Syllabus 131.10

Intro to the Bible II: NT (Class B)      

Professor: Randall Holm Ph.D
Randall.Holm@prov.ca

I. COURSE DESCRIPTION

A survey of the books of the New Testament against their social and political background. Attention is given to the authorship, occasion, and major themes of the writings.

II. COURSE OBJECTIVES

At the end of the course students will:

 know and be able to retell the story behind the canonization of the New Testament

 be able to describe both the geography and life of 1^st Century Palestine

 become familiar with other important textual sources that impact New Testament studies.

learn how the New Testament has functioned as a confessional text for the church

recognize and learn about the variety of literary genres that comprise the New Testament

 be able apply a variety of exegetical techniques in interpreting the New Testament

 be able to summarize and discuss current scholarly research into the identity of Jesus Christ

experience the Bible as a subject of art.

III. COURSE TEXTS

Elwell, Walter & Robert W. Yarbrough. ed. Encountering the New Testament. Grand Rapids: Baker, 1998.

__________. Readings From the First-Century World. Grand Rapids: Baker, 1998.

IV. COURSE REQUIREMENTS

1. Quizzes. Each quiz will consist of 10 multiple choice style questions based on the textbook, class notes and group presentations. See the table below for the dates of quizzes. A students grade will be based on their 8 best scores. Students missing a quiz because of travel, sports teams, or illness will simply forfeit a chance to drop one low score

Value: 30 marks

2. Readings. Students are required to read the New Testament and required readings.

3. Assignments From the appendix attached to this syllabus, students are required to complete an additional 4 assignments for a total value of 50 marks.

Students will choose one assignment each from groups A, B, C and D. “Group A” consists of group work and a 15 minute class presentation. Group B is a personal assignment that involves some sort of visual presentation. Group C is a topical essay relating to a theme encountered in New Testament studies and Group D is exegetical in scope. Students may not choose more than one assignment for any given class.

For all groups students are required to sign up their selections on a first come basis by September 16th (for each written assignment there is a limit of 7 people). The assignment must be passed in at the beginning of class time on the day that it is due. Late assignments will lose 20% for that grade.

4. Final

The final exam will consist of two parts. Students will be given a fixed amount of time and with a Readings from the 1^st Century World will be required to match a citation with the appropriate reference. Part B will consist of long answer questions based on class lectures.

Value: 20 marks

V. Evaluation

Quizzes	30%
Additional Assignments	50%
Final Exam	20%

For an up to date review of grades follow this link. The password is “Bible”

VI. Course Outline

In Search of a Canon	Sept 12
A Question of Translations	16
A Question of Authority	19	Quiz
Geographical and Social World of Jesus: Part 1	23	Group
Geographical and Social World of Jesus: Part 2	26	Quiz
Matthew	30	Group
Mark	Oct 3	Quiz
Luke	7	Group
John	14	Quiz
Teachings of Jesus	17	Group
Modern Study of the Bible	21	Quiz
Modern Search for Historical Jesus	24	Group
World of the Early Church	28	Quiz
The Acts of the Apostles: Part 1	31	Group
The Acts of the Apostles: Part 2	Nov 4	Quiz
Life and Teachings of Paul: Part 1	7	Group
Life and Teachings of Paul : Part 2	14	Quiz
Romans and Galatians	18	Group
Corinthians	21	Quiz
Prison Epistles	25	Group
Pastoral Epistles	28	Quiz
Hebrews and James	Dec 2	Group
Peter, John, Jude	5	Quiz
Revelation	9	Group

For a detailed breakdown of due dates, outlines for each class, extra readings and members of each group, please use the following link, http://members.shaw.ca/rfholm/NThome.htm

Assignment Appendix:

Students are required to choose one assignment from each of these four columns listed below. Students may not choose two assignments due for the same class. Assignments A and B are valued at10 marks each and assignments C and D are valued at 15 marks each. All assignments are due at the beginning of class time or will be subject to a 20% deduction for that assignment. Failure to participate in your group project will result in a zero grade.

	A. 10% Group work* will be graded on creativity of presentation, content of material covered, and participation of all members. Each presentation should prepare for about 15 minutes of class time.	B. 10% While there are no page limits for these assignments. Grading will take into consideration, effort spent, creativity, original composition and appropriate explanation and/or detail. Each topic has a limit of 5 students.	C. 15% All essays** require 4-5 pages and must be written in Times Roman 12 font. In addition Turabian documentation is expected with a bibliography of not less than four sources not including the Bible. Each topic has a limit of 5 students.	D. 15% Exegesis.**The criteria for C apply equally for D Each topic has a limit of 5 students.
Geographical And Social World of Jesus. Part 1 & 2 Sept 23	Walk the class through a typical Hanukkah celebration explaining the meaning behind the symbols. (7 people)	Construct a genogram that highlights the leaders of the Hasmonean Dynasty leading up to and including Herod the Great. For information concerning the construction of a genogram see http://www.genopro.com/genogram/	Based on the ancient historical writings of Josephus and  Tacitus, what were the factors that led to the Jewish War (A.D. 66-73) and the destruction of the Temple?
Gospel of Matthew Sept 26	Review the film the Gospel According to Matthew. In your estimation in what ways is the film faithful to the Gospel of Matthew? In what ways does it take certain liberties? (5 people)	In a collage format present the Jewishness of Jesus as depicted in the Gospel of Matthew.	The Gospel of Matthew contains numerous confrontations between Jesus and the religious leaders (9:1-8, 10-13, 14-17; 11:2-6; 12:1-8, 9-14, 24-42, 15:1-20, 21-28; 16:1-4; 19:3-9; 21:15-17, 23-27, 28-32, 33-46; 22:15-22, 23-33, 34-40, 41-46.) How do these passages contribute to the overall message of this Gospel account?	Review the textual history behind Mark 16: 9-20. Why have textual critics included this passage in parenthesis? What theological interest might the variant reveal?
Gospel of Mark Oct 3			Review the literature surrounding the so-called “Messianic secret.” Debate the significance of this Markan distinctive.	What does the literary context of Mk 11:15-19 suggest about Mark’s understanding behind the cleansing of the Temple?
Gospel of Luke Oct 7	Dramatize Luke 16 by extending the text into modern times. When you are finished you will need to justify your extension. (5 people)	Construct a map of Palestine that highlights the rule of Herod the Great and his major heirs leading up to Herod Agrippa II. The map should include a brief summary of the major biblical events linked to each ruler.	Compare the role of the Holy Spirit in Luke to the other Gospel accounts.	Given its literary and historical context outline a first century reading of Luke 15:11-32, the story of the Prodigal Son.
Gospel of John Oct 14		Choose one or two of the “I am” statements in the Gospel of John and in poster form show how they have been illustrated through art down through the centuries. An above average presentation will show how and why the art has changed from generation to generation.	Discuss the significance of the pastoral images of Jesus that John uses throughout his Gospel account.	Using the handout provided by this link walk through the account of John 4:1-42 and outline several literary artistic concepts
Teachings of Jesus Oct 17	Re-enact three parables of Jesus in modern form. At the end of each parable identify who is your audience and how do you perceive that this parable will be heard. (5 people)	Make a pictorial representation of the temptations of Jesus with an interpretation. An above average grade will be able to recast the temptations into a modern context.	Write an essay that highlights the teaching principles of Jesus. Based on the reaction of his audience was Jesus effective?	In Matthew 5:17-20 Jesus is recorded as saying, Do not think I have come to abolish the law. Discuss the controversy over this saying and offer a possible interpretation.
Modern study of the Gospels Oct 21		Choose one of the following philosophers and in poster form depict their influence on how the bible is understood in the modern world: Immanuel Kant, Heidegger, Ricoeur, Descartes, Gadamer. A good response will clearly demonstrate a knowledge of the philosophers influence on Biblical interpretation.	In an essay address the problem of the work of the historian and the issue of miracles in the New Testament. In this case the issue is not whether miracles can happen but whether miracles can be shown to have happened.	Reading either A New Kind of Christian by Brian McLaren or Blue Like Jazz by Don Miller construct a profile of what a “post modern” Jesus may look like.
Modern Search for Jesus Oct 24	Prepare and present a debate in class: “Resolved: Jesus is an Historical Figure in Whom we Can Have confidence.” (7 people)	In poster form compare and contrast Marcus Borg’s Jesus as depicted in, Meeting Jesus Again for the First Time, with that of Philip Yancey in “The Jesus I never knew.”	Using the following link  http://www.gracecathedral. org/enrichment/forum/for_ 20000924.shtml listen to the interview conducted by Alan Jones with John Dominic Crossan and write both a review and critique of his work. For a critique students might find it helpful to consult both N.T. Wright and Luke Timothy Johnson.	Using the following link http://www.gracecathedral.org/ enrichment/forum/for_19991114. Shtml listen to the interview with Marcus Borg and write both a review and critique of his work. For a critique students might find it helpful to consult both N.T. Wright and Luke Timothy Johnson.
World of the Early Church Oct 28		Prepare a map of the growth of the Roman Empire using colours to indicate the dates the places were added to the empire. Begin with 148 B.C. and work to A. D. 96.	10. Write an essay that compares Stoicism, Cynicism, and Skepticism. What impact did each of these philosophies have on 1^st Century Christianity?	Write an essay that describes the typical purity and pollution codes of Roman culture.
Acts 1-12 Oct 31	Prepare a dramatization of Roman government during the New Testament period. Emphasize elements of that rule that were positive for the growth of Christianity and those that were negative. (6 people)	Illustrate a comic book version of the story of Thecla as found in the Acts of Paul and Thecla.	Write an essay on the significance of Peter’s “conversion” in Acts 10.	Read Acts 12:20-23 and Josephus Antiquities 19:8.2. Compare the two accounts and the aims of the two authors. In your research is one more accurate than the other? Are they complimentary? Support your conclusions.
Acts 13:1-28:31 Nov 4		Write an account of Paul’s voyage (Acts 27) to Rome using the format of daily journal.	Weigh the judicial process of Acts 15 against the philosophical writings of William James and his theory of pragmatism. What are the similarities and dissimilarities?
Life and Teachings of Paul: Part 1 Nov 7	Dramatize the key events of the second missionary journey (5 people)	In a visual format make a map illustrating the three missionary journeys. A good presentation will include brief descriptions of the events.	Select an article from a newspaper that presents an ethical issue. Write an essay about how Paul’s ethical principles would apply to the issue.
Life and Teachings of Paul: Part 2 Nov 14			Compare and contrast the biographical material about Paul in Galatians and Acts
Romans and Galatians Nov 18	In light of Paul’s view of the world as depicted in Romans and Galatians debate the claim in the Gospel According to Thomas, that the Kingdom of God “will not come by watching for it. It will not be said, "Look, here!" or "Look, there!" Rather, the Father's imperial rule is spread out upon the earth, and people don't see it. (Thomas 113:2) (5 people)	Compose and perform an original composition of music that illustrates a lesson from Romans. Be prepared to present it to class.	In light of Romans 15:7-13 and 11:25-27 should Christians be in the business of evangelizing the Jewish people? Discuss.	Compare the Wisdom of Solomon 13:5-10; 14:22-27 with Romans 1:1`8-32. What are the points of contact between these texts? In what ways does the Wisdom of Solomon help in understanding the New Testament passage in question?
Corinthians Nov 21		Using the Didache also known as the Teaching of the Twelve Apostles to the Nations write a policy manual for a 2^nd century church.	Review either N.T. Wright’s book What Saint Paul Really Said, or E.P. Sander’s book Paul and Palestinian Judaism and in particular their claim that Luther against the backdrop of Catholicism misrepresented early Judaism.	Using Aristotle’s theory of rhetoric, (link one, two) analyse Paul’s  method of persuasion as found in Galatians.
Prison Epistles Nov 25	Using Paul’s letters to the churches as a background prepare a debate over the issue of gender roles within the family and church. (7 people)	In a poster or other visual medium illustrate the life of Jesus as it appears in the letter of Ignatius to the Ephesians.	Cultural influence on the biblical text is as important as it is difficult to assess. What tools should one use in discerning cultural influence? Using those tools choose either slavery or women in ministry and give a reading of Paul’s “”take” on the issue.	Isolate one prominent public ritual promoted by Paul. What social boundaries did this ritual create? How did Paul promote and interpret this ritual? Does participation in this ritual reinforce Paul’s intention?
Pastoral Epistles Nov 28		Use a collage to illustrate II Timothy 3:1-9.	Using Phil 4:8,9 as a background, address the issue Christian participation in popular culture.	Using James Barclay ‘s helps in recreating the situation behind an epistle read either Philippians or 2 Peter and attempt to recreate the story, which prompted the writing of the Epistle.
Hebrews and James Dec 2	From verses such as Heb 2:1,3; 3:12; 4:1,11; 6:6; 10:35-36; 12:3,12. Debate: Be it resolved sincere believers can fall away from the faith into perdition. (7 people)	Using James as a template design an advertisement that speaks to the issue of temptation.	Compare the wisdom teaching of James with that of Sirach and Proverbs	Compare Hebrews 10:5-7 with Psalm 40:6-8 and account for the differences behind the two texts.
Peter, John and Jude Dec 5		Using the Wisdom of Solomon 3:4-6, 1 Peter 1:6-7, Proverbs 17:3, Sirach 2:5, 4 Maccabees 9-11 create an advertisement to comfort believers in times of suffering.	Using 1 Peter 3:19-22; 2 Peter 2:4-5, Jude 5-7 and 1 Enoch 6- 36 suggest a possible theory about the “spirits in prison” and the nature of Christ’s proclamation to them.	Observing the many oppositional pairs in 1 John what might be the ideological agenda of the author? How does the author shape the perceptions of the readers?
Revelation Dec 9	Briefly present an historical survey of interpreting the book of Revelation. Start with the Patristics and finish with modern times (6 people)	Prepare a montage that reflects the Apocalypse of Peter.	Review different approaches to reading of the book of Revelation. How do they measure up with current trends? See one, Two	In reference to a millennium how might 2 Baruch 29 and 4 Ezra 7:26-36 add light to interpreting Revelation 20:4-6.

For a Complete list of students for projects B – C click here.

*Pick your own groups. (If you have trouble getting picked, I will help) All group work will be self policed, except in extreme circumstances.

Each member of the group will be required to submit a peer evaluation form that is intended to provide protection against team members who want a good grade without doing the work.

Please see me for a copy of the peer evaluation form.

**For the essay and exegesis students are asked to include their student number and mailbox number only on the title page. Based on an evaluation sheet many of your papers will be marked by student graders. Should you want a review of your mark please feel free to see me and address your concerns.