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Prophets, Posters and Poetry Joshua Fallik
Prophets, Posters and Poetry Joshua Fallik Subject Area: Torah (Prophets) Multi-unit lesson plan Target age: 5th – 8th grades, 9th – 12th grades Objectives: • To acquaint students with prophets they may be unfamiliar with. • To familiarize the students with the social and moral message of selected prophets by engaging their analytical minds and visual senses. • To have students reflect in various media on the message of each of these prophets. • To introduce the students to contemporary examples of individuals who seem to live in the spirit of the prophets and their teachings. Materials: Descriptions of various forms of poetry including haiku, cinquain, acrostic, and free verse. Poster board, paper, markers, crayons, pencils, erasers. Quotations from the specific prophet being studied. Students may choose to use any of the materials available to create their sketches and posters. Class 1 through 3: Introduction to the prophets. The prophet Jonah. Teacher briefly talks about the role of the prophets. (See What is a Prophet, below) Teacher asks the students to relate the story of Jonah. Teacher briefly discusses the historical and social background of the prophet. Teacher asks if they can think of any fictional characters named Jonah. Why is the son in Sleepless in Seattle named Jonah? Teacher briefly talks about different forms of poetry. (see Poetry Forms, below) Students are asked to write a poem (any format) about the prophet Jonah. Students then draw a sketch that illustrates the Jonah story. Students create a poster based on the sketch and incorporating the poem they have written. Classes 4 through 8: The prophet Micah. -
Different Editions of the Song of Hannah and of Its
CHAPTER TWENTY-NINE DIFFERENT EDITIONS OF THE SONG OF HANNAH AND OF ITS NARRATIVE FRAMEWORK 1. Introduction The differences between MT (with which T,1 S, and V more or less agree) and the LXX2 in the Song of Hannah are mentioned in the commentaries and in several monographic studies of that poem.3 The sources differ in many small details, as well as in major ones in vv. 1, 2, 6, 9, 10. These major discrepancies consist of differences, omissions, and additions (when using these terms, MT is taken as point of departure without taking a stand regarding the originality of the readings of that text). As far as I know, the differences between MT and the ancient versions of the Song of Hannah and its narrative framework have not been discussed in a monographic treatment,4 with the exception of Walters, “Hannah and Anna” (on the relation between the MT and LXX); nor have the differences between MT and 4QSama been discussed. When deviating from MT, this scroll often agrees with the LXX and/or LXXLuc (see Tov, “Qumran,”* and “4QSama”*). The differences between the Qumran scroll and MT have been put forward in Cross, “New Qumran 1 See D.J. Harrington, “The Apocalypse of Hannah: Targum Jonathan of 1 Samuel 2:1- 10,” in D.M. Golomb (ed.), “Working with No Data,” Semitic and Egyptian Studies Presented to Thomas O. Lambdin (Winona Lake, IN 1987) 147-152. 2 The Old Latin version is more or less identical with the LXX. See in detail P.A.H. de Boer, “Confirmatum est cor meum—Remarks on the Old Latin Text of the Song of Hannah 1 Samuel ii 1-10,” OTS 13 (1963) 173-213; idem, “Once Again the Old Latin Text of Hannah’s Song,” OTS 14 (1965) 206-213. -
2 the Assyrian Empire, the Conquest of Israel, and the Colonization of Judah 37 I
ISRAEL AND EMPIRE ii ISRAEL AND EMPIRE A Postcolonial History of Israel and Early Judaism Leo G. Perdue and Warren Carter Edited by Coleman A. Baker LONDON • NEW DELHI • NEW YORK • SYDNEY 1 Bloomsbury T&T Clark An imprint of Bloomsbury Publishing Plc Imprint previously known as T&T Clark 50 Bedford Square 1385 Broadway London New York WC1B 3DP NY 10018 UK USA www.bloomsbury.com Bloomsbury, T&T Clark and the Diana logo are trademarks of Bloomsbury Publishing Plc First published 2015 © Leo G. Perdue, Warren Carter and Coleman A. Baker, 2015 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. Leo G. Perdue, Warren Carter and Coleman A. Baker have asserted their rights under the Copyright, Designs and Patents Act, 1988, to be identified as Authors of this work. No responsibility for loss caused to any individual or organization acting on or refraining from action as a result of the material in this publication can be accepted by Bloomsbury or the authors. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: HB: 978-0-56705-409-8 PB: 978-0-56724-328-7 ePDF: 978-0-56728-051-0 Library of Congress Cataloging-in-Publication Data A catalogue record for this book is available from the British Library. Typeset by Forthcoming Publications (www.forthpub.com) 1 Contents Abbreviations vii Preface ix Introduction: Empires, Colonies, and Postcolonial Interpretation 1 I. -
Notes on Zechariah 202 1 Edition Dr
Notes on Zechariah 202 1 Edition Dr. Thomas L. Constable TITLE AND WRITER The title of this book comes from its traditional writer, as is true of all the prophetical books of the Old Testament. The name "Zechariah" (lit. "Yahweh Remembers") was a common one among the Israelites, which identified at least 27 different individuals in the Old Testament, perhaps 30.1 It was an appropriate name for the writer of this book, because it explains that Yahweh remembers His chosen people, and His promises, and will be faithful to them. This Zechariah was the son of Berechiah, the son of Iddo (1:1, 7; cf. Ezra 5:1; 6:14; Neh. 12:4, 16). Zechariah, like Jeremiah and Ezekiel, was both a prophet and a priest. He was obviously familiar with priestly things (cf. ch. 3; 6:9-15; 9:8, 15; 14:16, 20, 21). Since he was a young man (Heb. na'ar) when he began prophesying (2:4), he was probably born in Babylonian captivity and returned to Palestine very early in life, in 536 B.C. with Zerubbabel and Joshua. Zechariah apparently survived Joshua, the high priest, since he became the head of his own division of priests in the days of Joiakim, the son of Joshua (Neh. 12:12, 16). Zechariah became a leading priest in the restoration community succeeding his grandfather (or ancestor), Iddo, who also returned from captivity in 536 B.C., as the leader of his priestly family (Neh. 12:4, 16). Zechariah's father, Berechiah (1:1, 7), evidently never became prominent. -
Writing Stick
Writing Stick This booklet was published on the occasion of a collaborative event between Franklin Street Works and Professor Pamela Brown’s Creative Writing course at UConn, Stamford. The students were invited to read recent poems including those inspired by Franklin Street Works’ exhibition, Your Content Will Return Shortly, which was one view January 24 - March 24, 2013. Writing Stick Renga Marques Binion, Larissa Velasco, Danilo Machado, Alexandra Manna, Michael Socci, Rachel Shultz, Thomas Szivos, Cynthia Flores, Pam Brown artwork monologue Marques Binion pink skies Marques Binion Life (a video by Jeff Ostergen) Jessica Castillo The black buttoned eye Jessica Castillo Monday Mornings in 3013 Cynthia Flores Paper towel Cynthia Flores Wow? What a Big Stick You Have Kaishon Holloway I am Your Leader Kaishon Holloway Slot Machine Danilo Machado South by Deeper South Danilo Machado First Rate, Second Hand Alexandra Manna Black Cat Event Alexandra Manna Across the Street from Where I Sit Rachel Shultz Kentucky Fried Chicken Rachel Shultz Flicker Lives Past Michael Socci Darkness and Stone Michael Socci Three Channels Thomas Szivos Water Bottle Event Thomas Szivos writing stick renga (a collaborative poem) 1 private renga unseen an old shoe swims on its back under the mud the worms hide under the dirt on the bed her uterus is occupied --not out of shyness but out of privacy ______________ 2 tea moon renga the distinguished man in the moon is gray he watches and covets the sun it shines on his face and he wonders.... Are you the blue mirror -
3 Briarwood Lane Dept. of Religion Durham NH 03824 145 Bay State Rd
DAVID FRANKFURTER 3 Briarwood Lane Dept. of Religion Durham NH 03824 145 Bay State Rd. (603) 868-1619 Boston MA 02215 (603) 397-7136 (c) (617) 353-4431 [email protected] EDUCATION Ph.D., Princeton University (Religion — Religions of Late Antiquity), 1990 M.A., Princeton University (Religion — Religions of Late Antiquity), 1988 M.T.S., Harvard Divinity School (Scripture and Interpretation: New Testament), 1986 B.A., Wesleyan University (Religion), 1983, with High Honors in Religion and University Honors POSITIONS HELD Boston University: Department of Religion. Professor of Religion and William Goodwin Aurelio Chair in the Appreciation of Scripture, 2010 - present. Chair of Department, 2013 - . University of New Hampshire: Religious Studies Program, Department of History. Professor of History and Religious Studies, 2002-2010 ; Associate Professor of History and Religious Studies, 1998-2002; Assistant Professor of History and Religious Studies, 1995-98; Director of Religious Studies Program, 1997- 2010. Radcliffe Institute for Advanced Study, Harvard University: Lillian Gollay Knafel Fellow, 2007-08 Brown University: Department of Religious Studies. Visiting Professor of Religious Studies, Fall 2006. Institute for Advanced Study, Princeton NJ: School of Historical Studies. Fairchild Fellow, 1993-95 The College of Charleston: Department of Philosophy and Religious Studies. Assistant Professor of Religious Studies, 1990-95. University of Michigan: Department of Near Eastern Studies. Adjunct Lecturer in New Testament, 1989. FELLOWSHIPS, HONORS, AND -
Biblical Terror
Biblical Terror BIBLICAL TERROR Why Law and Restoration in the Bible Depend Upon Fear Jeremiah W. Cataldo T&T CLARK Bloomsbury Publishing Plc 50 Bedford Square, London, WC1B 3DP, UK 1385 Broadway, New York, NY 10018, USA BLOOMSBURY, T&T CLARK and the T&T Clark logo are trademarks of Bloomsbury Publishing Plc First published in Great Britain 2017 Paperback edition fi rst published 2018 Copyright © Jeremiah W. Cataldo, 2017 Jeremiah W. Cataldo has asserted his right under the Copyright, Designs and Patents Act, 1988, to be identifi ed as Author of this work. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. Bloomsbury Publishing Plc does not have any control over, or responsibility for, any third-party websites referred to or in this book. All internet addresses given in this book were correct at the time of going to press. The author and publisher regret any inconvenience caused if addresses have changed or sites have ceased to exist, but can accept no responsibility for any such changes. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress. ISBN: HB: 978-0-56767-081-6 PB: 978-0-56768-262-8 ePDF: 978-0-56767-082-3 ePUB: 978-0-56767-083-0 Typeset by Forthcoming Publications (www.forthpub.com) To fi nd out more about our authors and books visit www.bloomsbury.com and sign up for our newsletters. -
2210 Bc 2200 Bc 2190 Bc 2180 Bc 2170 Bc 2160 Bc 2150 Bc 2140 Bc 2130 Bc 2120 Bc 2110 Bc 2100 Bc 2090 Bc
2210 BC 2200 BC 2190 BC 2180 BC 2170 BC 2160 BC 2150 BC 2140 BC 2130 BC 2120 BC 2110 BC 2100 BC 2090 BC Fertile Crescent Igigi (2) Ur-Nammu Shulgi 2192-2190BC Dudu (20) Shar-kali-sharri Shu-Turul (14) 3rd Kingdom of 2112-2095BC (17) 2094-2047BC (47) 2189-2169BC 2217-2193BC (24) 2168-2154BC Ur 2112-2004BC Kingdom Of Akkad 2234-2154BC ( ) (2) Nanijum, Imi, Elulu Imta (3) 2117-2115BC 2190-2189BC (1) Ibranum (1) 2180-2177BC Inimabakesh (5) Ibate (3) Kurum (1) 2127-2124BC 2113-2112BC Inkishu (6) Shulme (6) 2153-2148BC Iarlagab (15) 2121-2120BC Puzur-Sin (7) Iarlaganda ( )(7) Kingdom Of Gutium 2177-2171BC 2165-2159BC 2142-2127BC 2110-2103BC 2103-2096BC (7) 2096-2089BC 2180-2089BC Nikillagah (6) Elulumesh (5) Igeshaush (6) 2171-2165BC 2159-2153BC 2148-2142BC Iarlagash (3) Irarum (2) Hablum (2) 2124-2121BC 2115-2113BC 2112-2110BC ( ) (3) Cainan 2610-2150BC (460 years) 2120-2117BC Shelah 2480-2047BC (403 years) Eber 2450-2020BC (430 years) Peleg 2416-2177BC (209 years) Reu 2386-2147BC (207 years) Serug 2354-2124BC (200 years) Nahor 2324-2176BC (199 years) Terah 2295-2090BC (205 years) Abraham 2165-1990BC (175) Genesis (Moses) 1)Neferkare, 2)Neferkare Neby, Neferkamin Anu (2) 3)Djedkare Shemay, 4)Neferkare 2169-2167BC 1)Meryhathor, 2)Neferkare, 3)Wahkare Achthoes III, 4)Marykare, 5)............. (All Dates Unknown) Khendu, 5)Meryenhor, 6)Neferkamin, Kakare Ibi (4) 7)Nykare, 8)Neferkare Tereru, 2167-2163 9)Neferkahor Neferkare (2) 10TH Dynasty (90) 2130-2040BC Merenre Antyemsaf II (All Dates Unknown) 2163-2161BC 1)Meryibre Achthoes I, 2)............., 3)Neferkare, 2184-2183BC (1) 4)Meryibre Achthoes II, 5)Setut, 6)............., Menkare Nitocris Neferkauhor (1) Wadjkare Pepysonbe 7)Mery-........, 8)Shed-........, 9)............., 2183-2181BC (2) 2161-2160BC Inyotef II (-1) 2173-2169BC (4) 10)............., 11)............., 12)User...... -
When Did It Happen? Where in the World?
NAME _________________________________________ DATE _____________ CLASS _______ Greek Civilization Lesson 1 Greek Culture ESSENTIAL QUESTION Terms to Know myth a traditional story that explains a culture’s What makes a culture unique? beliefs or part of the natural world ritual words or actions that are part of a religious GUIDING QUESTIONS ceremony 1. How did the ancient Greeks honor their gods? oracle a priestess who speaks for the gods and answers questions about what will happen in the 2. Why were epics and fables important to the future ancient Greeks? fable a story that teaches a lesson 3. How did Greek dramas develop? oral tradition the custom of passing stories from 4. What ideas did the Greeks express in their art one generation to the next by telling the stories and architecture? out loud drama a story that is told by the actions and spoken words of actors tragedy a drama in which characters struggle to overcome problems, but fail comedy a drama that tells a humorous story Where in the world? Copyright by McGraw-Hill Education. DOPW (Discovering our Past - World) RESG WhenChapter 08 did it happen? Map Title: Greece File Name: C8_L1_wsresg_01A.ai Map700 Size: 39p6 b.c. x 20p0 600 b.c. 500 b.c. Date/Proof: Feb 3, 2011 - First Proof 2018 Font Conversions: December 8, 2015 c. 700s b.c. Homer You Are Here in c. 550 b.c. Aesop’s c. 500s b.c. Greek creates the Iliad and the History fables are written architects begin Odyssey using marble columns 89 NAME _________________________________________ DATE _____________ CLASS _______ Greek Civilization Lesson 1 Greek Culture, Continued Greek Beliefs The Greeks believed in many gods and goddesses, and they told Marking myths about them. -
Lesson 4 - I Samuel 2
Lesson 4 - I Samuel 2 I Samuel Lesson 4 - Chapter 2 I prepared you a bit last week for what we’ll study today: Hannah’s prayer or Hannah’s song. This 10-verse segment that introduces 1st Samuel chapter 2 isn’t particularly familiar to the Church (because it is buried deep within the much maligned Old Testament). However Judaism sees it as forming a central tenet of Yehoveh worship, generally on par with the Shema and the 10 Commandments. We are going to look at it in depth and then attach it to the principles it speaks about that appear later on in the bible. Interestingly, we will find that Hannah’s Prayer becomes a model for some important New Testament passages, and in some cases it is simply directly quoted and at other times it is somewhat paraphrased. Last week’s lesson was pretty technical; this week’s will have a significantly different flavor as we take one of our famous detours towards the end of the lesson (that will extend into the following week) and eventually into a section of the Bible that will surprise you. Let’s re-read Hannah’s Song. RE-READ 1ST SAM. 2:1 – 10 How might we best characterize these few passages? I suggest that it is very much a Psalm of Thanksgiving. It has the same soaring tone as many of David’s Psalms. Hannah’s prayer is a Psalm of joy and gratitude of her deliverance. But it is also unmistakably prophetic and Messianic in its nature, as are so many of David’s. -
Judea/Israel Under the Greek Empires." Israel and Empire: a Postcolonial History of Israel and Early Judaism
"Judea/Israel under the Greek Empires." Israel and Empire: A Postcolonial History of Israel and Early Judaism. Perdue, Leo G., and Warren Carter.Baker, Coleman A., eds. London: Bloomsbury T&T Clark, 2015. 129–216. Bloomsbury Collections. Web. 24 Sep. 2021. <http:// dx.doi.org/10.5040/9780567669797.ch-005>. Downloaded from Bloomsbury Collections, www.bloomsburycollections.com, 24 September 2021, 23:54 UTC. Copyright © Leo G. Perdue, Warren Carter and Coleman A. Baker 2015. You may share this work for non-commercial purposes only, provided you give attribution to the copyright holder and the publisher, and provide a link to the Creative Commons licence. 5 Judea/Israel under the Greek Empires* In 33130 BCE, by military victory, the Macedonian Alexander ended the Persian Empire. He defeated the Persian king Darius at Gaugamela, advanced to a welcoming Babylon, and progressed to Persepolis where he burned Xerxes palace supposedly in retaliation for Persias invasions of Greece some 150 years previously (Diodorus 17.72.1-6). Thus one empire gave way to another by a different name. So began the Greek empires that dominated Judea/Israel for the next two hundred or so years, the focus of this chapter. Is a postcolonial discussion of these empires possible and what might it highlight? Considerable dif�culties stand in the way. One is the weight of conventional analyses and disciplinary practices which have framed the discourse with emphases on the various roles of the great men, the ruling state, military battles, and Greek settlers, and have paid relatively little regard to the dynamics of imperial power from the perspectives of native inhabitants, the impact on peasants and land, and poverty among non-elites, let alone any reciprocal impact between colonizers and colon- ized. -
Ibo-English Dictionary
ANTHROPOLOGICAL REPORT O N TH E - IBO SPEAK ING P EO PLES OF NIGERIA . E W TH M A . O R C O . O S M . A N TH T , , ETC G O VER NM ENT ANTHROPOLOGIST . P A R T V . ADDENDA TO - IBO ENGLISH DICTIONARY . L O ND O N ISO N A ND S O H A RR NS . L O NDO N H A I A N N P I N E I N O D I N A Y O I I I S M A J E RR SO N D S O S , R T RS R R T ST Y , ’ M I N L N R . ST . A RT S A 611869 " 55 P A REF C E . The present volume conta ins firstly the Addenda and C of I bo D ictiona r orrigenda the y previously published , the of ma inl so proofs which were read y in the colony, that M S . i comparison with the original was mpossible . I n the second place it contains re -determinations of tones of certain words in the previous Dictionary, and in the third f I t place a number o words used in the Asaba dialect . must be understood that these latter by no means comprise the whole of the Asaba vocabulary ; words included in the previous Dictionary are not reprinted here . on ha s The tones were noted the assumption , which since turned out to be incorrect, that they are four in number, high , R V I low , and upper and lower middle .