceesc) Essenes

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d) Zealots

13. This writer, who provided the earliest written testimony of the resurrection, claimed that more than 500 people saw Jesus alive.a) Peterb) Jamesc) Johnd) Paul

14. According to the Gospels, Jesus was buried in the tomb of _____________.a) Nicodemusb) Caiaphasc) Joseph of Arimathead) Simon of Cyrene

15. The only “rationalistic” explanation for the resurrection widely promoted by scholars today isa) the vision and legendary-development theoryb) the swoon theoryc) the stolen body theoryd) the wrong tomb theory

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Mid Term Exam1. T or F If Mark wrote his Gospel while Peter was ministering in Rome, this account was

probably written in the mid-50s to the early 60s. True

2. T or F Intercalation refers to a teaching style utilized by Jesus which uses repetition for rhetorical effect. False

3. Jesus writes to challenge his readers that true discipleship means following the path of least resistance while believing in Jesus. False

4. Which of the following is an important literary feature of Mark’s Gospel?a) strict chronological orderb) very refined Greek literary stylec) groups of three, or triadsd) all of the above

5. Intercalation refers to:a) a lengthy dialogue surrounded by narrative passagesb) an ABBA, or inverse pattern of episodes

c) a sandwiching literary technique where one episode interrupts the beginning and end of another

d) a teaching style utilized by Jesus which uses repetition for rhetorical effect

6. According to the early church leader Papias, John Mark became _________ interpreter and passed on his version of the Gospel.

a) Paul’sb) Peter’sc) Barnabas’d) James’

7. The strongest early church tradition claims that Mark wrote his Gospel froma) Jerusalemb) Antiochc.)Rome d) Ephesus

8. If Mark’s narrative comment in Mark 13:14 (“let the reader understand”) is a reference to the outbreak of the Jewish War, then Mark probably wrote his Gospel in the late _____ of the first century.

a) 40sb) 50s c) 60sd) 70s

9. Some scholars link Mark’s Gospel to the persecution against Christians which broke out when the Roman emperor ______ blamed them for a huge fire in Rome.

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a) Augustusb) Tiberiusc) Domitiand) Nero

10. The earliest statement about the authorship of Mark comes from the early church fathera) Tertullianb) Augustinec) Irenaeusd) Papias

11. The most theological of the four Gospels is the Gospel of ____________.a) Matthewb) Markc) Luked) John

12. A reader must first be attentive to the ______________ when approaching any literature.a) titleb) authorc) genred) language

13. The Gospel writers werea) communicators of historically accurate accountsb) proclaimers of good newsc) interpreters of the salvation-bringing eventsd) All of the above

14. T or F The text argues that the Gospels are best read and studied harmonistically, bringing them together as a single story. False

15. The first three Gospels, Matthew, Mark, and Luke, are known as the __________ Gospels. Synoptic

16. T or F The four Gospels were all written to the same community within the early church. False

17. The Gospel writers are known as ____________. Evangelists

18. What is the theological study of the nature of Jesus’ person and work? Christology

19. T or F The Second Temple was destroyed by the Romans in 73 AD False

20. The most important influence of Alexander the Great for New Testament background isa) his conquest of the Medo-Persian Empire

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b) the process of Hellenization that he initiatedc) his fulfillment of the prophecy of Daniel 8

21. Herod was known as “the Great” primarily becausea) he was really good at killing peopleb) he won many great military victoriesc) he was a great builderd) he married well

22. The Ptolemaic empire, which dominated Palestine from 323-198 BC, was centered ina) Romeb) Greecec) Syriad) Egypt

23. The victory of the Maccabees over their Syrian oppressors is celebrated in the Jewish Feast of

a) Boothsb) Purimc) Hanukkah d) Tabernacle

24. Herod the Great, son of Antipater, who ruled Palestine for the Romans, wasa) a Romanb) an Idumean, or Edomitec) a Jewd) a Hasmonean

25. Which Roman emperor is given credit for establishing the Pax Romana?a) Nerob) Caesar Augustusc) Julius Caesard) Tiberius

26. The fundamental core to Judaism of the belief in the one true God, Yahweh, is called _____________________. Monotheism

27. T or F Most people in Israel were members of the Pharisees, the Sadducees, or theHerodians. False

28. T or F In the first century there were many Jewish temples scattered throughoutthe Roman world. Falso

29. The most common and widespread messianic hope among first-century Jews was for aa) Prophet like Mosesb) Davidic Messiah

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c) Priestly Messiahd) Son of Man

30. The Jewish high court was known as thea) Synagogueb) Sanhedrinc) Hasidimd) Praetorium

31. T or F The scribes sought to meticulously keep the Law, both oral and written. False

32. The high priest during Jesus’ ministry was nameda) Antipasb) Akibac) Menelausd) Caiaphas

33. T or F Matthew’s individual stories tend to be more concise and abbreviated than Mark’s. True

34. According to the text, Matthew’s primary narrative purpose is to confirma) the humanity and deity of Jesus Christb) that Jesus is the Jewish Messiah who fulfills God’s promisesc) salvation by faith alone, apart from the works of the lawd) the atoning and sacrificial significance of Christ’s death on the cross

35. Matthew’s genealogy is structured around two key Old Testament figures. One is David. Who is the other?

a) Adamb) Mosesc) Abrahamd) Elisha

36. T or F According to the text, Matthew and Levi are probably two names for the same person. True

37. Many scholars have suggested _____________ as the place of origin of Matthew’s Gospel.a) Syriab) Palestinec) Romed) Ephesus

38. The Gospel of Matthew seemed to have been used as a source for the ___________, a church manual produced around AD 100.

a) Didacheb) Vulgate

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c) Septuagintd) Talmud

39. T or F Matthew seldom uses language that would imply Jesus’ deity. False

40. T or F The religious leaders play a more positive role in Matthew’s Gospel than in Mark’s. False

41. The royal messianic theme is expressed through the title __________________ which is one of Matthew’s favorite titles for the Messiah, appearing nine times. Son of David

42. According to the text, there are two main portraits that control Matthew’s Christology. The first is Jesus as the Messiah, the fulfillment of God’s promises; the second is

a) Jesus as the Incarnate Word made fleshb) Jesus as Immanuel, the presence and wisdom of Godc) Jesus as the Son of Man, coming in the clouds of Heavend) Jesus as the Good Shepherd, who cares for the flock of God

43. According to the text, which of the following statements best represents Matthew’s perspective on the Law?

a) Jesus affirms that believers must continue to keep the Old Testament Lawb) Jesus abolishes the Old Testament Law and replaces it with the New Covenant Law

of Gracec) Jesus fulfills or completes the Old Testament Law, establishing a New Covenant

where the Law is written on believer’s hearts, rather than on stone

44. What is the meaning of Messiah?a) Lordb) Saviorc) Called Oned) Anointed One

45. The age of promise was giving way to the age of _________.a) fulfillmentb) lovec) peaced) faithfulness

46. T or F If Mark wrote his Gospel while Peter was ministering in Rome, this account was probably written in the mid-50s to the early 60s. True

47. Jesus writes to challenge his readers that true discipleship means following the path of least resistance while believing in Jesus. False

48. Which of the following is an important literary feature of Mark’s Gospel?a) strict chronological order

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b) very refined Greek literary stylec) groups of three, or triadsd) all of the above

49. Intercalation refers toa) a lengthy dialogue surrounded by narrative passagesb) an ABBA, or inverse pattern of episodesc) a sandwiching literary technique where one episode interrupts the beginning

and end of another d) a teaching style utilized by Jesus which uses repetition for rhetorical effect

50. According to the early church leader Papias, John Mark became _________ interpreter and passed on his version of the Gospel.

a) Paul’sb) Peter’sc) Barnabas’d) James’

51. The strongest early church tradition claims that Mark wrote his Gospel froma) Jerusalemb) Antiochc) Rome d) Ephesus

52. T or F The key midpoint and turning point in Mark’s Gospel is Peter’s confession and Jesus’ first prediction of his death. True

53. T or F In the shorter ending to Mark’s Gospel (ending at 16:8), the disciples are vindicated and restored to fellowship with Jesus. False

54. T or F Mark’s portrait of the disciples is the most positive of all the Gospel accounts. False

55. The kingdom of God in Mark isa) a present realityb) a future hopec) both a present reality and a future hope

56. Mark 10:45, the climax of three cycles on servant leadership, alludes to Isaiah’s description of

A) the Servant of the Lordb) the king from the line of Davidc) the Son of Man exalted to God’s right handd) the Prophet like Moses of Deuteronomy 18:15

57. The key midpoint and turning point in Mark’s Gospel isa) Peter’s confession and Jesus’ first prediction of his deathb) the feeding of the 5000

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c) the transfigurationd) Jesus’ journey to Jerusalem

58. The evidence from the New Testament indicates that Luke wasa) a companion of the apostle Paulb) a Gentilec) a physiciand) all of the above

59. The important episode that Luke brings forward from its position in Mark 6 in order to highlight it at the beginning of Jesus’ ministry is

a) the baptism of Jesusb) the temptation of Jesusc) the Nazareth sermond) the transfiguration

60. In Luke, the journey to Jerusalem (also known as the “gospel to the outcasts”) climaxes with:a) Peter’s confessionb) the transfigurationc) the Zacchaeus accountd) the parable of the good Samaritan

61. According to the text, the central theme of the two-volume work, Luke-Acts, isa) justification by faith aloneb) Jesus’ death as a sacrificial payment for sinsc) the arrival of God’s end-time salvationd) Jesus as the incarnate Word of God

62. T or F Luke’s theme of universal salvation completely disagrees with Matthew’s theme. False

63. Luke identifies Jesus as a prophet like ____________.a) Elijahb) Isaiahc) Mosesd) Ezekiel

64. In Luke, God’s salvation is accomplished through a suffering ______________, not only through a suffering prophet.

a) messiahb) servantc) son of Godd) none of the above

65. Throughout Luke-Acts, words of ______________ are common.a) praisingb) joy

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c) rejoicingd) all of the above

66. T or F Jesus speaks mostly in parables and short wisdom sayings in John’s Gospel. False

67. The primary purpose of the signs in John is toa) demonstrate the power of the kingdom of Godb) reveal Jesus’ glory and provoke faith in himc) confirm the authenticity of Jesus’ exorcisms and healings

68. The text concludes that the Beloved Disciple is most likelya) Lazarusb) a fictional character representing the ideal disciplec) John the Apostled) a mystery that will not be solved until we reach heaven

69. Which of the following is unique to John?a) the transfigurationb) turning water to wine at Canac) the Last Supperd) the feeding of the 5000

70. What is the last of the “signs” of John’s Book of Signs (John 1:19-12:50), and the one that provokes Jesus’ crucifixion?

a) the raising of Lazarusb) feeding the five thousandc) healing a man born blindd) causing a miraculous catch of fish

71. T or F The Greek term Ioudaioi (“the Jews”) is common in the Synoptics, but very rare in John. False

72. In John’s Gospel, in contrast to the Synoptics, eternal life is especially emphasized asa) a future inheritanceb) a present possessionc) a past gift

73. T or F Jesus’ interview with Nicodemus parallels and is set in contrast to his interview with the Samaritan woman. True

74. According to the text, the central theme of John’s Gospel isa) salvation by grace through faithb) the dawn of end time salvation and coming of the kingdom of Godc) the revelation of the Father through the Sond) the fulfillment of the Old Testament through Jesus the Messiah

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75. For John, salvation is usually described asa) eternal lifeb) a giftc) something earnedd) a mystery

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Final Exam1. T or F Christianity is essentially a historical religion, based on the historicity of core

events. True

2. A reader must first be attentive to the ______________ when approaching any literature.a) titleb) authorc) genred) language

3. The Gospel writers werea) communicators of historically accurate accountsb) proclaimers of good newsc) interpreters of the salvation-bringing eventsd) All of the above

4. To read the Gospels “horizontally” meansa) to follow each story through from beginning to endb) to compare the Gospels to one another to discern their distinctivesc) to examine the historical contexts and background of each Gospeld) to search for the sources behind each Gospel

5. To read the Gospels “vertically” meansa) to compare the Gospels to one another to discern their distinctivesb) to search for the sources behind each Gospelc) to examine the historical contexts and background to each Gospeld) to follow each story through from beginning to end

6. The most important influence of Alexander the Great for New Testament background isa) his conquest of the Medo-Persian Empireb) the process of Hellenization that he initiatedc) his fulfillment of the prophecy of Daniel 8

7. The victory of the Maccabees over their Syrian oppressors is celebrated in the Jewish Feast of

a) Boothsb) Purimc) Hanukkah d) Tabernacle

8. Herod the Great, son of Antipater, who ruled Palestine for the Romans, wasa) a Romanb) an Idumean, or Edomitec) a Jewd) a Hasmonean

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9. The son of Herod who executed John the Baptist was nameda) Herod Antipasb) Archelausc) Philipd) Herod Agrippa

10. The most common and widespread messianic hope among first-century Jews was for aa) Prophet like Mosesb) Davidic Messiahc) Priestly Messiahd) Son of Man

11. They probably established the Qumran community that produced the Dead Sea Scrolls.a) Zealotsb) Sadduceesc) Phariseesd) Essenes

12. The Jewish high court was known as thea) Synagogueb) Sanhedrinc) Hasidimd) Praetorium

13. The fundamental core to Judaism of the belief in the one true God, Yahweh, is called _____________________. Monotheism

14. Matthew’s genealogy is structured around two key Old Testament figures. One is David. Who is the other?

a) Adamb) Mosesc) Abrahamd) Elisha

15. What is the meaning of Messiah?a) Lordb) Saviorc) Called Oned) Anointed One

16. T or F When Jesus commissions and sends out the Twelve in Matthew 10, he tells them to go only to “the lost sheep of Israel,” not yet to the Gentiles. True

17. According to the text, which of the following statements best represents Matthew’s perspective on the Law?

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a) Jesus affirms that believers must continue to keep the Old Testament Lawb) Jesus abolishes the Old Testament Law and replaces it with the New Covenant Law

of Gracec) Jesus fulfills or completes the Old Testament Law, establishing a New Covenant

where the Law is written on believer’s hearts, rather than on stone

18. The strongest early church tradition claims that Mark wrote his Gospel froma) Jerusalemb) Antiochc) Rome d. Ephesus

19. The kingdom of God in Mark isa) a present realityb) a future hopec) both a present reality and a future hope

20. T or F The journey to Jerusalem (also known as the “gospel to the outcasts”) climaxes with the transfiguration. False

21. In Luke’s birth narrative, the story of Jesus’ birth is compared and contrasted with the birth of __________________. John the Baptist

22. The journey to Jerusalem (also known as the “gospel to the outcasts”) climaxes witha) Peter’s confessionb) the transfigurationc) the Zacchaeus accountd) the parable of the good Samaritan

23. Jesus is identified as a prophet like ____________.a) Elijahb) Isaiahc) Mosesd) Ezekiel

24. God’s salvation is accomplished through a suffering ______________, not only through a suffering prophet.

a) messiahb) servantc) son of Godd) none of the above

25. The primary purpose of the signs in John is toa) demonstrate the power of the kingdom of Godb) reveal Jesus’ glory and provoke faith in him

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c) confirm the authenticity of Jesus’ exorcisms and healings

26. How many signs are in John’s Book of Signs?a) 4b) 5c) 6d) 7

27. In John’s Gospel, in contrast to the Synoptics, eternal life is especially emphasized asa) a future inheritanceb) a present possessionc) a past gift

28. For John, salvation is usually described asa) eternal lifeb) a giftc) something earnedd) a mystery

29. T or F John’s Gospel contains many indications of an eyewitness account. True

30. T or F According to the text, the Gospel writers did not feel at liberty to paraphrase, interpret, or rearrange the words of Jesus or the events of his life. False

31. T or F It is impossible to write history completely free from biases or presuppositions. True

32. Which of the following is not evidence cited in the text for a reliable gospel tradition (three are evidences cited in Chapter 12; identify the one that is not)?

a) the many stories shared in common by Matthew, Mark, and Lukeb) the church’s willingness to preserve difficult sayings of Jesusc) the absence of gospel discussion of key issues raised in the later churchd) the testimony of eyewitnesses

33. T or F Luke’s value as a historian is confirmed by his meticulous attention to detail in the book of Acts. True

34. T or F All four Gospel writers follow chronological order as they report events. False

35. T or F Most of the alleged contradictions between John and the Synoptics are quite easily explained by recognizing that John interpreted his material in such a way as to emphasize particular themes. True

36. T or F John is the only Gospel writer who presents a high Christology. False

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37. Which Gospel writer most often abbreviates accounts which are told in more detail in other Gospels?

a) Matthewb) Markc) Luked) John

38. T or F Luke’s genealogy follows the Davidic descent of Mary. False

39. T or F Matthew’s birth narrative starts with Jesus and works back to Abraham. False

40. The traditional translation that Mary and Joseph could find no room at the “inn” probably did not originally mean a roadside inn or hotel, but either a “caravan shelter” or a

a) cave where travelers would sleepb) guest room in a private homec) town square

41. T or F The magi were not present at the manger. True

42. The only biblical account from Jesus’ childhood comes for the Gospel of ____________. Luke

43. Jesus grew up near the thriving Hellenistic-Jewish city calleda) Caesarea b) Sepphoris c) Tyred) Sychar

44. John the Baptist never doubted that Jesus was the Messiah. False

45. Only the Gospel of ____________ provides information concerning the early life of John the Baptist. Luke

46. John the Baptist’s dress is reminiscent of the propheta) Elijahb) Isaiahc) Danield) Jonah

47. John the Baptist was executed bya) Pontius Pilateb) Herod the Greatc) Herod Antipasd) Caiaphas

48. Jesus was the only one who witnessed the spirit’s descent at his baptism. False

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49.. Jesus’ temptation is analogous to both Adam and Eve in the Garden, and also the testing of ______________ in the wilderness. Israel

50. T or F In the Jewish literature of Jesus’ time, the kingdom of God referred only to God’s sovereign reign over the universe, not a future kingdom that God would establish on earth. False

51. What did God promise to establish one day which would provide forgiveness of sins, knowledge of God, and the law written on their hearts?

d)a new covenante) The Holy Spiritf) a loving relationship

52. T or F Jesus claimed that the kingdom of God would begin arriving after his death. False

53. Jesus’ role was not just as the interpreter of the law but also as its _________________. fulfillment

54. People enter into God’s kingdom not through works of righteousness but througha) love and sacrificeb) repentance and faithc) worship and studyd) peace and kindness

55. T or F Almost all New Testament scholars – whether liberal or conservative – accept that Jesus was widely acclaimed as an exorcist and healer. True

56. T or F Jesus’ nature miracles have no similarities with his parables. False

57. According to the text, the primary purpose for Jesus’ healings and exorcisms in the Synoptic Gospels is

a) to reveal the deity of Christb) to put the religious leaders to shamec) to bring glory to Jesusd) to reveal the presence and power of the kingdom of God

58. The accounts in the Gospels where Jesus raises people from the dead are best understood asa) true resurrections from a Jewish perspectiveb) resuscitations to mortal lifec) reception of glorified and immortal bodies

59. Which kinds of miracles are described in the text as “enacted parables”?a) healingsb) raising the deadc) nature miraclesd) exorcisms

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60. ____________________ is the philosophical assumption that the world is a closed system of cause and effect without divine intervention. Materialism

61. Jesus did not count himself as one of the Twelve. True

62. According to the text, Jesus’ actions in the temple were not just a “cleansing,” but a symbolic act of judgment and destruction. True

63. The most widespread “messianic” expectations of Jesus’ day were for the _________________________________. Davidic Messiah

64. Jesus’ choice of twelve apostles indicates that he saw his mission as bringing about the restoration of __________. Israel

65. The Old Testament predictions concerning God’s salvation and the Gentiles took two distinct streams in Judaism. With which did Jesus identify?

a) The Gentiles will come to Israel as subject nations to pay tribute and to acknowledge God’s sovereignty

b) The Gentiles would be co-recipients of God’s salvation, worshipping with Israel on Mount Zion

66. Most contemporary scholars today acknowledge that both the Romans and the Jewish authorities must have played some role in Jesus’ death. True

67. During Jesus’ Galilean ministry, he faced opposition primarily froma) the scribes and Phariseesb) the leading priests and Sadduceesc) the Roman authoritiesd) the Essenes and Zealots

68. The ___________________ considered themselves the rightful guardians of Israel’s traditions. Pharisees

69. Which of these reasons was probably not a reason why Pilate had Jesus crucified?a) Doing it placated the Jewish leadersb) Doing it eliminated the possibility of people trying to make Jesus a kingc) Doing it would please his Roman superiorsd) Doing it would warn other would-be prophets and messiahs that Rome would stand for

no dissent

70. The closest parallel to Jesus’ “ransom saying” of Mark 10:45 isa) the portrait of righteous sufferers in the psalmsb) the martyrdom tradition of the Maccabees and other Jewish heroesc) the suffering servant passage of Isaiah 53d) the exaltation and enthronement of the Messiah in Psalm 110

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71. At his last supper, Jesus inaugurated a new _________ celebration for the new age of salvation—the kingdom of God.

a) Pentecostb) Hanukkahc) Passover

72. T or F Virtually no credible historians today deny that Jesus existed or that he was crucified in Judea under orders from Pontius Pilate around AD 30. True

73. T or F In general, women were not viewed as reliable witnesses in first-century Palestinian culture. True

74. T or F A theology of the resurrection is not well developed in the Old Testament, appearing explicitly only in Daniel 12. True

75. This writer, who provides the earliest written testimony of the resurrection, claims that more than 500 people saw Jesus alive.

a) Peterb) Jamesc) Johnd) Paul

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SAMPLE SYLLABUS

NT XXX – THE GOSPELSTerm: Spring, 20XX

College/University/SeminaryDay(s) and Time of Course

InstructorContact Information

Office Hours

I. DESCRIPTION OF THE COURSEAn introduction to the four New Testament Gospels and the life and ministry of Jesus Christ. The course will examine methodologies for the study of the Gospels (historical-critical and literary approaches), historical and cultural setting of the Gospels, the unique portrait of Jesus provided by each of the Gospel writers, and an introduction to the study of the historical Jesus.

II. OBJECTIVES OF THE COURSEA. To provide the student with a basic understanding of the life and teachings of Jesus Christ as

presented in the four canonical Gospels—Matthew, Mark, Luke, and John.B. To introduce the student to key aspects of the interpretation of the Gospels, including literary

genre, historical and literary backgrounds, exegetical methodology, composition, authorship, and distinctives of each book.

C. To introduce the student to the individual contributions and theological perspectives of each of the Gospel writers.

D. To gain a better understanding of the first-century context of the New Testament and to analyze the differences between historical and current contexts.

E. To provide the student with the skills to interpret the Gospels for teaching, preaching, and counseling.

F. To examine issues related to the historical Jesus, including the historical reliability of the Gospels and a survey of the life and teachings of Jesus.

G. To provide the student with the opportunity to grow more like their Lord and Savior Jesus Christ through a better understanding of his words and works.

III. TEXTBOOKSRequired• New Testament, at least two English versions• Mark L. Strauss, Introducing Jesus. (Zondervan: Grand Rapids, 2018). ISBN-10: 0310528585 ISBN-13: 978-0310528586

Possible Supplemental Texts Dictionary of Jesus and the Gospels, eds. Joel B. Green, Scot McKnight, I. Howard Marshall (Downers

Grove, Ill.: InterVarsity, 1992).A Synopsis of the Four Gospels (ed. Kurt Aland; United Bible Societies).Burge, Gary, A Week in the Life of a Roman Centurion. (IVP Academic, 2015).Gerd Theissen, The Shadow of the Galilean: The Quest of the Historical Jesus in Narrative Form

(Fortress Press, 1987).Janice Capel Anderson & Stephen D. Moore, eds. Mark and Method: New Approaches to Biblical Studies

(Fortress Press, 2008).Joel B. Green, ed., Methods for Luke (Cambridge: University Press, 2010).

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IV. SAMPLE COURSE REQUIREMENTS

A. Reading Assignments and QuizzesSections of the textbook Introducing Jesus will be read in conjunction with the course lectures (see course schedule). Weekly quizzes will be given on this material. See the course schedule for the dates of these quizzes and material to be covered each week.

B. Reading ReportsYou will read carefully through each of the four (or three, or two) Gospels and confirm in a reading report that you have read the Gospel.

C. Book Review (Suggestions: A Week in the Life of a Roman Centurion, The Shadow of a Galilean)Write a 3-5 page book review on ____________. A book review should include a brief summary of the contents and a critique of the material, positive and negative.

D. Exegetical Paper Each student will write a research paper (approximately __ pages max) interpreting a Gospel passage in its historical and literary context and identifying its abiding relevance for the church and for individuals today. Additional guidelines will be provided for this paper.

E. Midterm/Final Exam

V. GRADING Percentage QuizzesExamsReading Reports Book Review Research PaperAttendance

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SAMPLE COURSE SCHEDULE15 Week Semester

Week Lecture Topic Reading Assignments

Week 1 Introduction to the CourseWhat is a Gospel?

Introducing Jesus, Chapter 1

Week 2 Literary Criticism Methods Introducing Jesus, Appendix 1 and 2

Week 3 Historical Setting Introducing Jesus, Chapter 2

Week 4 Religious Setting Introducing Jesus, Chapter 3

Week 5 Gospel according to Matthew Introducing Jesus, Chapters 4 and 5

Week 6 Gospel according to Mark Introducing Jesus, Chapters 6 and 7

Week 7 Gospel according to Luke Introducing Jesus, Chapters 8 and 9

Week 8 Gospel according to John Introducing Jesus, Chapters 10 and 11

Week 9 Historical Reliability of the GospelsMidterm ExamIntroducing Jesus, Chapter 12

Week 10 Beginnings: Jesus’ Birth and Childhood; Preparing for Ministry

Introducing Jesus, Chapters 13 and 14

Week 11 Jesus’ Message and Miracles Introducing Jesus, Chapters 15 and16

Week 12 Jesus’ Messianic Words & Actions Introducing Jesus, Chapter 17

Week 13 Jesus’ Death Introducing Jesus, Chapter 18

Week 14 Jesus’ Resurrection Introducing Jesus, Chapter 19

Week 15 Final Exam Exegetical Paper Due

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SAMPLE COURSE SCHEDULE10 Week Quarter

Week Lecture Topic Reading Assignments

Week 1 Introduction to the CourseWhat is a Gospel?Literary Criticism Methods

Introducing Jesus, Chapter 1, Appendix 1 and 2

Week 2 Historical & Religious Setting Introducing Jesus, Chapters 2 and 3

Week 3 Gospel according to Matthew Introducing Jesus, Chapters 4 and 5

Week 4 Gospel according to Mark Introducing Jesus, Chapters 6 and 7

Week 5 Gospel according to Luke Introducing Jesus, Chapters 8 and 9

Week 6 The Gospel according to John Four Portraits, Chapters 10 and 11Midterm Exam

Week 7 The Historical Reliability of the GospelsBeginnings: Jesus’ Birth and ChildhoodPreparing for Ministry

Introducing Jesus, Chapters 12, 13 and 14

Week 8 Jesus’ MessageJesus’ MiraclesJesus’ Messianic Words and Actions

Introducing Jesus, Chapters 15, 16 and 17

Week 9 Jesus’ DeathJesus’ Resurrection

Introducing Jesus, Chapters 18 and 19

Week 10 Final Exam Exegetical Paper Due

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