JOHN CARROLL UNIVERSITY
DEPARTMENT OF RELIGIOUS STUDIES

Introduction to the First Testament
Fall 2005
last update 14 November 2005
Sheila E. McGinn, Ph.D.
Professor of Biblical Studies
& Early Christianity
RL 200 V, S, CS
#51:  TH 9:30 am—AD 235
#52: TH 11:00 am—AD 235
Office:  Admin Bldg, B218; tel. 216-397-3087
Office Hours: TR 8:00–9:00 AM or by appointment		 Prerequisites:  RL 101 or equivalent & an inquiring mind
Lab Fee:  $20.00
ACADEMIC INTEGRITY
ASSIGNMENTS & EXAMINATIONS
COURSE DESCRIPTION
COURSE OBJECTIVES & FORMAT 		EXPECTATIONS
GRADING
LEARNING CONTRACT
LEARNING TRACKS
EXTRA CREDIT OPPORTUNITIES
ON-LINE & TEXT-BASED RESOURCES 		SERVICE-LEARNING PROJECT
SERVICES FOR STUDENTS WITH DISABILITIES
COURSE DESCRIPTION: This is an introduction to the library of texts which have become the Hebrew Bible. Some aspects considered are: the origins, formation, and development of these texts as they grow out of the experience of ancient Israel; the different theological perspectives which can be discerned in these writings (including the JEPD theory of Pentateuchal literature); and the historico-cultural context in which the texts arose.
     RL 200 is part of the University core curriculum because it develops students' skills in critical thinking, analysis of texts, compelling and elegant writing, and independent research.
     This course is part of the Catholic Studies curriculum because it engages the student with the Roman Catholic theological tradition of interpretation of the New Testament, both as an entity and in its respective parts. The ecclesial nature of authentic scriptural interpretation is fundamental to this tradition. Insofar as it is possible, I endeavor to make the class process model the kind of communal give-and-take which continues to produce this Catholic interpretive tradition. It is my hope that all students will find the class (and the instructor) respectful of their faith perspectives while posing invigorating challenges to prior assumptions.
COURSE OBJECTIVES: By successfully completing this course, a student will be able to:
  1. Trace the development of the idea of the covenant from the early Israelite monarchy to the post-exilic period.
  2. Explore the implications of Covenant for the development of a personal ethic.
  3. Demonstrate familiarity with the historical-critical method of HB interpretation, including the following:
    1. The basic outline of the Torah story.
    2. The relationship of the Judaism to the other Ancient Near Eastern religions and cultures.
    3. The key terms and significant personages relating to Hebrew Bible study .
    4. Dating for the significant persons, events and key writings of the HB.
    5. The key themes and characteristics of each of the pentateuchal sources (JEPD).
  4. Make fruitful use of the standard reference tools for HB study (e.g., commentaries, Bible dictionaries, critical notes and apparatuses).
CLASS FORMAT: A variety of methods are used to engage participants in the content of this course, including lectures, discussions, careful reading of the assigned texts, creative papers, films, slides, field trips, computer assignments, performance, and four unit examinations.
CONSULTATION: I welcome the opportunity to talk with you about your academic and research interests before or after class, during my office hours, or at other times by appointment. I really do welcome your feedback at any time, especially any suggestions about how to make the course a more fruitful experience for you.
COURSE RESOURCE MATERIALS: Each student will be required to have access to a study edition of the Bible (i.e., one with cross-references and annotations); the Living Bible or other paraphrase will NOT do. The best available translations are: The New Oxford Annotated Bible with Apocrypha, the New Jerusalem Bible, and the New American Bible. In addiction, we will use the following resources:
  1. Required:
    1. Benjamin, Don C. The Old Testament Story: An Introduction with CD-ROM. Minneapolis: Fortress, 2004. ISBN 0-8009-3621-X.
    2. US Catholic Conference, Interpretation of the Bible in the Church
    3. Web page materials and handouts
    4. Field research (paid for by the Lab fee)
  2. Recommended:
    1. Boadt, Lawrence. The Old Testament: An Introduction. New York/Mahwah: Paulist, 1984.
    2. McKenzie, John. Dictionary of the Bible.
STUDENT RESPONSIBILITY:  Students will do assigned readings before each class meeting, actively participate in class discussions and field trips, successfully complete four examinations, and submit written work and computer assignmentson time.  The writing assignments will include analytical, creative, reaction, and summary papers.  The schedule of readings and topics for the course are found on the Class Schedule page.  It is expected that all assignments be completed in order to receive a passing grade for this course.
ACADEMIC INTEGRITY:  The University expects that students will submit their own original work and properly cite sources for their ideas, including the Bible, web pages, handouts, class notes, and ideas from other students.  I am sure that you intend to do this.  Be careful about how you do your work.  E.g., do not "loan"  papers or other assignments to friends; this counts as academic dishonesty, too, and you face the same penalties as those who take the assignments and submit the ideas as their own.  If you work with other class members to prepare an assignment, be sure to credit other persons' ideas so it will not look like you have copied their notes.  See the JCU Student Handbook (p. 46) for further information.  Any student who violates academic integrity will earn an "F" for the course.
ATTENDANCE:  Bad hair day or not, the University expects students to attend every class meeting.  For serious reasons (e.g., illness, death in the family), a student may receive an excused absence if documentation is provided.  Class discussion comprises a substantial component of the course grade, and one must be present to participate in discussion. Students earn participation points for every class attended. Contrariwise, students who absent themselves more than four times during the semester will be docked one full letter grade, and then one additional grade level for each subsequent absence.  An absence from class does not constitute an extension for an assignment.  Late assignments (i.e., those submitted after the beginning of class on the due date) will be docked one full letter grade for each day they are late.
FIELD TRIP: There is one field trip in conjunction with this class; it involves virtual visits to the New Jerusalem Mosaic and the Cleveland Museum of Art (CMA) and a real-life trip to a local middle-eastern restaurant. The restaurant trip is unlikely to be scheduled during our regular class period (especially for section 51, since it is a bit difficult to have a luncheon at 10 am). While I know this may create difficulties in regard to other classes or work schedules, I hope you will be able to participate. I am happy to provide a letter to your other professor(s) for anyone who needs documentation showing that this is a bona fide class activity. The trip is an opportunity for the members of the class to get to know each other in a less structured setting, and to have fun while learning about Near Eastern and Jewish culture—and it's not bad getting credit for eating. If you will not be able to participate in the Field Trip on either of the two scheduled dates, please see me as soon as possible so we can work out an alternate plan.
PAPERS & WRITING ASSIGNMENTS: Acceptable assigments are characterized by clarity of style, grammatical accuracy, appropriate format, inclusive language, accurate and complete citations of sources, and interesting discussion of the theses. Students often ignore these concerns and then wonder at their paper grades; save yourself that disappointment by planning ahead and getting help before you submit your papers.
     For style, grammar, and format concerns, see, respectively: William Strunk, Jr. and E. B. White, The Elements of Style; Perrin, Smith, and Corder, Handbook of Current English; and Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations. Papers in this course are to follow the Chicago Manual of Style, not MLA style, so Turabian's guide is the one to consult on when and how to give citations of works you have used (even if you have not taken direct quotations from them). A guide to good inclusive style is Casey Miller and Kate Swift, The Handbook of Nonsexist Writing (New York: Barnes and Noble, 1980). Students who need more help with writing are referred to the Writing Center.
LAMENT PSALM PROJECT: Students will work in small groups to outline the literary forms of Individual and Communal Psalms of Lament. Following one of these two forms, each student will write an original lament psalm. The small group will select one of their laments to be performed for the entire class, and will develop the ritual action (and any appropriate props) for this performance. The class performance of the lament will be videotaped and critiqued by the small group and by the rest of the class.
APPA: I give credit for class attendance, preparation for the session (e.g., evidence that you have done the reading, turning in the assignments), participation (e.g., talking in small group discussions, asking questions or making appropriate comments during lectures), and attentiveness (i.e., looking alert and interested in the class activities). Students in this class benefit not only from the instructor's presentations, but also from interaction with their classmates. Students learn better when they are prepared for the class discussion; they also learn better what they themselves say aloud. The overall course grade takes this into account in delegating a substantial percentage of the grade to the APPA score.
GRADE DISTRIBUTION
APPA 10%
Lament Psalm Project 10%
Blackboard on-line discussion extra credit
Written Assignments 40%
Quizzes & Examinations. NB: These take the place of a cumulative final exam 40%
NB: For more details, see the Sample Grade Calculation Form.

GRADING SCALE
  A = 95% A- = 91% B+ = 88%
B = 84% B- = 81% C+ = 77% C = 74%
C- = 70% D+ = 65% D = 60% F = 0-59%

NB: In accord with a university tradition of venerable antiquity, the "A" grade in this class is given in recognition of exemplary effort and performance; it generally requires success in work that goes beyond the basic course requirements.
Follow this link for information regarding JCU Services for Students with Disabilities
The CLASS SCHEDULE includes due dates for reading and writing assignments as well as examinations. If you have any questions about those, or about any other items on this Syllabus, contact either the instructor or the T.A. immediately to prevent getting behind in your course work.

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Professor of Biblical Studies & Early Christianity
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