Assignments and Expectations

Objectives

Upon the successful completion of this course, students will be able to:

• Identify and explain the significance of primary themes, figures, and events in early Christian history
• Examine religion from a critical and historical perspective
• Read and interpret primary sources from the early Christian periods
• Implement the particular methodologies for studying premodern religious history
• Write analytical, historical papers about religion that are based on primary sources
• Investigate the ways modern debates about religion have roots in Christianity’s origins (or lay claim to those roots )

 

Textbooks

• Bart Ehrman, After the New Testament
• Bart Ehrman and Andrew Jacobs, Christianity in Late Antiquity
• Robert Gregg, Athanasius:  The Life of Antony
• Jacques Berlinerblau, Thumpin’ It:  The Use and Abuse of the Bible in Presidential Politics
• Required readings on websites, in handouts, and on Blackboard.
Books 1-4 are available for purchase at the University Bookstore.  They are also on reserve at the library.  (Ask at the check-out desk for the book; tell the librarian the course number, Professor’s name, and book you need.)

 

Assignments

Attendance and Participation

Since we will all be members of a learning community this semester, enthusiastic class participation is essential.  We will discuss what makes a positive learning environment for you during the first week of class. 
The Attendance and Participation Grade will include:

• Daily attendance.  Every absence beyond three absences may lower the participation grade by one letter level (A to B, B to C, etc.).*
• Occasional brief presentations, graded activities, group activities, or providing discussion questions for class
• Regular participation in class, which means:
•  Informed, thoughtful, and respectful engagement in discussions, activities, and in-class writing assignments on a regular basis
• Listening to the professor and the other students on a daily basis (including taking notes)
• Bringing class readings and/or notes to class to enable discussion
• Respectful behavior in class.  Disruptive or disrespectful behavior (including but not limited to arriving late, leaving early, texting or web surfing during class, personal attacks during discussions) will lower Participation and Attendance grades.

*Absence policy: 
Essentially, you have three “freebies.”  Use them wisely.  Students with extended illnesses, required university-sponsored games/meets/events, or emergency situations which result in “excused absences” have the opportunity to make up missed participation, so that they do not incur more than three absensces.   (Students are not required to make up participation for those three absences  -- for example, if you have the flu one day and can’t make it to class.)  Unexcused absences cannot be made-up.
The fine print:

• At the beginning of the semester, athletes/debaters/etc. should provide me with the dates of class to be missed due to official university activities.  Alternative assignments to make up participation will be provided.
• Students who are too ill to come to class are encouraged to going to health services and provide documentation at the next class period.  (Again, you have three “freebies,” so use your own judgment.)
• Students with other emergencies should email me as soon as possible. 
• The make-up policy is designed for students who have unavoidable commitments or emergencies, which will lead to more than three absences.
• Students with multiple unexcused absences at the beginning of the semester should not expect accommodation  later in the semester.
• Students who miss class due to being hung over, feeling bored with the course, studying for another class’s exam, or taking a long weekend do not need to email me, as the absence cannot be made up.
• Lying to avoid a penalty is a violation of the honor code.
• Absent students should get notes and assignments from other students.
• It is the professor’s discretion as to which absences can or should be made up.
• The professor will provide an assignment to make up for participation missed in excused absences.

 

Discussion Facilitation

In pairs, each student will lead class discussion once during the semester.  The goals for the discussion will be to facilitate a deeper understanding of the readings and to enable participation by all students in the class.  More instructions will be provided.

 

Daily Reading Responses

For every day on which there is a reading or film assignment, students will post to the Blackboard site under Assignments a reading response for the day.  These responses help me understand how you are comprehending the material.  They also help ensure a productive class discussion by encouraging students to complete the readings.
The responses:
• Are due by 8:30 am the day of class
• Will contain at least five complete sentences about the readings for the day
• Should demonstrate that the student has read and reflected upon the material for the day.  (Please be specific, so that I know you have done the reading.)
• Need not be a unified paragraph; a student may address different topics in one post
• Can comment on aspects of the assignment that are most compelling and exciting to you (and say why!)
• Can raise questions or points that were confusing or require clarification for you
• Can ask questions and raise issues you would like to discuss further in class
• Are not due on the day of an exam, paper, or other major assignment in this course
• Will usually be open to the students’ interests.  Students may choose to respond to questions on study guides (but do not have to), and occasionally the professor will assign a specific assignment/question for the Reading Response

Students are expected to complete 20 Reading Responses this semester (out of a potential 27); anything below that number will result in a D or F for the semester on this assignment.  (Note:  merely completing this number will not guarantee a C; the responses must be of sufficient quality, as well.) 
Students who are absent from class are encouraged to submit a Reading Response for that day.
Responses will be evaluated with points on a zero to 3 point scale.  4’s will be given on rare occasions for outstanding, insightful work.  Receiving mostly threes and fours will result in an A for this semester’s cumulative assignment grade.  Mostly 3s with 2s will result in a B.  Mostly 2s will result in a C.  Mostly 1s will result in a D.  1s and 0s will result in an F.

 

Short Critical Reading and Analysis Papers

Each student will write two 2-3 page critical reading and analysis papers this semester.  The due dates will vary for each student.  Signups for due dates will occur early in the semester.

 

Longer Argumentative Paper

Students will write one approximately 5-page argumentative paper.

 

Exam

There will be one exam approximately 2/3 of the way through the course.

 

Group Project and Presentation

In the last week of the semester, groups of students will present results of mini-research projects on the connections between contemporary “hot topics” (sexuality, just war theory, women priests, etc.) and early Christianity.  There will be a group grade and an individual grade.  Students will produce a handout for the class, at least one visual aid, and will turn in their presentation materials and bibliography.

 

Note:  Copies of student coursework may be retained in order to assess how the learning objectives of the course are being met.