DAILY SCHEDULE FOR UNIT 4 A TALE OF TWO KINGDOMSTHL 217-N Sprin.docx

DAILY SCHEDULE FOR UNIT 4: A TALE OF TWO
KINGDOMS
THL 217-N Spring 2019
Gordon Brubacher
Revised Wed Mar 6 with new date for the extra credit
assignment
INTRODUCTION
The nation has divided into two kingdoms, each of them
apparently subject to the Mount Sinai covenant, and the South
Kingdom has the Davidic Covenant as well. Now what? The
mission is of course still on, and probably more vital than ever.
However, you would never guess it from reading the story.
Human nature, especially in the form of the temptations of
power and nationalism for the kings and the ruling class, will
now play a major role in counter-weight to leadership
responsibilities.
So how will this work out? We will see the parallel story of a
God who continues to work with His people through thick and
thin, sending guidance and instruction through messengers
called prophets, to bring the wayward people of God back on
track, if only they will listen. Always the goal is working for
human well-being. As a result, we will begin to see an
expansion of the story interests to the international world—it
will no longer be only about the nations Israel and Judah.
Prophetic messages will begin to say explicitly that the same
standards apply to all nations and peoples, and in the process
they will speak with enduring voices which apply to this day.
Tragically, both nations will crash and burn. The South
Kingdom will however have some survivors in exile in Babylon,
a ray of hope beyond the day of doom. And the mission will

live through the voices of the prophets.
Historical Dates. At this point in the story it becomes important
to know when things are happening. We need a sense of
proportion--a sense of how long things are taking or how fast
they are happening--to understand the story especially when it
starts to speed up. Not many dates are important for this
course, but some are. For the Unit 4 exam, the main dates are
need-to-know. See the online document “Key Dates for the
Period of the Monarchy” for a handy list.
LEARNING OBJECTIVES
After completing this unit, the successful student will be able to
do all of the following.
1. Describe issues of force, violence, and social justice in the
story of the Northern Kingdom.
2. Describe issues of force, violence, and social justice in the
story of the Southern Kingdom.
3. Describe the nature of prophecy in ancient Israel.
4. Articulate the prophetic voices and messages in response to
specific issues and situations in both kingdoms.
DAILY SCHEDULE AND ASSIGNMENTS
Reminder: find and read the relevant section of the Meta each
day.
Tues Mar 19 Day 1
...............................................................................................
...................
The Northern Kingdom: Initial Problems (1 Kgs 12:25-16:28).
1. Read 1 Kgs 12:25-16:28; plus begin a new section in the
Meta, “Part Five. The Northern Kingdom And Its Fall.” Read
the first section there: “Initial Problems (1 Kgs 12:25-16:28).”

King Ahab, the Prophet Elijah, and Life under Baal. Read these
interesting stories in 1 Kgs 16:29 through chapter 19, plus
chapter 21; and continue in the Meta with the section “Life
Under Baal Worship: Ahab, Jezebel, Elijah, The Lord, And
Baal.”
1. How should we understand the contest at Mt. Carmel and its
aftermath?
1. How should we understand Elijah's trip to the desert?
1. How should we understand the story of Naboth's vineyard?
For a good take on this episode, read Donahue, 72-73.
1. How should we understand the death of King Ahab?
The Prophet Elisha, King Jehu, and the Common People. After
the career of Elijah, an intense series of episodes takes place in
short order involving his successor, the prophet Elisha. Their
names are similar specifically to confuse students if possible.
1. Read 2 Kings chapters 2 and 410 (but skip 8:1629), plus the
section on Elisha in the Meta.
1. What happens in general in the continuing story?
1. What do you notice of interest in the career of Elisha?
1. What is the meaning of the Naaman episode?
1. How would you assess the career of King Jehu and his
policies?
Prophets in Ancient Israel. From this point onward, prophets
will play an increasingly important role in the storyline and
content of the Old Testament.
· For a valuable explanation of their varied nature and
functions, read Birch 74-79, the section “Messengers to the
Nations”; and in short form, Donahue, 73d-74a.
Jeroboam II and the Prophet Amos. King Jeroboam II (788-
747) brings a time of prosperity and expansion, perhaps the
greatest of the N. Kingdom. But the prosperity is mostly for the
ruling class, while the common people suffer oppression and

social injustice.
1. Read 2 Kgs 14:23 to the end of the chapter; plus the Meta on
Jeroboam II and the prophet Amos.
The Prophet Amos. Read the online document "Amos-
Introduction, by Gregory Mobley"; and also Donahue, 74-75.
Then read the Book of Amos itself, straight through, and absorb
the literature. It's short, easy for you guys.
1. For selected messages and explanations in Amos, read the
online document “Amos: Notes on Selected Messages.”
1. What can we learn about conditions in and around the
Northern Kingdom by reading Amos?
1. What are the main messages of Amos?
1. What happens to him at Bethel?
1. What might have enduring value in this collection of
messages?
Tues Mar 26 Day 2
..........................................................................................…
……………….
The Game of Nations. What is the relationship between empires
and smaller nations in the time of the OT? From this point
onward, Israel and Judah will live in the shadow of, or under
the rule of, empires--first the Assyrian, then briefly the
Egyptian, and then the Babylonian. The dominant issues for
foreign policy will be decisions whether to submit or not
submit, whether to try to go independent or not (i.e., rebel or
not rebel) after submitting, or whether to look to a competing
empire for security and/or better terms for submitting. The way
they made those decisions can be called “the game of nations,”
as played by the smaller nations in relation to empires.
Through one crisis after another, the prophets delivered
messages from the Lord on what to do and not do in the game of
nations. Some of those messages may surprise us, and

challenge us, with enduring principles which run counter to our
cultural formation to this day.
To learn about this and understand the message of the OT on
some important themes of force, violence, leadership, and
national values, see the online reading “The Game of Nations
and Its Ethics in OT Perspective.”
Vassal to Assyria: 738. In 745 King Tiglath-Pileser III of the
mighty Assyrian empire comes to power. Boom! He campaigns
westward to the Med. Sea, subdues all the countries of the
region, and makes them his vassals. By 738 this includes the
Northern Kingdom, and also Aram. The prophet Hosea has the
unhappy assignment of trying to call the kingdom back on track
during this disastrous period.
The Doom of the Northern Kingdom (2 Kings 15 and 17). See
the Meta, along with the passages in 2 Kings listed there. What
happens? Why?
The Prophet Hosea (750-720). Read the online document
"Hosea-Introduction, by Gregory Mobley"; Donahue, 75-76; and
the Meta on Hosea.
1. Now read the Book of Hosea itself, straight through, and
absorb the messages in light of the situation at the time.
1. How is the book structured? How does it end?
1. What are the primary messages of Hosea, and what might
have enduring relevance?
1. For selected messages and explanations in Hosea, read the
online document “Hosea: Notes on Selected Messages.”
Reasons for the Destruction of the N. Kingdom. What does the
OT say about why this happened? See the Meta.
Enduring Voice. What might be some enduring ideas or
messages from the story of the Northern Kingdom? For a

possible list, see the Meta.
The Story of Judah, the Southern Kingdom. We now go to the
S. Kingdom, back-tracking in time to before the fall of the
North. To understand this period, we need to watch what the
prophets say about faith and national policies--both foreign and
domestic. Usually the prophets evaluate things by the standards
of the covenant and the desert experience, which stay relevant
to the end of the story in the Promised Land. For an
introduction to the general situation, see the Meta.
The Kingdom of Judah (S. Kingdom) in the 800’s and 700's.
1. For main events in this period, see the Meta, along with the
readings in Kings and Isaiah mentioned there.
1. Note especially the section in the Meta on “Isaiah (739-687),
King Ahaz (735-715) and the International Crisis.”
Isaiah, King Hezekiah (715-687), and the Assyrian Crisis
(2 Kgs 1819; Isa 3637).
1. What happens in the time of King Hezekiah, and what is the
role of the prophet Isaiah? See the Meta.
1. In particular, what is the changing message of Isaiah?
1. What might be a possible result of the fact that Jerusalemand
only Jerusalemsurvived the devastating destruction of the
S. Kingdom by the Assyrian army?
Meet the Book of Isaiah. Our study of the Book of Isaiah has a
special issuea mysterywhich we want to look at first. What
should we do about the apparent difference in historical periods
and audiences addressed in the book? When we read straight
through Isaiah at one sitting (people do this all the time, right?),
and do it with extra attention to whom the audience might be,
we notice something interesting. It seems that three different
parts of the book address three different audiences in three
different time periods and situations. This makes it look like
we can do a basic outline of Isaiah in three parts:

1. Part I, called First Isaiah, chapters 139: To the Southern
Kingdom, especially in the time of King Hezekiah plus several
other kings. For convenience, we call the prophet who
delivered these messages “Isaiah of Jerusalem.”
1. Part II, called Second Isaiah, chapters 4055: To the Judahites
in Babylonian Exile. We call the unknown prophet who
delivered these messages “Isaiah of the Exile.”
1. Part III, called Third Isaiah, chapters 5666: To those who
have returned from Exile. We call the unknown prophet who
delivered these messages “Isaiah of the Return.”
Reading First Isaiah. At our stage in the OT story, First Isaiah
(Part I) is the relevant section.
· Read a good take on the prophet (“Isaiah of Jerusalem”) and
his messages in Donahue, 76-80.
· For selected messages and explanations in First Isaiah, read
the online document “Isaiah of Jerusalem (First Isaiah): Notes
on Selected Messages.”
We will begin this today and finish it next class session.
Mar 31 Extra Credit Assignment
.......................................................………………….
Details in the Extra Credit module
Tues Apr 2 Day 3
...............................................................................................
…………………
Reading First Isaiah. Continued from last class session.
The Prophet Micah. Overlapping with the prophet Isaiah in this
period was the prophet Micah.
1. Read the brief online document “Micah, Introduction, in The
Oxford Study Bible”; plus a good take on Micah and his
messages in Donahue, 80-81.

1. Now read the Book of Micah itself, straight through, and
absorb the messages in light of the situation at the time.
1. What are the primary messages of Micah, and what might
have enduring relevance?
1. For selected messages and explanations in Micah, read the
online document “Micah: Notes on Selected Messages.”
King Manasseh (687-642), the Villain of Judah (2 Kgs 21). See
the Meta.
Jeremiah and King Josiah (640-609): Reforms, Foreign Policy,
and the Fall of Assyria.
readings in Kings and Jeremiah mentioned there.
1. Read also the online document “Jeremiah, Introduction, in
The Oxford Study Bible,” to meet the man and his mission as
important prep. for the rest of Unit 4.
Jeremiah and the Fall of the Southern Kingdom (609586).
readings in Kings and Jeremiah mentioned there.
1. Read a good survey of the messages of Jeremiah in their
historical setting in Donahue, 81-87.
Jeremiah’s Messages in Specific Situations.
· For selected messages and explanations in Jeremiah, read the
online document “Jeremiah: Notes on Selected Messages.”
Enduring Voice. What might be some enduring ideas or
messages from the story of the Southern Kingdom? For a
possible list, see the Meta.
Unit 4 Online Exam Worth 20 points = 20% of final grade
See “Exam Instructions for Unit 4” in the Unit 4 module.

Sat Apr 6 Open 10.00 - 11.30am
Instead of doing this exam in online form, you can choose to do
a paper.
· See “Optional Paper for Unit 4” in the Unit 4 module.
Or you may even do both, and receive the highest grade of the
two.
This assignment will assess:
· Unit 4 Learning Objectives 1-4 as listed above
· Magis Biblical Tradition Learning Objectives 1, 2, 4, and 5
MAJOR PAPER ON SOCIAL JUSTICE IN THE OT
THL 217-N Spring 2019
The following instructions are intended to describe the
expectations for this paper. This course does not actually teach
how to write a major paper, although it might help with this
process. It requires this ability for taking the class, or asks that
students get help at the writing center.
When grading your paper, the instructor will assume that you
have followed these instructions, or, where they are not
followed, will assume that you calmly chose not to do so. This
is of course your free-will choice, and the instructor will
respect your choice by calmly grading your paper accordingly.
Logistics
· Worth 15 points = 15% of final grade. Length of 1200-2000
words. 1200 words is the basic level, and 2000 is the
maximum. For the very best grade, compress as much
knowledge and thought as possible into 2000 words. The
standard measure for word length is to run the word count on
your word processor on the whole document--heading, Works

Cited, everything. Whatever it says, that's what we use. Then
we're all using the same form of measurement.
· Due Sun Apr 14
· At the top put your name, course and section number, a title,
and the word count.
· To submit: click on “Assignments” (left side), then on “Major
Paper on Social Justice in the OT.”
· If you qualify for more time, you will normally receive 3 extra
days. This would normally be for emergency (e.g., injury,
illness, significant family needs), or if English is not your first
language, or if you have a documented learning disability. Get
in touch by email to arrange this. I prefer Creighton email
(Outlook) rather than Blueline for this.
TOPICS. Choose one of the following, either A, B, or C.
Topic A. Describe the connections between the USCCB
statement on “Rights and Responsibilities” and the themes of
force, violence, and social justice and injustice as encountered
in the Old Testament in this course especially in Unit 4.
This statement on “Rights and Responsibilities” is by the United
States Conference of Catholic Bishops (USCCB), and is one of
their “Seven Themes of Catholic Social Teaching.”
· Go to the “Seven Themes. . .” web page at
http://www.usccb.org/beliefs-and-teachings/what-we-
believe/catholic-social-teaching/seven-themes-of-catholic-
social-teaching.cfm
· Read the intro. paragraph
· Scroll down to “Rights and Responsibilities” and the summary
paragraph
· Click on “More on Rights and Responsibilities” to go to the
statement itself
Use the following format:
· In your own style, write your introduction, any background

and summaries that you wish, and your conclusion.
· For the main body of your paper, use the following sequence:
describe a relevant aspect of the statement along with any
needed explanation, and then give the connection or connections
to it found in the OT in the course so far and especially in Unit
4.
· Do the same thing for another aspect and its connections, and
another, as often as you choose.
To do this paper well, much of your paper will explain biblical
knowledge from as much of this course as possible and
especially from Unit 4. You are primarily demonstrating a
sound knowledge and understanding of the OT as learned in this
course, along with its relevance to the modern world.
Topic B. Special request. Describe the connections between
this course so far and especially in Unit 4, and a special topic of
your own choice or interest which is within the major themes of
social justice and injustice for this course. Just a reminder that
the topic must be social and systemic, not just individual or
personal.
· You must clear this topic with the instructor first.
Topic C. This option is for students who are a member of one
of the following religions: Islam; Judaism; Hinduism; or
Buddhism. Do the same as Topic A above and include some
connections to what your own religion teaches if it is one of the
following: Islam; Judaism; Hinduism; or Buddhism.
Important content. To do this paper well, much of your paper
will explain biblical knowledge from this course, especially
from Unit 4. You are demonstrating a sound knowledge and
understanding of the OT, as learned in this course specifically,
especially in Unit 4.
Required sources. Use the following required sources:

· The textbook Bible or an equally good modern translation.
(Check with me if in doubt.)
· The relevant readings as given in the assignments. You need
to know and understand the subject matter for this course to
decide what the relevant readings are, because this is a thinking
person’s assignment to some extent.. Feel free to ask the
instructor if in doubt.
· Birch and Donahue. Find and use the relevant sections,
whether they were assigned as readings or not. Using the table
of contents in each textbook will help you to find the relevant
sections.
· Knowledge taught by the instructor in class.
No need to cite the documents which are posted on Blueline.
You do not need to cite the documents which are written by the
instructor and posted on Blueline. But you need to use them as
sources.
Citing the textbooks. When you use the textbooks (Birch and
Donahue), show this clearly.
· Cite them using either MLA, or Turabian, or Chicago
(Humanities), whichever one you wish to use or are familiar
with already.
· For sure give in-text citations with page numbers, plus a
Works Cited at the end.
Citing the Bible. See the section on “Using the Bible” below.
Using and citing other sources. Feel free to use other sources in
addition to those required, as long as they are credible by the
standards used in this course.
· Cite them the same way as the textbooks (described just
above).
· Give the page numbers for print sources for in-text citation
· Give a clickable hyperlink (URL) if it is not a print source, so
that I can look it up quickly and easily

· For how to cite Pope Francis' address, see the section on
speeches on this web page:
https://owl.english.purdue.edu/owl/resource/747/09/. This
shows you how to list it in the Works Cited, and then you can
take it from there for in-text citations.
· For anything else, click on the headings along the left side of
the Purdue web pages above, or just use the search box at the
top left.
Bible knowledge. Because this is a course in biblical studies,
use good method as you have been learning in class. For
example, explain biblical content and meaning according to its
background and context. Be sure to explain the place of your
subject in the Old Testament storyline or meta-narrative as a
whole.
Your own views. Feel free to also express your own views in
addition to (but not instead of) foundational knowledge for the
course.
Your target readers. Write this for someone who has not taken
this class, not for me. Explain things clearly in plain English.
· Your reader has an open Bible and has read the section of
Bible covered by your paper, so you don’t need to give a
systematic survey of the biblical story or content. For example,
if you refer to the Exodus story, you can explain the meaning of
that story, or something in it, without actually repeating the
story itself, because your readers have already read it in the
Bible or can look it up.
· A good way is to picture someone you know, and write it for
that person.
Scripture, modern relevance, application. Include possible
ideas on how your book might relate to later Christian theology,
or how it may have been misunderstood or misused, or how it
might be read as Scripture and applied in practice today. This

can include thoughtful reflection on how any of this might
apply to one or more specific issues of force, violence, or social
justice today.
· As a result, this is a thinking person’s assignment which
moves beyond foundational knowledge for the course.
However, it must be built on foundational knowledge in order to
give it substance and credibility.
Grading. Because this paper functions as an assessment of your
biblical knowledge and understanding, grading will be based
primarily on that knowledge and understanding rather than, say,
original research or creative thinking. Your paper will receive a
careful and fair grade, though without a detailed narrative
assessment like for a research paper. However, you may request
more detailed assessment if you wish, or if you want need it for
future improvement.
The following criteria will apply to grading, in approximate
order of importance:
· Biblical knowledge and understanding; amount and quality of
knowledge, thinking, understanding, and using good
methodology.
· Other required course knowledge; input from relevant readings
and classroom teaching. Your paper should look like you are
actually taking this course and making contact with its subject
matter, however fleetingly.
· Accurate knowledge and use (citation) of any outside sources.
· Bible references and quotes. Up to 6% can be deducted for
shortcomings in Bible references and quotes. Follow the
section on "Using the Bible" below.
· Using a modern Bible translation. Up to 6% can be deducted
for using a Bible which is out of date, such as the King James
Version.
· Good writing, spelling, grammar, and punctuation.
· A detailed rubric is provided at the end of these instructions.
However, do not follow it slavishly. The instructor will convert

your work to its categories when grading. The list above is the
most important for you for grading.
Sample Paper. See the sample paper in the Major Paper module
for an example of how to do format, Bible references, etc., for
any paper in this course.
· Heads-up: that sample paper is not for this specific assignment
so the content there is different.
Using the Bible.
· When you mention something in the Bible, give support or
examples from the Bible to support what you write.
· Give the Bible "reference" (book, chapter and verse) every
time you MENTION anything in the Bible. Not just when you
quote from it. Use the same style as in the textbooks and online
readings.
· Sometimes it is good to quote a key passage from the Bible
(rather than just giving a reference), as an example or basis for
an important point in your paper.
· When you quote word-for-word from the Bible, do it clearly,
with quotation marks around it, or as a block quote, so the
reader knows for sure that it is a quote.
· Up to 6% can be deducted for shortcomings in Bible
references and quotes.
· Use a modern Bible translation for Scripture quotes. Up to 6%
can be deducted for using a Bible which is out of date, such as
the King James Version.
Clear writing. How do you know if your paper is clear?
Actually, you don't. In fact, you are the only person in the
world who does not know if it is clear.
Solution

: do what the pros do. After you think you are finished:
· Step one: Read your paper out loud, slowly. Does it sound
like clear English? If not, it will not read like clear English
either. Fix it.
· Step two: Now get someone else to do the same. This could
hurt a little. It better be a pretty good friend, or else someone
who doesn't matter. Fix it again.
· Beware of the electronic grinch stealing your grade points.
Specifically, beware of your spell checker changing your words
into something that you don't intend, or your computer making
other changes. This is a frequent and careless mistake. Proof-
read carefully! Assume that every word is wrong, unless it is
actually right.
· Write and proofread well! I look forward to reading your
clean, flawless, perfect, intelligent writing.
Academic honesty
See the section on academic honesty in the syllabus. Short
form:
· What if you use an outside source, that is, a source other than
those assigned as readings for this unit? You need to cite it.
Paraphrasing, or changing the wording, or changing the order,
or any or all of those, are all plagiarism unless you specifically
cite the source with in-text citation plus listing it in the Works
Cited. Then it’s fine.

· Collaboration is good, if this is oral.
· But nothing in writing.
· Share nothing in writing with anyone who is a student at CU.
· Use nothing in writing from someone else who is or ever was a
student at CU, unless you specifically cite it in-text and list the
source in the Works Cited. Then it’s fine.
RUBRIC
Here is the detailed rubric for assessment of a Magis Core
Biblical Tradition course. The instructor will explain it in
class, and will also convert your work to its categories when
grading. The paper is worth up to 15 points, allotted as follows.
Content of the Text
4 The content of the text is presented accurately, in context,
and nuanced (e.g., in relation to what is not stated, or with
understanding of its significance in the text).
3 The content of the text is presented accurately and in context,
but lacks any nuanced understanding.
2 Some assumptions, not evident in the text itself, are
presented as the content of the text.
1 The content of the text is presented with numerous factual
errors.

Literary Context
4 The literary context of the text (including its composition) is
presented accurately and with specific relevance to the
interpretation of the text.
3 The literary context of the text is presented accurately, but
plays little role in the interpretation of the text or overrides the
content of the text.
2 The literary context is addressed, but not accurately.
1 The literary context of the text is not evident in the
interpretation of the text.
Social and Historical Context
4 The social and historical context of the text is presented
accurately and with specific relevance to the interpretation of
the text.
3 The social and historical context of the text is presented
accurately, but plays little role in the interpretation of the text
or overrides the content of the text.
2 The social and historical context of the text is addressed, but
not accurately.
1 The social and historical context of the text is not evident in
the interpretation of the text.
Critical Use of Evidence and Analysis
4 Evidence is used critically, and text and ideas are critically

analyzed.
3 Appropriate and relevant evidence is cited, but its value is
simply accepted rather than assessed, or appropriate texts and
ideas are utilized without critical thinking.
2 Evidence is cited, but its relevance to the argument is not
clear.
1 Texts and ideas are presented with no analysis.
Argument
4 The essay demonstrates sound critical thinking, and the
arguments are persuasive.
3 The essay demonstrates some critical thinking, and the
argument exhibits a logical flow of ideas.
2 The essay argues its thesis, and ideas are supported with
some logical reasoning, but the argument is incomplete or not
well developed.
1 The argument does not develop the thesis, or is not supported
with logical reasoning.
Style
3 Paragraphs are well constructed and logically organized to
support the flow of the argument; a range of appropriate
sentence structures is used; the grammar and syntax are
evidence of standard written English.
2 The essay has noticeable style, grammar, or spelling errors;

sentence structure is simplistic.
1 The essay contains an unacceptable number of errors in
spelling, punctuation, grammar, or syntax.
0 The essay is unreadable or incomprehensible.
Format
2 The essay is completed on schedule, limited to the specified
word count.
1 The essay is generally formatted according to the guidelines,
but is incomplete.
0 The essay is not formatted according to guidelines.

DAILY SCHEDULE FOR UNIT 4 A TALE OF TWO KINGDOMSTHL 217-N Sprin.docx

Recommended

Recommended

More Related Content

Similar to DAILY SCHEDULE FOR UNIT 4 A TALE OF TWO KINGDOMSTHL 217-N Sprin.docx

Similar to DAILY SCHEDULE FOR UNIT 4 A TALE OF TWO KINGDOMSTHL 217-N Sprin.docx (11)

More from whittemorelucilla

More from whittemorelucilla (20)

Recently uploaded

Recently uploaded (20)

DAILY SCHEDULE FOR UNIT 4 A TALE OF TWO KINGDOMSTHL 217-N Sprin.docx