
Introducing Students to Source Criticism: Cutting up Noah’s Flood Story
I asked my 12th-grade students to divide the flood story (Genesis 6–9) into two narratives by applying four rules: look for different divine names, variations in style and language, distinct themes, and contradictions in the storyline. Is this the best pedagogical approach, or should we first teach students the established scholarship? And how can we teach students to read critically without misrepresenting the complexity of source criticism?
























































