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Saint Leo University

REL 110RS The Emergence of Christianity: Examination of Foundational Christian Texts

Course Description: The New Testament record of the development of Christianity from a sect within Judaism to becoming a world religion. This course will examine the foundational texts of Christian Scripture with attention to historical context, the intentions of the authors and the way the texts were edited.

Prerequisite: None

Textbooks:

The Catholic Study Bible Third Edition, Edited by Donald Senior, et. al.(Oxford University

Press, 2016).

Imperato, Robert. Portraits of Jesus. Revised edition. Lanham: Hamilton Books, 2018.

ISBN: 978-0-7618-6985-6

Learning Outcomes: Students will be able to

1. Describe historical and editorial development of early Christianity as reflected in the New Testament assessed in first test and in papers.

2. Articulate the relationships between religious or philosophical traditions and their cultural, historical, and/or political context(s) by exploring how the historical and cultural settings of the New Testament, including geography of Israel, groups of Jews, and the concerns of early Jewish groups influence the writing of the New Testament texts through first test and paper 1. RS2

3. Describe the formation of the New Testament writings through discussion questions, first test. 4. Identify the literary and theological characteristics of each gospel and of the Pauline letters through

first test, final exam, discussion questions. 5. Analyze N.T. texts using contemporary interpretive approaches through discussion questions,

papers, and test. 6. Analyze beliefs, practices, values, texts and/or figures of different traditions

(religious/philosophical/ethical) through integration of scholarly biblical reference materials to research meanings of biblical themes, and passages through papers. RS1

7. Explain and contrast understandings of different portraits of Jesus and the meaning of Christian discipleship through first test final exam and discussion questions.

8. Communicate effectively for a determined purpose while engaging in a critical reading of the New Testament which involves discovery of values, contexts, styles, assumptions and intentions. By leading the students beyond naïve reading to critical reading will exemplify the core value of excellence papers, first test, final exam, discussion questions. CC2

Saint Leo Core Values

Core Value: Excellence: Saint Leo University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn the skills, and assimilate the knowledge essential to become morally responsible leaders. The success of our University depends upon a conscientious commitment to our mission, vision, and goals.

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Evaluation:

Assignment % of Final Grade First Exam 15 Paper 1 20 Paper 2 20 Paper 3 20 Final Exam 15 Discovery Questions (8) 10 Total 100%

Grading Scale:

A 94-100 A- 90-93 B+ 87-89 B 84-86 B- 80-83 C+ 77-79 C 74-76 C- 70-73 D+ 67-69 D 60-66 F 0-59

Exams There are a total of two exams in this course:

First Exam

This exam will occur during Module 3 and consists of eight short answer/brief essay questions covering the material from Modules 1-3. You will have one hour to complete this exam and must complete it by no later than Sunday 11:59 PM EST/EDT of Module 3.

Final Exam

This exam will occur during Module 8 and consists of four brief essay questions covering the material from Modules 4-8. You will have 45 minutes to complete this exam and must complete it by no later than Sunday 11:59 PM EST/EDT of Module 8.

(UE Key Assignment) Paper 1 Choose just one of the themes from the list below. Note developments of that theme in the Old Testament to the New Testament (N.T.), and show how N.T. writers reinterpreted it. Discuss similarities, differences, and changes to the meaning. You must provide a separate outline to your paper. Use only the following resource that’s available as an eBook: Balentine, Samuel E. The Oxford Encyclopedia of the Bible and Theology. Oxford University Press : 2014 (The Oxford Encyclopedia of the Bible and Theology.) Sometimes links to ebooks break. If the link does not work, then go to the Saint Leo library electronically and look up the book. Be sure to distinguish between paraphrase and direct quotes. Type a 350-750 word paper using MLA formatting. Submit Paper 1 to Chalk and Wire no later than Sunday 11:59 EST/EDT of Module 2. The Paper 1 Chalk & Wire link is located in the Module 2 folder. Students who do not submit the assignment to Chalk & Wire will receive a zero. This is a key assignment assessment; the results are used to ensure students are meeting University Exploration program goals. Video and PDF instructions can be found on the course home page. PDF instructions are also located in the Start Here folder.

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Themes

Justice Love Jerusalem Wealth and poverty Christ Son of God Lord Priest Servant of God Son of Man Shepherd Mercy and Compassion Kingdom of God Resurrection Peace Faith Obedience Redemption

Law Death Sin Repentance

Grading Rubric for Paper 1

REL 110RS Paper 1 UE SLO Rubric

Name Date

Performance Levels

SLOs Criteria No Evidence 0 Partial Evidence 20 Solid Evidence 40

CC2 Communicate effectively for a determined purpose

Failure to distinguish

paraphrase or quotation,

poor paragraph

construction

Occasional English

grammar and

documentation errors

and/or failure to submit an

outline

Accurate usage of English

including careful

documentation (including

ability to paraphrase and

use quotations) and good

organization

RS1 Analyze theme by addressing developments from Old

Testament to New Testament,

showing how old N.T. writers

reinterpreted it

Neither primary nor

recommended secondary

source used

Sparse use of

recommended secondary

sources and Bible

Neither primary or

recommended secondary

sources used

RS2 Compare and Contrast religious, philosophical, cultural, historical

or political influences to the

change in meaning

Many unsubstantiated and

inaccurate statements and

incomplete reflection of

material read for

assignment

One or two

unsubstantiated and/ or

inaccurate statements

and/or incomplete

reflection of material read

for assignment

Accurate and complete

reflection of material read

for assignment

Comments:

Score

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Paper 2 Choose just one of the two options below to complete this assignment.

Option A

Identify any historical purpose(s) behind the writing of Mark’s and Matthew’s Gospels. Include a reference to any historical factor mentioned in the recommended sources that may have triggered the writing of both Matthew’s and Mark’s Gospels as well as references to statements within both of the Gospels themselves. Class lesson material can be used in addition to the recommended sources. Include at least one historical factor and at least one reference to each Gospel studied. A historical factor is one a historian would recognize whether the historian has religious faith or not. Restrict your resources to those below as well as any information within the course modules. Sometimes links to ebooks break. If the link does not work, then go to the Saint Leo library electronically and look up the book. Be sure to distinguish between paraphrase and direct quotes. Type a 350-750 word paper using MLA formatting. Submit the completed assignment to the appropriate Dropbox by no later than Sunday 11:59 PM EST/EDT of Module 5.

Resources relative to Mark’s Gospel: See chapter 5 of the ebook via SLU library: Incigneri, Brian J. The Gospel To The Romans : The Setting And Rhetoric Of Mark’s Gospel. Leiden: Brill, 2003. (http://saintleo.worldcat.org/title/gospel-to-the-romans-the-setting-and-rhetoric-of-marks- gospel/oclc/191953236&referer=brief_results)

See also the ebook via SLU library: Stanton, Graham The Gospels of Jesus . Oxford U. Press 2nd ed., 2002. pp. 48-57 (http://saintleo.worldcat.org/title/gospels-and- jesus/oclc/809041662&referer=brief_results)

Other references that may help:

eBook available via SLU library: Barton, John and John Muddiman The Gospels Oxford U. Pr.,2010, Ch. 4.

Resources relative to Matthew’s Gospel: Course material (the Bible, textbook, any books listed on the course syllabus) plus:

eBook available via SLU library:Sim, David. The Gospel of Matthew and Christian Judaism : the history and social setting of the Matthean community(The Gospel of Matthew and Christian Judaism ) Edinburgh : T & T Clark, 1998, p. 113 and following.

eBook available via SLU library: Stanton, Graham The Gospels of Jesus . Oxford U. Press 2nd ed., 2002, pp.74-78.

eBook available via SLU library: Martin, Dale. New Testament History and Literature ( New Testament History and Literature) New Haven : Yale University Press, 2012, pp. 93-107. eBook available via SLU library: Barton and Muddiman The Gospels Oxford U. Pr.,2010, Ch. 3.

Option B

Explain how and why Matthew may have edited Mark’s Gospel. Use the following two sets of passages to support your claim.

According to course materials (Bible, textbook, digital materials linked below, etc.):

1. How and why would Matthew have edited Mark 6:45-52 contrasted with Matthew 14:25-27,32-33? 2. How and why would Matthew have edited Mark 9:2-10 contrasted with Matthew 17:1-13?

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Be sure to distinguish between paraphrase and direct quotes. Type a 350-750 word paper using MLA formatting. Submit the completed assignment to the appropriate Dropbox by no later than Sunday 11:59 PM EST/EDT of Module 5.

Resources:

eBook available via SLU library: : Martin, Dale. New Testament History and Literature ( New Testament History and Literature) New Haven : Yale University Press, 2012, pp. 106-108. eBook available via SLU library: Barton, John and John Muddiman The Gospels Oxford U. Pr., 2010, p.56.

Paper 3 Choose just one of the two options below to complete this assignment.

Option A

Identify any historical purpose(s) behind the writing of Luke’s Gospel, Acts of the Apostles, and John’s Gospel. Include a reference to any historical factor mentioned in the recommended sources that may have triggered the writing of Luke’s Gospel, Acts of the Apostles, and John’s Gospels as well as references to statements within those three. Class lesson material can be used in addition to the recommended sources. Include at least one historical factor and at least one reference to each Gospel studied. A historical factor is one a historian would recognize whether the historian has religious faith or not. Restrict your resources to those below as well as any information within the course modules. Sometimes links to ebooks break. If the link does not work, then go to the Saint Leo library electronically and look up the book. Be sure to distinguish between paraphrase and direct quotes. Type a 350-750 word paper using MLA formatting. Submit the completed assignment to the appropriate Dropbox by no later than Sunday 11:59 PM EST/EDT of Module 7.

Resources:

eBook available via SLU library: eBook available via SLU library: Stanton, Graham The Gospels of Jesus . Oxford U. Press 2nd ed., 2002, (The Gospels of Jesus ), pp.116-118.

See also Won-Ha Hwang & J G van der Watt. “The Identity of the Recipients of the Fourth Gospel in

the Light of the Purpose of the Gospel.” HTS : Theological Studies, v63 n2 (Jun 2007): 683-698.

(http://www.usccb.org/bible/scripture.cfm?bk=John&ch=

And ( http://saintleo.worldcat.org/title/the-identity-of-the-recipients-of-the-fourth-gospel-in-the-light-of-

the-purpse-of-the-gospel/oclc/5878507889&referer=brief_results)

eBook available via SLU library: : Balentine, Samuel E. The Oxford Encyclopedia of the Bible and Theology. Oxford University Press : 2014 (The Oxford Encyclopedia of the Bible and Theology. ), Chapter “Luke-Acts.”

eBook available via SLU library: Carroll, John and Jennifer Cox.Luke: a Commentary Westminster

John Knox Press, 2012 ( Luke: A Commentary ), pp. 398-404.

Option B

Explain how and why Luke may have edited Mark’s Gospel. Use the following two sets of passages to support your claim.

According to course materials (Bible, textbook, digital materials linked below, etc.):

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1. How and why would Luke have edited Mark 14:3-9 contrasted with Luke 7:36-50? 2. How and why would Luke have edited Mark 3:31-35 contrasted with Luke 8:19-21?

Be sure to distinguish between paraphrase and direct quotes. Type a 350-750 word paper using MLA formatting. Submit the completed assignment to the appropriate Dropbox by no later than Sunday 11:59 PM EST/EDT of Module 8.

Resources:

eBook available via SLU library: Barton, John and John Muddiman The Gospels. Oxford U. Pr.,2010 (2010), p.257.

Grading Rubric for ALL “Other” Papers

Grading CRITERION #1: Accurate usage of English including careful documentation (including ability to paraphrase and use quotations) and good organizational plan. 40 pts One or two English grammar and documentation errors and/or failure to submit an outline. 35 points Occasional English grammar and documentation errors. 30 points Inconsistent English usage 25 points Failure to distinguish paraphrase or quotation , poor paragraph construction 1 points CRITERION #2 Adequate research including use of primary source. 20 points No use of recommended secondary source(s). 10 points Sparse use of recommended secondary sources and Bible. 7 points Spare use of recommended secondary sources and no use of the Bible 5 points Neither primary nor recommended secondary sources used. 0 points CRITERION #3. Accurate and complete reflection of material read for assignment. 40 points Occasional unsubstantiated and/or inaccurate statements and/or incomplete reflection of material read for assignment. 30 points One or two unsubstantiated and/or inaccurate statements and/or incomplete reflection of material read for assignment. 20 points Several unsubstantiated and inaccurate statements and incomplete reflection of material read for assignment. 10 pts Many unsubstantiated and inaccurate statements and incomplete reflection of material read for assignment. 0 points

• Note: All assignments submitted to Dropbox are linked to Turnitin.

Discovery Board Each module, you will have the opportunity for reflection of and inquiry into the materials presented. The Discovery Board is based on reading, research, and individual interaction with the material. Not only will you provide a supported answer, but you will agree, disagree or apply new insights to the topic, etc.

You will be given a choice between two discovery questions. Once you’ve selected an option, post your well-reasoned and researched post to the Discovery Board by no later than Thursday 11:59 PM EST/EDT of each module. Your instructor will then respond to your post, providing new insights and learning moments for you with the material.

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Course Schedule:

Module 1 Contexts of the New Testament Objectives At the conclusion of this module, you should be able to:

▪ Discover the importance of context in biblical interpretation and formation. ▪ Apply historical perspective to the interpretation of New Testament texts. ▪ Recognize the significance of literary forms in interpreting the Bible. ▪ Explain how the historical and cultural settings of the New Testament,

geography of Israel, groups of Jews, and the concerns of early Jewish groups influence the writing of the New Testament texts.

Readings • 1 Corinthians Ch. 7:29-31 • 1 Corinthians Ch. 14:33-35 • Ephesians Ch. 6:5-8

Assignments

Module 2 Mark’s Gospel

Objectives At the conclusion of this module, you should be able to:

▪ Describe historical (editorial) development of early Christianity as reflected in Mark’s Gospel.

▪ Explain how the historical and cultural setting influenced the writing of Mark’s Gospel.

▪ Identify the literary and theological characteristics of Mark’s Gospel. ▪ Explain the meaning of Christian discipleship and Mark’s portrait of Jesus.

Readings • The Gospel According to Mark • Chapter One from Portraits of Jesus: A Reading Guide

Assignments

Items to be Completed: Due No Later Than: Post a response to the Discovery Board Thursday 11:59 PM EST/EDT Begin working on Paper 1 Module 2

Items to be Completed: Due No Later Than: Post a response to the Discovery Board Thursday 11:59 PM EST/EDT Submit Paper 1 Sunday 11:59 PM EST/EDT

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Module 3 Matthew’s Gospel Objectives At the conclusion of this module, you should be able to:

▪ Articulate how Matthew’s Gospel reflects competition with Jewish religion recently bereft of the Temple.

▪ Articulate how Matthew alters the presentation of Mark’s Gospel in terms of the portrayal of the disciples.

▪ Articulate how Matthew establishes church authority. ▪ Articulate how Matthew portrays Jesus.

Readings • The Gospel According to Matthew • Chapter Two from Portraits of Jesus: A Reading Guide

Assignments

Module 4 Luke’s Gospel

Objectives At the conclusion of this module, you should be able to:

▪ Describe historical (editorial) development of early Christianity as reflected in the Luke’s Gospel.

▪ Explain the portrait of Jesus given in Luke’s Gospel. ▪ Explain how the historical and cultural settings of Luke’s Gospel, including

geography, influence the writing of Luke’s Gospel and the Acts of the Apostles.

▪ Describe the formation of Luke’s Acts as the author adapts his sources to project Christianity as a world religion.

Readings • The Gospel According to Luke • Chapter Three from Portraits of Jesus: A Reading Guide

Assignments

Items to be Completed: Due No Later Than: Post a response to the Discovery Board Thursday 11:59 PM EST/EDT Complete First Exam Sunday 11:59 PM EST/EDT Begin working on Paper 2 Module 5

Items to be Completed: Due No Later Than: Post a response to the Discovery Board Thursday 11:59 PM EST/EDT Continue working on Paper 2 Module 5

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Module 5 John’s Gospel Objectives At the conclusion of this module, you should be able to:

▪ Articulate John’s portrait of Jesus. ▪ Analyze differences in the way John presents Jesus as distinguished from

the Synoptic gospels. ▪ Articulate what is expected of a disciple of Jesus. ▪ Apply a method of reading John’s Gospel.

Readings • The Gospel According to John • Chapter Four from Portraits of Jesus: A Reading Guide

Assignments

Module 6 1 Thessalonians and 1 Corinthians

Objectives At the conclusion of this module, you should be able to:

▪ Articulate the meaning of apocalyptic literature. ▪ Articulate the main theme of 1 Corinthians (self-sacrifice for the sake of

others).

Readings • Paul’s First Letter to the Thessalonians (1 Thessalonians), Ch. 4 • Paul’s First Letter to the Corinthians (1 Corinthians) • Chapter Five from Portraits of Jesus: A Reading Guide • Format of Pauline Letters and Method of Reading

Assignments

Items to be Completed: Due No Later Than: Post a response to the Discovery Board Thursday 11:59 PM EST/EDT Submit Paper 2 Sunday 11:59 PM EST/EDT

Items to be Completed: Due No Later Than: Post a response to the Discovery Board Thursday 11:59 PM EST/EDT Begin working on Paper 3 Module 7

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Module 7 Philippians and 2 Corinthians Objectives At the conclusion of this module, you should be able to:

▪ Interpret and articulate the meaning of the self-emptying hymn in Philippians. ▪ Articulate the major change in Paul’s life where he broke with his past life as

a prominent Jewish persecutor of Christians. ▪ Articulate the characteristics of a true apostle from 2 Corinthians.

Readings • Paul’s Letter to the Philippians • Paul’s Second Letter to the Corinthians (2 Corinthians)

Assignments

Module 8 Galatians and Romans

Objectives At the conclusion of this module, you should be able to: ▪ Articulate the basic challenge Paul offers to religious people. ▪ Articulate the meaning of freedom in Christ. ▪ Articulate the conundrum of the place of the Jews in God’s plan.

Readings • Paul’s Letter to the Galatians • Paul’s Letter to the Romans

Assignments

Items to be Completed: Due No Later Than: Post a response to the Discovery Board Thursday 11:59 PM EST/EDT Submit Paper 3 Sunday 11:59 PM EST/EDT

Items to be Completed: Due No Later Than:

Post a response to the Discovery Board Thursday 11:59 PM EST/EDT

Complete Final Exam Sunday 11:59 PM EST/EDT