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Test Review Guides
The format for each test is explained below, and links are provided to any resources on this site that can be used to prepare. PLEASE NOTE MY CLASSROOM POLICY: No printed copies of the notes or quizzes on this site are ever allowed in the classroom. If I catch you with them, they will be confiscated. If you are trying to use them on a test or assignment, you will receive a ZERO (F) on it.

 


 

A reminder about the final exam:

  • Remember to bring your notebook to class and turn it in to me on the day of your exam. You will be receiving a grade on your notebook, so the neater and more organized the notes, the better the grade.

Final Exam...Fun!
The final exam covers material from the second semester (recognizing, of course, that much of the material from the first semester was relevant to the second), including the following topics: The Exiles, the Persian Period, The Hellenistic Period, The Roman Period, the Latter Prophets, Josephus & Eusebius, The Apostle Paul and his Undisputed Letters, and the Gospels. The format:

  • Multiple Choice I: Gospel Characteristics= 100 questions, 1pt each, from the following quiz:

  • Multiple Choice II: Comprehensive= 60 questions, 1pt each, from the following quiz:

  • Short Essays: 2 total, 10 pts each, 1 question from each of the following topics:

  • Topic 1: The Synoptics

    • The two most important days in the church’s liturgical year are Christmas, which celebrates the birth of Christ, and Easter, which celebrates his resurrection. Do you think the author of the gospel of Mark would agree with the church’s decision to make these two moments in Jesus’ life the most important and the most celebrated? Why or why not? If not, then what two moments in Jesus’ life do you think were most important to Mark, and why?

    • We have discussed Mark’s portrayal of Jesus’ disciples, and how they continually fail to live up to Jesus’ expectations. Give two examples from Mark of ways that the disciples disappoint Jesus, then give two examples of minor characters who are better examples of discipleship in Mark than the twelve. Be sure to explain your examples specifically in both cases.

    • Explain Matthew's apparent ambivalence towards Judaism. What aspects of Judaism does Matthew respect and try to preserve? What aspects does he reject? What does this tell us about the author's own community? How does this help us to understand Matthew's one-dimensional portrayal of Jesus' opponents?

    • If the traditional assumptions about the authorship of the gospel of Matthew are true, how do these assumptions affect our understanding of and solution to the synoptic problem? What problems arise with the assumption of Markan priority if Matthew is written by an eyewitness to Jesus' ministry? Consider the question in reverse: What problems arise with the assumption that an eyewitness to Jesus' life wrote Matthew, if Mark was in fact written first?

    • Discuss Matthew's use of the Old Testament in his gospel. Give examples of ways Matthew both "prooftexts" and alludes to the OT in his narrative of Jesus' life. Which OT characters does Matthew consider archetypical for his portrayal of Jesus? How does he reveal this in the text?

    • Explain Luke’s understanding of salvation. How does Luke relate it to the concept of the “kingdom of God”? How is this aspect of Lukan theology different from the other synoptics? How does Luke’s understanding of salvation affect the way he portrays Jesus? Give an example of a unique story in Luke that reflects this unique understanding, and explain how it does so.

    • Discuss Luke’s portrayal of women in his gospel. What unique material/stories about women do we find in Luke, and what do these stories tell us about Luke’s community and his understanding of Jesus (give several examples)?

  • Topic 2: The Gospel of John

    • Why does the author of the gospel of John refer to Jesus’ miracles as “signs”? How and why is his understanding of Jesus’ miracles different from that of the synoptic authors? How is John’s understanding of the miracles related to his portrayal of Jesus?

    • According to church tradition, who is the “Beloved Disciple”? What evidence supports the church’s claim? What evidence challenges it? Who are the other likely candidates? How is the Beloved Disciple portrayed in John? Why is it important for us to know who this disciple might be?

    • Explain John’s use of symbolic language in his gospel. Give examples of ways John’s stories can be interpreted on a symbolic level, and explain how John trains the reader to see the symbolic meaning in his stories.

    • In the gospel of John, how does the author typically identify the opponents of Jesus? How has John’s portrayal of Jesus’ opponents affected the course of church history? What can we know about the author of John and his community that cautions us when interpreting John’s bitter language towards Jesus’ enemies?

  • Comprehensive Essay: 1 question worth 40 points

    • READ THIS ESSAY FIRST, then answer this question:
      In the Synoptics, the turning point in Jesus' ministry is the moment he asks his disciples, 'Who do you say that I am?' All three gospels agree on who answers the question, but no two agree on how exactly he answers it, or how Jesus responds to that answer. In light of what you have learned in this class, how would you answer Jesus' question? What evidence from scripture would you use to support your answer? How have your assumptions about Jesus changed as a result of this class?

 


 

 

 

Test 3-1: Prophets/Exiles/Persian & Greek Periods
This test covers class notes on the Former Prophets (Deuteronomistic History) & Latter/Literary Prophets (Major & Minor), and the periods of Jewish History from the conquest of Canaan to the Divided Monarchy & Exiles. Cheers!

  • Matching: 45 questions worth 2pts each, from the matching worksheet below:

  • Essay: 1 Question worth 20 pts. Choose from the questions below.

    • Discuss the religious 'syncretism' between Judaism and the worldviews with which it came in contact during the exilic and post-exilic periods. Explain the influence of Babylonian mythology, Zoroastrianism, and Hellenism on Biblical literature, focusing specifically on concepts such as angelology, demonology, and 'Satan.'

    • Using The Truman Show, explain Plato's 'Allegory of the Cave.' Briefly explain what the Allegory is about, and discuss what each element of the Allegory symbolizes. Discuss how the allegory illustrates Plato's philosophy, and how it has been used as a model for both education and spirituality in the West. Finally, relate Plato's philosophy and the allegory to the New Testament.


 

 

Semester Exam!
This exam covers all first semester topics: The Manuscript Tradition behind the Bible, Genesis, the Exodus Narrative, the settlement of Canaan, the Judges, and the establishment of the monarchy.

  • Multiple Choice: 150 questions worth 1 pt each (150 pts total), drawn from the following quizzes:

  • Mandatory Essay: One question worth 50 pts, turned in digitally via the dropbox for this class on the cghsnc.org main site or email (rmartin@cghsnc.org) by Friday, Dec 12. for more information, click the link below.

  • Exam Essays: One question worth 20 pts, chosen from the list below (your choice) and answered in class on the day of the exam.

    • Explain the Biblical 'Minimalist' and 'Maximalist' positions with regard to the historicity of the Exodus. What evidence supports each position? How might each position be understood in light of contemporary issues in Religion and Politics? What is at stake in the claims of each position?

    • Discuss the significance of the archetypical figures of Joseph, Moses, and Joshua for understanding the NT gospel portrayals of Jesus. Explain the importance of Deuteronomy 18:15 to this question.

    • Discuss the importance of the revelation of the Divine Name in the Torah and its relevance to the portrayals of Jesus in the Gospels of Mark and John.

    • Discuss the significance of the Passover in the Torah and in the portrayals of Jesus' death in the synoptics and the gospel of John.


 

Test 2.1: The Primeval History, the Patriarchs, & The Exodus
This test covers class notes on the Creation & Flood stories (and comparative literature), the etiological and historical material in the patriarchal narratives, and the historicity and theological significance of the Exodus.

  • Multiple Choice: 50 questions worth 1 pts each (50 pts total), drawn from the following quiz:

  • Fill-in-the blank: 20 blanks worth 2 pts each (40 pts total), drawn from the following worksheets:

  • Essays: 2 questions; one mandatory worth 10 pts, and one chosen from the list below worth 10 pts (20 pts total):

    • Mandatory: Genesis 1-11 is considered 'mythological' material. Explain what this means, and how that meaning has changed from the time in which the stories were actually written. Explain how these stories are best understood by Christians and Jews today, and how the documentary theory and the study of comparative literature has aided our understanding.

    • Choose One:

    • Discuss the relevance of the book of Genesis to New Testament interpretation, focusing on the following stories/characters:

      • Adam & Eve, the serpent, the garden

      • Abraham & the Binding of Isaac

      • Joseph and his brothers

    • Discuss the etiological nature of Genesis. Give examples of Genesis etiologies, and explain what this means for interpretation of the Patriarchal narratives. What is the essential distinction between an etiology and an historical narrative.

    • Explain the biblical concept of sin as illustrated by the Genesis Primeval History. What is sin, and what is its impact on creation? How is the rest of the Bible essentially an attempt to explain God's efforts to counteract the impact of sin on creation without compromising humanity's freedom of choice? What is the story of the 'Fall' intended to say about the origin of sin? How is the pattern first set forth in this story repeated throughout the Primeval History?

    • Explain the 'Black Sea Flood' Theory, and its relationship to Ancient Near Eastern flood narratives. Assuming that the theory is true, how does it impact our understanding and interpretation of the Genesis flood narrative? What relevance does the quest for historical validation of the Primeval History have for interpretation in general?


 

Test 1.1: Background to Biblical Studies; Intro to the Torah; Genesis
This test covers class notes on the Overview of Jewish History, The Manuscript Tradition behind the Bible, the Development of the Canon, and the Introduction to the Torah:

  • Multiple Choice: 38 questions worth 2 pts each (76 pts total), drawn from the following quizzes:

  • Matching: Match the fourteen periods of Jewish History to the corresponding dates, 1 pt each (14 pts total). Use this quiz to practice:

  • Essays: 2 questions worth 10 pts each (20 pts total), your choice from the following questions:

    • Using the Parable of the Yeast an an example, explain why it is important to understand the context in which a Biblical book/passage is written in order to interpret the book or passage correctly. Be sure to explain what you mean by 'context.'
      [You might want to use this presentation for help with this question]

    • Discuss the manuscript tradition behind the Old and New Testaments. How does an awareness of this tradition impact our understanding and interpretation of a Biblical text? What is the connection between the manuscript tradition and the development of the canon? How does an awareness of the development of the canon impact our approach to studying the Bible?

    • Discuss the historical process by means of which the Bible came to be translated into English, and explain the difference between different types of contemporary translations. What are the positive and negative consequences of having a multiplicity of vernacular Bible translations?

    • Explain the Documentary Theory. Why is the question of Mosaic authorship an important one for Jews and Christians? How does the Documentary Theory shed light on the composition and interpretation of the Torah?

 

 
 

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