This document proposes a Bible History/Human Services teaching program for 2013-2014 that is aligned with Common Core standards. It consists of 6 units covering the historical, cultural, and literary context of the Bible. Lessons incorporate multimedia, films, group projects and personality assessments. The goal is to help students understand the Bible's influence on history and social issues while improving literacy. Complementary courses in related fields like anthropology, psychology and sociology are also listed.
Ever Wondered whether GOD does exist or thought: I wish I had some kind of tool to prove to others GOD Exists? This is your chance. Logical, Scientific, Archeological, Geographical and Biblical proof GOD exists and wants you to know Him.
The document discusses fruits that are prominent in Southern Vietnam, including durian, coconut, rambutan, custard apple, and their role in local culture and cuisine. It notes that coconut is especially important, with coconut trees ubiquitous across southern provinces. Floating markets on rivers, featuring boats laden with fruits, serve as unique cultural attractions for the region.
The document outlines the chronology and development of Hinduism over nine periods from 3000 BC to 1400 AD. It describes the major Hindu scriptures including the Vedas, Upanishads, Gita, and Puranas. The Vedas contain mantras, ceremonies, rituals and philosophical discourses. The Upanishads expound key philosophical concepts. The Puranas popularized epics and provided teachings for rituals, mythology, philosophy, and traditions that influence modern Hindu practice. Hindu philosophy centers around karma, bhakti, jnana, dharma, and moksha.
This document provides an overview of various facts about the universe including the positions of stars and constellations at different times, distances to nearby stars and galaxies, discoveries of exoplanets over time, missions to explore other planets and moons in our solar system, theories about dark matter and dark energy, and efforts to understand the evolution and expansion of the universe over the past 100 years. It also mentions local astronomy clubs and resources for further learning.
The document provides background information on the Upanishads, including their origins, key concepts, authors, and the 10 principal Upanishads. It notes that the Upanishads express the striving of the human mind to understand reality and set forth fundamental conceptions. They contain lofty ideals and poetry that have moved great minds.
Lesson 3 and 4 Qualitative VS Quantitative, Strengths, Weaknesses and Kinds o...DanicaAnnStaRosa2
The document outlines the agenda and lessons for a class on qualitative research methods. It discusses the differences between qualitative and quantitative research, characteristics of qualitative research, strengths and weaknesses, and various kinds of qualitative research methods like case studies, ethnography, phenomenology, and more. The objective is for students to understand qualitative research approaches.
Lesson 3 and 4 Qualitative VS Quantitative, Strengths, Weaknesses and Kinds o...DanicaAnnStaRosa2
The document outlines the agenda and lessons for a class on qualitative research methods. It discusses the differences between qualitative and quantitative research, characteristics of qualitative research, strengths and weaknesses, and various kinds of qualitative research methods like case studies, ethnography, phenomenology, and more. The objective is for students to understand qualitative research approaches.
Lesson 3 and 4 Qualitative VS Quantitative, Strengths, Weaknesses and Kinds o...DanicaAnnStaRosa2
The document outlines the agenda and lessons for a class on qualitative research methods. It discusses the differences between qualitative and quantitative research, characteristics of qualitative research, strengths and weaknesses, and various kinds of qualitative research methods like case studies, ethnography, phenomenology, and more. The objective is for students to understand qualitative research approaches.
Ever Wondered whether GOD does exist or thought: I wish I had some kind of tool to prove to others GOD Exists? This is your chance. Logical, Scientific, Archeological, Geographical and Biblical proof GOD exists and wants you to know Him.
The document discusses fruits that are prominent in Southern Vietnam, including durian, coconut, rambutan, custard apple, and their role in local culture and cuisine. It notes that coconut is especially important, with coconut trees ubiquitous across southern provinces. Floating markets on rivers, featuring boats laden with fruits, serve as unique cultural attractions for the region.
The document outlines the chronology and development of Hinduism over nine periods from 3000 BC to 1400 AD. It describes the major Hindu scriptures including the Vedas, Upanishads, Gita, and Puranas. The Vedas contain mantras, ceremonies, rituals and philosophical discourses. The Upanishads expound key philosophical concepts. The Puranas popularized epics and provided teachings for rituals, mythology, philosophy, and traditions that influence modern Hindu practice. Hindu philosophy centers around karma, bhakti, jnana, dharma, and moksha.
This document provides an overview of various facts about the universe including the positions of stars and constellations at different times, distances to nearby stars and galaxies, discoveries of exoplanets over time, missions to explore other planets and moons in our solar system, theories about dark matter and dark energy, and efforts to understand the evolution and expansion of the universe over the past 100 years. It also mentions local astronomy clubs and resources for further learning.
The document provides background information on the Upanishads, including their origins, key concepts, authors, and the 10 principal Upanishads. It notes that the Upanishads express the striving of the human mind to understand reality and set forth fundamental conceptions. They contain lofty ideals and poetry that have moved great minds.
Lesson 3 and 4 Qualitative VS Quantitative, Strengths, Weaknesses and Kinds o...DanicaAnnStaRosa2
The document outlines the agenda and lessons for a class on qualitative research methods. It discusses the differences between qualitative and quantitative research, characteristics of qualitative research, strengths and weaknesses, and various kinds of qualitative research methods like case studies, ethnography, phenomenology, and more. The objective is for students to understand qualitative research approaches.
Lesson 3 and 4 Qualitative VS Quantitative, Strengths, Weaknesses and Kinds o...DanicaAnnStaRosa2
The document outlines the agenda and lessons for a class on qualitative research methods. It discusses the differences between qualitative and quantitative research, characteristics of qualitative research, strengths and weaknesses, and various kinds of qualitative research methods like case studies, ethnography, phenomenology, and more. The objective is for students to understand qualitative research approaches.
Lesson 3 and 4 Qualitative VS Quantitative, Strengths, Weaknesses and Kinds o...DanicaAnnStaRosa2
The document outlines the agenda and lessons for a class on qualitative research methods. It discusses the differences between qualitative and quantitative research, characteristics of qualitative research, strengths and weaknesses, and various kinds of qualitative research methods like case studies, ethnography, phenomenology, and more. The objective is for students to understand qualitative research approaches.
This document provides information about a short module on encountering the New Testament held on November 1st and 22nd, 2014. It outlines the module aims, content, learning outcomes, teaching methods, contact hours, assessment, and reading list. The module will introduce students to methods of reading and interpreting the Bible, focusing on understanding biblical texts in their original contexts. Students will learn about historical perspectives, exegetical skills, and biblical criticism to aid their interpretation. The summative assessment is a 2,500 word essay analyzing a biblical theme or method of criticism.
Augustus used Roman religious symbols and beliefs to strengthen his role as emperor through various means. He portrayed himself on statues as both a military leader and a priest to show his piety and leadership. Coins with his image alongside Roman goddesses suggested his divinity. Virgil's Aeneid epic poem depicted Augustus as fulfilling Rome's destiny and descending from a god, linking the past Republic to the future Empire. Through these various portrayals, Augustus presented himself as having godlike qualities to consolidate his power as emperor.
Ucbhssp augustus builds a roman empire workshop presentationSarah Suponski
This workshop uses Roman coins, statues, and an excerpt from the Aeneid to help students gather evidence and answer a historical question. Primary sources and scaffolded, expository writing strategies are takeaways.
This document provides an overview of an American literature survey course covering the period from 1865 to the present. It outlines the major time periods covered, including the Post-Civil War period, Modern period, and Postmodern period. Some of the key themes explored are war, feminism, race relations, and the American Dream. The class will involve readings, writing assignments, discussions, research presentations and exams to demonstrate knowledge of the content and ability to analyze literary texts. Students are provided tips to succeed such as visiting the online course site regularly and engaging in discussions.
This document outlines an Australian history course that teaches historiography through local case studies. The course aims to help students understand how history is produced and apply historical inquiry skills. It covers key historiographical concepts and debates. Students examine a local historical topic in-depth and conduct an independent history project involving research, analysis and presentation of findings. The project is assessed based on a synopsis, essay, bibliography, proposal and process log.
This document outlines the key principles of speech writing, including choosing a timely and interesting topic that is appropriate for both the speaker and audience. It emphasizes analyzing the audience by understanding their demographics, beliefs, prior knowledge of the topic and speaker. Information should be sourced from various materials and people. The speech content should then be organized into an outline, sorting information into categories and using outlines like chronological, spatial, cause-and-effect, problem-solution or topical.
week 1Discussion postPurpose of General Education.docxmelbruce90096
week 1:
Discussion post:
Purpose of General Education
For this discussion, address the following prompts: •Provide at least three reasons why every student should be required to take general education courses. Explain your rationale.
•Describe what you have learned from at least two specific courses (e.g., philosophy, history, or psychology) that illustrated usefulness in your daily life. For instance, what did you learn in history classes beyond just names, dates, and places? In literature courses, what did you learn about life, the university, and everything beyond the literary work itself?
ASSIGNMENT:
Reflecting on Personal Identity and Global Citizenship
Review the Global Education and Global Citizenship video and read the article “A Model of Global Citizenship: Antecedents and Outcomes” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
•Based on the video, explain the importance of educating others on global citizenship.
•Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
•Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
•Analyze how your general education courses influenced you to become a global citizen.
•Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
•Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
•Must include a separate title page with the following:
◦Title of paper
◦Student’s name
◦Course name and number
◦Instructor’s name
◦Date submitted
•Must cite at least the two sources used for this assignment.
week 2:
Discussion1:
•Review the Final Research Project instructions in Week Five, and identify two potential research topics(Topics such as:healthcare reform, immigration reform, privacy rights, euthanasia, First Amendment Rights, stem cell research, capital punishment, corporate prisons, legalizing drugs, ageism, animal rights, cloning, prayer in schools, racial profiling, recycling/conservation, sexism, outsourcing jobs, workplace bullying, etc)
**Keep in mind that you will choose just one for the Week Three Annotated Bibliography assignment and the Final Research Project.
•Describe methods to use in identifying and narrowing your research paper topic.
•Examine and summarize information from at least two scholarly sources for one of the topics that may prove valuable as you seek to defend.
The purpose of the final written reflection To explain what you ha.docxlourapoupheq
The document provides instructions for a final written reflection and discussion assignment for a religious and theological studies course. Students are asked to write a 2-3 page single-spaced essay responding to the question "How does a religious tradition shape an understanding of what it means to be human?" by drawing on course readings and discussions. The essay should include: an explanation of how scholars study religious traditions; analysis of how Christianity shapes understanding of the human using scripture and sources; discussion of how another tradition (Judaism or Islam) shapes the human using course materials; and an argument for why studying religious traditions is significant today supported by course evidence. Students will complete a draft, group discussion, and final submission in MLA format for grading based
Historical research involves the systematic collection and evaluation of data from the past to describe, explain, and understand events and actions. It is usually conducted by one researcher spending extensive time in libraries examining minute details related to the topic. Historical projects rely on ideas, concepts, and opinions from the past rather than repeatable experiments, so conclusions can be subjective. Historical research is important as it helps people better understand the present by learning from the past, serves as a basis for reform, and motivates respect for the contributions of past heroes and changes. It is used to study geographical areas, institutions, and important historical events.
This course builds a biblical theology overview connecting the Kingdom of God motif to issues of poverty, oppression, community development and church growth in urban poor communities. It is designed to be the program's foundational course, setting the stage for thinking Christianly about interventions in marginalized communities. The course will feature extensive reading, community involvement, writing and presentations to help students develop a theological framework for subsequent study. Key themes include poverty, oppression, social structures, development theories and applying biblical themes to current issues faced by urban poor communities. Students will engage weekly with a local community through storytelling to understand their perspectives and communicate biblical stories.
This course provides a general introduction to the Bible. Students will learn about the rationale for belief in God through natural revelation and reason. They will trace the development of the Bible from the early Israelites and examine how and why its books were compiled. Students will differentiate between Jewish and Christian beliefs and between literal and figurative interpretations of the Bible. The course aims to help students understand the impact of Jesus Christ and Christianity on history and identify key contributions of Jews and Christians throughout history.
The document outlines the training program for officer candidates in Finland and Estonia. The goal is to equip officers for leadership with the aims of guiding people to salvation, teaching a holy life, and serving suffering humanity. The program includes study days, weekends, and weeks over a 2-3 year period. Training is divided into 3 blocks that focus on spiritual life and formation, acquiring knowledge through lectures and self-study, and gaining practical experience through apprenticeships. Officers also participate in ongoing in-service training courses.
This document provides the course syllabus for a 3-unit course on the Pauline Epistles offered at Berkeley Christian College in the Philippines. The course will study Paul's ministry, teachings, and letters as recorded in the biblical texts. Students will learn about the context and themes of each letter, and major doctrines and theories regarding Pauline authorship. Requirements include class attendance, presentations, exams, and a book review. The course calendar outlines weekly topics, learning outcomes, class activities and assignments.
This document provides an overview of a 3-unit college course on Philippine history using primary sources. The course aims to analyze primary sources to understand key events and issues in Philippine history. Over 15 weeks, students will evaluate different primary sources, analyze their context and perspectives, and determine their contribution to understanding history. Students will also learn to effectively communicate historical analysis, propose solutions to current problems, and develop an interest in preserving cultural heritage. Assessment methods include quizzes, essays, debates, group projects, and papers analyzing sources and history.
The teacher, Erlyn Fukushima, is creating a 5 week unit on the novel "The Lightning Thief" that incorporates Greek mythology. Students will read the novel and myths, learn about different gods, and create a PowerPoint presentation on a god of their choice. The unit goals are for students to understand Greek mythology in the novel and how the gods impact characters. It will require computers, PowerPoint, and the computer lab. Accommodations include assisting struggling readers and providing additional challenges for gifted students. Standards addressed include English language arts standards on literary analysis and writing, as well as ISTE technology standards.
Review of the Spring 2014 Semester LIBR 263Susan Higgins
This document summarizes a course on children's literature and youth services. It discusses how assignments were designed to meet learning outcomes and develop skills. Specifically, a PowerPoint presentation aimed to engage students in collaborative learning and modeling of genres. The most challenging aspect for the instructor was addressing the complex social aspects of reading and libraries. Scholarly critiques allowed students some choice in exploring these issues. Overall, the goals were to develop professional competencies needed for working with children and youth in schools or public libraries.
This document outlines the requirements for two essay topics for an INT-525 Christian Worldview course. Topic 7 involves discussing the biblical basis of missions, key components of worldview and culture, and how to engage cross-culturally. It must be 1,500-1,750 words and cite 4 scholarly sources. Topic 8 involves analyzing a cultural phenomenon based on its geography, acceptance in home culture, Christian perspective, and approaches to evangelism and discipleship in that context. Both essays must follow Turabian formatting guidelines and avoid certain terminology when discussing other cultures.
Jc project work titles for exam 2014 pointersMartin Brown
The document provides guidance for Jewish studies project titles for students. It outlines two potential project titles related to Section 4 of the syllabus on Holy Places. The first title involves investigating the influence of the Second Temple in Jerusalem on ancient Jewish life. The second title is a study of the history and role of the synagogue. Students must choose one title and address the relevant learning outcomes in their project. They are given flexibility in how they complete the project but must meet the deadline and focus on the specified learning outcomes from the syllabus.
Rev. 0319 General Education Common Graded Assignment H.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians ...
This document provides information about a short module on encountering the New Testament held on November 1st and 22nd, 2014. It outlines the module aims, content, learning outcomes, teaching methods, contact hours, assessment, and reading list. The module will introduce students to methods of reading and interpreting the Bible, focusing on understanding biblical texts in their original contexts. Students will learn about historical perspectives, exegetical skills, and biblical criticism to aid their interpretation. The summative assessment is a 2,500 word essay analyzing a biblical theme or method of criticism.
Augustus used Roman religious symbols and beliefs to strengthen his role as emperor through various means. He portrayed himself on statues as both a military leader and a priest to show his piety and leadership. Coins with his image alongside Roman goddesses suggested his divinity. Virgil's Aeneid epic poem depicted Augustus as fulfilling Rome's destiny and descending from a god, linking the past Republic to the future Empire. Through these various portrayals, Augustus presented himself as having godlike qualities to consolidate his power as emperor.
Ucbhssp augustus builds a roman empire workshop presentationSarah Suponski
This workshop uses Roman coins, statues, and an excerpt from the Aeneid to help students gather evidence and answer a historical question. Primary sources and scaffolded, expository writing strategies are takeaways.
This document provides an overview of an American literature survey course covering the period from 1865 to the present. It outlines the major time periods covered, including the Post-Civil War period, Modern period, and Postmodern period. Some of the key themes explored are war, feminism, race relations, and the American Dream. The class will involve readings, writing assignments, discussions, research presentations and exams to demonstrate knowledge of the content and ability to analyze literary texts. Students are provided tips to succeed such as visiting the online course site regularly and engaging in discussions.
This document outlines an Australian history course that teaches historiography through local case studies. The course aims to help students understand how history is produced and apply historical inquiry skills. It covers key historiographical concepts and debates. Students examine a local historical topic in-depth and conduct an independent history project involving research, analysis and presentation of findings. The project is assessed based on a synopsis, essay, bibliography, proposal and process log.
This document outlines the key principles of speech writing, including choosing a timely and interesting topic that is appropriate for both the speaker and audience. It emphasizes analyzing the audience by understanding their demographics, beliefs, prior knowledge of the topic and speaker. Information should be sourced from various materials and people. The speech content should then be organized into an outline, sorting information into categories and using outlines like chronological, spatial, cause-and-effect, problem-solution or topical.
week 1Discussion postPurpose of General Education.docxmelbruce90096
week 1:
Discussion post:
Purpose of General Education
For this discussion, address the following prompts: •Provide at least three reasons why every student should be required to take general education courses. Explain your rationale.
•Describe what you have learned from at least two specific courses (e.g., philosophy, history, or psychology) that illustrated usefulness in your daily life. For instance, what did you learn in history classes beyond just names, dates, and places? In literature courses, what did you learn about life, the university, and everything beyond the literary work itself?
ASSIGNMENT:
Reflecting on Personal Identity and Global Citizenship
Review the Global Education and Global Citizenship video and read the article “A Model of Global Citizenship: Antecedents and Outcomes” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
•Based on the video, explain the importance of educating others on global citizenship.
•Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
•Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
•Analyze how your general education courses influenced you to become a global citizen.
•Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
•Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
•Must include a separate title page with the following:
◦Title of paper
◦Student’s name
◦Course name and number
◦Instructor’s name
◦Date submitted
•Must cite at least the two sources used for this assignment.
week 2:
Discussion1:
•Review the Final Research Project instructions in Week Five, and identify two potential research topics(Topics such as:healthcare reform, immigration reform, privacy rights, euthanasia, First Amendment Rights, stem cell research, capital punishment, corporate prisons, legalizing drugs, ageism, animal rights, cloning, prayer in schools, racial profiling, recycling/conservation, sexism, outsourcing jobs, workplace bullying, etc)
**Keep in mind that you will choose just one for the Week Three Annotated Bibliography assignment and the Final Research Project.
•Describe methods to use in identifying and narrowing your research paper topic.
•Examine and summarize information from at least two scholarly sources for one of the topics that may prove valuable as you seek to defend.
The purpose of the final written reflection To explain what you ha.docxlourapoupheq
The document provides instructions for a final written reflection and discussion assignment for a religious and theological studies course. Students are asked to write a 2-3 page single-spaced essay responding to the question "How does a religious tradition shape an understanding of what it means to be human?" by drawing on course readings and discussions. The essay should include: an explanation of how scholars study religious traditions; analysis of how Christianity shapes understanding of the human using scripture and sources; discussion of how another tradition (Judaism or Islam) shapes the human using course materials; and an argument for why studying religious traditions is significant today supported by course evidence. Students will complete a draft, group discussion, and final submission in MLA format for grading based
Historical research involves the systematic collection and evaluation of data from the past to describe, explain, and understand events and actions. It is usually conducted by one researcher spending extensive time in libraries examining minute details related to the topic. Historical projects rely on ideas, concepts, and opinions from the past rather than repeatable experiments, so conclusions can be subjective. Historical research is important as it helps people better understand the present by learning from the past, serves as a basis for reform, and motivates respect for the contributions of past heroes and changes. It is used to study geographical areas, institutions, and important historical events.
This course builds a biblical theology overview connecting the Kingdom of God motif to issues of poverty, oppression, community development and church growth in urban poor communities. It is designed to be the program's foundational course, setting the stage for thinking Christianly about interventions in marginalized communities. The course will feature extensive reading, community involvement, writing and presentations to help students develop a theological framework for subsequent study. Key themes include poverty, oppression, social structures, development theories and applying biblical themes to current issues faced by urban poor communities. Students will engage weekly with a local community through storytelling to understand their perspectives and communicate biblical stories.
This course provides a general introduction to the Bible. Students will learn about the rationale for belief in God through natural revelation and reason. They will trace the development of the Bible from the early Israelites and examine how and why its books were compiled. Students will differentiate between Jewish and Christian beliefs and between literal and figurative interpretations of the Bible. The course aims to help students understand the impact of Jesus Christ and Christianity on history and identify key contributions of Jews and Christians throughout history.
The document outlines the training program for officer candidates in Finland and Estonia. The goal is to equip officers for leadership with the aims of guiding people to salvation, teaching a holy life, and serving suffering humanity. The program includes study days, weekends, and weeks over a 2-3 year period. Training is divided into 3 blocks that focus on spiritual life and formation, acquiring knowledge through lectures and self-study, and gaining practical experience through apprenticeships. Officers also participate in ongoing in-service training courses.
This document provides the course syllabus for a 3-unit course on the Pauline Epistles offered at Berkeley Christian College in the Philippines. The course will study Paul's ministry, teachings, and letters as recorded in the biblical texts. Students will learn about the context and themes of each letter, and major doctrines and theories regarding Pauline authorship. Requirements include class attendance, presentations, exams, and a book review. The course calendar outlines weekly topics, learning outcomes, class activities and assignments.
This document provides an overview of a 3-unit college course on Philippine history using primary sources. The course aims to analyze primary sources to understand key events and issues in Philippine history. Over 15 weeks, students will evaluate different primary sources, analyze their context and perspectives, and determine their contribution to understanding history. Students will also learn to effectively communicate historical analysis, propose solutions to current problems, and develop an interest in preserving cultural heritage. Assessment methods include quizzes, essays, debates, group projects, and papers analyzing sources and history.
The teacher, Erlyn Fukushima, is creating a 5 week unit on the novel "The Lightning Thief" that incorporates Greek mythology. Students will read the novel and myths, learn about different gods, and create a PowerPoint presentation on a god of their choice. The unit goals are for students to understand Greek mythology in the novel and how the gods impact characters. It will require computers, PowerPoint, and the computer lab. Accommodations include assisting struggling readers and providing additional challenges for gifted students. Standards addressed include English language arts standards on literary analysis and writing, as well as ISTE technology standards.
Review of the Spring 2014 Semester LIBR 263Susan Higgins
This document summarizes a course on children's literature and youth services. It discusses how assignments were designed to meet learning outcomes and develop skills. Specifically, a PowerPoint presentation aimed to engage students in collaborative learning and modeling of genres. The most challenging aspect for the instructor was addressing the complex social aspects of reading and libraries. Scholarly critiques allowed students some choice in exploring these issues. Overall, the goals were to develop professional competencies needed for working with children and youth in schools or public libraries.
This document outlines the requirements for two essay topics for an INT-525 Christian Worldview course. Topic 7 involves discussing the biblical basis of missions, key components of worldview and culture, and how to engage cross-culturally. It must be 1,500-1,750 words and cite 4 scholarly sources. Topic 8 involves analyzing a cultural phenomenon based on its geography, acceptance in home culture, Christian perspective, and approaches to evangelism and discipleship in that context. Both essays must follow Turabian formatting guidelines and avoid certain terminology when discussing other cultures.
Jc project work titles for exam 2014 pointersMartin Brown
The document provides guidance for Jewish studies project titles for students. It outlines two potential project titles related to Section 4 of the syllabus on Holy Places. The first title involves investigating the influence of the Second Temple in Jerusalem on ancient Jewish life. The second title is a study of the history and role of the synagogue. Students must choose one title and address the relevant learning outcomes in their project. They are given flexibility in how they complete the project but must meet the deadline and focus on the specified learning outcomes from the syllabus.
Rev. 0319 General Education Common Graded Assignment H.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians ...
Rev. 0319 General Education Common Graded Assignment H.docx
Bible history program prospectus
1. Bible History/Human
Services Teaching Program
2013-2014 Curriculum
Proposal
Darek McCullers, M.T.S.
NCDPI, SACS Qualified
Bible, Religion, and Sociology Teacher
April 24, 2013
2. The
Concept
•Allied with the
Common Core
State Standards
for English
Language Arts
and History/Social
Studies
Bible History/Human Services Prep
Program
(for school settings)
3. The
Opportunity
• To give the student
understanding of the
influence of the Bible
on history, law,
community, and
cultural life.
• To give insight into the
worldviews taken from
the Bible promoting
human rights, women's
rights, social justice,
etc.
• To teach students how
to learn, and use,
multiple and complex
reference skills.
Bible History/Human Services Prep
Program
(for school settings)
5. Unit I - The Historical, Geographical, and
Cultural Settings of the Bible (Common
to All Introductory Classes)
A Brief Literary History of the Bible
(Canonization, Transmission, and
Translations)
An Overview of the Contents of the Bible
Engaging the Biblical Creation Story by
comparison/contrast to a Variety of
Peoples, Cultures, and Belief Systems via
Project Based Learning (Student
Presentations)
Course of Instruction
Bible History I
6. Reading-Key Ideas and
Details
•Analyze how and why
individuals, events, or ideas
develop and interact over the
course of a text.
Reading-Craft and
Structure
• Assess how point of view or
purpose shapes the content
and style of a text.
Unit I-Common Core Standards
7. Reading-Integration of
Knowledge and Ideals
•Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the
approaches the authors take.
Writing-Text Types and Purposes
• Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details
and well-structured event sequences.
Unit I-Common Core Standards
8. Writing-Production and
Distribution of Writing
•Use technology, including the Internet, to
produce and publish writing and to
interact and collaborate with others.
Writing-Research to Build
and Present Knowledge
• Draw evidence from literary or
informational texts to support
analysis, reflection, and
research.
Unit I-Common Core Standards
9. Unit II-An Introduction to the Torah
(First Five Books)
A Study of the Writings and the Writer using
M.O.L.L.I. (Multimedia Oriented Listening,
Learning, and Interaction) methods
Get a brief introduction to the characters
through The Bible Series (by the History
Channel)
Understanding Slavery, Oppression, and
Freedom situations via the Joseph Narrative
Exposure to the various branches and
practices of Judaism via a panel discussion
day.
Course of Instruction
Bible History I
10. Reading-Key Ideas and Details
•Determine central ideas or themes of a
text and analyze their development;
summarize the key supporting details and
ideas.
Reading-Craft and Structure
• Interpret words and phrases as they are
used in a text, including determining
technical, connotative, and figurative
meanings, and analyze how specific word
choices shape meaning or tone..
Unit II-Common Core Standards
11. Reading-Integration of
Knowledge and Ideals
•Integrate and evaluate content
presented in diverse formats and media,
including visually and quantitatively, as
well as in words.
Writing-Text Types and Purposes
• Write arguments to support claims in an
analysis of substantive topics or texts
using valid reasoning and relevant and
sufficient evidence
Unit II-Common Core Standards
12. Writing-Production and Distribution of
Writing
•Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Writing-Research to Build and Present Knowledge
•Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of
each source, and integrate the information while
avoiding plagiarism..
Unit II-Common Core Standards
13. Unit III-A Study of Abraham, Sarah, and their
Descendents (Patriarchs and
Matriarchs)
A Brief Introduction to Family Systems Theory
as a means to understanding interactions
between the Biblical Characters
Getting to Know The Characters (Patriarchs
and Matriarchs) through The Bible
Collection Film Series
Uncover a better self-understanding as
students construct their own genogram and
family tree.
Course of Instruction
Bible History I
14. Reading-Key Ideas and Details
•Determine central ideas or themes of a
text and analyze their development;
summarize the key supporting details and
ideas.
Reading-Craft and Structure
• Analyze the structure of texts, including how
specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and
the whole.
Unit III-Common Core Standards
15. Reading-Integration of
Knowledge and Ideals
•Integrate and evaluate content
presented in diverse formats and media,
including visually and quantitatively, as
well as in words.
Writing-Text Types and Purposes
• Write informative/explanatory texts to
examine and convey complex ideas
and information clearly and accurately
through the effective selection,
organization, and analysis of content.
Unit III-Common Core Standards
16. Writing-Production and Distribution of
Writing
• Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
Writing-Research to Build and Present Knowledge
•Conduct short as well as more sustained research
projects based on focused questions, demonstrating
understanding of the subject under investigation.
Unit III-Common Core Standards
17. Unit IV-Both Leaders and Servants: The
Women of the Old Testament
An Introductory Study of the Notion of
Rulers, Kings, and Queens in Ancient
Near Eastern and Older World Cultures
An introduction to gender roles, rights,
and responsibilities in ancient and
contemporary context (socio-rhetorical
analysis).
Course of Instruction
Bible History I
18. Unit IV-Both Leaders and Servants: The
Women of the Old Testament
(continued)
A Detailed Study of the Narratives of
Ruth and Esther
Compare and Contrast the Biblical text
with representations in film (two movies
have been made about each
character)
Course of Instruction
Bible History I
19. Unit IV-Both Leaders and Servants: The
Women of the Old Testament
(continued)
Gain an appreciation for the broad
spectrum of women who have
influenced the Old Testament story.
Women of the Bible: The Life and Times
of Every Woman in the Bible will serve as
a reference work.
Course of Instruction
Bible History I
20. Unit IV-Both Leaders and Servants: The
Women of the Old Testament
(continued)
Unit concludes with a Project Based
Learning (PBL) Assignment where
students will:
Course of Instruction
Bible History I
21. Unit IV-Both Leaders and Servants: The
Women of the Old Testament
(continued)
1) create a timeline of related events for
thee hundred years around a character
(100 years before and following birth),
2) make an artistic rendering of what the
person did or should look like,
Course of Instruction
Bible History I
22. Unit IV-Both Leaders and Servants: The
Women of the Old Testament
(continued)
3) provide a short written report detailing
their part in the Old Testament narrative,
and
4) give an oral presentation (based on
the previous components).
Course of Instruction
Bible History I
23. Reading-Key Ideas and
Details
•Analyze how and why
individuals, events, or ideas
develop and interact over the
course of a text.
Reading-Craft and
Structure
• Assess how point of view or
purpose shapes the content
and style of a text.
Unit IV-Common Core
Standards
24. Reading-Integration of
Knowledge and Ideals
•Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the
approaches the authors take.
Writing-Text Types and Purposes
• Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details
and well-structured event sequences.
Unit IV-Common Core
Standards
25. Writing-Production and
Distribution of Writing
•Use technology, including the Internet, to
produce and publish writing and to
interact and collaborate with others.
Writing-Research to Build
and Present Knowledge
• Draw evidence from literary or
informational texts to support
analysis, reflection, and
research.
Unit IV-Common Core
Standards
26. Unit V-A Nation and Its Leader: Early
Developments in the Biblical
Monarchy
An Introductory Study of the Notion of
Rulers, Kings, and Queens in Ancient
Near Eastern and Older World Cultures
A Detailed Study of the Narratives of
Saul, David, and Solomon with attention
to Personality Dynamics
Course of Instruction
Bible History I
27. Unit V-A Nation and Its Leader: Early
Developments in the Biblical Monarchy
(Continued)
Students will be acquainted with their own
personalities by completing a select
personality inventory.
Students will be assigned a Bible character
and determine his or her personality type
using the inventory to create a
Characterization of the Character (COTC).
Course of Instruction
Bible History I
28. Reading-Key Ideas and Details
•Determine central ideas or themes of a
text and analyze their development;
summarize the key supporting details and
ideas.
Reading-Craft and Structure
• Analyze the structure of texts, including how
specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and
the whole.
Unit V-Common Core Standards
29. Reading-Integration of
Knowledge and Ideals
•Integrate and evaluate content
presented in diverse formats and media,
including visually and quantitatively, as
well as in words.
Writing-Text Types and Purposes
• Write informative/explanatory texts to
examine and convey complex ideas
and information clearly and accurately
through the effective selection,
organization, and analysis of content.
Unit V-Common Core Standards
30. Writing-Production and Distribution of
Writing
• Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
Writing-Research to Build and Present Knowledge
•Conduct short as well as more sustained research
projects based on focused questions, demonstrating
understanding of the subject under investigation.
Unit V-Common Core Standards
31. Unit VI-Wisdom Traditions and the Old
Testament
An Introduction to Wisdom Writings from
Africa and the Ancient Near East that
relate to and/or influence the Old
Testament
Several renditions of the Solomon story
available on film will be viewed and
related to various Biblical texts
(Ecclesiastes, Song of Solomon, etc.)
Course of Instruction
Bible History I
32. High Media Content
› Makes use of smart board/web technology
› Film is incorporated appropriately into lesson
plans
Reading and Writing (Literacy) Focused
› Texts will be read out loud
› Dictionaries and Commentaries will support
the learning environment
› Cornell Notes, Vinn Diagrams, Art Work, and
Short Paper Writing are methods for teaching
and learning.
Concluding Notes
33. Supports Student Development
› Awareness of Family System
› Knowledge of Personality Type
› Review of Different Ethical Frameworks for
Orderly Societies
Concluding Notes (Continued)
34. Bible History II-Introduction to New
Testament
Course Description: This course is a general
historical overview of the New Testament
with emphasis on Matthew, Mark, Luke,
John, and Acts.
May Be Taught Synonymously
(Common Introductory Unit,
Same Alignment with CCS)
35. Bible History III-Old Testament from the
Monarchs to the Prophets
Course Description: This course is a
historical overview of the OT, including a
detailed study of the United and Divided
Kingdom periods and a study of the
prophetic books. The course covers I
Samuel – Malachi.
May Be Taught Subsequently
(Bible History I or II required,
Same Alignment with CCS)
36. Bible History IV-New Testament from
Romans to Revelations
Course Description: This course focuses
upon the role and writings of the Epistles.
This course covers Romans – Revelation.
May Be Taught Subsequently
(Bible History I or II required,
Same Alignment with CCS)
37. 4009AS-
Minority
Studies
#1
4041CS-Current Affairs and Issues
#6
4060AS-
Sociology
#3
4080BS-
Psychology
#5
4011BS-African American Studies
#4
4062CS-Community Action
Projects (Internships)
#8
4061CS-Social
Problems
#7
4070AS-Anthropology
#2
Complementary Courses (That I Can
Teach) to complete Bible
History/Human Services Program
Course Offerings
Course Numbering Code (Per NC
Wise): A=10th Grade Level, B=11th Grade
Level, and C=12th Grade Level. Students
could be enrolled for a class below their
level but not above to maintain the
academic rigor of the program.