OT 634 Jerusalem Rebuilds: Haggai, Zechariah, Ezra 1–6 · 4) Shepherd, David J. and Wright,...

OT 634 Jerusalem Rebuilds:

Haggai, Zechariah, Ezra 1–6

Trinity School for Ministry Winter Intensive I: January 7–11, 2019

Dr. Byron G. Curtis

Haggai speaks to Zerubbabel and Joshua, son of Josedech Illuminated Manuscript, Netherlands, 1465. http://europeana.eu/ Public domain

OT 634 Syllabus. Jerusalem Rebuilds. TSM, January 7-11, 2019, page 2

OT 634 STM OT 834 and DMIN OT 934

Jerusalem Rebuilds: Haggai, Zechariah, Ezra 1-6

Course Syllabus, Winter Intensive I, January 7–11, 2019

Dr. Byron G. Curtis [email protected]

Welcome! Did Israel's history end with the Exile? No, indeed. Though seldom told in our day, the ash-and-rubble story of Old Testament Jerusalem rebuilt holds treasures for Bible students, teachers, preachers, and scholars. The prophets Haggai and Zechariah contributed mightily to the restoration of the Temple of Yahweh and to Jerusalem's reconstruction and survival. Two biblical books bear their names, tucked away as the tenth and eleventh among the twelve so-called “Minor Prophets.” The story of that first generation of reconstruction (539–516 BC) is told in historical accounts and in period documents in Ezra 1–6. These texts, neglected by many Christians, abound in rich themes: disaster and recovery, divine love amid human weakness, guilt and grace, leadership amid distraction, discouragement and hope; and amid all that, the restoration of the institutions of Mosaic, Israelite religion—Temple, Torah, and a Torah-observant community. The Bible‘s theology of history presents that time of restoration as the necessary prelude to the coming of the Davidic Messiah. Moreover, in the narratives of Jesus Christ’s final week in the NT Gospels, from Palm Sunday to Easter Sunday, no OT book is quoted more frequently than (no, not Psalms or Isaiah) . . . no, it’s Zechariah! These canonical texts merit careful study, study fruitful for the Church in all times, especially in troubled times.

Unit 1: Geography and History: Post-exilic Judah in Time and Place

Unit 2: Ezra 1–6

Unit 3: Haggai–Zechariah 1–8

Unit 4: Zechariah 9–14


Required Textbooks

1) A good historical and textual study Bible such as The NIV Study Bible (Zondervan, 2012) or The ESV Study Bible (Crossway, 2008 or later). A study Bible version with its study notes is the main text for this course. Acts 17:11 reports that the Bereans were “more noble” than the Thessalonians, because “they examined the scriptures every day to see if what Paul said was true.” The ability to engage in the careful study and application of the Bible is the primary outcome sought in this course. 2) Backhouse, Robert. The Kregel Pictorial Guide to the Temple. Grand Rapids: Kregel. 1996. Christianbook.com $10.79 ISBN-10: 0825430399 ISBN-13: 978-0825430398 3) Meyers, Carol L. and Meyers, Eric M. Haggai, Zechariah 1–8. Series: Anchor Yale Bible Commentary 25B. New Haven: Yale University Press, 2004. [Original: Anchor Doubleday, 1987] ISBN-10: 0300139756 ISBN-13: 9780300139754 4) Shepherd, David J. and Wright, Christopher J. H. Ezra and Nehemiah. Series: The Two Horizons Old Testament Commentary. Grand Rapids: Zondervan, 2018. ISBN 978-0-8028-6432-1 5) Webb, Barry. The Message of Zechariah. Series: The Bible Speaks Today. Downers Grove, IL: IVP Academic, 2004. ISBN-10: 0830824308 ISBN-13: 978-0830824304 In addition to the textbooks, you will need access to other resources:

1) An atlas of the Bible. If you do not already own one, I recommend either of these: Lawrence, Paul. The IVP Concise Atlas of Bible History. IVP Academic. 2013. 192 pages. At christianbook.com, $15.99 ISBN: 0830829288 ISBN-13: 9780830829286 OR Rasmussen, Carl. Zondervan Essential Atlas of the Bible. Grand Rapids; Zondervan, 2013. 160 pages. At christianbook.com, $12.95. Amazon price: $15.50 ISBN-10: 0310318572 ISBN-13: 978-0310318576 2) A history of ancient Israel, such as: Merrill, Eugene H. A Kingdom of Priests: A History of Old Testament Israel. 2nd edition. Grand Rapids: Baker Books, 2008. ISBN-10: 9780801031991 ISBN-13: 978-0801031991 3) A theology of the OT prophets. This one is highly recommended: Robertson, O. Palmer. The Christ of the Prophets. Abridged edition. Phillipsburg, NJ: P&R, 2008. ISBN-10: 1596380667 ISBN-13: 978-1596380660


Contact information: I expect to be on TSM campus the week of January 7–11. I’m easily reached after class, and sometimes before class. Cell phone?—I have a hearing disability hearing called “Hyperacusis,” a painful condition triggered by sudden increase of decibel level. Electronic sounds are my main trigger. Hence, I do not make regular use of a cell phone. When I carry one, the phone is set to silent mode. So, aside from class, the best way to reach me is often by email: [email protected]. For contact before or after that week, my Geneva College office phone is set for voice mail: 724-847-6703. Contact by email is usually best. Why a course on this period?—Destruction and exile served to validate in the minds of most Judeans the messages of the prophets they had once rejected. It elevated their sense of Yahweh's purpose in their lives, from mere guarantor of their material wellbeing, to the holy God who keeps covenant with his people. At last, Judeans clearly perceived their God as the only God—righteous, merciful and faithful. It was precisely through the disaster of exile that the majority of Judeans learned this lesson so essential to Christian theology. Also during this time the OT acquired much of its present canonical shape. Thus, the biblical literature produced during this era provides rich spiritual resources, well worthy of our study. Goals of the course. Successful students in OT 634 [OT 834 / OT 934] shall . . .

1) engage in the close reading of the biblical text of Haggai, Zechariah, and Ezra in English (or other first language);

2) apply correct interpretive procedures to these specific Old Testament (OT) biblical texts; 3) locate these OT texts within the historical context of the ancient Near Eastern regions,

kingdoms, and empires, namely, the demise of the Babylonian Empire, the ascendance Persian Empire, and the reestablishment of Judah and Jerusalem;

4) identify major literary genres of these OT texts and describe their significance for Christian interpretation and application;

5) explain how these exile-restoration texts serve as a major witness to Israel's faith and as a major contributor to New Testament (NT) theology;

6) articulate how these canonical texts contribute to the beliefs, values, and practices of the Church of Jesus Christ;

7) grapple with the moral issues raised by Judah’s experiences of massive failure, divine judgment, astonishing grace, disappointed hopes, and persevering faith.

8) apply appropriately this course’s biblical materials to their lives and callings. In addition to these course goals, students shall also make progress in these general

learning outcomes, established by the seminary:

MDiv 1) The student will recognize and identify the biblical theology evident in the course work. 2) The student will be able to articulate an Anglican understanding of biblical, historical,

systematic, and pastoral theology. 3) The student will be able to communicate effectively the Christian message to a diversity

of people in order to advance the mission of God. 4) The student will be prepared to effectively lead in a variety of Christian communities.

MAR

1) The student will recognize and identify the biblical theology evident in the course work. 2) The student will be able to articulate an Anglican understanding of biblical, historical,


systematic, and pastoral theology. 3) The student will be able to effectively teach the Christian faith. 4) The student will be equipped to apply scholarship to the life of the church in his or her

chosen theological discipline. STM, OT 834

1) The student will recognize and identify the biblical theology evident in the course work. 2) The student will be able to articulate an Anglican understanding of biblical, historical,

systematic, and pastoral theology. 3) The student will demonstrate the ability to carry out research from original sources. 4) The student will be equipped to successfully pursue further independent research and

post-graduate study in his or her chosen theological discipline. DMin, OT 934

1) The student will recognize and identify the biblical theology evident in the course work. 2) The student will demonstrate the ability to reflect biblically and theologically about the

identified problem. 3) The student will be able to identify and articulate a distinct ministry problem. 4) The student will demonstrate the ability to apply the learning from the biblical and

theological reflections to the identified problem.

Course Policies & Grading Class attendance is required. We meet daily, January 7–11, 2018

Assignment Chart

Map quiz, Day 2, AM, based on syllabus pp 8–10 25 points Chronology quiz, Day 2, PM, based on syllabus page 7 25 points Preliminary Annotated Bibliography, Day 3 50 points Exegetical Brief, four pages, Day 4. See page 12 50 points Class participation 100 points Final Exam, Day 5, PM 100 points __ Research Paper, due February 8, 2019. See page 13 ff. 100 points ________________________________________________________

Total 450 points


Academic courses will be given letter grades, from the following grade table, from the 2017–18 academic catalog, pages 100–101: Excellent: A (95 or above)

A- (94 – 90)

Good: B+ (89 – 87) B (86 – 83) B- (82 – 80)

Average: C+ (79 – 77)

C (76 – 73) C- (72 – 70)

Failure: D (below 70)

F (below 60)

Audit: AU Incomplete: I (temporary grade during completion of a formal incomplete) Pass: P (above 70) Withdrawal: W

Some general descriptions of the meaning of grades:

A=Excellent. The work is well written, thorough, thoughtful, and timely; it exceeds expectations. B=Good. The work competently covers all of the assigned issues in standard readable prose. C=Fair. The work may miss aspects of the assignment, may misconstrue some issues, or may

suffer from other deficiencies, while still addressing the basics. D=Poor. The work is incomplete, or incompetent, or late, or suffers from major misunderstandings. F=Failing. A failing grade is given to missed assignments, or work that falls far short of the

assigned expectatons.


Got a Date? Prep for the Chronology Quiz, Day 2 OT Time Line A—Eight Hot Dates for the Chronology Quiz

c = “circa,” approximately God calls Moses, King First Divided Samaria Nebuchadnezzar Jerusalem Abraham Exodus David Temple Kingdom destroyed rules Near East destroyed ___|___________|_________|________|________|__________|____________|______________|_____ c2000 BC | c1400–1300 | c1000 | 966 | 930 | 722 | 605 | 587

1. God calls Abraham c 2000 BC 2. Moses leads the Exodus c 1400-1300 BC 3. King David conquers Jerusalem c 1000 BC 4. King Solomon dedicates Jerusalem’s Temple 966 BC 5. Kingdom of Israel splits, North and South 930 BC 6. Samaria, Northern Kingdom’s capital, is destroyed by Assyria 722 BC 7. Nebuchadnezzar of Babylon conquers Assyria 605 BC 8. Jerusalem, Southern Kingdom’s capital, is destroyed by Babylonia 587 BC

Note: OT chronology before 1000 BC is at best approximate. After 1000, precision becomes possible because the years of the kings of Israel and Judah are sometimes linked to the years of the kings of Assyria and Babylonia whose dates are precisely known. Why the precision? Because of a solar eclipse known to have occurred on June 15, 763 BC, and recorded in an Assyrian text for the ninth year of the otherwise unremarkable King Ashur-Dan III.

* * * * * * * * * * * OT Time Line B—Eight More Hot Dates for the Chronology Quiz

Persia takes Second Ezra, Nehemiah, Alexander’s Jerusalem Rome Jesus is Babylon Temple Torah Wall empire liberated conquers born ____|_________|__________|__________|___________|__________|__________|___________|____

539 | 516 | 458 | 444 | c330 | 164 | 63 | 6–4 BC

1. King Cyrus of Persia conquers Babylon 539 BC 2. Jerusalem’s Second Temple is dedicated 516 BC 3. Ezra the Scribe brings the Torah to Jerusalem 458 BC 4. Nehemiah the Governor rebuilds Jerusalem’s walls 444 BC 5. Alexander the Great conquers the Near East c 330 BC 6. Judas Maccabaeus liberates Jerusalem from the Greeks 164 BC 7. Rome conquers all of Syria and Palestine 63 BC 8. Jesus Christ is born in Bethlehem of Judea c 6–4 BC

Notes on Dates Why are dates marked “BC” and “AD”? BC is an English abbreviation, meaning “Before Christ.” AD is a Latin abbreviation, “In the Year of the Lord.” Years marked “AD” begin with the incarnation of the Lord Jesus. In secular publications, writers often use “BCE,” “Before the Common Era,” and “CE,” “Common Era.”


Where’s it at? Prep for the Map Quiz, Day 2 Here’s the task: On the next two pages are two unlabeled maps. The first map shows what ancient geographers called Palestine, the territory known to the Bible as Canaan, and later, as Israel. The second map shows the Near East. Working with a Bible atlas or on-line geographic source, locate and label the sites listed on this page. Bibles often have maps tucked into the Back. On the Palestine map, locate and label these:

Four bodies of water: the Mediterranean Sea ( = The Great Sea) the Sea of Galilee ( = Lake Kinneret) the Dead Sea ( = the Salt Sea) the Jordan River

Cities or towns: Beersheba (Beer Sheva)

Bethlehem Hebron Jericho Jerusalem Megiddo Samaria Tyre Sidon

A. On the Near East map, locate and label these: Five bodies of water: the Persian Gulf

the Red Sea the Tigris River the Euphrates River the Nile River

Six regions or kingdoms: Egypt

Israel Mesopotamia Persia Sinai Peninsula Syria (=Aram)

Six cities: Babylon Carchemish Damascus Jerusalem Susa Ur


reprinted by permission


Map 2: The Near East

1000 kilometers = about 625 miles


What’s an “Exegetical Brief”?

On Day Four of this course your Exegetical Brief is due. This “brief” is exactly that: brief, four pages. Four pages, 8.5”x11”, double-spaced, with standard 10- or 12-point font, and standard 1”–1.25” margins. An exegetical brief is a concise summary of the major issues of interpretation in some particular passage of Holy Scripture. An exegetical brief omits the minors and majors in the majors. In this it differs from a full exegesis paper, which may seem to “major in the minors.” A full exegesis paper may give exacting attention to any number of lexicographical, grammatical, syntactical, thematic, literary, historical, geographical, archaeological, canonical, biblical-theological, doctrinal, practical, and homiletical issues. The exegetical brief gives only the core considerations. A well-written exegetical brief can pave the way for a first-class full-speed-ahead exegesis paper. The discipline of writing a brief forces the interpreter to focus his or her attention on the text in its wholesome wholeness, the crucial issue(s), the holy point everything else in the text serves. I’ll illustrate the making of an exegetical brief, by referring to Douglas Stuart’s great guidebook, Old Testament Exegesis, now in its umpteenth useful edition (the fourth, really, 2009). Stuart uses a twelve-point outline for full exegesis, a “Twelve-Step Program” for recovering eisegetes. An exegetical brief will probably NOT use all twelve of these. But here they are, all twelve, listed in the order Stuart gives in his fourth edition:

1. Text 2. Translation 3. Grammatical Data 4. Lexical Data 5. Form (Genre) 6. Structure

7. Historical Context 8. Literary Context 9. Biblical Context 10. Theology 11. Application 12. Secondary Literature

So, which of these prove necessary for a good exegetical brief? The answer depends upon the needs of the text. Certainly a brief should climax in items #10 and #11, theology and application. Those are clearly “goal” material. But how to get to the goal persuasively? Unless there’s some utterly crucial problem involved, most briefs will likely do little with items #1, #3, and #4. Likewise, secondary literature (#12) may have but little role to play, yet. Rather, considerations of Genre, Structure, and Historical, Literary, and Biblical contexts (#5–9) often add the most to strong conclusions about #10 and #11, theology and application. But there are exceptions to the trend. Judge your chosen text’s needs wisely. Here’s the desired form. Adjust according to need. Page 1: no title page.

Line one: the brief’s title, and your name: “Exegetical Brief on Joel 37” by Moe Zart Line two: the course name and course number Line three: Trinity School for Ministry, Ambridge, PA Line four: The date That’s four lines for the heading. Then skip two or three lines and present your preferred translation. If you want to footnote alternative translations for some words or phrases, do so.

Pages 2–3: Your discussion of the exegetical data, judiciously selected from Stuart’s items #1–9, and #12, and discussed clearly, briefly, and with sharp focus. Page 4: Your main theological conclusions and your main applications.


What about the final Exegesis Paper? The result for MDiv and MAR students should be a well-written research paper of about 15 pages of text, plus the usual “works cited” page(s). STM and DMin students will write about 20–25 pages of text, plus the “works cited” page(s). Students who have studied Hebrew will be expected to make use of it. Here are some considerations.

Old Testament Exegesis: Basic Instructions (Handle with Prayer)

Based on DOUGLAS STUART’S TWELVE STEPS in his OT Exegesis, 4th

edition

׃ילאגו ירוצ הוהי ñינפל יבל ןויגהו יפ־ירמא ׀ ןוצרל ויהיYehî leratsôn ‘imréy–fî vehegyôn libbî lefanêhkha Adonái, tsurî vego’alî.

May the words of my mouth [and pen!] and the meditation of my heart

be pleasing to you, O Lord, my Rock and my Redeemer.”—Psalm 19:14

1) Text 2) Translation 3) Grammatical Data 4) Lexical Data

5) Form (Genre) 6) Structure 7) Historical Context 8) Literary Context

9) Biblical Context 10) Theology 11) Application 12) Secondary Literature

(1) TEXT: Select a single biblical passage. Make sure you have properly defined the text, that it is a self-contained unit of thought (paragraph, story, stanza, psalm, oracle, etc.). Remember that chapter divisions are sometimes unreliable.

(2a) TRANSLATION: If you’re familiar with Hebrew (or in Daniel, Ezra, and Jeremiah 10:11,

Aramaic) translate the text, using lexicons such as Brown, Driver & Briggs (1913), or William Holladay’s 1971 Concise Hebrew and Aramaic Lexicon of the OT, or (better) Koehler-Baumgartner’s multi-volume Hebrew and Aramaic Lexicon of the Old Testament (1994 ff), or D.J.A. Clines’ Dictionary of Classical Hebrew (8 volumes), or its one-volume abridgement.

(2b) COMPARE three or four versions that use at least two different translation techniques, from at

least two different families of translations, noting any genuine differences in meaning. Formal equivalence: New American Standard, KJV, NKJV, RSV, NRSV; moderately functional

equivalent: NIV, Good News Bible (GNB), New American Bible (NAB) and its revision (NABRE), Jewish Publication Society Translation (NJPS); freely functional equivalent: New Living Translation (NLT), Jerusalem Bible (JB), New English (EB), Revised English Bible (REB).

These are from the King James family: NKJV, RSV, NRSV, ASV, NASB, NIV, and NLT. Another family includes EB and REB. The JB is also independent of the KJV tradition. The NAB (1970) is a very good independent translation made by Roman Catholic scholars; see also

the New American Bible, Revised Edition (NABRE, 2011). These two versions retain some links to the older Confraternity Bible (1941), which preserved many readings of the Vulgate, Roman Catholicism’s long-dominant Latin Bible (c400 AD).

Can discover the reason(s) for any differences of meaning? Which version seems best? (3) GRAMMATICAL DATA. Analyze the grammatical forms and syntax of your passage

Understand every form, whether in English alone, or in the original language. Identify the significant considerations for the interpreting the passage.


(4) LEXICAL DATA. If you’re working in English only, limit your work here. Using an exhaustive electronic concordance (BibleWorks, AcCordance, or the like) or (in print) Even-Shoshan’s New Concordance of the Old Testament, investigate the meaning and usage of key terms from your passage. Study the most crucial words. Consult the standard lexicons, Bible dictionaries, commentaries for help with difficult terms. Consult W. Van Gemeren’s New International Dictionary of Old Testament Theology and Exegesis (Grand Rapids: Zondervan, 1997). This five-volume set is a superb exegetical tool. Consult volume 1 for a detailed guide to exegesis. English only? —There’s an English index, too.

(5) FORM/GENRE. Identify the form or genre of your passage. Consider other examples of the

same genre. What life setting most plausibly underlies this genre? Is your passage a complete example of the genre? How does your text follow (or depart from) reader/hearer expectations in this genre?

(6) STRUCTURE. Analyze the sentences and paragraphs of your text, or, in poetry, its verses and

stanzas. Identify key words, ideas, syntactical structures, rhetorical strategies, and overall outline. Diagram each sentence in Hebrew, if you can; diagram them again using your proposed translation, or a formal equivalence version. Look for patterns and other relevant clues to the text’s organization. Outline the flow of thought of the whole discourse, or plot of the entire narrative.

(7) HISTORICAL CONTEXT. Research the historical background, identifying (if possible) its

author, original audience, time and place of writing, significant circumstances, as well as any individuals, events or places mentioned. Does this information clarify matters? If so, how so?

(8) LITERARY CONTEXT. Study its literary context, noting significant content before and after

your text; try to determine the literary function of your text, and the surrounding units. What does this information contribute to your understanding?

(9) BIBLICAL CONTEXT. How does this passage relate to the rest of Scripture?—and the rest of

Scripture to this passage? Locate your passage within the flow of redemptive history and the history of revelation(s). Analyze the passage’s import for the whole Bible.

(10) THEOLOGY. Identify the passage’s general theological “location” within the sum total of the

Bible’s teaching. What specific issues are raised or solved by the passage? What theological contribution(s) does the passage make? What other passages contribute to its theological themes? What doctrines does it teach?

(11) APPLICATION. Reflecting thoughtfully and prayerfully, consider ways in which your text

addresses Christians today for our belief and our behavior. Ask: As a result of my study of this text, what should the Church today believe, adore, obey and confess? Remember the key rule from Fee and Stuart: “A text cannot mean what it never could have meant to its author or his or her readers” (How to Read the Bible for All Its Worth, 1993: 64).

(12) SECONDARY LITERATURE. Check your original work by consulting Bible commentaries, interpretive articles, Bible encyclopedias, dictionaries scholarly journals, OT introductions, OT theologies, Christian theologies, and other relevant sources. On-line searches in your library’s data bases for peer-reviewed literature will yield others. Evaluate their explanations. Use their contributions to deepen and broaden your understanding. Take notes and carefully record the bibliographic information for each source, and especially for each quotation.


Dr. Curtis’s Additional Steps for Paper Production

(13) Now write out in a few pages your explanation of the main historical meaning and

contemporary application of your text (your exegetical brief). These pages will become the

core of your paper.

(14) Write a rough outline of your paper. (15) Write a rough draft. Pay careful attention to the introduction and conclusion. (16) Revise and perfect your draft, checking especially for (a) accuracy of information, (b)

coherence of thought, (c) clarity of expression, and (d) grammatical and spelling errors. Fill in the gaps in your research.

(17) Write the “works cited” page, carefully following the seminary’s standard guide, The SBL

Handbook of Style, 2nd edition (2014). Check your references for accuracy.

The Behistun Inscription, Western Iran, showing Darius the Great and defeated rebel kings, c 518 BC

TSM DMin Policy for Late Work:

All students have the responsibility to complete their academic work in a timely manner and to comply with all course requirements set by the instructor in the course syllabus, including deadlines for assignments and papers. Students must not in any circumstance assume that late submission of work will be overlooked or treated casually.

Late work and extensions. Instructors may grant an extension of due dates for class assignments. If students make a mutually acceptable prior arrangement with an instructor, they may with the instructor’s permission submit required course work up to the official date for the end of term. When students expect to submit required course work later than the due date assigned by the instructor, but before the last day to submit work for the term then the student must signify this prospect to the instructor in writing, stating the extenuating circumstances, to obtain permission for late submission, on or before the assigned due date or stated examination day of a given term. A copy of this request must be submitted to the Registrar to be kept in the student’s file. The instructor may impose a condition that the grade be reduced, depending upon the reason for the requested extension. The instructor shall clearly signify in the syllabus any such condition to the student, including the amount of reduction.

Incompletes. Extensions beyond the official last day to submit work for the term will involve an incomplete and may be obtained only upon written petition to the Academic Dean and Registrar, indicating the support of the course instructor for such an extension. The petition must demonstrate significant extenuating circumstances justifying the request. The Academic Dean and instructor, in consultation with the Registrar, shall determine the length and end date of the incomplete period. The Registrar will generate a contract to be signed by the instructor, the student and the Academic Dean. The incomplete work shall be due no later than 30 days following the original work due date. An administration fee of $200 which is not eligible for scholarship, shall be added to the student’s bill. Additionally, the student may not register for courses in the next term until the required work is submitted and all fees are paid in full.

Incompletes will be arranged in accordance with the procedure outlined in the paragraph above; an “I” indicating an incomplete will be entered upon the student’s transcript for the course in question. When the work has been completed, the instructor shall submit a final grade to the Registrar, who shall then make an appropriate notation on the transcript indicating removal of the Incomplete and entering the final grade.

If a student fails to meet the applicable deadline, in accordance with the procedures stated above, an “F” shall be automatically registered for the work in question, and a grade for the course shall be calculated on that basis, together with the evaluation of other coursework submitted. Additionally, the student may also be put on academic probation.


Babylon’s Ishtar Gate, reconstructed in the Pergamum Museum, Berlin

By Rictor Norton - https://www.flickr.com/photos/24065742@N00/151247206/, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=1409322

OT 634 Jerusalem Rebuilds: Haggai, Zechariah, Ezra 1–6 · 4) Shepherd, David J. and Wright,...

Documents

Transcript of OT 634 Jerusalem Rebuilds: Haggai, Zechariah, Ezra 1–6 · 4) Shepherd, David J. and Wright,...