Skip to main content

Historical Jesus

Use the source to answer the following questions. Choose the best answer.

Group 1

Source 1.1

Judea, under Roman rule in the first century CE, was a region rife with political unrest and religious tension. As Bart D. Ehrman explains, 'The Romans ruled Judea through a combination of military force and local collaboration, including Jewish leaders who cooperated to maintain their own positions of power.' Heavy taxation, Roman military presence, and local Jewish leaders working under Roman authority created widespread dissatisfaction among the Jewish populace. Jesus of Nazareth, a Jewish religious teacher, 'proclaimed a coming Kingdom of God that subverted the existing social and political order,' challenging both Roman authorities and Jewish leaders through his teachings and parables.

Ehrman, Bart D. Jesus: Apocalyptic Prophet of the New Millennium. Oxford University Press, 1999, pp. 123–125.

Question 1a

Multiple choice

Which of the following most directly explains why Jesus’s teachings were seen as a threat to Roman authorities?

Question 1b

Multiple choice

Which of the following best describes the relationship between Roman authorities and local Jewish leaders in Judea?

Group 2

Source 2.1

Jesus’s parables served as a powerful tool for teaching spiritual lessons by drawing on familiar, everyday experiences. As John Dominic Crossan explains, 'Parables are subversive stories. Their goal is to challenge and overturn conventional wisdom, inviting listeners to see the world—and the Kingdom of God—in a radically new way.' For example, the Good Samaritan tells the story of a Jewish man who is attacked but then helped by a Samaritan man.

Crossan, John Dominic. The Power of Parable: How Fiction by Jesus Became Fiction About Jesus. HarperOne, 2012, p. 3.

Question 2a

Multiple choice

Why were parables an effective teaching method in ancient Judea?

Question 2b

Multiple choice

The Parable of the Good Samaritan challenges societal norms by emphasizing which of the following themes?

Group 3

Source 3.1

"And Jesus entered the temple and drove out all who sold and bought in the temple, and he overturned the tables of the money changers and the seats of those who sold pigeons. He said to them, 'It is written, "My house shall be called a house of prayer," but you make it a den of robbers.'"

Matthew 21:12-13, ESV

Question 3a

Multiple choice

Why did Jesus overturn the tables of the money changers in the Temple?

Question 3f

Multiple choice

What does this event reveal about Jesus’s relationship with Jewish leaders?

Group 4

Source 4.1

"The kingdom of heaven is like a mustard seed that someone took and sowed in his field. It is the smallest of all the seeds, but when it has grown, it is the greatest of shrubs and becomes a tree, so that the birds of the air come and make nests in its branches."

The Parable of the Mustard Seed, Matthew 13:31–32, NRSV

Question 4a

Multiple choice

What does the Parable of the Mustard Seed symbolize in the context of Jesus’s teachings?

Question 4b

Multiple choice

How might early Christians have interpreted the Parable of the Mustard Seed?

Group 5

Source 5.1

"Crucifixion was a punishment in which the caprice and sadism of the executioners were given full rein. It was universally recognized as the most humiliating and painful form of execution, reserved primarily for political agitators, violent offenders, slaves, and those who had no rights."

Martin Hengel, Crucifixion in the Ancient World and the Folly of the Message of the Cross, Fortress Press, 1977, p. 51

Question 5a

Multiple choice

Why was crucifixion an effective tool for Roman governance?

Question 5b

Multiple choice

What does the Roman use of crucifixion suggest about their priorities in the provinces?

Group 6

Source 6.1

"In the centuries following Jesus’s crucifixion, interpretations of his death evolved. Initially, Roman authorities were held responsible for his execution, as crucifixion was a Roman method of punishment. However, as Christian communities distanced themselves from Judaism, later Gospels increasingly placed blame on Jewish leaders. By the Middle Ages, the stereotype of 'Christ-killers' was used to justify widespread persecution of Jews."

Frank Flinn, Ph.D., Professor of Religious Studies at Washington University in St. Louis

Question 6a

Multiple choice

Which of the following best explains why later Gospels placed more blame on Jewish leaders for Jesus’s death?

Question 6b

Multiple choice

The long-term consequences of shifting blame for Jesus’s death included which of the following?

Teach with AI superpowers

Why teachers love Class Companion

Import assignments to get started in no time.

Create your own rubric to customize the AI feedback to your liking.

Overrule the AI feedback if a student disputes.

Other World History Assignments

04.17.26 FRQ Practice04.23.26 FRQ Practice07.16 The Rwandan Genocide of 1994: An Analysis of Prevention08. Are All Wars the Same?10/30 Plague & Crusades Effects1.0 The Fall of Rome: Analyzing Contributing Factors11/13/23 - SAQ Reflection11.1 The Great War Begins11.2 A New King of War11/3/23 - Compare Empires and popular religions 1450 to 1750 - Practice LEQ11.3 Winning the War11.4 Making of Peace11.5 Revolution and the Civil War in Russia12.2 Nationalism in Africa and the Middle East12.3 India Seeks Self-Rule12.4 Upheavals in China1.2 Developments in Dar al-Islam1.2 Developments in Dar al-Islam from c. 1200 to c. 145013.1 Postwar Social Changes13.2 The Western Democracies Stumble13.3 Fascism in Italy13.4 The Soviet Union Under Stalin13.5 Hitler and the Rise of Nazi Germany1.3 Origins of Humanity Mastery Check14.1 From Appeasement to War14.2 The Axis Advances14.2 The Axis Advances14.3 The Allies Turn the Tide14.3 The Allies Turn the Tide14.4 Victory in Europe and the Pacific14.5 The End of World War II1.4 Causes of the Neolithic Revolution15.1 Quiz15.1 The Cold War Unfolds - 15.2 The Industrialized Democracies15.3 Communism Spreads in East Asia15.4 War in Southweast Asia15.5 The Cold War Ends1.6 Developments in Europe SAQ1.7: Development of Ancient Afro-Eurasian Societies1.7: Specialized Labor, Social Status, and Gender Roles19th Century Imperialism1) B204AP-1 AP WORLD HISTORY1 Eclipse short answer questions (SAQs) w/Stimulus1st LEQ2025 Fall Final LEQ Option 2- Spanish Conquest of the Americas 20th Century Movements LEQ Practice AP World History2.1 SAQ Practice Silk Roads (Make-up only)2.1 Silk Roads2.2.A Reactions to Vedic religion and Brahmanism