In May 2017, I had the opportunity to chat with Phillip Michael Sherman of Maryville College for his podcast “Teaching a Bible that Matters.” The podcast is part of The Maryville Seminar for Socially Engaged Teaching of the Bible. I spoke with Dr. Sherman about how I tie my teaching of the Hebrew Bible into social consciousness.
Here are a few teaching resources I have created, available as PDFs to download:
I created this handout to introduce students to the lexicon used in my Biblical Hebrew class, Holladay’s A Concise Hebrew and Aramaic Lexicon of the Old Testament. By giving students questions to answer about specific Hebrew words, this workshop lets them explore the features of the lexicon and prepares them to look up words on their own.
This flow chart is inspired by the Choose Your Own Adventure books of my childhood. I created one for each inflection of Hebrew verb (perfect, imperfect, etc.) to help students figure out the binyan (stem) of a verb.
This is an example of the exegesis assignments students completed in my Biblical Hebrew class. This one is for students in their second semester of the language, and it asks them to explore the Hebrew of a controversial pair of verses with an eye toward arriving at their own interpretation.
At the beginning of the semester, I give this handout to students in Bible and Western Culture I to spark discussions about Bible translation and biblical “literalism.” I ask them to address the implications of variant translations of these well-known verses; we then segue into a discussion of Leonard Greenspoon’s article “10 Common Misconceptions about Bible Translation.”
In my Jews in the Ancient World course, I assign groups to imagine that they are trying to pitch a Tudors-style miniseries about ancient Jewish history. The results are both hilarious and educational. This exercise could be adapted for other courses.