By Jonathan Scroggins at 3:53 pm, Apr 20, 2007

GRADING GUIDELINES
DEGREE PROGRAM
Your role as an advisor is very important. Your work can make all the difference between a successful
learning experience and a disappointing one for your students.
You will be expected to advise as well as mark papers. Your letters and comments to the students
should provide direction and encouragement. Research shows that praise and positive correction at an
early stage motivates students to achieve higher levels of learning.
The guidelines on this page will help you use the various course components correctly.

1. Unit Progress Evaluations

As of January 1, 2004, the unit progress evaluation (UPE) scores will no longer be counted as part of the
student’s final course grade. If a student sends you a UPE answer sheet, please inform the student that (a)
UPE scores will no longer be counted as part of the final course grade, (b) students are now responsible
to evaluate their own UPEs, and (c) UPE answer keys are now included with the student packet.

2. Service Learning Requirement (SLR)

The SLR assignment included with this course must be assessed by approved Global University faculty.
Course credit is granted only after the SLR Report is submitted and assessed as satisfactorily completed.
Record its receipt on the Student Course Log. Your grading packet contains the criteria for assessing
the SLR and an SLR assessment form. SLRs (in several languages) are available on the GU Director
Services link at www.globaluniversity.edu (user name: office code; password: customer number).
Provide the course’s SLR, instructions, and assessment form to faculty. After assessing the SLR, faculty
should provide comments and suggest ways to improve the student’s next SLR experience. On the final
examination answer sheet, check the box indicating the SLR is satisfactory and record ministry result
NUMBERS. Send the faculty assessment to the student. Send the SLR Report to the International Office
OR scan and e-mail it to slr@globaluniversity.edu. If faculty is not available for assessing the SLR, send
it to Student Services at the International Office along with the final examination booklet and Scantron
answer sheet.

3. Project
The project included in this course must be graded by an approved Global University faculty or
adjunct faculty member. If no such person is available to the enrollment office, projects should be
sent to the International Office for grading. Your grading packet contains the grading criteria used
for evaluating the project. These should be provided to the faculty member who grades the project.
One Project Grade and Faculty Member’s Observation form is provided for making copies. After the
project is graded, complete the form and send it to the student. The project grade must be recorded
on the Scantron answer sheet for the final examination in the space provided. If an adjunct faculty
member is not available for grading the project, send it to the International Office along with the final
examination booklet and Scantron answer sheet.

4. Communication With Students

Keep a copy of any written or verbal communication in the student’s file, along with copies of any
comments you send to him or her on papers or projects.

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5. Collateral Reading Assignment

The collateral reading assignment (CRA) is required ONLY of students taking this course for three
credits. The grading instructions for this assignment are located in this packet. Please record the CRA
score on the Scantron answer sheet in the space provided. If adjunct faculty is not available for grading
the CRA, send it to Student Services at the International Office along with the final examination
booklet and Scantron answer sheet.

6. Student Course Log

One Student Course Log is provided for making copies. Complete a Student Course Log for each
student and place it in the student’s file.

7. Final Examination Booklet

You will automatically receive the student’s final examination booklet after the student is enrolled by
Student Services at the International Office. Keep it in a locked file until the student is ready to take
the examination. When you receive the Student’s Request to Take Final Examination, complete your
portion and place it in the student’s file in your office. Then arrange a time for the student to take the
final examination. Enter the notation on the Student Course Log.

8. Final Examination
As soon as the student has taken the final examination, send the exam booklet and the answer sheet
to Student Services. The results will be sent to you to be forwarded to the student. Please be sure the
Scantron answer sheet is signed by the final exam supervisor and the enrollment office director.

9. Using This Course in Group Study

This course has been designed for use in independent study, but it can also be used in small group and
classroom study. Since the independent-study textbook [or study guide] is designed to provide the
instruction, your role should be one of a facilitator or leader, not a lecturer. Here are some suggested
guidelines:
a) Assist the students in applying the objectives of the course to their culture, ministry, or career
goals.
b) Discuss topics or principles that your students find difficult to understand, and offer additional
explanations of applications.
c) Make sure your students work through all of the materials in preparation for the unit progress
evaluations, course project, and final examination.

Thank you for your help in training men and women for gospel work!

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Note: To be used with BIB1032 Life of Christ, Third Edition only

The numbers following the answer represent the lesson number and the objective number.

UNIT PROGRESS EVALUATION 1 UNIT PROGRESS EVALUATION 2

Answer Sheet 1 Answer Sheet 1

1 C 1.1 27 D 3.6 1 C 5.1 27 B 7.4

2 A 1.2 28 C 3.7, 8 2 A 5.2 28 B 7.5
3 B 1.3 29 B 3.8 3 C 5.3 29 A 7.6
4 C 1.4 30 B 3.9 4 B 5.4 30 C 7.7
5 C 1.5 31 D 4.1 5 C 5.5 31 D 8.1
6 A 1.6 32 D 4.1 6 A 5.6 32 B 8.1
7 D 1.6 33 A 4.2 7 C 5.7 33 A 8.2
8 C 1.7 34 B 4.3 8 C 5.8 34 A 8.3
9 C 1.8 35 A 4.4 9 B 5.9 35 D 8.4
10 C 1.9 36 D 4.5 10 D 5.10 36 A 8.5
11 A 2.1 37 A 4.6 11 D 6.1 37 D 8.6
12 A 2.2 38 B 4.7 12 B 6.1 38 B 8.7
13 D 2.3 39 C 4.8 13 D 6.2 39 D 8.8
14 B 2.3 40 D 4.9 14 C 6.3 40 C 8.8
15 D 2.4 41 B 1.3 15 B 6.3 41 A 5.4
16 C 2.5 42 A 1.4 16 B 6.3 42 B 5.5
17 B 2.5 43 B 1.7 17 D 6.4 43 B 5.8
18 B 2.6 44 A 2.2 18 D 6.5 44 A 6.4
19 D 2.7 45 B 2.6 19 B 6.6 45 A 6.5
20 A 2.7 46 A 3.4 20 D 6.6 46 B 7.1
21 C 3.1 47 A 3.5 21 C 7.1 47 A 7.3
22 A 3.2 48 B 4.1 22 A 7.1 48 A 8.1
23 B 3.3 49 B 4.2 23 D 7.1 49 B 8.4
24 D 3.4 50 A 4.9 24 D 7.1 50 B 8.8
25 B 3.5 51–55 See Answer 25 A 7.2 51–55 See Answer
26 A 3.6 Sheet 2. 26 C 7.3 Sheet 2.

Points
Earned
45-50 Exceptional
40-44 Above Average
35-39 Average
30-34 Below Average
0-29 Unacceptable

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BIB1032/3 Life of Christ, Third Edition

Note: To be used with BIB1032 Life of Christ, Third Edition only

The numbers following the answer represent the lesson number and the objective number.

UNIT PROGRESS EVALUATION 3

Answer Sheet 1

1 D 9.1 27 C 12.3
2 D 9.1 28 D 12.3
3 A 9.2 29 D 12.4
4 B 9.3 30 A 12.4
5 D 9.3 31 C 12.6
6 A 9.4 32 D 12.6
7 B 9.5 33 A 12.7
8 D 9.5 34 B 12.7
9 B 10.1 35 C 13.1
10 A 10.2 36 D 13.2
11 B 10.3 37 C 13.3
12 D 10.3 38 B 13.4
13 C 10.4 39 A 13.4
14 D 10.4 40 A 13.4
15 B 10.5 41 A 9.5
16 A 10.6 42 B 9.5
17 C 10.7 43 A 10.2
18 B 11.1 44 B 10.7
19 B 11.2 45 B 11.2
20 C 11.2 46 A 11.4
21 B 11.4 47 B 12.6
22 C 11.4 48 B 12.7
23 A 11.5 49 B 13.2
24 C 11.5 50 A 13.4
25 A 12.1 51–55 See Answer
26 C 12.2 Sheet 2.

Points
Earned
45-50 Exceptional
40-44 Above Average
35-39 Average
30-34 Below Average
0-29 Unacceptable

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Answers to Part 3—Essay Question

Unit Progress Evaluation 1, Answer Sheet 2
51–55 Develop a two-part essay on the characteristics and purpose of Mark’s Gospel: (a) Discuss
characteristics of the Gospel of Mark that could identify the purpose; and (b) show how the characteristics
help us determine the writer’s purpose in writing his Gospel.
Suggested Answers:
A. Characteristics
1. Mark stressed action.
a. He put more emphasis on what Jesus did and not on what Jesus said.
b. He liberally used the terms at once, quickly, and immediately, which stress action.
2. Mark interpreted Aramaic phrases for his readers, and he used more Latin words than other Gospel writers.
3. Mark did not give a genealogy to prove lineage, nor did he focus on fulfillment of prophecy.
B. Purpose
1. Scriptures identify Mark as being with both Paul and Peter in Rome.
2. Tradition claims that Mark recorded the sermon material of Peter, and that the Roman audience
requested copies.
3. Mark stressed the action rather than the teaching of Jesus, as this would appeal to the Roman
military mind.
4. Mark interpreted Aramaic phrases the Romans would not know and used more Latin words than
other Gospel writers because Latin was the language of Rome.
5. Mark did not give genealogy nor prophecy fulfillment because such only appealed to the Jewish
mind, not the Roman mind.
6. Mark focused on what would appeal to the Roman mind and would convince a Roman audience that
Jesus was not only the Son of God, but also a God of power and action in His redemptive mission.

Answers to Part 3—Essay Question

Unit Progress Evaluation 2, Answer Sheet 2
51–55 From your study of the IST, develop a day-by-day essay on the main events of Jesus Christ during
Passion Week—Palm Sunday through Easter Sunday.
Suggested Answers:
Passion Week
A. Day One—Palm Sunday
1. Christ entered the city of Jerusalem in triumph on a donkey.
2. Christ visited the temple.
3. Christ retired to Bethany.
B. Day Two—Monday
1. Christ cursed a fig tree because He found no fruit on it.
2. Using a whip, Christ drove the merchants and money changers from the temple.
3. Christ healed the blind and lame who came to Him in the temple.
4. The chief priests and teachers of the Law began looking for an opportunity to kill Christ.
C. Day Three—Tuesday
1. Christ taught the people in the temple with emphasis on parables.
2. The chief priests, teachers of the Law, and elders challenged Christ on His authority.
3. In the afternoon Christ taught His disciples on the Mount of Olives about future events: the destruction
of Jerusalem and His second coming.
4. The chief priests and elders assembled to plot the arrest and death of Christ.
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D. Day Four—Wednesday
1. Christ had a meal in the home of Simon the leper, where Mary anointed His feet with costly perfume.
2. Judas Iscariot made his first contact with the chief priests for the betrayal of Christ.
3. Christ continued privately teaching His disciples.

E. Day Five—Thursday
1. Christ sent two disciples to prepare the Passover in the upper room.
2. Christ washed the feet of His disciples and taught about humility and love.
3. Christ predicted His betrayal and His denial by Peter.
4. Christ ate His last supper with His disciples and instituted the ordinance of the Lord’s Supper.
5. Christ taught His disciples about His soon departure, prayer, and the outpouring of the Holy Spirit.
6. Christ prayed His high priest prayer for His disciples and all believers.
7. Christ and His disciples walked to the Garden of Gethsemane.
8. Christ prayed on His knees with such agony that He sweat drops of blood.
9. Late in the evening, Judas Iscariot led a mob of temple police to arrest Jesus when Judas betrayed
Him with a kiss.
10. During the night, Christ appeared on trial before Annas, a former high priest, and later Caiaphas, the
present high priest.
11. Peter denied Christ.

F. Day Six—Friday
1. With the coming dawn, Christ appeared on trial before the Sanhedrin.
2. Judas Iscariot committed suicide.
3. Christ appeared on trial before Pilate, Herod, and again Pilate, who allowed the death sentence.
4. Roman soldiers lacerated the back of Jesus with a Roman whip.
5. At 9:00 a.m. Christ was crucified at Calvary and from the cross gave His last seven sayings.
6. From 12:00 to 3:00 p.m., darkness covered the earth.
7. From early Thursday morning till 3:00 p.m. Friday, Christ had no sleep.
8. At 3:00 p.m. Christ died on the cross, after which a soldier pierced His side.
9. The curtain in the temple rent in two from top to bottom, the earth shook, rocks split, and some
deceased saints came back to life.
10. Before sunset Joseph of Arimathea and Nicodemus removed the body of Christ from the cross and
laid it in a tomb.

G. Day Seven—Saturday
1. Christ’s body laid in the tomb.
2. The Spirit of Christ announced to Satan and his demons His triumph on the cross.
3. The Spirit of Christ led the Old Testament saints in a triumphant procession out of the underworld.

H. Day Eight—Easter Sunday

1. The Spirit of Christ returned to His body, and He rose from the grave early in the morning.
2. Angels appeared and rolled the stone away from the tomb.
3. Christ appeared to Mary Magdalene, later to His disciples and others, and gave the Great Commission.

Answers to Part 3—Essay Question

Unit Progress Evaluation 3, Answer Sheet 2

51–55 Develop a four-part essay on the Kingdom from what you have learned from the study textbook
about the following: (a) the already but not yet phrase of the Kingdom (be sure to include both aspects of
the Kingdom); (b) the citizens and qualification for citizenship of the Kingdom; (c) the ongoing process and
the ultimate goal of the Kingdom; and (d) the nature of the not yet aspect of the Kingdom.
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Suggested Answers:
The Kingdom of God
A. The already but not yet phase of the kingdom of God (Be sure the student includes both aspects
of the Kingdom.)
1. The idea of the kingdom of God occupies a place of supreme importance in the teaching and mission
of Jesus.
2. The Jewish concept of the Kingdom had two aspects:
a) The present aspect of the Jewish kingdom was God’s presence in the midst of His people.
b) The future aspect of the Jewish kingdom was the longing for the restoration of the glory of the
Davidic kingdom and the removal of all foreign domination.
3. Similar to the Jewish concept, the kingdom of God revealed in the teaching of Jesus Christ had two aspects:
a) The Kingdom was present in the person and ministry of Jesus Christ.
b) The Kingdom is not yet fully consummated in all its fullness.
4. During World War II, when the Allies had successfully secured their landing on the Normandy Beach
in France, they entered the already phase of victory. The Allied victory of World War II was assured.
The not yet phase of victory did not come until the German army capitulated with the fall of Berlin.
5. The present aspect of the Kingdom was revealed when Jesus Christ healed the sick, cast out demons,
and demonstrated His power over the laws of nature and nature spirits.
6. The present aspect of the Kingdom is spiritual, not physical. It pertains to the reign of Christ in
human hearts, not a geographic realm.
B. The citizens and qualification for citizenship of the Kingdom
1. Through His death and resurrection, our Lord completed His act of redemption and made citizenship
in His kingdom possible.
2. One cannot apply for membership in the kingdom of God.
3. Only by being born again through faith in the Lord Jesus Christ and His redemptive victory can one
become a citizen of the kingdom of God.
4. All who have accepted the lordship of Jesus Christ and follow His commands are citizens of His kingdom.
5. Citizenship in the Kingdom requires internal obedience to all the teachings of Jesus Christ and
reliance on the guidance of the Holy Spirit, not external legalistic compliance to the law of Moses.
C. The ongoing process and the ultimate goal of the Kingdom
1. The ethics or rules of the kingdom of God are internal and spiritual rather than external and legalistic.
2. More is required of the citizens of the kingdom of God than of a worldly kingdom.
3. The kingdom of God requires purity of the inner person.
4. Citizenship in the kingdom of God requires work in faith and work in prayer to keep one’s life in
subjection to the requirements of the King.
5. The undesirable traits of the inner man—hate, impurity, envy, selfish ambition, jealousy, and the
like—must give way to the desirable traits of love, joy, peace, patience, and self-control.
6. The citizens of the Kingdom should be growing and maturing spiritually, being changed progressively
into the likeness of Jesus Christ.
7. They will thus be led toward perfection and completeness that will be fully realized in the future
when Jesus Christ returns.
D. The nature of the not yet aspect of the Kingdom
1. While the kingdom of God became a reality in Christ, its future aspect remains a promise to be fulfilled.
2. Even though Christ invaded the realm of the devil, disabled him, and spoiled his goods, a future
consummation is necessary for our Lord to bring about Satan’s final destruction and to triumph over
sin and its consequences.
3. Christ will come in power and glory, separate the wicked from the righteous, judge the wicked, and
reward the righteous.
4. Christ’s coming will be accompanied by the resurrection and the final judgment. Then all the citizens
will triumphantly enter the New Jerusalem, following the King of Kings and Lord of Lords.
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 SERVICE LEARNING REQUIREMENT (SLR)
FACULTY ASSESSMENT INSTRUCTIONS
OBJECTIVE: To assist students in evaluating their use of course principles in their context
EVALUATION: SLRs are assessed as † Satisfactory or † Unsatisfactory.
No grade points are awarded.
STUDENTS MAY: • Complete most SLRs in a ministry or non-ministry setting to one or more
persons. Some assignments only require observing and summarizing certain
pastoral ministries. Consult the specific SLR for this information.
• Complete the SLR in conjunction with a student ministry program or class-
room/study group presentation or outreach.
• Complete the SLR in creative ways for their particular context or in line with
their personal ministry goals, but must do the correct SLR assignment.
ASSESSMENT PROCEDURE
□ Review the SLR assignment before assessing □ Include suggestions for encouragement
the student report. SLRs are available online and improvement.
or from enrollment office. □ If the SLR is assessed as unsatisfactory,
□ Read the student’s SLR report. explain why and offer suggestions for
□ Complete the Faculty Assessment Form. improvement.
□ Comment on the student’s strengths and weak- □ Return the SLR Faculty Assessment Form
nesses for each assessment criteria. to Student Services/Enrollment Office.
ASSESSMENT CRITERIA
Failure in any of the following five criteria requires resubmitting the SLR. Be sure to comment why
the SLR is assessed as unsatisfactory.
1. Completed correct assignment
2. Provided adequate information on report (if assigned 5 evangelism encounters, report includes all 5)
3. Completed assignment for the specific course during course enrollment period
4. Presented the assignment to one or more persons, if required
5. Wrote legibly for the most part
COMMENT CRITERIA
Comments should help students to improve their next SLR experience. Affirm and encourage, helping
the student move to the next level. If the student is creative in application of the SLR, communicate this.
1. Completed the Report Appropriately 3. Implemented Assignment Requirements
• Wrote neatly • Spent adequate time in preparation and
• Used correct spelling prayer
• Organized points logically • Recorded personal reflections from this ap-
• Used correct grammar with complete sentenc- plied learning experience
es where appropriate • Arranged for and received objective feed-
2. Demonstrated Comprehension back
• Understood the assignment 4. Additional suggestions for improving the
• Incorporated the course principles in the student’s next SLR experience
presentation(s)
• Illustrated and applied principles from the
course content
• Synthesized the parts of the assignment and
guidelines
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 Return completed form to student.

SERVICE LEARNING REQUIREMENT [SLR]

FACULTY ASSESSMENT FORM

____________________________________________ ________________________________________
Family Name/Last Name Given/First Name

________________________________________ ________________________________________
Student Number Grader’s Name

________________________________________ ________________________________________
Course Title Course Number

________________________________________ ________________________________________
Date National Office Code (International use only)

Assessment

† Satisfactory † Unsatisfactory*
Final Grade Report will be
released upon resubmission and
satisfactory assessment of SLR.

Comments
*Reason SLR is assessed as unsatisfactory:

1. The student completed the report appropriately:

2. The student demonstrated comprehension:

3. The student implemented the assignment requirements:

4. Additional suggestions for improving the student’s next SLR experience:

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 PROJECT GRADING INSTRUCTIONS
BIB1032/3 Life of Christ, Third Edition

CRITERIA FOR GRADING

The project contains four parts. The project is worth a total of 20 points divided as follows:
Parts 1 and 2 are worth 2 points each
Part 3 is worth 4 points
Part 4 is worth 12 points

EXAMPLE ANSWERS
The answers below highlight the essential elements for each response. The response should include the
basic ideas described here. Page references from the independent-study textbook are given in parentheses.
1. The two-part definition of parable: (p. 214, objective 1) (2 points)
a) Bible scholars note that the word parable comes from a Greek word that means “to put things side by
side.” (Comparison and analogy are two words that give a similar meaning.)
b) A parable represents a method of teaching in which the teacher uses familiar concepts or ideas to illustrate
unfamiliar concepts in terms the learner understands, or “parables link the familiar to the unfamiliar.”
2. Jesus deliberately used parables: (p. 214, objective 1) (2 points)
a) To shock, to provoke, and to produce a response in His hearers
b) To put in concrete form the substance of faith (DO NOT ACCEPT “an earthly story with a
heavenly meaning . . . .”)
3. Four guidelines for interpreting parables: (pp. 216, objective 2) (4 points)
a) Should not overemphasize individual details within a parable (As a general rule, each parable has
one particular truth to convey.)
b) See whether Christ himself supplied the meaning of a parable
c) Avoid using parables as the foundation and source of doctrine
d) Use the truth in a parable in its proper context
4. Choose one of the eight Synoptic parables, list Scripture references and title. (p. 218) (4 points)
a) The parable chosen MUST be one of the following:
–The Guest of the Bridegroom Matthew 9:14-15; Mark 2:19-20; Luke 5:34-35
–The Patch on an Old Garment Matthew 9:16; Mark 2:21; Luke 5:36
–The New Wine in Old Wineskins Matthew 9:17; Mark 2:22; Luke 5:37-39
–The Sower Matthew 13:3-9, 18-23; Mark 4:3-9, 13-20; Luke 8:5-8, 11-16
–The Mustard Seed Matthew 13:31-32; Mark 4:30-32; Luke 13:18-19
–The Tenants Matthew 21:33-41; Mark 12:1-9; Luke 20:9-16
–The Rejected Stone Matthew 21:42-44; Mark 12:10-11; Luke 20:17-18
–The Sprouting Fig Tree Matthew 24:32-35; Mark 13:28-31; Luke 21:29-33
b) Classify it according to the four classifications: (pp. 223) (2 points)
–Is it a kingdom of God, a kingdom, a salvation, a discipleship, or a future events parable?
c) Analyze according to parts 1, 2, and 3 above; write the correct interpretation; and apply it to your culture.
(pp. 227–228, objective 6) (6 points)
–Does the parable have one particular central truth to convey?
–Did the student look for the meaning that Christ Himself supplied?
–Was too much emphasis placed on specific details, or did the student try to build a doctrine on this parable?
–Did the student apply the parable to his or her culture?
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GENERAL GRADING POLICIES
Projects are worth 20 points, which is 25 percent of the course grade. As an advisor or adjunct faculty
member, you should give attention to the course-specific criteria given above. However, criteria used to
evaluate all projects should include the following:
1. Did the student follow instructions?
2. Were specific criteria of the specific project met? In other words, if three of five biblical principles were
asked for, did the student give at least three?
3. If the student used resource materials other than the Bible, did the student give credit where credit was
due? Was a bibliography included in such cases?
4. Identify spelling, grammar, syntax, and punctuation errors, but DO NOT deduct points for these errors.
5. If the project calls for refutation of another position, did the student use appropriate materials in the refutation?
6. Did the student state clearly the central point of the argument, if there was one?
7. Did the student support the position with well-reasoned arguments and/or appropriate Scripture references?
When a student has met all requirements of the project, he or she should receive an excellent
mark. Points should be deducted according to the degree to which the student has insufficiently met
requirements. The Global University grading scale considers the point value of projects to be equivalent
to the following standards (20 points possible on all projects):
18–20 EXCELLENT
16–17 ABOVE AVERAGE or VERY GOOD
14–15 AVERAGE or GOOD
12–13 BELOW AVERAGE or POOR
0–11 UNACCEPTABLE

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BIB1032/3 Life of Christ, Third Edition PROJECT GRADE
AND FACULTY MEMBER’S OBSERVATIONS

Student’s Name ......................................................... Student Number .........................................

Note: This form is to be returned to the student after the project has been graded.

PROJECT GRADE:

OBSERVATIONS:

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The following pages are the Collateral Reading Assignment
(CRA) Grading Instructions. The CRA raises the value of
this course from 2 to 3 credits and is required only if the
student is enrolled in the course for 3 credits.

The CRA is worth 35 percent of the student’s final course grade and is to be
graded by an adjunct faculty member. Please read and follow the grading
instructions carefully. If there are no adjunct faculty in your area, send the CRA
to the International Office to be graded.

Record the date the CRA was received, the date the graded CRA was returned to
the student, and the CRA score on the Student Course Log for your files. Record
the CRA score on the final examination Scantron answer sheet before sending
the answer sheet to Student Services.

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 BIB1033 Life of Christ
Third Edition

COLLATERAL READING ASSIGNMENT

GRADING INSTRUCTIONS

For Grader’s Use Only

Text:
Jesus the Messiah: A Survey of the Life of Christ
by Robert H. Stein
(Downers Grove, IL: InterVarsity Press, 1996)

Global University
1211 South Glenstone Avenue
Springfield, Missouri 65804
USA

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 COLLATERAL READING ASSIGNMENT
GRADING INSTRUCTIONS
BIB1033 Life of Christ, Third Edition

GENERAL GUIDELINES
The collateral reading assignment (CRA) is worth 20 points. The ten questions in the CRA are worth
10 points each, for a maximum of 100 points; the total is then divided by 5. The student’s response to
each question should be about 250–350 words, for a total of 2,500–3,500 words in the entire assignment.
The next section includes a set of minimum requirements (in italics) for the student’s response to
each question. Some variation in the answers is acceptable and should be anticipated. In addition to
the minimum requirements, for each question a summary of the pertinent content from the textbook is
provided. Refer to these summaries if any question arises concerning the accuracy of an answer. (Note
that the student’s answer does not necessarily need to include all of the information outlined in the
summary. Rather, evaluate the student on the thoroughness with which he or she answered the specific
questions asked.) Mark errors in grammar or spelling, but do not subtract points for these. Provide written
feedback where possible.

SPECIFIC CRITERIA

Assignment: Read Jesus the Messiah: A Survey of the Life of Christ by Robert H. Stein in its entirety;
then answer the following questions. Be sure to respond to each part of the question. Your response
to each question should be about 250–350 words. Each question is worth 10 points. Be complete, be
thoughtful, and be creative.

1 Write a review of the book Jesus the Messiah in which you describe (a) the author’s orientation to the
study of Jesus’ life, (b) how this orientation contrasts with that of historical-critical theologians, and (c) the
organization of the text with a summary of its contents.

The student should:

• Describe Stein’s recognition and acceptance of the miraculous in the life of Jesus. (2 points)

• Contrast Stein’s view with the position of the historical-critical theologians who reject the miraculous.
(2 points)

• Identify the two parts of the book. Part I: The key issues: (1) presuppositions, (2) sources, and
(3) chronology. Part II: The events of Jesus’ life, presented in the biblical order. (2 points)

• Summarize the contents of the book. (2 points)

Assign up to 2 points for accurate and pertinent expression beyond the minimum.

Text Summary: Question 1

Liberal theologians assert that miracles cannot happen and, for this reason, did not happen. In contrast,
Stein indicates that the evidence for the miraculous in Jesus’ life is strong. He bases his statement on the
credibility of the written accounts and the fact that the miracles occurred in public, over a period of time,
and under a variety of circumstances. The evidence for the resurrection, for instance, is weighty indeed.
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 Stein includes a chapter on the biblical and non-biblical sources available for studying the life of Jesus.
Pagan sources include Roman historians and others, while Jewish sources include Josephus, The Antiquities
of the Jews, and rabbinical writings. Christian extrabiblical sources include writings that range from
orthodox to heterodox to heretical. Stein provides an explanation of the hypothetical source called “Q,”
which may have been consulted in the writing of the canonical literature. The biblical sources include the
Gospels and Acts through Revelation—the entire New Testament. Stein outlines excellent criteria for the
authenticity of the sayings of Jesus and indicates that noncanonical Christian sources are of limited value.
Part I concludes with a brief chronology of New Testament times and, more particularly, the slice of time
in which Jesus was born, grew to manhood, ministered, was crucified, and rose again. Modern readers may
find it somewhat confusing that the Gospel writers were less interested in when an event occurred than in
why or for what purpose it occurred. However, a rudimentary chronology can be established.
The remainder of the book (Part II) deals with events of Jesus’ life in the biblical order of presentation,
including His birth and the so-called “silent years,” the inauguration of His ministry, His baptism, His
temptation, and the call of the disciples. Stein also outlines Jesus’ public ministry and the private teaching
of the disciples. He emphasizes who Jesus was in addition to what He did.
The events at Caesarea Philippi and on the Mount of Transfiguration provide the turning point in
Jesus’ ministry. In comparison to the thirty years of silence and the three years of public ministry, Jesus’
final days were short. Stein describes these events in the last week of Jesus’ earthly life: the triumphal
entry, the cleansing of the temple, the Last Supper, the betrayal and subsequent trials, the Crucifixion, and
the Resurrection. He concludes with a treatment of Jesus’ postresurrection appearances, the Ascension,
and Jesus’ announcement that He would come again.

2 (a) Describe how German theologian Ernst Troeltsch would apply his three principles of historical
investigation to interpret a document dealing with the Resurrection. (b) Explain how liberal theologians
interpret the resurrection accounts. (c) Discuss what happens, according to the author, if Troeltsch’s
principles are followed in a study of the life of Jesus.

The student should:

• Describe how a person might apply the principles of criticism, analogy, and correlation to a document
concerning the Resurrection. (3 points)

• Present a historical-critical theologian’s interpretation of a resurrection account. (3 points)

• Discuss Stein’s view on using these interpretations to study Jesus’ life. (2 points)

Assign up to 2 points for accurate and pertinent expression beyond the minimum.

Text Summary: Question 2

According to the principle of criticism, historical judgments are provisional. Thus, any conclusion
regarding Jesus’ life is always open to revision; this history—and any history—is at best approximate.
The principle of analogy assumes the absolute uniformity of nature. Those who accept this principle
without qualification must conclude that miracles cannot happen. The principle of correlation assumes
that any historical explanation must always consider the preceding and subsequent events.
To espouse these principles in the study of Jesus’ life is to conclude that His life cannot be known
with enough certainty to base the hope of eternal life on it. The events presented as miracles (such as the
Resurrection) must be mythical or misrepresentations of what actually happened. Moreover, Jesus must
have been born in the normal way. He must have become what He was as a result of the genetic and
environmental influences that affect all human beings.
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 The liberal theologians would approach the resurrection accounts as legitimate objects for study.
However, no amount of their research would result in acceptance of the bodily resurrection of Jesus. They
would have decided up front that Jesus did not rise from the dead because miracles cannot happen. The
resurrection, in their thinking, is questionable as a historical event. To them, believing in the Resurrection
gives credence to the view that Jesus was a unique individual and not merely the product of biological
development or environmental influence.
According to Stein, a study of the life of Jesus that excludes the miraculous is certain to produce a
Jesus who is an aberration. Attempts to strip the supernatural from Jesus’ life can produce only a Jesus so
radically different from the Jesus of the New Testament that He becomes unrecognizable and His impact
on history inexplicable.
3 Evaluate the categories of available literary sources according to their value in a study of Jesus’ life.
Within your evaluation, compare and contrast the biblical and nonbiblical sources.
The student should:

• Evaluate the categories of sources with respect to their usefulness in the study of the life of Christ. (4 points)

• Discuss the similarities and differences between the biblical and nonbiblical sources. (4 points)
Assign up to 2 points for accurate and pertinent expression beyond the minimum.

Text Summary: Question 3

Pagan sources are few in number and secondary in nature. Their information was acquired from
contact with Christians two or three generations removed from the actual events. According to Stein,
these sources are more valuable for the study of the early church than for the study of Christ’s life.
Josephus’ works include two references to Jesus. The most famous of these is the “Testimonium
Flavianum.” However, few scholars accept this reference as authentic. The majority of scholars are united
in their rejection of it in its present form. Others reject it entirely as a legitimate source for the study of the
life of Jesus.
The rabbinic writings tend to include counterpropaganda regarding early Christianity. Yet, despite their
representation of an opposing view, they would be valuable if they presented eyewitness accounts. Stein
indicates that the rabbinic writings are primarily valuable for providing information concerning second-,
third-, and fourth-century Judaism. They provide little information for the historian seeking to reconstruct
a life of Jesus.
The Christian non-biblical sources were written significantly later. They tend to report views and
situations far removed from the first-century Israel in which Jesus lived and ministered. Stein notes that
only in the Gospel of Thomas do we find possible help in understanding the historical Jesus. However,
even this work is permeated with second-century Gnostic ideas and teachings.
In short, we do not learn a great deal about the life of Jesus from sources outside the New Testament.
From the non-biblical Christian sources, we find little of which we can be certain. At minimum, the
non-Christian sources establish that (1) Jesus was a historical person; (2) He lived in Palestine in the
first century; (3) Jewish leadership was responsible for His death; (4) He was crucified by the Roman
government under the authority of Pontius Pilate; and (5) Jesus’ ministry was associated with wonders.
Within the New Testament, excluding the Gospels, we find less information about Jesus than might be
expected. We learn several things about Jesus’ birth, character, life events, crucifixion, and teachings. It
is in the Gospels—and only in the Gospels—that we obtain reliable and specific information about Jesus’
birth, baptism, ministry (especially to outcasts), the events at Caesarea Philippi, the events surrounding
His trial and crucifixion, His miracles, and His teaching, especially in the parables. It seems clear that the
writers of Acts through Revelation did not intend to supply their readers with information about the life of
Jesus. They undoubtedly assumed that their readers already possessed this information.
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4 (a) Briefly describe at least four of the events associated with Jesus’ birth. (b) Describe at least three
critical views regarding the virginal conception; then discuss your own informed conclusion based on the
evidence available.
The student should:

• Present a list of at least four of the six or more events pertinent to Jesus’ birth. (3 points)

• Identify and describe at least three of the five critical views regarding the virginal conception. (3 points)

• Write a personal conclusion regarding the virginal conception citing pertinent evidence. (4 points)

Text Summary: Question 4

Events surrounding Jesus’ birth:
1. Espousal: Mary was espoused to Joseph. She was found to be pregnant, and Joseph intended to “put her
away privately.” Joseph was warned in a dream to take Mary as his wife, and he was obedient.
2. Census: Stein notes that the decree of Caesar Augustus for a registration of “all the world” need not
require a single universal census. This worldwide census may have taken place in stages over a period
of time. Some have objected that the census would not have required traveling to one’s birthplace or
bringing one’s wife. Some suggest that Mary may have wished her son to be born in Bethlehem rather
than Nazareth. If so, it is not unlikely that Mary and Joseph chose to be together at this time.
3. Jesus’ Birth: Jesus was born in the town of Bethlehem “in the time of King Herod.” Various data
demonstrate that Jesus must have been born not later than March/April in 4 B.C. A “best guess” places
Jesus’ birth at 7–5 B.C.
4. Visits of the Wise Men and Shepherds: Matthew indicates that Jesus could have been up to two years
old at the time the wise men visited. It is certainly clear that this visit occurred some time after the visit
of the shepherds.
5. Jewish Observances: The family observed the rituals of circumcision, purification, and redemption of
the firstborn.
6. Flight to Egypt and Return: The family escaped to Egypt until the death of Herod and then returned
to Nazareth.
The church has traditionally taught, based on scriptural citations, that Jesus was born of a virgin or, more
properly, virginally conceived. Many criticisms have been raised regarding this teaching:
1. Some simply regard a virginal conception as an impossibility.
2. Others assert that there are too many parallels in ancient literature.
3. Within Judaism, the virginal conception was denied. In Jewish thinking, the Messiah would be the
offspring of a Davidic descendant through normal physical conception.
4. A few have suggested that the angel Gabriel impregnated Mary.
5. An alternative explanation was offered that Jesus was the illegitimate son of Mary and a soldier named
Panthera (Panthera is similar to parthenos, the Greek word for virgin).
Conclusion: The Bible includes numerous allusions to Jesus’ birth that can be understood only as
references to a virginal conception. A direct statement to this effect is found in Luke 1, the message
of Gabriel to Mary referred to as the Annunciation. A virginal conception is clearly what the New
Testament writers expected their hearers to understand. We understand today that this is what the Bible
says regarding the birth of Jesus into the human family. We regard the virginal conception as possible.
The parallels in ancient literature differ from the New Testament account of Jesus’ conception and birth.
Furthermore, it is highly unlikely that the Jewish writers of the Bible would have fabricated such a story.
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5 (a) Briefly discuss at least three possible reasons for Jesus’ submission to baptism. (b) Describe the
unusual events that occurred at Jesus’ baptism and their significance. (c) Explain the significance of each
temptation Jesus endured in the wilderness.
The student should:

• List at least three of the five possible reasons for Jesus’ submission to baptism. (3 points)

• Name the three unusual events that occurred at Jesus’ baptism, and identify their possible significance.
(2 points)

• Describe the three temptations and their significance for Jesus’ future ministry. (3 points)
Assign up to 2 points for accurate and pertinent expression beyond the minimum.

Text Summary: Question 5

Possible reasons for Jesus’ submission to baptism:
1. Perhaps Jesus submitted to John’s baptism in recognition of the possibility that He may have sinned in
ignorance. Yet the Bible nowhere indicates that Jesus desired or needed to repent of sin.
2. Jesus wished to identify himself with the messianic community John presented.
3. Jesus’ baptism constituted a radical break with His life to that point and a positive identification with the
kingdom community.
4. This was a public confession that He would be about His Father’s work.
5. In his baptism, Jesus committed himself to the will of God, even if it involved death. Jesus’ death is
referred to later as a baptism.
The three unusual events at Jesus’ Baptism:
1. The opening of the heavens may indicate the direct access to God that was to come. This is compared to
the tearing of the temple curtain at Jesus’ death.
2. The descent of the Spirit symbolizes the anointing to serve. Jesus would later send the Spirit to infill His
followers. Here, He himself is anointed by the Sprit.
3. The voice from heaven affirmed to Jesus who He was and acclaimed God’s pleasure with Him. This
would also infer an affirmation of Jesus’ life in the “silent years.” Jesus would undoubtedly have the
need to recall this voice during the temptation that was soon to follow.
Two of the three temptations begin with the challenge, “If you are the Son of God,” implying clearly that
Jesus, as the Son of God, could yield to the suggestion:
1. Command these stones to become bread. This was to test whether Jesus trusted His Father to provide
for His basic needs. Later Jesus would teach His followers to trust God and pray to Him for their
daily bread. In the first temptation, Jesus demonstrated that He would trust His Father now, during the
temptation itself, and throughout His life.
2. Cast yourself down. That is, Satan tempted Jesus to perform a spectacular sign so people would follow
Him. Jesus recognized the fine line between trusting God for the needs of life and challenging God to
rescue Him from artificially created difficulties. Jesus would have faith in God’s providential care.
3. Worship me (Satan) and all (the world) will be yours. This was a temptation to win the world without the
cross. Jesus knew that the world’s real need is not enlightened leadership but forgiveness. This could be
accomplished only through His sacrificial death. He would love God supremely and follow God’s plan
to the end.
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6 (a) Identify several techniques or literary forms Jesus used in His teaching. (b) Discuss the content of
Jesus’ teaching on each of these: the kingdom of God, His unique relationship with God as Father, and His
ethical teachings.
The student should:

• List at least five teaching techniques that Jesus used as described by Stein. (2 points)

• Name and describe the basic content of the three particular messages: (1) the kingdom of God, (2) the new
intimacy with God as Father, and (3) Jesus ethical teachings. (2 points each, for a total of 6 points)
Assign up to 2 points for accurate and pertinent expression beyond the minimum.

Text Summary: Question 6

Jesus’ public ministry was essentially that of teaching. The term teacher is used forty times to describe
Him, and the title Rabbi is used fourteen times. Jesus did what other rabbis did: He taught in the synagogues,
proclaimed divine law, called disciples, was asked to settle legal disputes, and debated with the scribes.
Jesus was an extraordinary teacher, in part because of His message. It was the prophetic voice in the
tradition of the Old Testament prophets and John the Baptist. Most importantly, Jesus’ message was not a
repetition of the standard rabbinic answers but was a new approach to teaching divine truth.
Jesus’ employed numerous literary forms in His teaching. He used poetry, especially the Hebrew
parallelism found in the Psalms. He used figures of speech such as hyperbole, simile, metaphor, and
paradox. Jesus often quoted or paraphrased the biblical proverbs and effectively used the counterquestion.
As a teacher, Jesus is best known for His use of parables. Stein indicates that the parable is particularly
effective because it can disarm the hearer. The point is driven home before the hearer can plan a defense.
In this way, Jesus was able to deal with issues that were dangerous or politically sensitive. Throughout
His ministry, Jesus used Scripture to support His reasoning.
The Kingdom of God. Central to Jesus’ teaching was the kingdom of God. The phrase kingdom of
God or kingdom of heaven is found eighty-seven times in the Gospels. This phrase has been variously
interpreted as (1) God’s spiritual rule in the lives of believers, (2) a political and revolutionary movement,
or (3) a rule (reign) of God that had in some way arrived. Jesus referred to the kingdom of God as a
present reality. It included the visitation of God to outcasts, the lost, the rejected, and, in general, “the
poor.” Many consider Jesus’ healings and exorcisms to be an expression of His right as the king to free
His people and restore the true Israel. It is clear that Jesus did not see himself as a political reformer,
much less a revolutionary. Stein indicates that we should understand the arrival of the kingdom as God’s
fulfillment of the promises of the Old Testament.
God as Father. In contrast to the names traditionally used to address God, Jesus used the more intimate
expression Abba (Aramaic for “Father”). The term Father is used to address God 165 times in the Gospels.
The term Abba was used in Jesus’ day to address one’s father throughout all stages of life. It could be used
by children, but grown children also addressed their fathers in this manner. By using this term, Jesus invites
us to see God not as a distant first cause or a force, but as a heavenly Father who loves and cares for us. This
relationship is identified elsewhere in the New Testament by the use of Abba in conjunction with the Greek
word pater (“father”). Thus the relationship is clearly the privilege of both Jew and Gentile.
Jesus’ Ethical Teaching. Jesus’ ethical teachings stand in strong continuity with the Old Testament.
Numerous groups have attempted to systematize these teachings. Stein notes six approaches: Catholic,
Utopian, Lutheran, Liberal, Interim, and Existential. Stein reviews each position and advances a
composite view called the Kingdom interpretation. This interpretation involves recognizing that Jesus’
teaching on ethical behavior relates to the present and coming kingdom of God. The childhood of the
old covenant gives way to the adulthood of the new. For example, certain teaching concerning the clean
and the unclean gives way to the new freedom involving responsibility. Jesus’ ethics include a new
empowering, a concept taught throughout the New Testament.
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7 (a) Describe how Jesus revealed His understanding of himself and His role. Specifically, address His
actions, His statements about who He was, and the titles He used or accepted. (b) Discuss how you would
answer the question, “Who is Jesus?” Include evidence from Scripture or other sources in your answer.

The student should:

• Explain how Jesus showed His understanding of His role through (1) His actions, (2) His words or
statements, and (3) the titles He used or accepted. (2 points each, for a total of 6 points)

• Prepare his or her own answer to the question, “Who is Jesus?” presenting adequate evidence. (4 points)

Text Summary: Question 7

Jesus challenged people to reflect on who He was. Some addressed Him as “good teacher” and “a teacher
sent from God.” People considered Him to be a prophet, “the” Prophet, Elijah, Jeremiah, John the Baptist,
and the Christ. Sadly, He was also charged with being a false prophet. Some called Him demonized or
demon-possessed, a deceiver, and a threat to the peace and continuance of the nation of Israel. Jesus’ own
understanding of himself is revealed in His actions, His speech, and the titles He accepted.
Jesus’ Actions: Jesus knew He had authority over the temple, demons, sickness and disease, nature, the
Sabbath, and death itself. At times He performed actions that were the exclusive prerogative of God. His
forgiveness of sins, for example, was an exercise of Jesus’ personal right to forgive. Thirty-four separate
miracles are recorded in the Gospel accounts. These bear witness to the unique character of Jesus.
Jesus’ Words: Jesus claimed authority over the law. He revised or even annulled certain aspects of the
law, not on the basis of rabbinic tradition or logic, but because, in Jesus’ words, “Truly (Amen) I tell you.”
Jesus not only compared himself to the great men of the past (Jonah, Solomon, Abraham) but pronounced
himself to be greater. Moreover, Jesus required a loyalty that would supercede all human relationships.
Titles Jesus Used or Accepted: Jesus used or accepted certain descriptions or titles. He was called the
Son of David and a prophet. He accepted the title Lord. He referred to himself as the (unique) Son (of
God), the Messiah, and the Christ. Jesus’ favorite description of himself was “Son of Man.”
8 Explain the significance of the following events in Jesus’ life and ministry: (a) His trip to Caesarea
Philippi (including His possible reasons for going) and His teaching there, and (b) the events on the Mount
of Transfiguration.

The student should:

• Note the fact that Caesarea Philippi is a Gentile city, and name at least three of the five reasons Jesus
went there with His disciples. (3 points)

• Describe the Transfiguration and its significance. (2 points)

• Identify the voice of God again affirming Jesus’ relationship as the beloved Son and telling the disciples
to hear Him.(2 points)

• Show clearly that these events were turning points in Jesus’ ministry. (3 points)

Text Summary: Question 8

Philip the tetrarch built Caesarea Philippi in honor of Caesar; thus, it was a Gentile city. Why did
Jesus travel there with His disciples? Several explanations have been offered: (1) to preach the gospel to
the Gentiles; (2) to find privacy and rest; (3) to reflect on the success (or lack of success) of the ministry;
(4) to escape the hostility of Herod Antipas; or (5) to teach the disciples and prepare them for the coming
events. Stein favors the fifth reason, reminding the reader that at this time Jesus began to teach regarding
the inevitability and necessity of His death.
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 At Caesarea Philippi, Jesus elicited responses from the disciples regarding who He was and received
Peter’s confession that Jesus was the Christ. He then began to prepare the disciples for His Passion. The
disciples heard but did not understand this teaching. They were informed that after the resurrection they
would see clearly.
Six days later, Jesus and the disciples ascended a “high mountain,” variously identified as Mt. Tabor,
Mt. Carmel, or Mt. Hermon. Stein favors Mt. Hermon. On this occasion Jesus took Peter, James, and
John with Him. There He was “transfigured.” The Greek term for this, metemorphothe, does not allow for
naturalistic explanations of the event. Luke states that Moses and Elijah appeared “in glory” with Jesus.
Thus, the event is treated as a temporary glorification, a glimpse of future splendor. Stein suggests that
Moses and Elijah were present because of their identification with the coming of the messianic age.
At that time a voice came from heaven. The voice of God again identified Jesus as “my Son, the
Beloved” and also stated, directly to the disciples, that they should “listen to him.” In other words, they
should accept the fact that Jesus’ mission would involve suffering and death. Jesus alone could interpret
the messianic role God intended.
After the Transfiguration, Jesus headed toward Jerusalem. Luke states that Jesus resolutely set His face
toward Jerusalem. At this point the focus of Jesus’ ministry underwent a major turning point. The teaching
on the way to Jerusalem was secondary to the fulfillment of Jesus’ main purpose: to be killed and to rise
again. He would repeat this theme to the disciples on numerous occasions.
9 From Jesus’ words and actions, demonstrate (a) that Jesus fully intended to die on the cross as an act of
atonement, and (b) that His death was indeed carried out.

The student should:

• Describe at least five indications that Jesus consciously and willingly gave His life on the cross. (4 points)

• Describe the events surrounding the Crucifixion and burial which demonstrate that Jesus was certainly
dead. (4 points)

Assign up to 2 points for accurate and pertinent expression beyond the minimum.

Text Summary: Question 9

The words and actions of Jesus clearly demonstrate that He intended to suffer and be killed as a conscious
expression of the will of God:
1. Jesus specifically stated His intention to suffer and die during His teaching at Caesarea Philippi. In the
strongest language, He rejected objections to the contrary. This teaching was affirmed by the voice of
God on the Mount of Transfiguration.
2. Jesus resolutely set His face toward Jerusalem and continued to teach the disciples of His coming Passion.
3. At the Last Supper Jesus alluded to Judas’ betrayal and made no attempt to escape the consequences.
4. The extended teaching during the Last Supper includes the concept of the sacrifice of Jesus’ body and blood.
5. After the Last Supper Jesus went to the Garden of Gethsemane, undoubtedly prepared to remain there
until the betrayer came with reinforcements.
6. Jesus’ prayer in the Garden contains references to His sacrificial death. Notable among these is the
expression that He would do the will of the Father regardless of the cost.
7. Jesus specifically declined to use divine prerogatives to avoid arrest (for example, calling for angelic assistance).
8. Jesus forbade Peter to fight on His behalf.
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9. During the several trials (before Annas, Caiaphas, Pontius Pilate, Herod Antipas, and a second hearing
before Pontius Pilate), Jesus made no defense. A defense would almost certainly have resulted in an
acquittal or dismissal. Scripture states that Pilate regarded Jesus as innocent and was determined to let
Him go.
10. At His crucifixion, Jesus declined the offer of wine mingled with myrrh that would have had an anesthetic
effect and might have eased His suffering. This is yet another indication of Jesus’ conscious intention to
endure the cross. No one could later charge that Jesus was anesthetized (drugged) and did not suffer.
11. Jesus said, “It is finished,” and committed His spirit to the Father. In this act Jesus recognized His
suffering and death as an act of atonement.
It is important to determine that Jesus actually died on the cross. One witness is the action of the
Roman centurion whose responsibility was to certify the death of the person crucified. A spear was thrust
into Jesus’ side with sufficient force to pierce the body cavity and perhaps the heart. Blood and “water”
emerged. If Jesus were not already dead, this would have been the final blow. The Roman centurion was
satisfied that his job was done.
Following this, Joseph of Arimathea, a member of the Sanhedrin, asked for Jesus’ body. Pilate
determined that Jesus was dead and granted the request. Joseph, with Nicodemus, removed the body or
received it from the Romans. In preparing for Jesus’ burial, Joseph and Nicodemus would have washed
His body and included spices—by some estimates up to 75 pounds’ worth—within the wrappings. The
body was placed in Joseph’s own tomb, the opening of which was sealed with a stone. This constituted a
Jewish certification of the death.
10 (a) Identify at least three non-biblical explanations for Jesus’ empty tomb, and explain the inadequacy
of each. (b) Summarize the evidence that Jesus experienced a bodily resurrection from the dead.
The student should:
• Identify at least three alternative explanations regarding the empty tomb, and explain why they are
inadequate. (2 points)
• Cite several attestations regarding the empty tomb. (2 points)
• Demonstrate awareness that in addition to the empty tomb, Jesus must have been seen alive after His
death. (2 points)
• Identify at least five individuals or groups who saw Jesus alive after His death and burial. (2 points)
Assign up to 2 points for accurate and pertinent expression beyond the minimum.
Text Summary: Question 10
The various non-biblical explanations offered for the empty tomb include these:
1. The women went to the wrong tomb. This is highly unlikely. Jesus was buried in the personal tomb of
Joseph of Arimathea, a man of some wealth. The women would have easily recognized his tomb.
2. Joseph of Arimathea came and took away the body. There is absolutely no evidence for this, nor was this
suggestion made by anyone at the time.
3. Jesus did not die on the cross, but merely became unconscious. It is posited that Jesus revived in the
tomb and in some way effected an escape. As discussed in the textbook, this explanation is absurd for a
number of reasons.
4. The disciples stole the body. This is also highly unlikely. The tomb was sealed and guarded. The disciples
did not anticipate the Resurrection, nor would they have stolen the body to create the impression of a
resurrection. They did not believe the testimony of the women when it was offered.
5. The body of Jesus completely decomposed in thirty-six hours. Natural law shows that this cannot be
true. Jesus’ resurrection was a miracle, but not of rapid decay.
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6. The Jewish leaders took the body of Jesus to keep the tomb from becoming a shrine. This is highly
unlikely for the reasons described in the textbook.
These explanations lack the credibility of the evidence offered in the Bible.
From the several scriptural accounts of the resurrection, Stein offers a simple and credible chronology:
The women came to the tomb and found it empty. An angelic messenger told them that Jesus had risen.
For Mary Magdalene this was confirmed by Jesus himself. The women reported the Resurrection to the
disciples and were met with skepticism. Peter and “the other disciple” (John) ran to the tomb and found it
empty. Their doubt remained, however, and was not overcome until Jesus appeared to them.
At that point, the one item of undeniable evidence was the empty tomb. The empty tomb is a
necessary condition for the Resurrection. The fact of the empty tomb is not in question because of the
following attestations:
• The story is found in all four Gospels and in other documents regarded as Gospel sources.
• The proclamation of Jesus’ resurrection assumes an empty tomb.
• The women (as well as Peter and John) were witnesses of the empty tomb.
• The Jews acknowledged the fact of the empty tomb.
Admittedly, the empty tomb is not in itself sufficient to prove the resurrection. It would be also
necessary to witness Jesus alive after his death. The testimony of three or more witnesses is more than
would be minimally required and would be considered weighty. Nowhere is the resurrection treated as a
philosophical or theological abstraction. It is consistently treated as an historical fact, for which witnesses
are identified. The witnesses include these:
1. Mary Magdalene
2. The women
3. The apostle Peter
4. The disciples on the way to Emmaus
5. The eleven disciples assembled in Jerusalem
6. The eleven disciples in Galilee
7. Five hundred disciples, most of whom were still alive at the time of Paul’s writing
8. James, the brother of Jesus
9. The disciples at the Ascension
To be sure, the theological implications of the Resurrection are treated elsewhere in the New
Testament. The Resurrection itself is treated as an attested fact. Jesus was crucified, died, and was buried.
He was sealed in a tomb. The third day, He rose from the dead and was seen after this resurrection by
many witnesses. Thus, the two lines of evidence may be regarded as more than adequate. The tomb was
empty, and Jesus was seen alive after His death.

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