Online Texts for Craig White's Literature Courses
the Exodus story
Old Testament of the Bible
click on links below for
chapters 1-15; chapter 16, verses 1-4; chapter 20; chapter 31, verse 12 through
chapter 32 complete.
chapter 18, verses 1-5 and Numbers, chapter 14, verses 1-9; chapter 33
chapter 7, verses 1-6; chapter 11, verses 10-17.26-28; chapter 12, verses 2-3;
2, verses 1-15
[Greek for “coming out of Egypt”] is the story of the Jewish people’s
escape from slavery in Egypt to “the promised land” of Canaan. This story begins
in Exodus, the second book of the Torah or the Old Testament of the Bible, but
it continues in later books.
This reading's purpose for American
Immigrant Literature is to establish a textual-historical model for Objective 4:
Objective 4. To identify
the United States'
to which immigrants assimilate.
Examples of national migration and
dominant culture for objective 4
- Our deep historical model for
“national migration” is the ancient Jews who migrated from Egypt to
Canaan in the Bible’s Exodus story.
- The standard immigrant story
concerns families and individuals who strive to adapt to the prevailing
culture. In contrast, the Jews moved to the Promised Land as a group
and resisted assimilation and intermarriage with the Canaanites.
American Jews have followed this pattern until recent generations, when
intermarriage has increased.
- Our American historical model for
“national migration” is the “Great Migration” of English Pilgrims and
Puritans to early North America, where they imitated the Jews in Canaan by
refusing to intermarry or assimilate with the American Indians. This English
culture became one basis for the USA’s dominant culture to which American
- A relatively recent internal
example of “national migration” might be that of the Mormons in the 1800s
from the Midwest to Utah, where they became the dominant culture.
- Some elements of national migration
and correspondence to Exodus may also appear in the “great migration” of
African Americans from the Old South to the urban North during slavery
times, in the early twentieth century, and in the Civil Rights movement of
Instructor's notes regarding use of King James Version of Bible:
- Students may read any translation.
The King James Version (KJV) is our
default translation because of its literary quality and influence. Also
it's out of copyright.
- Some spelling updates are made to simplify reading.
- Highlights or bolds are by the professor and made for association with objectives, lectures, and discussions.
No distortion of scripture is intended. Plenty of unmarked translations are
- Bracketed comments or information are minimal but intended to simplify reading or help with objectives.
Some of the extended events from the
Book of Exodus connect only tangentially to this larger purpose, but Moses’s
interactions with Pharaoh or the Ten Commandments are so famous as to defy
cuts or condensations.
As for the cuts made, they are
mostly for the sake of easing reading—no intention of disrespecting
scripture. The passages cut seemed non-essential to our purposes.
Consolation: if you miss the parts that were cut, they are easily available
from other sources.
Not a critical or
scholarly text but a reading text for a seminar
Gratefully copied and adapted from
Changes may include paragraph
divisions, highlights, spelling updates, bracketed annotations, & elisions
(marked by ellipses . . . )