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HISTORICAL BOOK;

LECTURE 24

EZRA­NEHEMIAH

Students will be able to

1. recount the major events of the post­exilic period and explain their significance in the covenant history of Israel

2. identify the contributions of people such as Ezra, Nehemiah, Sheshbazzar, and Zerubbabel.

3. identify three benefits to the Jews of the exile.

 

CONTENT OF THE LECTURE

Occasion:

The return of some of the Jewish exiles from Babylon back to Jerusalem.

Purpose:

To document the return of the exiles and the subsequent restoration of community life and temple worship under the leadership of Ezra and Nehemiah.

Theme:

The same as 1, 2 Chronicles. The exiled and restored community of Israel was still loved by God, but they had to return not only to their homeland but also to the covenants with Yahweh.

 

OUTLINE OF EZRA/NEHEMIAH

I. Sheshbazzar (TN#1) and Zerubbabel (TN#2) narrative (Ezra 1­6)

A. Decree of Cyrus (Ezra 1:14) (TN#3, #4)

B. Return of exiles under Sheshbazzar (1:5­11)

C. Return of exiles under Zerubbabel (2)

D. Rebuilding the altar and temple (3­6)

II. Ezra's memoirs: Part I (Ezra 7­10)

A. Ezra's arrival (7­8)--Ezra was a learned and pious Jew, a highly educated teacher of the law of Moses (the Torah), and well respected in the Persian court.

B. Ezra's religious and social reforms (9­10)­­His vigorous reforms were precipitated by his horror at the degree of sin and compromise by the entire community of Judah. The most prominent feature was the widespread intermarriage with foreign wives. Ezra was humiliated before God and appalled. He led a movement, accepted by the people, to divorce their foreign wives, even those with children. (DQ#5)

III. Nehemiah's memoirs: Part I (Nehe. 1:1­7:73)

A. Nehemiah's arrival (1­2)

B. Rebuilding the wall of Jerusalem (3-4)­­The opposition to rebuilding the wall included various leaders from political entities in the surrounding territories. Notable among these enemies were Sanballat and Tobiah. Their tactics included ridicule, intimidation, and physical violence. The Israelites countered by arming themselves---half to be at work on the wall, half to stand guard, ready to defend the city.

C. Nehemiah's economic and social reforms (5:1­7:73a)­­The economic reforms included a canceling of debts incurred by needy Jews, many of whom had lost land, vineyards, etc., in foreclosure.

IV. Ezra's memoirs: Part 2 (Nehe. 7:73b­10:39)

Reading of the law (Nehe. 7:73­8:12)

B. Worship and confession (8:13­9:37)­­The reference to a quarter of a day probably means three hours (one fourth of the daylight hours). (DQ#6)

C. Covenant renewal (9:38­10:39)

V. Nehemiah's memoirs: Part 2 (Nehe. 11:1­13:31)

A. Repopulation of Jerusalem (11:1­12:26)

B. Dedication of the wall of Jerusalem (12:27­13:3)

C. Further social and religious reforms of Nehemiah (13:4­31)­­Reforms included re­establishing the Sabbath, denouncing foreign wives, and limiting contact with neighboring pagan people.

 

OUTLINE OF EZRA/NEHEMIAH

I. Sheshbazzar and Zerubbabel narrative (Ezra)

A. Decree of Cyrus (1:14)

B. Return under Sheshbazzar (1:5­11)

C. Return under Zerubbabel (2)

D. Rebuilding the altar and temple (3­6)

II. Ezra's memoirs: Part I (Ezra)

A. Ezra's arrival (7­8)

B. Ezra's religious and social reform (9­10

III. Nehemiah's memoirs: Part I (Nehemiah)

A. Nehemiah's arrival (1­2)

B. Rebuilding the wall of Jerusalem despite opposition (3-4)

C. Nehemiah's economics and social reforms (5:1­7:73a)

IV. Ezra's memoirs: Part 2 (Nehemiah)

A. Reading of the law (Torah) (7:73b­8:12)

B. Worship and confession (8:13­9:37)

C. Covenant Renewal (9:38­10:39)

V. Nehemiah's memoirs: Part 2 (Nehemiah)

A Repopulation of Jerusalem (11:1­12:26)

B. Dedication of the wall of Jerusalem (12:27­13:3)

C. Further social and religious reforms of Nehemiah (13:4-31)

This outline is taken from Hill and Waltons' A Survey of the Old Testament.

 

ASSIGNMENT

Read Esther and identify the following: Ahasuerus, Vashti, Esther, Mordecai, and Haman.

 

Discussion Questions:

#4 How do you explain this pagan king's support and affirmation of the God of Israel?

#5 How do you account for Ezra's demand to divorce foreign wives in light of the statement in Malachi that God hates divorce (Mal. 2:16)? Why did Ezra see separation from foreign influences as essential to the spiritual survival of the returning exiles?

#6 Previously from Nehe. 8:3, there was a reference to the people standing for about five hours as the scripture was read. What accounts for the people's attention to scripture? Do you think the people of that day were particularly sinful in that they confessed sin for several hours?

DISCUSSION QUESTIONS:

Do you agree with the idea that you become like the people around you?

How does one know when to limit contact with negative influences? Isn't it a possibility that one might be a positive influence in a negative environment?

Do you think the Israelites had the proper priorities in rebuilding the temple and establishing worship before they worried about personal security (rebuilding the walls)?

Does the behavior of our society indicate the most people agree with those priorities (i.e. worship is more important than personal security)?

 

Teacher's Notes:

The earliest Hebrew manuscripts, the Septuagint, and the Jewish Talmud treat Ezra­Nehemiah as one literary work. Origen referred to these books as 1, 2 Esdras.

Authorship is traditionally assigned to Ezra. The events covered in these works are dated roughly between the decree of Cyrus in 538 B.C. and Nehemiah's second governorship in Jerusalem around 430 B.C. Literary features include various lists (nine in all), seven official documents or letters, and first­person extracts from the memoirs of Ezra and Nehemiah. While the majority of the book was written in Hebrew, some portions are written in Aramaic, which was the international language in that area.

This lecture might begin with consideration of a map which shows the Holy Land in reference to the Mesopotamian Valley where many Jews from the Southern Kingdom had been taken into exile.

Ask class members: When do people learn better-­during times of prosperity or in the midst of difficult circumstances?

The captivity was a painful time which resulted in positive benefits for the Israelites willing to learn:

1. Tradition suggests that during the exile Ezra, scribe, was responsible for collecting the Jewish Scriptures.

2. A new pattern of worship may have developed during this period. Without access to the temple and the sacrificial system, the synagogue became a place of worship which placed emphasis on reading the sacred text. Early Christians learned to worship at the synagogue.

3. Idol worship was eliminated.

4. Religion became more personal and less ritualistic. Ask students: Do the corrective measures resulting from the exile prevent similar abuses from happening in the future? How do people avoid ritualism, idolatry, and meaningless worship?

The policy of Cyrus the Great of Persia reversed the practices of the Assyrians and Babylonians in controlling their subject people. What would be the practical advantages for Persia in allowing the conquered nations to return to their homeland?

Ask the class:

What do you think the top priorities of the returning Jews would be? What would they want to restore?

Answer:

Many would have felt rebuilding the temple was their top priority. After that project was completed, the security of the city became an important consideration.

 

1 Despite his Babylonian name, this man was likely a Jewish official who served as a deputy governor of Judah under the satrap in Samaria.

2 Some believe he was the same person a Sheshbazzar. It is more likely that he was a younger, popular leader rather than a government official.

3 Cyrus was king of Persia from 559­530 B.C. He defeated the Babylonian Empire in 538 B.C. and issued the decree that allowed the exiled Jews to return to their homeland.

RESOURCES

 

Credits and Copyright This online text book is provided by the Division of Student Ministry of the Baptist General Convention of Texas, 333 N. Washington Dallas, Texas 75246-1798 214.828.5100 Use the text to meet your academic needs. If you copy any part of this online text, please give credit to the Division of Student Ministry of the Baptist General Convention of Texas. Any donations which you give will be used in the Division of Student Ministry Summer Missions Programs.

Credits and Copyright This online text book is provided by the Division of Student Ministry of the Baptist General Convention of Texas, 333 N. Washington Dallas, Texas 75246-1798 214.828.5100 Use the text to meet your academic needs. If you copy any part of this online text, please give credit to the Division of Student Ministry of the Baptist General Convention of Texas. Any donations which you give will be used in the Division of Student Ministry Summer Missions Programs.