Course Syllabus

SPRING SUMMER 2017 I & II CHRONICLES OLDT 0524 [WEB-BASED]

MAY 1 – JULY 21

INSTRUCTOR: DR. KEITH BODNER Email: [email protected]

To access your course material, please go to http://classes.tyndale.ca. Course emails will be sent to your @MyTyndale.ca e-mail account. For information how to access and forward emails to your personal account, see http://www.tyndale.ca/it/live-at-edu.

I. COURSE DESCRIPTION

Among the least read (and most misunderstood) books in the are 1 & 2 Chronicles. Yet we will discover in this course that this material has a vital message for the church and academy today. As the last word of the entire Hebrew , Chronicles is uniquely positioned to provide what a prominent scholar refers to as “one of the richest mines of spirituality in all Scripture.” The post-exilic period, when Chronicles was composed, witnessed the production of new kinds of literary and theological works.

This course centers on close analysis of the biblical text, assisted by lecture notes, course textbooks, and other secondary sources. Attention will be devoted to the historical, theological, and literary aspects of Chronicles.

Prerequisite: BIBL 0501

II. LEARNING OUTCOMES

At the end of the course, students should be able to: Chronicles – Syllabus

 acquire a broad knowledge of Chronicles in terms of content, themes, and theological purposes for its composition.  understand this sweeping and expansive narrative as a sophisticated and highly nuanced work of theology, with all its attendant complexities, triumphs and tragedies.  perform competent exegesis of selected texts with sufficient literary appreciation and theological depth.  take preliminary steps toward disseminating the message of this book to various audiences in the academic world and the church.

III. COURSE REQUIREMENTS

A. REQUIRED READING:

McKenzie, Steven L. 1-2 Chronicles Abingdon Old Testament Commentaries. Nashville, TN: Abingdon Press, 2004. Pp. 381. Paperback.

Hill, Andrew E. 1 and 2 Chronicles. NIVAC. Grand Rapids, MI: Zondervan. 2003.

B. ASSIGNMENTS AND GRADING

1. Discussion Forums During each week we will have the opportunity to engage in online class discussions of the relevant chapters under consideration. The questions in the discussion forums will also be the questions on the final exam at the end of the course. Alongside posting a response to the weekly questions, each student is expected to make a useful contribution to the discussion, either in the form of opinions proffered, critical engagement, relevant contribution from a key secondary source, or responses to comments from the group.

Assessment is cumulative, and will comprise 30% of the total grade.

Discussion Forum Evaluation Rubric

Category 1 2 3 4 SCORE Completeness addresses addresses less addresses all completely of post none of the than all of the parts of the addresses all questions questions; questions; parts of the presented; shorter in respectable questions; far too length; several length; respectable short; nearly answers are somewhat length; all are incomplete complete complete incomplete response

2 Chronicles – Syllabus Promptness initial initial posting initial posting initial posting and Initiative posting on or before on or before on or before after Tuesday; Tuesday; Tuesday; Tuesday; responds to responds to consistently does not most postings most postings responds to respond to several days within a postings in a most after initial timely timely postings; discussion; manner; manner; rarely limited initiative requires demonstrates participates occasional good self- freely prompting to initiative post Delivery of utilizes poor errors in few consistently Post spelling and spelling and grammatical uses grammar in grammar or spelling grammatically most posts; evidenced in errors are correct posts posts several posts noted in posts with rare appear misspellings "hasty" Relevance of posts topics occasionally frequently consistently Post which do posts off topic; posts topics posts topics not relate to most posts are that are related to the short in length related to discussion discussion and offer no discussion topic; cites content; further insight content; post additional makes short into the topic prompts references, or irrelevant further post prompts remarks discussion of further topic discussion Expression does not unclear opinions and expresses Within the express connection to ideas are substantiated Post opinions or topic evidenced occasionally opinions and ideas in minimal substantiated; ideas in a clear clearly; no expression of stated clearly and concise connection opinions or with manner with to topic ideas; mostly occasional obvious unsubstantiated lack of connection to opinions connection to topic topic Contribution does not occasionally frequently aware of to the make effort makes attempts to needs of to meaningful direct the community;

3 Chronicles – Syllabus Learning participate reflection on discussion frequently Community in learning group’s efforts; and to attempts to community marginal effort present motivate as it to become relevant group develops; involved with viewpoints for discussion; seems group consideration presents indifferent by group; creative interacts approaches to freely topic TOTAL

2. Research Paper Since this course is designed for those who will be involved in various levels of leadership in the church and the academy, this assignment presents an opportunity to carefully consider matters of application and relevance of . This paper is to be 3500 words in length, and provides the chance to showcase research skills combined with careful exegesis and theological interpretation. A topic must be selected by week 3, and if the student is undecided, during week 2 a list of potential topics can be provided. Students may choose their own topic or ask the professor, and topics from any section of the course material be chosen.

Due at the end of week 9, for 40% of the total grade.

Rubric for Research Paper

A B C D Identifies Demonstrates a Demonstrates a Demonstrates an Demonstrates Issues/Problems clear and deep clear understanding of superficial (if applicable) understanding of understanding of the contemporary understanding of the contemporary the contemporary issue based on the contemporary issue clearly based issue based in theological issue based on in theological theological understanding of limited theological understanding of understanding of contemporary understanding of contemporary contemporary culture contemporary culture culture culture

Connections: Makes appropriate, Makes appropriate Makes appropriate Makes little or no Theory and insightful and and insightful but somewhat connection Practice. powerful connections vague connections between the connections between the issue/ between the issue/problem and between the problem and the issue/problem and the material issue/problem and material covered. the material covered. covered.

4 Chronicles – Syllabus the material covered.

Integration of all Accurately and Accurately Limited integration Integrates few or material covered precisely integrates integrates relevant of conceptual no concepts from all relevant conceptual material from the the course. conceptual material from the course material from the course References course. References difficult to find. References clearly References somewhat obscure recognizable. recognizable. and difficult to identify. Recommendations Makes realistic, Makes realistic and Makes realistic or Makes realistic or appropriate and appropriate appropriate appropriate insightful recommendations recommendations recommendations recommendations clearly supported supported by the with limited clearly supported by the theological theological support from the by the theological principles learnt. principles learnt. theological principles learnt. principles learnt.

Incorporation of Response clearly Response framed in Response contains Response contains redemptive framed in terms of terms of God’s some references to little reference to mission of God, call God’s redemptive redemptive God’s redemptive God’s redemptive of the church and mission, mission, mission, mission, understanding of eschatology and eschatology and eschatology and eschatology and eschatology consequent call to consequent call to consequent call to consequent call to and mission of the and mission of the and mission of the and mission of the church as covered church as covered church as covered church as covered in the course. in the course. in the course. in the course. Deductive Shows clear Shows evidence of Shows some Shows little reasoning evidence of deductive evidence of evidence of deductive reasoning. deductive deductive reasoning. Definition of reasoning. Some reasoning. Definition of problem and link between Reasoning problem and response derived definition of indicates response clearly from theology problem and incoherent link derived from response and with theology. theology. theology. Reverts Resorts mostly to to inductive inductive thinking thinking unrelated unrelated to to theology on theology. occasion. Formulation of Response clearly Response Response Response does not Response addresses the addresses the addresses the address problem

5 Chronicles – Syllabus problem in a way problem in a way problem. Response directly. Tends to that fosters that fosters is not necessarily be prescriptive transformation/red transformation/red redemptive. and not emption based on emption based on redemptive. sound theology. sound theology. Communication: Clearly articulates Articulates Articulates Language contains response in response in response in Christianeze. language devoid of language mostly language mostly Contains Christianeze. devoid of devoid of ambiguity. Response clearly Christianeze. Christianeze. directed at live Response directed Response audience. Truth is at live audience. somewhat expressed fully and Truth is expressed contrived. Truth is unambiguously yet unambiguously yet expressed graciously. graciously. somewhat ambiguously. Adaption as Message clearly Message adapted Message somewhat Message not opposed to adapted to to perceived adapted to adapted to adoption perceived audience audience but perceived perceived but avoids avoids temptation audience. Mostly audience. temptation to to adopt cultural avoids temptation Tendency to adopt cultural mindset. Confronts to adopt cultural accommodate mindset. Clearly and addresses mindset Exhibits culture and avoid confronts and problem without some presentation of addresses problem condemnation accommodation the truth. without with culture. condemnation.

3. Final Exam To be scheduled after the completion of our last unit, this (closed book, online) exam is an opportunity for the student to share insights gleaned over the duration of the course. As mentioned above, there will be no new or surprise questions, only those encountered and discussed during the course. Each week we will have a series of questions in our discussion forums, and these will provide the data for the final exam. Consequently, exam preparation should be very straightforward, as the student is simply expected to integrate our course discussions, and present final responses to the questions we have discussed together. This is an opportunity to draw all of our resources together, and share the fruits of our learning in a useful way.

To be scheduled after the completion of our last unit, for 30% of the total grade.

Student Time Expectation Table

6 Chronicles – Syllabus % of Grade Average Time Average Weekly Required Time Required Weekly Reading and Listening (12 -- 60 hours 5 hours/week weeks) Weekly Discussion (10 weeks) 25% 30 hours 3 hours/week Research paper 25% 36 hours (student schedules) Final Exam Prep 25% (student schedules) Total Grade 100 % 126 hours 10.5 hours/week (average)

C. GENERAL GUIDELINES FOR THE SUBMISSION OF WRITTEN WORK

For proper citation style, consult the Chicago-Style Quick Guide (Tyndale e-resource) or the full edition of the Chicago Manual of Style Online, especially ch. 14. For citing scripture texts, refer to sections 10.46 to 10.51 and 14.253 to 14.254.

Academic Integrity Integrity in academic work is required of all our students. Academic dishonesty is any breach of this integrity, and includes such practices as cheating (the use of unauthorized material on tests and examinations), submitting the same work for different classes without permission of the instructors; using false information (including false references to secondary sources) in an assignment; improper or unacknowledged collaboration with other students, and plagiarism. Tyndale University College & Seminary takes seriously its responsibility to uphold academic integrity, and to penalize academic dishonesty.

Students should consult the current Academic Calendar for academic polices on Academic Honesty, Gender Inclusive Language in Written Assignments, Late Papers and Extensions, Return of Assignments, and Grading System. The Academic Calendar is posted at http://tyndale.ca/registrar.

D. SUMMARY OF ASSIGNMENTS AND GRADING

Evaluation is based upon the completion of the following assignments:

1. Discussion Forums 30 % 2. Research Paper 40 % 3. Final Exam 30 % Total Grade 100 %

E. COURSE EVALUATION

7 Chronicles – Syllabus Tyndale Seminary values quality in the courses it offers its students. End-of-course evaluations provide valuable student feedback and are one of the ways that Tyndale Seminary works towards maintaining and improving the quality of courses and the student’s learning experience. Student involvement in this process is critical to enhance the general quality of teaching and learning.

Before the end of the course, students will receive a MyTyndale email with a link to the online course evaluation. The evaluation period is 2 weeks; after the evaluation period has ended, it cannot be reopened.

Course Evaluation results will not be disclosed to the instructor before final grades in the course have been submitted and processed.

IV. COURSE SCHEDULE, CONTENT AND REQUIRED READINGS

Unit 1: Genealogies (1 Chronicles 1-8)

Unit 2: Transitions (1 Chronicles 9-15)

Unit 3: Consolidations (-20)

Unit 4: Custodianship (1 Chronicles 21-26)

Unit 5: Succession (1 Chronicles 27 – 2 Chronicles 3)

Unit 6: Construction (-10)

Unit 7: Partition (-15)

Unit 8: Trials (-19)

Unit 9: Turbulence (-24)

Unit 10: Incursions (-29)

Unit 11: Threats (-33)

Unit 12: Exile and Opportunity (-36)

V. SELECTED BIBLIOGRAPHY

Ackroyd, Peter. The Chronicler in His Age. Journal for the Study of the Old Testament Supplement 101. Sheffield: Sheffield Academic, 1990.

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Ben Zvi, Ehud. “A Gateway to the Chronicler’s Teaching: The Account of the Reign of in :1-27.” Pp. 210-42 in History, Literature and Theology in the Book of Chronicles. London: Equinox, 2006.

Boda, Mark J. 1-2 Chronicles. Cornerstone Biblical Commentary 5a. Carol Stream, IL: Tyndale House Publishers, 2010.

Bodner, Keith. Jeroboam’s Royal Drama. Oxford: Oxford University Press, 2012.

Bodner, Keith. The Artistic Dimension: Literary Explorations of the . LHBOTS 590; London: T & T Clark, 2013.

Bodner, Keith. Elisha’s Profile in the Book of Kings: The Double Agent. Oxford: Oxford University Press, 2013.

Endres, John C. “The Spiritual Vision of Chronicles: Wholehearted, Joy-filled Worship of God.” CBQ 69 (2007) 1-21.

Hahn, Scott W. The Kingdom of God as Liturgical Empire: A Theological Commentary on 1-2 Chronicles. Grand Rapids: Baker, 2012.

Japhet, Sara. I & II Chronicles: A Commentary. Old Testament Library. Louisville, KY: Westminster/John Knox, 1993.

Jarick, John. 1 Chronicles. Readings: A New Biblical Commentary. London: Sheffield Academic, 2002.

______. “The Temple of in the Book of Chronicles,” in Temple and Worship in Ancient Israel, edited by J. Day. LHBOTS 422. London and New York: T & T Clark, 2005, 365-381.

Johnstone, William. 1 and 2 Chronicles. Volume 1. 1 Chronicles 1-: Israel’s Place among the Nations. Journal for the Study of the Old Testament Supplement 253. Sheffield: Sheffield Academic, 1997.

______. 1 and 2 Chronicles. Volume 2. -36: Guilt and Atonement. Journal for the Study of the Old Testament Supplement 254. Sheffield: Sheffield Academic, 1997.

______. “Chronicles, Canons, and Contexts.” Pages 50-73 in Chronicles and Exodus: An Analogy and its Application. Journal for the Study of the Old Testament Supplement 275. Sheffield: Sheffield Academic, 1998.

Kalimi, Isaac. The Retelling of Chronicles in Jewish Tradition and Literature: A Historical Journey. Winona Lake, IN: Eisenbrauns, 2009.

9 Chronicles – Syllabus Klein, Ralph W. 1 Chronicles. Hermeneia. Minneapolis, MN: Fortress 2006.

Knoppers, Gary N. I Chronicles 1-9: A New Translation with Introduction and Commentary. Anchor Bible 12. New York: Doubleday, 2004.

______. I Chronicles 10-29: A New Translation with Introduction and Commentary. Anchor Bible 12A. New York: Doubleday, 2004.

Knoppers, Gary N., “ in Chronicles: Villain or Victim?” JBL 109 (1990) 423-440.

Knoppers, Gary N. “Reform and Regression: The Chronicler’s Treatment of .” Biblica 72 (1991) 500-24.

Levin, Yigal. “Who was the Chronicler’s Audience? A Hint from His Genealogies.” JBL 122 (2003) 229-45.

Mitchell, Christine. “The Ironic Death of in 2 Chronicles.” CBQ 68 (2006) 421-35.

Olyan, Saul. “Zadok’s Origins and the Tribal Politics of David.” JBL 101 (1982) 177-93.

Ristau, Kenneth A. “Reading and Rereading Josiah: The Chronicler’s Representation of Josiah for the Postexilic Community,” pp. 219-248 in Community Identity in Judean Historiography: Biblical and Comparative Perspectives, edited by Gary N. Knoppers and Kenneth A. Ristau. Winona Lake, IN: Eisenbrauns, 2009.

Schipper, Jeremy. “‘Exile Atones for Everything’: Coping with Jeremiah 22.24-30.” JSOT 31.4 (2007) 481-492.

Schweitzer, Steven J. “The High Priest in Chronicles: An Anomaly in a Detailed Description of the Temple Cult.” Biblica 84 (2003) 388-402.

Schweitzer, Steven J. Reading Utopia in Chronicles. PhD Diss. University of Notre Dame, 2005.

Selman, Martin J. 1 Chronicles: An Introduction and Commentary. TOTC 10a. Downers Grove, IL: Inter-Varsity Press, 1994.

Selman, Martin J. 2 Chronicles: An Introduction and Commentary. TOTC 10b. Downers Grove, IL: Inter-Varsity Press, 1994.

Smith, H. P. A Critical and Exegetical Commentary on the . ICC. Edinburgh: T & T Clark, 1899.

Sparks, James T. The Chronicler’s Genealogies: Towards an Understanding of 1 Chronicles 1-9. Academia Biblica 28; Atlanta: SBL, 2008.

10 Chronicles – Syllabus Sweeney, Marvin A. I & II Kings. OTL. Louisville, KY: Westminster John Knox Press, 2007.

Tan, N. “The Chronicler’s ‘Obed-’: A Foreigner and/or a Levite?” JSOT 32 (2007) 217-30.

Trotter, James. “Reading, Readers and Reading Readers Reading the Account of Saul’s Death in 1 Chronicles 10,” in The Chronicler as Author: Studies in Text and Texture. ed. M. P. Graham and S. L. McKenzie; JSOTSup 263. Sheffield: Sheffield Academic, 1999, 294-310.

Tuell, Steven S. First and Second Chronicles. IBC. Louisville, KY: John Knox, 2001.

Willi, T. “Late Persian and its Conception of an Integral Israel according to Chronicles: Some Observations on Form and Function of the Genealogy of Judah in 1 Chronicles 2.3- 4.23.” Pp. 146-62 in Second Temple Studies: 2. Temple Community in the Persian Period, eds. Tamara C. Eskenazi and Kent H. Richards. JSOTSup 175; Sheffield: Sheffield Academic, 1994.

Williamson, H. G. M. 1 and 2 Chronicles. NCBC. Grand Rapids: Eerdmans, 1982.

Wright, John W. “Beyond Transcendence and Immanence: The Characterization of the Presence and Activity of God in the Book of Chronicles.” Pp. 240-67 in The Chronicler as Theologian: Essays in Honor of Ralph W. Klein, edited by M. Patrick Graham, Steven L. McKenzie, and Gary N. Knoppers. JSOTSup 371; London: T&T Clark, 2003.

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