BIB 304 NA/NO/NOS—History of the Land of Israel

Spring 2023
Mondays 6:00 – 9:00 PM

COURSE INSTRUCTOR: Dr. David Emanuel

CONTACT INFORMATION: Email: [email protected] (Best)
APPOINTMENT INFORMATION: Office: 1830, 18th Floor, 2 Washington Street
Open Office Hours: Available via Zoom appointment Wednesdays-Fridays
(Please request all appointments in advance)

REQUIRED TEXTS: Schipper, Bernd U. A Concise History of Ancient Israel: From the Beginnings
through the Hellenistic Era (trans. Michael Lesley; Pennsylvania:
Pennsylvania University Press, 2019). ISBN 978-1-57506-732-2

Bright, John. A History of Israel (3rd ed.; Chatham, Kent; SCM Press, 1980).
ISBN 978-0-33402-046-2

OTHER RESOURCES: Reliable internet connection and capability to record video presentations

CATALOG COURSE DESCRIPTION: An introduction to the history of the land of Israel, from the conquest of the
Israelites through to their expulsion from the land after the second revolt. This course focusses on the biblical
and extra-biblical sources related to the historical, geographical, and cultural context of Israel’s inhabitants
during this era. (fulfills core curriculum requirement, 3 credits)

This course is housed within the School of Bible and Christian Ministry’s Bible Department.

Assignment* Measuring Other Alignments

STUDENT LEARNING GOALS: THE STUDENTS WILL . . .
Goal Attainment: Core (.Skill) Dept / Prg
1. Describe the role archeology plays in reconstructing Quizzes and final exam 1.1 SLG 2
historical events
2. Identify and resolve difficulties in reconstructing Class written assignments 1.6 SLG 2
biblical historical events (IL 2.c)
3. Describe the relevance of key documents and Written assignments and 1.1 SLG 2
inscriptions that shed light on biblical history quizzes
4. Practice using historical sources to shed light on Written assignments 1.4 SLG 5
biblical events
5. Understand and describe how ancient cultures affect Written assignments 1.3 SLG 6
the interpretation of biblical texts
The above student learning goals are aligned with the institutional core academic goals and skills and the department’s and/or program’s
goals stated in the college catalog (https://www.nyack.edu/site/nyack-catalog/). Attainment of goals is evaluated by the identified
assignments.
*Assessments primarily serve as measures of individual student growth and goal attainment. Secondarily, samples of student work
and/or evaluations of student work may be used by the School/Department and Institution for improving student learning and as
evidence of program effectiveness. Care will be taken to protect student identity.

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ASSIGNMENT DESCRIPTIONS:
All due dates and times are listed in Eastern Standard Time (EST).

1. Attendance
• For in-class participants: A significant part of this course is designed as hands-on, in-class
participation; therefore, faithful attendance with a Bible, notebook, and pen is essential. Please
notify the professor in advance if you are unable to attend a specific class session. Additionally,
make every effort to be on time (for class and after breaks) and to have the required reading
completed in advance. The first two late arrivals receive no penalty (whether excused or not);
after that, each late arrival attracts a penalty of 1%. Arriving late, using your phone in class, leaving
early, or sleeping in class are all acts that incur penalties (If you are going to be absent, please
hand in your assignments early, and ask a fellow student to collect any missed work, hand-outs,
and class notes). If a student arrives late, it is his/her responsibility to ensure that their presence
in class is recorded on the register. Remember, important administrative information is given at
the beginning of class. If a student leaves early without notifying the instructor, they automatically
lose 1% of their final grade.
Online Students: You are expected to watch the video content each week, and keep up with the
readings. The mid-term and final exams will test your knowledge of the video content. The videos
will be released on Tuesday mornings.

2. Readings [40%]
• Readings are an important part of the course because we only meet as a class once a week. They
are primarily assigned from the course textbooks (above). A few additional readings may also be
required. Reading assignments should be completed by Monday each week, in preparation of for
the class. Use the reading guides on E360 to help with your notetaking. Keep up with the readings
according to the calendar below. Please remember that for college-level courses, each student is
expected to complete 2-3 hours work outside of class for each hour spent within the classroom.
[See Carnegie report below]. After you finish taking notes, you need to complete the Reading
Comprehension quiz assigned for that week. You are permitted to use your notes to take the test,
but it is timed.

3. Written Assignment (20%)

• All students must submit a major written assignment during the semester. Approximately 5-6
pages should be written, and references provided for all sources used. At least 3 academic sources
are required, and they must be cited within body of the research paper. The topic must be
approved by the instructor before the end of the second week of the semester [6th Feb.]. Any
work received via email one full week prior to the deadline is treated as a draft, and the student
will have an opportunity to make corrections before it is finally graded. Assignments must be
typed using 12-point Times New Roman font, with standard margin settings. Please submit all
assignments electronically in MS Word format or PDF (not Google Docs or Pages)—Failure to do
this may result in a late grade. All assignments must be submitted via drop box! Assignments are
NOT graded if they are submitted via email. [For further details on the assignment see below]

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4. Presentations [10%]
• One class presentation is required from each student towards the end of the semester. The topic
for the presentation should be the same as their final written assignment. Presentation
applications such as PowerPoint, Prezi, should be used in order to score maximum points. All
presentations from online students must be submitted by 6th March. The presentations should be
based on the research for your written assignment.

5. Exams (30%)
• The mid-term and final exams include data from the course textbooks, and class material. Each
exam accounts for 15% of your final grade. Both exams are online, and revision sheets are
provided to assist students.

GRADING COMPOSITION AND SCALE:

Grades for this class are calculated for each category of grading. Each category is assigned a percentage of the
total grade. The course grade is based on the following components:

• Readings .............................................................................................. 40%

• Presentation ......................................................................................... 10%
• Written Assignment ............................................................................. 20%
• Mid-term Exam .................................................................................... 15%
• Final Exam………………………………………………………………………………………… 15%

As outlined in the catalog, all grades are calculated based on the following scale of Letter Grade/Percentile
Equivalents:

A A- B+ B B- C+ C C- D+ D D- F
93-100% 90-92% 88-89% 83-87% 80-82% 78-79% 73-77% 70-72% 68-69% 63-67% 60-62% 0-59%

Grade Book. Please calculate your grade as the course progresses using the percentages in the syllabus and
compare this to the grade book in Edvance360. Note that grade book only shows your percentage grade for work
completed. If you are missing assignments, then the grade book reflects a grade higher than it really is. Any
problems with grade book or other questions about grades must be resolved two days before the final exam. Your
instructor cannot make any changes once grades are submitted to the registrar.

Care should be taken to perform at one’s best in each class. Minimum course, program, and institution grade
requirements are outlined in the college catalog (https://www.nyack.edu/site/nyack-catalog/), falling below
which may affect timely degree completion and/or financial assistance.

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CARNEGIE UNIT ACCOUNTABILITY
In order to demonstrate accountability to reach the In addition to class time, the estimated homework
student learning goals listed above, this course holds to a hours for this course, by category, are as follows:
professional academic standard known as the Carnegie Type of Work Hours
Unit. This impacts the amounts of reading, “seat time” Required Reading 42
(instructional schedule set by the Registrar’s Office), and Studying for Exams/Quizzes 13
outside work assigned. Standardized expectations are 15 Research 20
hours of class and 30 hours of homework per credit (45 Writing Assignments 10
hours of class time and 90 hours of homework for a 3- Presentation 5
credit course). Accreditors and the US Department of
Education have set these standards so as to assure that Total Homework Hours 90
students receive a fair education.

Grading guidelines for written assignments

Paper engaged with at least 3 academic articles (two journals minimum)
Remained within the page limits
Original ideas and supporting arguments
Sufficient detail added to discussions
Correct formatting, consisting of
• Descriptive title (Not, “Written Assignment,” …)
• Correct page length
• Clear introduction, providing overview of the topic and paper
• Fully developed paragraphs
• Use of section headings
• Conclusion/Summary
• Bibliography/list of citations, on a separate page
• Engagement with sources cited
• Evidence of bibliography used in the paper
• File saved as Word or PDF document
• Double spaced or space and a half (never single spaced!!!)
• Correct spelling, style (see below) and grammar
• Academic sources used (see instructor if you are unsure)
• Correct biblical citations if necessary

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COURSE OUTLINE AND CALENDAR
All dates and times are listed in Eastern Standard Time (EST).

Week 1 General Introduction

• Syllabus Overview
• Course Introduction
• Reading History
Readings, 1 Assignments and/or Exams
23rd January
• Schipper, pp. 1-6
• Bright, pp. 47-66
• Reading Comprehension 1
• [Video and Readings on E360]
Week 2 Land and Archeology
• Introduction to Archeology
• Israel’s geography/topography
• Israel as a land bridge
Activities, Assignments and/or Exams
30th January • 2Carta, pp. 14-24
• Mazar, pp. 9-34
• Zangenberg, 322-62 [Optional]
• Reading Comprehension 2
• [Video and Readings on E360]
Week 3 Pre-Israelite Period and Conquest
• Patriarchal era
• Tribal league
• The need for a monarchy
Activities, Assignments and/or Exams
6th February • Term paper topic due!!!
• Bright, pp. 77-96
• Bright, pp. 162-82
• Reading Comprehension 3
• Carta, pp. 25-92 [Optional]
Week 4 United Kingdom
• The Davidic Kingdom
• Assyrian resurgence
• The kingdom division
Activities, Assignments and/or Exams
13th February
• Schipper, pp. 10-24
• Bright, pp. 183-228
• Reading Comprehension 4
• Carta, pp. 93-126 [Optional]
Week 5 Divided Kingdom to Northern Exile
• The Northern Kingdom
• Israel’s relationship with Assyria
20th February Activities, Assignments and/or Exams
• Schipper, pp. 25-54
• Bright, pp. 229-53

1
Ideally, the readings should be read in advance of the class, as a means of preparation for the class material.
2
This refers to Carta’s Handbook and Atlas of the Bible.
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• Reading Comprehension 5
• Bright, pp. 269-77 [Optional]
Week 6 Decline of the South and Exile
• Judah and Assyria
• Decline of Judah
• Rise of the Neo-Babylonian empire
• The Exile
27th February Activities, Assignments and/or Exams
• Schipper, pp. 55-92
• Bright, pp. 310-40
• Reading Comprehension 6
• Carta, pp. 127-156 [Optional]
Week 7 Mid-term Exam
• Online Mid-term Exam
Activities, Assignments and/or Exams
6th March • Mid-term is online [Complete the questions you have received]
• Deadline for presentation submission!!!
• [No readings for this week]

Week 8
March 12th – 19th Spring Break

Week 9 Persian and Hellenistic Period

• Rise of the Persian Empire
• Judah under Persian Rule
• Conquest of Alexander the Great
Activities, Assignments and/or Exams
20th March
• Schipper, pp. 93-115
• Bright, pp. 403-16
• Reading Comprehension 7
• Carta, 157-83
Week 10 Hasmonean Revolt
• Greek rule over the Levant
• Hasmonean uprising
• Expansion of Israelite kingdom
• [Class presentations begin]
27th March Activities, Assignments and/or Exams
• Bright, pp. 417-42
• Seeman, pp. 46-50
• Carta, pp. 183-209
• Reading Comprehension 8
Week 11 Class Presentations
• [Continuing class presentations]
Activities, Assignments and/or Exams
3rd April
• Class presentations continue
• Prepare to submit written assignment for 10th April
Week 12 The Roman Period [Beginning]
• Decline of Hasmonean hegemony
10th April
• Conquest by Rome

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• Herod the Great
Activities, Assignments and/or Exams
• FINAL DEADLINE FOR ALL WRITTEN ASSIGNMENTS!!!
• Meyer, pp. 50-82
• Carta, pp. 210-24
• Reading Comprehension 9
Week 13 Israel’s Demise
• The Herodians [Herod’s sons]
• The First revolt
• The Second Revolt
Activities, Assignments and/or Exams
17th April
• Seeman, pp. 59-66
• Mayer, pp. 139-73
• Carta, pp. 250-68
• Reading Comprehension 10
Week 14 Course review and Finals preparation
• Revision sheet
24th April Activities, Assignments and/or Exams
• Prepare for final exam
Final Exam!! Online
Week 15 – 1st May
Must be completed by May 2nd!!

COURSE POLICIES

• Reasonable Accommodation: Any student eligible for and requesting academic accommodations due to
a disability is required to provide a letter of accommodation from the Office of Disabilities Support
Services within the first six weeks of the beginning of classes.
• Student Identity Verification and Privacy: Student identity in the online course companion is verified via
measures for online course enrollment (student name, matching institutional email address, and student
ID#) and online course login (secure login and pass code via my.nyack.edu portal). Use of the Edvance360
Software and System is implemented and maintained in compliance with the Family Educational Rights
and Privacy Act (FERPA), 20 U.S.C. § 1232g; 34 CFR Part 99, and assurances are provided that information
protected by FERPA is secure from people unauthorized to use the System.
• Attendance/Absence: Attendance is marked in the Faculty Portal each class period. Missing any class
time is detrimental to students and should be avoided. Students, however, are permitted one hour of
absence (excused or unexcused) for each credit hour before grading penalties are imposed (this amounts
to 3 hours per semester). A student must contact the professor via email before the end of a missed class.
All assignments are due on the date designated. If the professor is absent, work equivalent to the “seat
time” missed will be posted in the E360 course companion in order to mark attendance and to fulfill
federal/state regulations. Students are permitted two absences without penalty. See 2014/15 Catalogue
p. 319. Attendance is taken every week at the beginning of class, and sometimes at the end of class.
Students leaving class early without informing the instructor will lose 1% of their final grade for every
infringement. During lectures, students are expected to remain seated, failure to do so may result in loss
of participation points.
• Late Assignments/Extensions: Assignments must be submitted on time. No late work is accepted without
a penalty (usually one letter grade per week late, thus an “A” becomes an “A-”, etc.). Late assignments
must be submitted in the Late Assignment Dropbox, and not emailed directly to your instructor. If a draft
is submitted by mistake, and the full version submitted after the deadline, then either the draft will be
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graded, or the full version graded as a late entry. Assignments cannot be submitted past the last day of
the class, unless an extension request was approved by the professor and filed with the Registrar’s Office
no later than the last day of the class (before final-exam week begins—see Extensions for Late Work policy
in the college catalog).
• Make-Up Exams: Students may not be absent from an announced examination period except for
reasons beyond their control. In the event of an unavoidable absence, the student must arrange for a
make-up examination with the instructor.
• Academic Integrity and Plagiarism: In a Christian college academic integrity is particularly important.
Any student caught cheating or plagiarizing (the unacknowledged use of other people’s words or ideas
as though they were your own) will be subject to the penalties as described in the plagiarism policy in
the college catalog and student handbook. Plagiarism includes: block quoting internet quotes without
quotation marks; sharing papers for another to copy from; copying another student’s work. Written
assignments are electronically checked for plagiarism, therefore, students have a high likelihood of
being caught. The first act of plagiarism incurs a penalty of 0% for that paper, together with a plagiarism
report filed; the second infraction incurs an “F” for the course.
• Academic Quality: Remember that grades for assignments are based not only on the completion of the
assignment but the quality of work produced. The higher the quality of skills and abilities
demonstrated, in areas such as expression and depth of thought, organization, writing, research,
reporting, and observation, the higher the grade given to the assignment. All written assignments will
be completed using the indicated style guide.
• Style Guide for written work: All written work must follow proper form (MLA). Points are deducted if
elements of the respective styles are omitted.
• Writing Center: Because ALL Writers Need Feedback - The Writing Center is available to assist all
students with writing for any classes. Peer Writing consultants, who are fellow Nyack College students
and alumni, are trained to help with all stages of the writing process, from brainstorming to organizing
to revising and editing papers. Plan well in advance to bring the assignment sheet, or a draft of the
paper, and specific questions/concerns to any of the Center’s locations. Students are also able to have
access to online consultations through Google Docs via their nyack.edu email account. The Center’s
services are free. Students can drop in and work with a consultant or make an appointment through the
website or by calling the Center (preferred). For more information about Writing Center services and
locations, please visit the website: https://www.nyack.edu/writingcenter/.
• Communication with Instructor: Nyack College email will be the primary mode of communication with
students, unless specified otherwise. Please check your email regularly. Be sure to know how to access
the messaging system on E360. Within the body of your email you must include your name, email
address, and full course number. Failing to do so results in a delay in your response. Before contacting
your instructor about course related matters, be sure to check this syllabus to confirm your answer is
not written within. You instructor will be unavailable from sundown on Saturdays to Sundown on
Sundays—urgent requests on Saturdays should be submitted before midday.
• Grievance Procedure Policy: Students who have a grievance relative to academic policies, grades given,
or other academic judgments should first seek to resolve their complaints with the professor. If
resolution is not reached, the matter may be directed to the department head or program director of
the class in question. If this does not solve the problem, a formal complaint may be made in writing to
the respective Academic Dean whose judgment is final. See the full Grievance Procedure Policy posted in
the college catalog.

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• Discrimination (Title IX): Sex and gender discrimination, including sexual harassment, are prohibited in
educational programs and activities, including classes. Title IX legislation and College policy require the
College to provide sex and gender equity in all areas of campus life. If you or someone you know has
experienced sex or gender discrimination, sexual harassment, sexual assault, intimate partner violence,
or stalking, we encourage you to seek assistance and to report the incident through resources available
at www.nyack.edu/safetyandsecurity. Confidential assistance is available at the Student Counseling
Center. Faculty are NOT confidential under Title IX and will need to share reported information with the
Title IX Coordinator. For these and other policies governing campus life, please see the Student
Handbook.
• Electronic Devices: It is expected that ALL electronic devices be MUTED during class time. Do not
answer phone calls or text messages during class. Failure to adhere to this rule results in a deficit to the
student’s final grade.
• Withdrawal Date: Withdrawal from a course is allowed until the class reaches the 75% mark of the
course length (April 9th). Withdrawal requires signatures on the Registrar’s Course Withdrawal form and
the process should be started well before the deadline. Financial implications and satisfactory academic
progress implications provided by the financial aid counselor and the academic advisor should be
considered during the Course Withdrawal form process. Please notify your instructor if you plan on
withdrawing from class.
• Copyright: All lectures, syllabus, handouts, recordings, and notes taken by students remain the
intellectual property of the professor who retains the copyright of all material
• COVID Compliance: Due to the current pandemic, all students are required to wear masks that cover
their mouth and nose throughout their time in class. Students are also required to remain seated and
refrain from eating inside classrooms. Failing to adhere to these requests result in removal from the
class. Persistent offenders will be required to complete the course in a livestream format. If a student
refuses to comply, the professor will leave the class and restrict all instruction to a livestream
environment

Final Written Assignment

1) Choose from a selection of topics and write a research paper on your chosen subject. For the most part,
the possible topics are centered around: places, people, artefacts, and events that existed during the
time period designated by the course, 1000BCE to 135CE. You are encouraged to utilize early literary
sources, including the Old and New Testaments, inscriptions, and archeological remains as sources for
your paper. In addition to these you are expected to employ secondary academic sources: peer review
articles, scholarly publications, archeological reports, etc. Before deciding on a topic, it is highly
recommended that you first perform some preliminary research and begin building a bibliography.
a. For a study on a location, you may wish to consider the following questions to begin your research:
When was the place first occupied, and by whom; what significant events occurred there; are there
famous people from that place; What archeological remains are found there; what do early literary
sources say about the place; upon what industry did it depend; does it appear in the New
Testament (if so, in what context, and what happens there). Locations you should consider for
study are: Arad, Yodfat, Megiddo, Nazareth; Caesarea Maritime; Shechem; Nazareth; Capernaum;
Bethlehem; Samaria-Sebaste; Tiberius; Beit Shan; Masada; Jericho; the Sea of Galilee, the Jezreel
Valley

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b. For a character study you may wish to address: When were they born and when did they die; what
accomplishments did they achieve; what literary evidence do we have of their life; how does the
literary evidence portray this character (negative or positive); what was this individual’s nationality.
Individuals you could consider: Nebuchadnezzar, Ramesses II, Pontius Pilate; Herod Antipas;
Antiochus III; Sennacherib Judas Maccabee; Herod Agrippa I; Herod Agrippa II; Shimon Bar Kochba;
Alexander Yannai; Hyrcanus I; Alexander the Great, the Sea Peoples
c. For an event study: When did the event occur; who was involved in the event; how did the event
begin; how did the event come to an end; what conditions led up to the event; what were the
ramifications of the event. Did the event have ramifications for events in the New Testament.
Possible options for this line of study are: The northern exile, the battle of Qarqar, the conquest of
Israel, the second Jewish revolt; the flight to Pella; the outbreak of the first revolt
d. A study on artifacts: What is the distribution of the artefacts, what variations are there; what were
they used for; what do they tell us about the society in which they were found. Possible topics for
artefact studies are: Amarna letters, Miqvao’ot; coins; pottery; water systems; synagogues; tombs
(burial chambers); Shalmaneser’s Stele, the arch of Titus; Herod’s temple; remnants of art3

3
Any other proposed topic that does not appear on this list must first be cleared by the instructor within the first two weeks of
the semester.
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SELECTED BIBLIOGRAPHY

ALEXANDER (1999) Alexander, P. “Jerusalem as the Omphalos of the World: On the History
of a Geographical Concept.” In Jerusalem: Its Sanctity and
Centrality to Judaism, Christianity, and Islam, edited by Lee I.
Levine, 104-10. New York: Continuum, 1999.

ANDERSON (2012) Anderson, Robert T. The Samaritan Pentateuch: An Introduction to Its

Origin, History, and Significance for Biblical Studies. Society of
Biblical Literature Resources for Biblical Study. Atlanta, GA:
Society of Biblical Literature, 2012, 7-24.

BICKERMAN (1962) Bickerman, E. J. From Ezra to the Last of the Maccabees: Foundations of
Post-Biblical Judaism. New York: Schocken Books, 1962.

BROSHI (1987) Broshi, M. “The Role of the Temple in Herodian Economy.” Journal of
Jewish Studies 38 (1987): 31-37.

CLINE (2009) –E Cline, Eric H. Biblical Archaeology: A Very Short Introduction. New York:
Oxford University Press, 2009

COHEN (1989) Cohen, Shayne. From the Maccabees to the Mishnah. Louisville:
Westminster John Knox Press, 1989.

COHEN (1984) ———. “The Significance of Yavneh: Pharisees, Rabbis, and the End of
Jewish Sectarianism.” HUCA 55 (1984): 43-51.

COLLINS (2012) Collins, John J., and Daniel C. Harlow. Early Judaism: A Comprehensive
Overview. Grand Rapids, Mich.: William B. Eerdmans, 2012.

CORNFELD (1976) Cornfeld, Gaalyah. Archeology of the Bible: Book by Book. New York:
Harper & Row, 1976.

GOODMAN (2006) –E Goodman, Martin ed. Jews in a Graeco-Roman World. New York: Oxford
University press, 2006.

GOODMAN (1999) Goodman, M. “The Pilgrimage Economy of Jerusalem in the Second

Temple Period.” In Jerusalem: Its Sanctity and Centrality to
Judaism, Christianity and Islam, edited by Lee I. Levine, 69-76.
New York: Continuum, 1999.

FLUSSER (2007) Flusser, David. The Sage from Galilee: Rediscovering Jesus’ Genius. Grand
Rapids, Michigan: Eerdmans, 2007.

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GRABBE (1994) Grabbe, Lester L. Judaism from Cyrus to Hadrian. London: SCM Press,
1994, 349-66.

HORSLEY (1996) Horsley, Richard. Archeology History and Society in Galilee: The Social
Context of Jesus and the Rabbis. Harrisburg, Pennsylvania: Trinity
International, 1996.

HARLOW (2012) Harlow, Daniel C. “Early Judaism and Early Christianity.” In Early Judaism:
A Comprehensive Overview, edited by John J. Collins and Daniel C.
Harlow, 391-419. Grand Rapids: Eerdmans, 2012.

JAPHET (1999) Japhet, Sarah. “From the King's Sanctuary to the Chosen City.” In
Jerusalem: Its Sanctity and Centrality to Judaism, Christianity and
Islam, edited by Lee I. Levine, 3-15. New York: Continuum, 1999.

JAPHET (1991) ———. “The Temple in the Restoration Period: Reality and Ideology.”
Union Seminary Quarterly Review (1991): 228-42.

JENSEN (2014) Jensen, Morten. “The Political History in Galilee from the First Century
BCE to the End of the Second Century CE.” In Galilee in the Late
Second Temple and Mishnaic Periods. Edited by David Fiensy and
James Riley, 51-77. Minneapolis: Fortress Press, 2014.

KAUFMANN (2003) Kaufmann, Yehezkel. The Religion of Israel: From Its Beginnings to the
Babylonian Exile. Jerusalem: Sefer Ve Sefel Publishing, 2003.

KRAABEL (1981) Kraabel, A. “The Disappearance of the ‘God-Fearers’.” Numen 28/2

(1981): 113-26.

KOCH (1974) Koch, K. “Ezra and the Origins of Judaism.” Journal of Semitic Studies 19
(1974): 173-97.

LEVINE (1997) Levine, Lee I. “Hasmonean Jerusalem: A Jewish City in a Hellenistic Orbit.”
Judaism 46, no. 2 (1997): 140-46.

LEVINE (1999) ———. Jerusalem: Its Sanctity and Centrality to Judaism, Christianity, and
Islam. New York: Continuum, 1999.

LEVINE (1998) ———. Judaism and Hellenism in Antiquity: Conflict or Confluence?

Peabody, Mass.: Hendrickson Publishers, 1998, 33-95.

MAZAR (1992) Amihai, Mazar. Archeology of the Land of the Bible: 10,000-586BCE. New
York: Doubleday, 1992

MASON (2012) Mason, Steve, James McLaren, and John Barclay. “Josephus.” In Early
Judaism: A Comprehensive Overview, edited by John J. Collins and
Daniel C. Harlow, 290-321. Grand Rapids: Eerdmans, 2012.

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MEIER (2000) Meier, John. “The Historical Jesus and the Historical Herodians.” Journal
of Biblical Literature 119, no. 4 (2000): 740-46.

MESHORER (1982) Meshorer, Y. Ancient Jewish Coinage. Dix Hills, N.Y.: Amphora Books,
1982, 13-34.

MEYERS (2012) Meyers, Eric and Mark Chancey. Alexander to Constantine: Archeology of
the Land of the Bible. New Haven: Yale University Press, 2012.

NOY (2006) Noy, David. “Where were the Jews of the Diaspora Buried?” In Jews in a
Graeco-Roman World, edited by Martin Goodman, 75-92. New
York: Oxford University Press, 2006.

PORAT (2007) Porat Roi, Hanan Eshel, and Amos Frumkin. “Finds from the Bar Kokhba
Revolt from Two Caves at Ein Gedi,” Palestine Exploration
Quarterly 139 no. 1 (2007): 35-53.

PORTEN (1996) Porten, Bezalel. The Elephantine Papyri in English: Three Millennia of
Cross-cultural Continuity and Change. Leiden: Brill, 1996.

PRITCHARD (1973) Pritchard, James B. The Ancient Near East: Volume I—An Anthology of
Texts and Pictures. Princeton: Princeton University Press, 1973

RAINEY AND NOTLEY (2006) Rainey, Anson F., R. Steven Notley. The Sacred Bridge: Carta’s Atlas of the
Biblical World. Jerusalem: Carta, 2006.

ROAF, MICHAEL (1996) Roaf, Michael. Cultural Atlas of Mesopotamia and the Ancient Near East.
Abingdon: Andromeda Oxford, 1996.

ROUX (1992) Roux, Georges. Ancient Iraq. London: Penguin Books, 1992

REED (2007) Reed, Jonathan. The HarperCollins Visual Guide to the New Testament:
What Archeology Reveals about the New Testament. New York:
Harper Collins, 2007.

SCHIFFMAN (2012) Schiffman, Lawrence. “Early Judaism and Rabbinic Judaism.” In Early
Judaism: A Comprehensive Overview, edited by John J. Collins and
Daniel C. Harlow, 420-34. Grand Rapids: Eerdmans, 2012.

SCHIFFMAN (1995) ———. “Origin and Early History of the Qumran Sect.” The Biblical
Archeologist 58, no. 1 (1995): 37-48.

SCHIFFMAN (2001) ———. “The Pharisees and Their Legal Traditions According to the Dead
Sea Scrolls.” Dead Sea Discoveries 8, no. 3 (2001): 262-77.

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SCHWARTZ (2006) Schwartz, Joshua. “Gambling in Ancient Jewish Society and in the Graeco-
Romans World.” In Jews in a Graeco-Roman World, edited by
Martin Goodman, 145-66. New York: Oxford University Press,
2006.

SCHWARTZ (2006) Schwartz, Seth. “The Hellenization of Jerusalem and Shechem.” In Jews
in a Graeco-Roman World, edited by Martin Goodman, 37-46.
New York: Oxford University Press, 2006.

SCOTT (1998) Scott, Julius. Did Jerusalem Christians Flee to Pella? Evidence from
Biblical, Historical, Archaeological and Critical Studies. 1998,
http://www.preteristarchive.com/Bibliography/1998_scott_flee-
pella.html [accessed 03-Sept-2014].

SEEMAN (2012) Seeman, Chris, Adam Kolman. “Jewish History from Alexander to
Hadrian.” In Early Judaism: A Comprehensive Overview, edited by
John J. Collins and Daniel C. Harlow, 30-69. Grand Rapids:
Eerdmans, 2012.

SKOLNIK (2007) Skolnik, Fred, and Michael Berenbaum. Encyclopaedia Judaica. 2nd ed.
22 vols. Detroit: Macmillan Reference USA in association with the
Keter Pub. House, 2007.4

SPARKS (2005) Sparks, Kenton L. Ancient Texts for the Study of the Hebrew Bible.
Peabody, Massachusetts: Hendrickson, 2005.

STERN (1993:724-29, VOL. 2) Stern, Ephraim, Ayelet Leṿinzon-Gilboʻa, and J. Aviram. The New
Encyclopedia of Archaeological Excavations in the Holy Land. 4
vols. Jerusalem, New York: Israel Exploration Society & Carta
Simon & Schuster, 1993.

STUCKENBRUCK (2012) Stuckenbruck, Loren. “Apocrypha and Pseudepigrapha.” In Early

Judaism: A Comprehensive Overview, 179-203. Grand Rapids:
Eerdmans, 2012.

TIGCHELAAR (2012) Tigchelaar, Eibert. “The Dead Sea Scrolls.” In Early Judaism: A
Comprehensive Overview, edited by John J. Collins and Daniel C.
Harlow, 204-27. Grand Rapids: Eerdmans, 2012.

ULRICH (2012) Ulrich, Eugene. “The Jewish Scriptures: Texts, Versions, Canons,” in Early
Judaism: A Comprehensive Overview, edited by John J. Collins and
Daniel C. Harlow, 121-50. Grand Rapids: Eerdmans, 2012.

VANDERKAM (2012) VanderKam, James C. The Dead Sea Scrolls and the Bible. Grand Rapids,
Mich.: W.B. Eerdmans, 2012, 96-117 (Sects)

4
Available via Nyack library systems
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VERMES (2004) Vermes, Geza. The Complete Dead Sea Scrolls in English [Translated from
the Hebrew]. Revised ed. London; New York: Penguin, 2004.

WILLIAMS (2006) Williams, Margaret. “The Structure of the Jewish Community in Rome,”
in Jews in a Graeco-Roman World, edited by Martin Goodman,
215-28. New York: Oxford University Press, 2006.

WRIGHT (1992) Wright, N. T. The New Testament and the People of God. Minneapolis:
Fortress Press, 1992.

ZANGENBERG (2012) Zangenberg, Jürgen. “Archeology, Papiri, and Inscriptions.” In Early

Judaism: A Comprehensive Overview, edited by John J. Collins and
Daniel C. Harlow, 322-66. Grand Rapids: Eerdmans, 2012.

Web sites of interest:

http://www.bibleodyssey.org
http://www.twotimthreesixteen.co.uk
http://www.sacred-texts.com/
http://www.thebibleproject.com
http://www.thevcs.org

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 BIB 304 NA — Fall 2020
Style Guide and Tips for Writing Papers

In order to produce a high-quality assignment, it is important to follow the guidelines below for spelling,
formatting and style.
• The word “Bible” is spelled with a capital “B”
• When referencing chapter and verse, use the following formula:
o <short book name><space><chapter>:<verse(s)>
o Thus, Daniel chapter 1 verse 3 would be → Dan 1:3
o Daniel chapter 3 verses 4 to 8, would be → Dan 3:4-8
o For numbered books → 2Sam 18:23-25
• When referring to the God of Israel, use capitals, i.e. “God”
• When referring to the gods of the nationuse small “g”, i.e. “gods”
• Use a separate paragraph to address each part of question. This is important.
• The term “Old Testament” should also be written with capital first letters
• Be sure to write out the full course information as part of the MLA header (and spell the instructor’s
name correctly)
• If you make a reference to a source inside your paper, you MUST have a corresponding entry in your
bibliography
• When using quotations from a Bible:
o Use the abbreviations of the Bible version → NIV (instead of New International Version), KJV
(instead of King James Version), ESV (instead of English Standard Version)
o There is no need to provide a bibliography entry for common Bible versions. The NKJV, for
example, is the same, irrespective of where you read it: online, study version, iPad, etc.
• Be sure to include a descriptive title for each of your assignments, and make sure that it is centered
• Double spaced, or space and a half (points are lost for single spaced papers)

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