FALL  2015  IBSL  501:     INTRODUCTION  TO  HEBREW  BIBLE/OLD  TESTAMENT     Tuesdays, 1:20 to 4:00 PM, August 18 – December 1, 2015

Rev.  Vanessa  Lovelace,  Ph.D.,  Instructor   Assistant  Professor  of  Hebrew  Bible   Room:  Classroom  Building  202    

Office:    Classroom  Building  306   Office  Telephone:  404.527.7746;  Email:  [email protected]   Office  hours:    Wednesdays  8:00-­‐10:50  AM;  Thursdays  11:00  AM-­‐1:00  PM    

All  other  sessions  by  appointment     ______________________________________________________________________  

ITC  MISSION  STATEMENT    

    The  mission  of  the  Interdenominational  Theological  Center  is  to  educate  for  the  Church  and  the  global   community  Christian  leaders  who  are  committed  to  and  practice  a  liberating  and  transforming   spirituality,  academic  discipline,  justice  and  peace,  an  appreciation  of  religious,  gender  and  cultural   diversity,  and  a  desire  to  engage  the  public  arena  for  the  common  good.              

 

COURSE  DESCRIPTION       Theological  students  who  are  committed  to  and  practice  a  liberating  and  transforming  spirituality,   academic  discipline,  justice  and  peace,  and  an  appreciation  of  religious,  gender,  and  cultural  diversity,   need  to  reflect  critically  and  theologically  on  the  impact  of  the  intersections  of  race/ethnicity,  gender,   sexuality  and  class  on  issues  of  identity,  power,  citizenship,  etc.,  both  within  the  Hebrew  Bible/Old   Testament  and  contemporary  realities  in  the  church  and  community  and  our  ethical  commitments  to   responsibly  engage  such  issues.     This  course  explores  the  documents  (including  narratives,  laws,  wise  sayings,  myths,  songs,  and  poetry),   preserved  in  the  Jewish  Hebrew  Bible  (Tanakh)  and  Christian  Old  Testament,  used  to  construct  ancient   Israel’s  religious,  ethnic  and  national  identity.  We  will  examine  the  social,  historical,  and  cultural   contexts  within  which  the  canon  developed,  including  their  African,  Mesopotamian,  and  Syria-­‐ Palestinian  milieu.  This  course  fulfills  the  Core  Requirement  for  the  M.Div.  and  M.A.  degrees.  There  is   no  prerequisite  for  this  course.     SATISFACTORY  ACADEMIC  PROGRESS  POLICY         In  order  to  obtain  credit  for  a  course,  students  must  attend  at  least  85  percent  of  the  contact  hours  for  a   particular  course.  A  16-­‐week,  1  day  a  week  course  requires  that  a  student  miss  no  more  than  15  percent   or  2.4  numbers  of  classes.  A  student  can  be  dropped  after  missing  three  classes.  Please  note  that  the   class  schedule  meets  this  minimum  such  that  an  unexcused  absence  of  one  session  can  severely  hinder   1     ITC  Syllabus  Template    

the  student’s  ability  to  meet  the  required  hours  and  may  consequently  affect  the  student’s  ability  to   make  satisfactory  attendance,  which  may  affect  the  student’s  satisfactory  academic  progress  for   financial  aid.  Please  see  the  Mandatory  Attendance  Policy  (July  2015)  for  further  guidance.       DISABILITY  ACCOMMODATION  POLICY         The  Office  of  Student  Services  provides  services  for  qualified  students  with  verified  physical  or  mental   disabilities  in  accordance  with  Section  504  of  the  Rehabilitation  Act  and  the  Americans  with  Disabilities   Act.  (ADA).  Services  provided  include,  but  are  not  limited  to:  readers,  note  takers,  equipment  loan,   interpreters,  adaptive  computer  software,  large  print  copying,  test  proctoring,  community  referral,  and   advocacy.  The  mission  of  the  Abilities  office  is  “empowerment  through  education,”  These  services   provide  disabled  students  with  equal  access  to  education  and  an  opportunity  to  fully  participate  in   activities  related  to  the  academic  pursuits.  Students  with  disabilities  must  identify  themselves  in  order   to  receive  support  from  the  Abilities  office.  All  documentation  related  to  the  existence  of  a  disability  is   treated  as  confidential  information.       ITC’s  ACADEMIC  INTEGRITY  POLICY  (ABBREVIATED)   If  student  work  shows  plagiarism  or  cheating,  the  following  procedures  will  be  in  place  and   cannot  be  reversed  by  the  instructor  (evidence  of  plagiarism/cheating  that  is  reported  to  the   provost,  after  notifying  the  department/area  chair,  is  out  of  the  hands  of  the  instructor.  All   appeals  must  be  made  to  the  Provost  office).  The  Board  of  Trustees  of  ITC  has  ruled,  in  the  case   of  academic  misconduct  (plagiarism,  cheating,  and  other  acts  of  inappropriate  behavior  laid  out   in  Student  Handbook  4.2):      

That  all  members  of  the  ITC  faculty  notify  the  Provost,  who  shall  notify  the  President,  of  all   incidents  of  cheating  by  students  and  further  that  the  President  be  authorized  to  take  such   action(s)  that  may  be  appropriate,  including  reprimand,  suspension,  and  termination  in  line  with   the  institution’s  policy;  and  the  student  fails  the  class.  (Plagiarism,  cheating,  and  other  acts  of   inappropriate  behavior  are  laid  out  in  Student  Handbook  4.2.)    

COURSE  LEARNING  OUTCOMES       Upon  completing  IBSL  501  and  IBSL  531,  students  must  demonstrate  a  working  knowledge  of:  1)  the   basic  history  and  literature  of  HB/NT  as  appropriate;  2)  the  impact  of  the  era  in  which  the  literature  was   written  and  impact  of  other  ancient  societies  on  this  literature;  3)  major  theoretical  arguments  that   have  emerged  in  the  academic  study  of  that  canon;  4)  and  contemporary  perspectives  as  evidence  of   the  student’s  commitment  to  academic  discipline  and  scholarship.    

COURSE  OUTCOMES  EVIDENCE  OF  PROGRAM  AND  STUDENT  LEARNING  OUTCOMES      

The  course  outcomes  are  evidence  of  the  Master  of  Divinity  and  Master  of  Arts  in  Christian  Education   degree  program  outcomes  in  the  following  competencies:       2     ITC  Syllabus  Template    

    M.Div.  SLO  Competencies    

M.Div.  PLOs    

MACE  PLOs    

Measured  by     (Indicate  Specific  Course  Assignment)    

Story  Linking     Use  Storytelling/Linking   Skills  –  students  apply   Biblical  Interpretation,   historical  accounts,  and/or   ethical  and  philosophical   Ideas  to  contemporary   realities  to  address   moral/social  dilemmas.    

PLO-­‐1.  Develop  and   express  the  basic   tenets  of  faith,   religion,  and   denominational   traditions  for   ministerial  vocation   and  leadership        

   

Define  and  describe   biblical,  theological,   philosophical,  historical,   sociocultural,  and   psychological  tenets  that   under-­‐gird  the  socio-­‐ cultural  experiences  of   the  African  diaspora  as   they  relate  to  the   concrete  practices  of   teaching  learning.      

   

Embedded  Assignment    

   

Critical  Thinking    

PLO-­‐2.  Execute   sermons,  liturgies,   Use  Thinking  Skills  –   programs,  and   students  decode   performances  that   Significance,  clarify   demonstrate  their   Meaning  (Interpret);   religion,  faith,  and   Examine  Ideas,  Detect,   commitment  to  live   Analyze  Arguments   out  a  liberating  and   (Analyze);  Assess  Claims,  or   transforming   Arguments  (Evaluate).       spirituality    

Employ  oral  and  ocular   worldviews  to  illustrate,   compare,  contrast,  and   critique  the  various   theories  supporting  core   courses.      

   

Embedded  Assignment  

   

    Intrapersonal    

PLO-­‐3.  Construct   worship  services,   Demonstrate  Intrapersonal   educational  sessions,   Skills  -­‐  Self-­‐articulation;   forums  in  the   Self-­‐examination;  and/or   community,  church,   Self-­‐correction     and  academy  to       evidence  their       leadership  and   administrative  skills    

Demonstrate  the  capacity       to  implement  teaching-­‐ learning  practices  that   reflect  denominational   traditions,  religious   heritages,  and  a  liberating   and  transforming   spirituality.    

Community    

Research,  design  and       administer  curriculums   that  relate  oral  and  ocular   worldviews  as  operative   in  contemporary   communities  of  the   African  Diaspora        

Demonstrate  Community   Building  Skills  -­‐  Design;   Organize;  Plan;  Advocate;   Use  Collaborate  Strategies   (in  the  Church  and  the   Academy  Communities)        

PLO-­‐4.  Contribute  to   the  advancement  of   research  and  creative   projects  that   substantiate  the   contribution,  role,   and  function  of  the   African  and  African   American  experience    

 

   

 

   

    3     ITC  Syllabus  Template    

       

GRADING  POLICY  –  EVALUATION  AND  GRADING  SYSTEM        

Course  Evaluation  Assignment  Rubrics     The  evaluation  criteria  applied  to  all  course  requirements  for  this  course  are  listed  in  the  assignment   rubrics  on  the  Moodle  page.  The  intent  of  rubrics  is  to  enable  you  to  evaluate  your  own  work  on  the   class  assignments,  cluster  work,  and/or  individual  assignments  by  the  same  standards  as  the  course   facilitator.  Completing  the  assignment  is  not  evidence  of  excellent  (A)  work.  The  following  criteria  are   assigned  to  all  components  of  this  course  and,  (specific)  rubric  for  each  assignment.        

Course  Evaluation  Scale  (points  or  percent)  of  Assignment       Essay  Assignment  1:  Documentary  Hypothesis  –  20  points  (see  rubric  on  Moodle)   Group  Assignment:  –  20  points  (see  rubric  on  Moodle)   Field  Assignment:  Social  World  of  the  Hebrew  Bible  –  30  points  (see  rubric  on  Moodle)   Embedded  Assignment:  Biblical  Theology  –  30  points  (see  rubric  on  Moodle)     NOTE:           All  written  work  is  to  be  typed,  double-­‐spaced,  with  page  numbers.  An  average  typed  page  is  roughly   300-­‐350  words.  While  dialogue  with  other  students  will  be  an  important  element  of  this  class,  all  written   work  is  to  be  in  your  own  words,  without  plagiarism.  Please  consult  the  ITC  catalogue  to  reference   school  policies.  All  direct  quotes  and  paraphrasing  must  be  cited!!!  Please  follow  the  Kate  L.  Turabian   Manual  for  Writers.  Refer  to  the  ITC  catalogue  for  a  detailed  description  of  the  grading  scale.  The   Associate  Vice  President  of  Academic  Services  will  immediately  address  all  cases  of  cheating.         Therefore  “A”  work  is:       A  very  clear,  insightful  assignment  that   includes:       • Some  original  thinking     • An  excellent  grasp  of  the  subject  matter     • Clear  evidence  of  personal  engagement  with  course  material  and  critical  thinking     • Goes  beyond  the  minimum     • Thorough  and  timely  preparation  of  the  assignment       • Willingness  to  be  changed  by  new  insights  and  discoveries     • Correct  spelling  and  grammar         ITC  Grading  Scale         Grade       Quality           Numerical     Points       Value     A           4.0               96-­‐100     A-­‐           3.7               90-­‐95     4     ITC  Syllabus  Template    

B+           3.3               87-­‐89     B           3.0               83-­‐86     B-­‐           2.7               80-­‐82     C+           2.3               77-­‐79     C           2.0               73-­‐76     C-­‐           1.7               70-­‐72     D+         1.3               67-­‐69     D           1.0               63-­‐66     F           0.0               60-­‐62       REQUIRED  TEXTS,  MEDIA,  OR  FIELD  EXPERIENCES        

Attridge,  Harold,  et  al.  HarperCollins  Study  Bible:  Fully  Revised  and  Updated,  Student  Edition.  San   Francisco:  HarperSan  Francisco,  2006.  9780060786847.  (Attridge)   Stanley,  Christopher  D.    The  Hebrew  Bible:  A  Comparative  Approach.  Minneapolis:  Fortress  Press,  2009.   9780800663476  (HB)   Page,  Hugh,  Randall  C.  Bailey,  et  al.,  eds.  The  Africana  Bible:  Reading  Israel’s  Scriptures  from  Africa  and   the  African  Diaspora.  Minneapolis:  Fortress  Press,  2010.  0800621255  (AB)   Felder,  Cain  Hope,  ed.  Stony  the  Road  We  Trod:  African  American  Biblical  Interpretation.  Minneapolis:   Fortress  Press,  1991.  9780800625016     RECOMMENDED  TEXTS,  MEDIA,  OR  FIELD  EXPERIENCES     Crenshaw,  Kimberlé.  ““Mapping  the  Margins:  Intersectionality,  Identity  Politics,  and  Violence  against   Women  of  Color.”  Stanford  Law  Review,  Vol.  43  no.  6  (July  1991):1241-­‐1299.  (ATLA)   Newsom,  Carol,  Sharon  Ringe,  and  Jacqueline  Lapsley,  eds.  Women’s  Bible  Commentary,  3rd  ed.,  revised   &  updated.  Louisville:  Westminister  John  Knox,  2011.     The  following  are  the  required  articles  for  this  class,  and  are  on  reserve  at  the  Robert  W.  Woodruff   Library  or  can  be  retrieved  on  the  ATLAReligion  Database  (ATLA).   Anderson,  Cheryl  B.  “Reflections  in  an  Interethnic/racial  Era  on  Interethnic/racial  Marriage  in  Ezra.”  In   They  Were  All  Together  in  One  Place?  Toward  Minority  Biblical  Criticism.  Society  of  Biblical  Studies   Semeia  Studies,  eds.  Randall  Bailey,  Tat-­‐Siong  Benny  Liew,  and  Fernando  Segovia.  Atlanta:  Society  of   Biblical  Literature,  2009,  47-­‐64.  (LR)   Ateek,  Naim.  “A  Palestinian  Perspective:  Biblical  Perspectives  of  the  Land.”  In  Voices  from  the  Margin:   Interpreting  the  Bible  in  the  Third  World,  ed.  R.  S.  Sugirtharajah.  Maryknoll,  N.Y.:  Orbis,  2004,  267-­‐276.   (LR)  

5     ITC  Syllabus  Template    

Bailey,  Randall  C.  “Beyond  Identification:  The  Use  of  Africans  in  Old  Testament  Poetry  and  Narratives.”   In  Stony  the  Road  We  Trod:  African  American  Biblical  Interpretation,  ed.  Cain  Hope  Felder.  Minneapolis:   Fortress,  1991,  165-­‐84.  (1)   ________.  “They’re  Nothing  but  Incestuous  Bastards:  The  Polemical  Use  of  Sex  and  Sexuality  in  Hebrew   Canon  Narratives.”  In  Reading  from  this  Place:  Social  Location  and  Biblical  Interpretation  in  the  United   States.  Vol.  1,  eds.  Fernando  F.  Segovia,  and  Mary  Ann  Tolbert.  Minneapolis:  Fortress  Press,  1995,  121-­‐ 138.  (2;  LR)   Copher,  Charles  B.  “Black  Presence  in  the  Bible.”  In  Stony  the  Road  We  Trod:  African  American  Biblical   Interpretation,  ed.  Cain  Hope  Felder.  Minneapolis:  Fortress,  1991,  146-­‐164  (LR)   Felder,  Cain  Hope.  “Race,  Racism,  and  the  Biblical  Narratives.”  In  Stony  the  Road  We  Trod:  African   American  Biblical  Interpretation,  ed.  Cain  Hope  Felder.  Minneapolis:  Fortress,  1991,  127-­‐145.  (LR)   Gafney,  Wilda.  “Translation  Matters:  A  Fem/Womanist  Exploration  of  Translation  Theory  and  Practice   for  Proclamation  in  Worship,”  SBL  Forum  n.p.  [cited  March  2006].  Online  http://www.sbl-­‐ site.org/publications/article.aspx?ArticleId=509.   Garcia-­‐Treto,  Francisco.  “Exile  in  the  Hebrew  Bible:  A  Postcolonial  Look  from  Cuban  Diaspora.”  In  They   Were  All  Together  in  One  Place?  Toward  Minority  Biblical  Criticism.  Semeia  Studies  57,  eds.  Randall  C.   Bailey,  Tat-­‐siong  Benny  Liew,  and  Fernando  F.  Segovia.  Atlanta:  Society  of  Biblical  Literature,  2009,  65-­‐ 78.  (LR)   Hoyt,  Jr.,  Thomas.  “Interpreting  Biblical  Scholarship  for  the  Black  Church  Tradition.”  In  Stony  the  Road   We  Trod:  African  American  Biblical  Interpretation,  ed.  Cain  Hope  Felder.  Minneapolis:  Fortress,  1991,   17-­‐39.   Lorde,  Audre.  “Age,  Race,  Class  and  Sex:  Women  Redefining  Difference.”  Paper  delivered  at  the   Copeland  Colloquium,  Amherst  College,  April  1980.  (Pdf  provided)   Stone,  Ken.  “Lovers  and  Raisin  Cakes:  Food,  Sex,  and  Divine  Insecurity  in  Hosea.”  In  Queer  Commentary   and  the  Hebrew  Bible,  ed.  Ken  Stone.  Sheffield:  Sheffield  Academic  Press,  2001,  116-­‐139.  (LR)   Weems,  Renita.  “Reading  Her  Way  through  the  Struggle:  African  American  Women  and  the  Bible.”  In   Stony  the  Road  We  Trod:  African  American  Biblical  Interpretation,  ed.  Cain  Hope  Felder.  Minneapolis:   Fortress,  1991,  57-­‐80.   ________.  “Introduction”  and  “‘You  Have  the  Forehead  of  a  Whore’:  The  Rhetoric  of  a  Metaphor.”  In   Battered  Love:  Marriage,  Sex,  and  Violence  in  the  Hebrew  Prophets.  (Overtures  to  Biblical  Theology).   Minneapolis:  Augsburg  Fortress,  1995,  1-­‐34.   Yee,  Gale.  “The  Two  Sisters  in  Ezekiel:  They  Played  the  Whore  in  Egypt.”  In  Poor  Banished  Children  of   Eve:  Women  as  Evil  in  the  Hebrew  Bible.  Minneapolis:  Augsburg  Press,  2003,  111-­‐134.  (LR)   *Read  all  corresponding  biblical  texts  to  assigned  course  readings.   6     ITC  Syllabus  Template    

CLASS  SESSION  FORMAT          The  course  format  for  delivery  of  instruction  will  consist  of  direct  instruction  (primarily  lectures),   inquiry-­‐based  learning  that  encourages  problem  solving  and  critical  thinking,  and  cooperative  learning,   where  students  will  work  in  small  groups.       COURSE  ASSIGNMENTS  –  DESCRIPTION  AND  INSTRUCTIONS     Embedded  Measure  (Assignment)  –  Students  are  required  to  upload  this  assignment  into  their  eFolio.       In  demonstration  of  this  outcome,  students  will  write  a  six-­‐page  paper  worth  30  points  in  which  they   describe  the  differences  and  similarities  in  the  use  of  a  biblical  concept  within  portions  of  the  Hebrew   Bible/Old  Testament  or  New  Testament,  depending  on  the  testament.  Students  will  discuss  how  the   concept  is  impacted  by  matters  of  identity  (gender  and  sexuality,  class,  age,  physical  (dis)ability,  etc.).   Students  will  explain  how  these  different  uses  of  the  concept  reflect  the  cultures  that  impact  the   Hebrew  Bible/Old  Testament  and/or  New  Testament.  Students  will  explore  how  these  different  uses  of   the  biblical  concept  interact  with  the  ways  in  which  their  individual  denomination/ecclesiastical   affiliations  understand  the  same  concept.     Embedded  Assignment  A:  Students  working  in  groups  assigned  at  the  beginning  of  the  semester  will   collaborate  to  prepare  and  deliver  an  oral  presentation  on  ONE  concept  of  “marriage”  in  various   sections  of  the  Hebrew  Bible/Old  Testament  canon.  Students  will  pay  particular  attention  to  how   marriage  is  impacted  by  matters  of  identity  (gender  and  sexuality,  class,  age,  physical  (dis)ability,  etc.).   Describe  how  this  use  of  the  concept  reflects  the  cultural  background  of  the  specific  portion  of  the   Hebrew  Bible/Old  Testament.  Explore  how  this  use  of  the  concept  interacts  with  the  ways  in  which  your   denomination/ecclesiastical  affiliation  understands  the  same  concept.  Include  at  least  two  examples   from  two  different  divisions  of  the  HB/OT  to  support  your  presentation.  A  one-­‐page  written  recap  of  the   presentation  must  be  prepared  and  distributed  at  the  time  of  the  presentation,  as  well  as  uploaded  to   Moodle.  Embedded  Assignment  A  is  worth  20  points.  This  assignment  is  due  Tuesday,  October  6,  2015.       Embedded  Assignment  B:  Students  will  write  a  six-­‐page  paper  in  which  they  will  trace  the  variations  in   the  description  of  a  given  concept  throughout  the  Hebrew  Bible  canon.  The  concept  for  AY  2015-­‐16  is   slavery.  Students  will  pay  particular  attention  to  how  slavery  is  impacted  by  matters  of  identity  (gender   and  sexuality,  class,  age,  physical  (dis)ability,  etc.).  Students  will  describe  how  these  different  uses  of  the   concept  reflect  the  cultures  behind  the  Hebrew  Bible.  Each  seminarian  will  explore  how  these  different   uses  interact  with  the  ways  in  which  her  or  his  denomination/ecclesiastical  affiliation  understands  the   same  concept.  Students  will  include  examples  from  the  Torah/Pentateuch,  prophets,  poetry  and   writings  to  support  their  presentations.  Embedded  Assignment  B  is  worth  30  points  and  will  be   evaluated  as  part  of  the  overall  class  grade.  The  assignment  will  also  be  evaluated  separately  using  the   standard  embedded  assignment  rubric.  Regardless  of  your  overall  grade  in  this  class,  you  must   demonstrate  80%  proficiency  on  this  assignment  in  the  areas  of  Ocularity,  Problem  Solving,  Critical   Thinking  and  Information  Literacy.  This  assignment  is  to  be  placed  in  a  student's  electronic  folio  (e-­‐folio)   as  evidence  of  successful  completion  of  the  IBSL  501  ALO  for  the  Department  of  Biblical  Studies  and   Languages  or  M.A.C.E.  PLO.  If  you  score  less  than  80%  on  this  assignment,  you  must  redo  it.  The  first   draft  is  due  Tuesday,  November  3;  the  final  assignment  is  due  Finals  Week  Tuesday,  December  1,  2015.       7     ITC  Syllabus  Template    

Additional  Assignments         The  Documentary  Hypothesis  Paper  (20  points)  Students  will  write  a  six-­‐page  paper  with  thesis   statement  and  two  or  three  supporting  arguments  and  counter-­‐arguments  defending  the  impact  of  the   Documentary  Hypothesis  on  the  interpretation  of  a  Hebrew  Bible  passage.  Full  instruction  for  this   assignment  will  be  available  on  Moodle.  This  essay  will  be  evaluated  based  on  a  rubric  that  will  be   available  on  Moodle.  This  assignment  is  due  Tuesday,  September  15.     Field  Assignment:  Social  World  of  the  Hebrew  Bible  (30  points)  Student  will  write  a  3-­‐4  page  paper  in   response  to  a  list  of  questions  on  the  impact  of  the  social  world  of  the  Hebrew  Bible  based  on  a  visit  to   the  Michael  G.  Carlos  Museum  collection  on  ancient  Egypt,  Nubia,  and  the  Near  East.  The  visit  is  worth   15  points  and  the  paper  is  worth  15  points.  This  assignment  is  due  Tuesday,  November  17.

8     ITC  Syllabus  Template    

COURSE  WEEKLY  SCHEDULE      

Week    

Date    

Topic    

8/18  

Introduction:  Theological   Education  and  the   Formation  of  the  Bible  

Hoyt,  17-­‐39;  Recommended:       Stanley,  Chs.  15  &  16  

8/25  

 What  is  the  Bible?  

Stanley,  Chs.  1-­‐4;  Attridge,       “Introduction,”  “To  the   Reader,”  “Names  and  Order   of  Books,”  “Timeline”;   Weems  (1)  

9/1  

Methods  for  Biblical   Criticism  

Stanley,  Chs.  5,  17;  Attridge,       “Critical  Study  of  the  Old   Testament”;  Genesis  (AB);   Bailey  (1);  Weems  (2)    

9/8  

The  Exodus  Narrative  

Stanley,  Chs.  6,  18;  Exodus   (AB);  Crenshaw,  Felder;   Gafney;  Recommended:   Lorde  

9/15  

The  Deuteronomistic   Narratives  

Stanley,  Chs.  19-­‐20;  Ateek;   Documentary  Hypothesis   Bailey  (2);  Ross;  Joshua,   Essay  Paper  Due   Judges,  1  &  2  Samuel,  1  &  2     Kings  (AB)    

9/22  

Postexilic  Narratives      

    Stanley,  Ch.  21;  Ezra-­‐ Nehemiah,  Ruth,  Esther,  1  &   2  Chronicles,  1  &  2   Maccabees;  Anderson;   Treto-­‐Garcia  

1    

2    

3    

 

4    

5    

6    

Readings    

Assignment    

 

  9/29   7    

   

 

   

The  Laws  of  Torah    

Chs.  22-­‐24;  Leviticus  and   Numbers  (AB)  

 

  ITC  Syllabus  Template    

COURSE  WEEKLY  SCHEDULE  (cont’d)      

Week    

Date    

Topic    

10/6  

The  Prophetic  Tradition  

Stanley,  Ch.  31;  Kirk-­‐Duggan,   Group  Presentation  on   Bridgeman;  Copher   Marriage  (PLO  1,  2)  

10/13  

Early  Pre-­‐Exilic  Prophets    

Stanley,  Ch.  32;  Isaiah,   Jeremiah,  Ezekiel,  Hosea,   Joel,  and  Amos  (AB);  Stone;   Yee    

   

10/20  

Late  Pre-­‐Exilic  Prophets      

Stanley,  Ch.  33;  Obadiah,   Jonah,  Micah,  Nahum,  and   Habakkuk  (AB)  

 

   

8    

9    

 

10    

Readings    

Assignment    

10/27  

Michael  G.  Carlos     Museum  Visit    

Stanley,  Chs.  25-­‐28  

11/3  

Exilic  and  Postexilic   Prophets  

Stanley,  Ch.  34-­‐35;   Draft  Embedded   Zephaniah,  Haggai,   Assignment  Paper  Due   Zechariah,  and  Malachi  (AB)  

11/10  

 Rise  of  Apocalyptic  

Stanley,  Ch.  36;  Daniel  (AB)  

 

Way  of  Wisdom  

Stanley,  Chs.  13,  30,  37;   Psalms,  Job,  Proverbs  (AB)  

 Carlos  Museum  Paper  Due  

11    

12    

 

13    

11/17   14    

 

11/24  

Other  Paths  to  Wisdom  

12/1  

FINALS  WEEK  

15  

16  

Stanley,  Ch.  38;  Song  of   Songs,  Ecclesiastes,   Lamentations  (AB)  

 

 

Final  Embedded   Assignment  Paper  Due  (PLO   1,  2)  

ITC  Syllabus  Template    

  OTHER  PERTINENT  INFORMATION      

ITC  Hours  Statement         The  expectation  for  this  course  is  that  you  will  spend  2  hours  and  40  minutes  per  week  in  class  and  you   will  spend  up  to  eight  (8)  hours  per  week  studying,  reading,  and  completing  assignments  for  this  course.         Woodruff  Library  and  Theology  Librarian         A  liberative  education  doesn’t  tell  you  what  to  think,  nor  does  it  provide  a  set  of  verbal  indicts—we’ll   teach  you  how  to  think.  You'll  learn  how  to  gather  information,  analyze,  and  synthesize.  Don't  worry   about  the  "gathering"...  that's  the  easy  part.  We  have  peer  support,  information  specialists,  and  a   theology  librarian  to  help  you  find  the  information  you  need.  Woodruff  Library  provides  access  to   scholarly  books,  journals,  eBooks,  and  databases  of  full  text  articles  from  scholarly  journals.  To  begin   using  these  materials,  visit  the  library  web  page  http://www.auctr.edu  Mr.  Brad  Ost,  Theology  Librarian  is   available  to  assist  you  at  the  AUC  Woodruff  Library  campus,  via  chat  on  the  library’s  home  page,  or  by   emailing  him  at  [email protected].  You  may  contact  the  library  at  (404)  978-­‐2067.  If  you  attend  classes   online,  please  check  your  course  management  page.