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The History of Christianity in the World
HIS 251
SAMPLE SYLLABUS
Instructor:
HIS 251001
Time:
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1) COURSE DESCRIPTION: Explores the history of Christianity, beginning with its Jewish
origins, through its expansion and interaction with selected religious and political systems, into the
contemporary era. Examines key and controversial events, movements, people, and beliefs of the
religion in relation to their historical, political, social, and cultural settings, beginning in the
Mediterranean region, moving into Europe, and extending into the modern global community.
2) THEMES of the course include:
i) The development of Christianity from its birth in the context of Judaism during the early
Roman Imperial era, into the dominate religion of Western Civilization by the early modern
era, and into a significant religion in the world today.
ii) The response of individuals, governments, and groups to the tenants of the Christian faith
and their respective interactions; how these interactions affected the history of the Christian
church, western civilization, and the global community.
iii) Details of the lives of key women and men in the history of Christianity.
iv) The origins, causes, and development of the basic tenants of Christianity.
v) The relationship between Judaism, Islam, and Christianity throughout the time covered by
this course.
3) STANDARD COMPETENCIES
a) History courses taught in Colorado State community colleges have four general goals that
integrate history with workplace skills:
(1) Acquire information from many sources
(2) Break complex and multiple sources of information down into parts to create clearer
understanding
(3) Understand the impact of time and space on perspective
(4) Develop narrative structures and arguments based on evidence
b) In addition, students satisfactorily completing this course will be able to demonstrate the
following specific content competencies:
• Measure the impact the historical development of significant Christian sects and
denominations (i.e., the Orthodox Church, Catholicism, Roman Catholicism, Protestantism,
and other expressions of Christianity) had on the development of the modern world.
• Demonstrate knowledge of the development of significant Christian theological tenants,
beliefs and practices, beginning with their origins in Judaism, until the present.
• Analyze and evaluate the impact Christian theology and practices of the religion had on the
development of law, science, medicine, labor theory, political theory, warfare, music,
literature, and the nation-state, in both the western and the non-western world.
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•
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Synthesize the history of Christianity’s global impact with the diverse cultures, moral and
religious systems, and views about roles and gender, including the contributions of the
significant women and non- westerners.
Evaluate the significant historical, political and cultural relationships and interactions
between the Christian world and Judaism, Islam, and other non-Christian religions.
Interpret current tensions and cooperating between Christianity, Islam and Judaism in light
of their history.
Research and then present an argument based on an analysis of the various historical
interpretations and multiple viewpoints of a significant or controversial event such as one of
the following: the Christianization of the Roman Empire, the Crusades, the Reformation,
the Enlightenment, Colonialism, Development of anti-Semitism and anti-Judaism,
missionary enthusiasms, nationalism, evangelicalism, political activism, environmentalism,
denominationalism, the development of secularism and postmodernism, and the Christian
position on current social issues.
Evaluate sources and perspectives on Christian history and historiography.
4) Course Methodology: The course will cover material according to the reading and assignment
schedule. Its organization is generally chronological, but it will cover some subjects topically. It
incorporate lectures, discussions, presentations, movies, websites, graphical presentations and other
methods for engaging and interacting with information. Readings, which need to be completed
before the assigned class, are the main way students learn about history.
5) A Brief Comment about this Course Topic
By its very nature, the study of the History of Christianity can be a sensitive topic. We will
be studying and discussing in the classroom the subject of religion which current American culture
relegates to the private and personal realm. The public and scholarly discussion of Christianity’s
relationship to the world may be unusual for some students, and you may even feel uncomfortable
doing so. Historically though, this has not been the case; Christianity was the foundational religion
in the United States at a time when the public expression of religious views and practices was not
only permitted, but expected. While this is not the case in our society today, many people hold
strong and passionate beliefs and convictions about topics we will cover.
For many students, this is a course about the history of their religious faith, and they would
describe Jesus Christ as their Lord and Savior. Some possess only a cultural or traditional
relationship with Christianity, and it does not hold much meaning for them. Others see Christianity
as an oppressive, intolerant, judgmental, and controlling force in history. Some people hold
passionate and entrenched views about Christianity, views learned in their youth or as a result of a
specific encounter or event. Others have no particular bias about either the religion or its namesake,
and simply want to understand more about the topic for intellectual reasons or matters of curiosity.
Thus, students come to this course with a broad and diverse number of perspectives, some with
great understanding and appreciation about the subject, and others without. Some students have
formed opinions and conclusions apart from an understanding of the historical context. This course
will strive to be sensitive to all these concerns.
Therefore, as noted above, we will focus on the historical development and significance of
Christianity and its relationship to the people and cultures it encounters. Lectures will endeavor to
present information, interpretations and conclusions in as neutral a fashion as possible, and as
much as can be done without any particular religious, or denominational bias. I will often present
and explain different perspectives or conclusions about a particular issue or event in order to
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provide students with a sense of what it is that others thought or believed, leaving you free as
students of history to form your own conclusions.
Nevertheless, there may be times when you disagree with the instructor, the text, authors of
articles, or the opinions of other students in the presentation or representation of a particular
subject. This is fine, and I hope you do find things that your disagree with. Since many of the
topics discussed are religious in nature, students are certainly free to disagree or to voice and
advocate different conclusions, though there likely will not be class time devoted to this activity. If
students have particular concerns, or feel affronted or pressured in any way, or if you have
questions or have any concerns about the topics raised in this course, please come and speak with
me.
That said, in order to do justice to this subject, we will discuss in detail the history of
various theological topics and events in order to understand how they affected the church, the faith,
and the global community. We will examine what people believed, why they believed it and the
actions they took as a result of their faith. These examinations are a matter of the historical record,
and therefore are appropriate topics for this course.
All I ask of you is that you approach the readings and come to class with a teachable
attitude. As difficult as it might be, as students of history we need to try as hard as we can to leave
our personal perspectives and beliefs at home and be willing to learn new information or look at
old information from a new perspective. That is, after all, what college is all about!
[The following Textbook section corresponds to Section 4 (Information Acquisition) of the
Nomination Form]
6) Textbook
a) Course Textbooks (Required):
i) Introduction to Christianity Mary Jo Weaver and David Brakke (2009) (280 pp.)
ii) Church History, An Essential Guide; Justo Gonzalez (1996) (93 pp.)
iii) The Bible. (Old and New Testament). Any word-for-word literal translation will be
adequate, such as the New International Version, The New American Standard, The
Revised Standard, The New Revised Standard, or The New King James version.
Paraphrases such as The Message, The Way, or The Living Bible will not be adequate.
b) Additional Readings will take the form of handouts distributed in class or websites listed on the
Reading and Assignment Schedule.
7) Course Requirements To successfully complete this course, you need to:
a) Come to class prepared to participate, ask questions and interact. Class attendance and
participation are both expected and graded. I expect that you will arrive with a teachable spirit,
one that is excited to learn about the History of Christianity as well as learning about other
religions, and beliefs, one that will strive to avoid an ethnocentric bias and prejudices about
peoples, religions, nationalities and gender
b) Turn in all assigned work and turn it in on time You must turn in all assigned work. All
course work is due before the final exam. All assignments and readings are due on the date
listed on the syllabus. I will accept late assignments, but they will receive ten percent fewer
points per calendar day they are late. An assignment five days late receives less than 50% of the
possible points. Assignments are due at the beginning of class, unless told otherwise. You may
turn in a late assignment on a day we don’t meet by bringing it to my office or turning it into
the faculty support center, you can email it to me to stop the clock from ticking, you can submit
it into the general dropbox inside D2L, or you can make other arrangements with me
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8) Course Grading
a) Scheme:
Event* #of items # pages of Formal Writing Grade Percentage 1
5
Participation 5
15%
In-­‐Class Quizzes & Other Graded Events 1
5-7 pages
10%
Critical Evaluation Book Review 1
10%
In-­‐ class Midterm Exam (short answer and short essay) 1
4 pages minimum
10%
Take Home Midterm Exam (Formal essay questions) 1
20%
In-­‐ Class Final Exam (short answer and short essay) 1
8-10 pages
20%
Student Research Paper 1
10%
Student Research Presentation to class 11 items
17-21 pages
100%
Totals Formal writing comprises 40% of the course grade. Information related to writing in is highlighted in green in this syllabus. b) Rubric: The following are descriptors of the kind of work or performance required for each
letter grade on an assignment, exam or for the course grade.
i) A: Meets and exceeds standards and expectations. Exceptional performance or product,
usually surpasses 90 percent of others. This is a “wow” student. (Typically, 90% of possible
points or more are awarded for an A.)
ii) B: A very good performance or product. Demonstrates mastery of the material to a solid
and strong level. Met all standards and expectations. Few or minor errors. Good effort and
preparation are evident. (Typically 80% of possible points or more are awarded for a B.)
iii) C: A competent performance. Met most standards and expectations, but did not surpass
either. An average performance or product. Contains errors or omissions, flaws or mistakes.
Adequate work. Demonstrates partial or incomplete mastery of the material. (Typically
70% of possible points or more are awarded for a C.)
iv) D: A poor performance. Tried, but did not achieve a competent result. Errors, mistakes or
poor quality work evident. Passing, but just barely. (Typically 60% of possible points or
more are awarded for a D.)
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v) F: Did not meet standards or expectations. Performance or product is not competent. Did
not complete the assignment. Did not attempt the assignment. Cheated on or plagiarized the
assignment. (Typically less than 60% of possible points or less are awarded for an F.)
vi) Participation Rubric: During a typical week, for an A in this area, I would expect once-aday participation; for a B, once a-week participation; for a C, bi-weekly participation; for a
D infrequent participation and for an F, no participation.
[The following Class Participation Section corresponds to Section 4 (Information Acquisition,
Analysis, and Synthesis, and Communication) of the Nomination Form]
c) Class Participation.
(1) I expect you to attend all class sessions. Class attendance is necessary for a variety of
reasons.
(a) The lectures are designed to enable you to acquire information about the course
topics, and to go deeper than the texts may allow. The information and discussions
in class will help you to learn how to synthesize and analyze historical material and
sources, and then how to demonstrate it in an argument.
(b) We will periodically work in small groups, and having discussions during the class
period and you cannot participate if you are not there. There will be movies,
readings, and visuals will help you to understand the historical context, and the
related arguments or beliefs that you cannot makeup simply from obtaining notes
from people,. There will be assigned work turned in during class.
(2) From time to time, circumstances arise that prevent us all from being in class. If your
absence is due to an emergency or sickness, as a courtesy please email me to let me
know. If you know in advance that you must miss a class, arrange with another student
to get notes and handouts from them.
(3) After your third absence, I will lower your grade in this area by one letter and by
another letter after each additional three absences.
[The following In Class Quizzes & events section corresponds to Section 4 (Evaluation) of the
Nomination Form
d) In-Class Quizzes & Events Periodically, there may be unannounced and graded work
completed in class such as reflections about a film or reading, group discussions, short quizzes,
lecture summaries, etc. No make-ups allowed, but you can drop your lowest grade.
State-wide standards for Social & Behavioral Sciences courses requires that they meet the following
objectives:
1) Provide content knowledge in one of the following areas: History, Economics or Political Science,
Geography, or Human Behavior.
2) Ability to use the social sciences to analyze and interpret issues.
3) Understand diverse perspectives and groups.
4) Competency in critical thinking
5) Competency in written communication or technology.
In addition to the requirements of the Written Communication Competency, writing in course in the
social and behavioral sciences must also meet the following requirements:
a) It must be graded work
b) Short answer questions do not fulfill the requirement. In-class assignments need to be of a scale
at least as large as one has in an essay exam
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[The following Book review section corresponds to Section 4 (Application, Analysis, and
Communication) of the Nomination Form] The book review also meets section 5.3 of the reading
competency, summarize or interpret an author’s point of view in written form; and section 5.5
communication.
e) Book Review (5-7 Pages) (Chicago Manual of Style (CMS) format.)
i) Everyone is required to read a 250 minimum page monograph related to the history of
Christianity and the World. This text needs to be written by an historian, and your selection
must be approved before you read it. After you do so, please write a 5-7 page essay in
which you give the following:
(a) An overview and then an analysis of the author’s argument. This review/analysis
needs to be scholarly and specific to both the merits of the argument and your
conclusion about the validity of its conclusion. (2-3pp)
(b) A criticism of the implications of the argument. Here you are to address the “so
what?” of the book. What does it matter? What it the significance of the author’s
conclusions to history or to people in general. What did you agree with? What did
you disagree with? Why? Be specific and explain yourself. (3-4pp)
(c) How the text informs your understanding of at least two of the following: the impact
Christian theology and practices of the religion had on the development of law,
science, medicine, labor theory, political theory, warfare, music, literature, and the
nation-state,. (2pp)
[The following Student Research paper section corresponds to Section 4 (Information Acquisition,
Application, Analysis, and Synthesis) of the Nomination Form] It also corresponds to the Reading
Competency on page 7 of the nomination form. It meets the Communication competency in section
5.5,
f) Student Research Paper (8-10 pages) (Chicago Manual of Style (CMS) format.)
i) Students will research and write an 8-10 page paper, and then present their findings to the
class during the last days of the semester. This formal research project needs to comply
with the requirements for writing. The thesis of the paper must be approved beforehand by
the instructor. Going into more depth on specific events relating to topics covered in the
course is an option.
ii) Assignment: Write a 8-10 page paper (Times New Roman, 12 point font, 1 inch margins,
double-spaced) in which you research a specific and narrow aspect of the History of
Christianity and assess the impact that your topic had on the non-Christian community.
iii) Suggested thesis: The impact X had on Y, and its consequences for the relationship
between x and Y.
(1) Keep in mind that this is a history class, so the focus of your thesis needs to be on
history, not on theology or philosophy, or literature. Additionally, your paper needs to
demonstrate you ability to analyze and synthesize information from throughout the
course.
iv) Particulars:
(1) Choose a specific event, person, or development as the focus of your research and
paper.
(2) I suggest you peruse the syllabus, the index of our textbook, or the web for ideas about
your topic. I suggest you speak with me early in this process so that I can help you to
choose a topic narrow enough to write about.
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(3) Some areas in which you might find a topic include: The Christianization of the Roman
Empire, The Crusades, The Reformation, The Enlightenment, , Missionary efforts in
Africa, Asia or Africa; The Development of anti-Semitism and anti-Judaism; the Islam,
Hinduism, or paganism and its relationship with Christianity; Evangelicalism; Political
activism; Environmentalism; Denominationalism, including the history of a particular
denomination; the relationship between Christianity and the development of one or
more of the following: law, science, medicine, labor theory, political theory, warfare,
music, literature, and the nation-state in both the western and the non-western world.
(4) Your choice (not the paper) is due by Friday of the third week of class. Please submit
the name of your person and the book you will read through the Drop Box Tab
(5) Begin to compile your rough bibliography for this topic. Your sources need to be
available to you to actually use. Do not wait until you begin writing to compile your
bibliography. Some sources you will need may be inter-library loaned, and these take a
couple weeks to obtain.
(6) To obtain your sources, you will need to use library research engines and catalog
software such as ERIC, EBSCO, Sage, GALE and others. You can access your articles
electronically (you don’t need to get a hard copy) but you must actually see any articles
you use. [This section corresponds to technology competency 8.1 in the nominating
form]
(7) Both written and oral forms of communication must demonstrate the ability to analyze
and synthesize information into an argument or criticism that is supported and
defendable by logic and reference to historical sources.
v) Minimum requirements for your bibliography: [Blue highlights correspond to the reading
competency on pp .7-8 of the GT Nomination form}
(1) A minimum of ten credible and reputable sources based their historiographical utility
from the following list
(a) Two (minimum) historical monographs, published in hard copy in the past 10 years.
(b) One (minimum) Doctoral or Master’s Dissertation or Thesis published in the past 15
years.
(c) Four (minimum) scholarly, (i.e. peer-reviewed or vetted) journal articles (not
magazines) (electronic or hard publishing)
(d) Five substantive primary sources related to your topic
(i) These may be published in other formats, or inside other sources, including
electronic sources. Be sure to cite them properly.
(2) General reference sources such as encyclopedia, scholarly websites, and newspaper or
magazine articles may be consulted. Do not reference or cite wiki sites or anonymous
websites. All sources used must be authored.
vi) The goal of this assignment is to: [These goals correspond to section 5.6 Evaluation of the
reading competency]
(a) Give you the opportunity to research a topic of your choice in much greater detail
than the course textbooks provide, using the methodologies and practices of the
history field
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(2) Train you and give you practice and experience in locating and assessing scholarly
sources of information. The finding of your bibliography is as much a part of this
project as the writing of it. Part of your grade will be based on the quality of your
bibliography and sources. . [This section corresponds to technology competency 8.3 in
the nominating form]
(a) Help you to discover how historians conduct research, interpret sources, analyze
information, draw conclusions, and assess the impact of people and event on
history.
(b) Provide the class with research about a variety of topics which they find relevant.
vii) Requirements:
(a) Total length needs to be 8 pages minimum and no more than 12. TNR 12 point
font, 1” margins, only double spaced, no extra white space.
(b) Your paper needs to accomplish the following:
(i) Place the topic of your paper into its historical context. 2-3 pp.
(ii) Explain the nature of the relationship between your chosen aspect of Christianity
(AC) and the non-Christian community (NCC) 7-8pp.
1. Explain how the AC and the NCC interacted or related. What changed?
What was the impact?
2. Provide, from your research, scholarly opinions and assessments of this
interaction between the AC and the NCC. What was the nature of the
interaction? What happened? What opinions do historians have about this
interaction? What do they conclude?
3. Integrate and synthesize the information you discovered with other
information presented in the Couse. In other words, you need to show how
your research expands on the subject of the course, and is not simply
information about your topic, in a vacuum.
(c) What is your assessment? Weigh in with your scholarly and thoughtful judgment
about the interaction. What is the legacy or consequence about the relationship
between the AC and the NCC? 2-3 pp.
(d) How did this interaction impact history?
(e) What are the legacies or consequences that we still see today?
viii) Your personal reflection about this topic and the project itself. 1-2 pp.
a) Internet references must be from authored articles or websites sponsored by a
reputable organization. Do not use anonymous websites or blog sites. It is best to
know who the person is who authored the article. You cannot use anonymous
sources!!
b) You should contact the reference librarian who will also be able to assist you with
research for this project
[The following Student Research Paper Presentation Section corresponds to Section 4
(Communication) of the Nomination Form. This section also meets section 5.2 of the Reading
competency, application of reading.
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g) Student Research Paper Presentation
i) Students will present their research to the class. This is a brief, 10 minute presentation.
Students must have a hard copy of their research present. See separate assignment sheet for
detailed grading criteria. Students may be creative in the actual presentation to the class, to
include making Powerpoint Presentation, a video, developing a website, or other creative
uses of multimedia. [This section corresponds to section 8.5 of the Technology criteria]
[The following Exams Sections corresponds to Section 4 (Application, Analysis, Synthesis, and
Evaluation) of the Nomination Form]
h) In class Midterm Examination
i) The in-class midterm covers the first portion of the course. The in-class portion will be
short answers and a short essay, drawn from the first half of the course.
i) Take Home Midterm Examination (5 pages of formal writing)
i) The take-home midterm exam requires you to answer five questions. Each answer needs to
be at least one page in length, TNR, double-spaced in 12 point font. The writing you do for
this exam is considered formal writing and must comply with all the formal writing
guidance below.
j) Final Examination. The Final will be cumulative covering the entire course. I expect you to
integrate information into cohesive arguments, and demonstrate that you have achieved the
course objectives stated above. This will be an in-class exam, and you will be expected to
write for about 60 minutes.
9) Writing Guidance
a) WRITING SHOULD CONTAIN THE FOLLOWING ELEMENTS. IF NOT, IT MAY
BE RETURNED FOR RE-WRITING AND ASSESSED A ½ LETTER-GRADE
REDUCTION. All formal writing must comply with Chicago Manual of Style (CMS) format.
b) Structural Elements Your Essays must contain
i) An INTRODUCTION (not necessarily only one paragraph) in which you provide the
reader with:
(1) An INTEREST CREATING DEVICE which stimulates the reader's interest and
motivation to read the rest of your paper.
(2) Your THESIS (what you are asserting or arguing in your paper).
(3) An ORGANIZING STATEMENT, which tells your reader how your paper will
discuss or prove your thesis.
ii) A BODY, consisting of numerous distinct paragraphs with topic sentences (each of
which discusses a coherent thought) and transitions between these paragraphs. The body
flows logically and in an organized fashion (which you have already described in your
organizing statement) and provides details, examples, explanations and discussions which,
taken together, support your thesis.
iii) A CONCLUSION, in which you summarize, not merely restate, your thesis and provide a
broad recapitulation of your argument. Your conclusion might end in some provocative or
insightful way.
c) Mechanical Elements Formal writing which do not contain the following mechanical elements
will be returned for re-writing and assessed a ½ letter-grade reduction:
i) Numbers on all text pages.
ii) Comply with page length minimums
iii) Double space between all paragraphs; do not quadruple space.
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iv) If you use charts, photos, graphs, illustrations, maps, or images, increase the length of your
paper by the number of lines these occupy.
v) You must use standard footnote citations (not endnote or parenthetical citations) for any
direct quotes or paraphrases you take from sources you use.
vi) One inch margins. You need to measure them and in MS Word, you need to set your right
and left margins to ¾ inch so they will print out at one inch.
vii) Only Times New Roman 12 Point, Courier New 11pt font, or Technical 12 point, and
double space.
viii) Error-Free Papers. College-level papers are to be substantively free from mechanical
errors such as wrong punctuation, wrong capitalization, misspellings, incomplete sentences,
comma splices, wrong footnote format, etc. Every five mechanical errors results in a
paper grade deduction by ½ full letter.
10) Helpful Hints for Success
a) Visit a history website such as: http://www.christianitytoday.com/history ;
http://www.cwo.com/~pentrack/catholic/chron.html ; http://www.stjohnadulted.org/history.htm
There are lots of helpful items for students there, such as pretests, geography helps, summaries and
outlines of each chapter.
b) If you find that you are having trouble writing, spend about an hour and read the very short and
helpful book, Elements of Style, at http://www.columbia.edu/acis/bartleby/strunk/ This is a
timeless classic that will help improve your writing immensely.
c) If you are still having trouble writing, come and talk to me and we will devise a game-plan to
help you. There is help available from the Writing Center, from tutors, from other students.
d) Keep up with the readings!! You must complete these! I cannot stress enough the importance of
accomplishing the readings before class meets. This is the single most important way to do well
in the class. In many instances, we will spend a great portion of the period discussing readings;
you cannot participate effectively if you are not prepared.
e) If you anticipate or have trouble with the readings, either understanding them or keeping up
with them, let me know so that I can work with you and give you some helpful hints, or try
these:
i) Sketch an outline of each chapter before you read it and then fill in the outline as you go
ii) Take notes as you read.
iii) Review and understand the timelines in the text. Note and study the dates of key and
important events. These key events will form a framework for you, and you can then
understand when other events took place in relation to these key dates.
iv) Answer the end of chapter questions in your text to be sure that you understand the
information.
v) Go to a history website and read the summaries, and take the comprehension quizzes.
f) Take notes during the lectures and the films.
i) This is a survey course and as such, I try to give you overviews and summaries of complex
or voluminous material. I highlight or expand upon topics that the text either omits or only
covers briefly.
ii) There are a variety of note taking methods you can use and I recommend using them. You
can go to http://www.sas.calpoly.edu/asc/ssl/notetaking.systems.html for a discussion of
them.
iii) During class, take notes about what is covered. Generally, whatever is written on the board
or given as a handout is important, but you should also take notes on the key points I make
during a lecture. I would expect for you to take two to six pages of notes per lecture in
class.
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iv) The in-class midterm and final exams emphasize the material covered in class, so you need
to take good notes to study from. If you miss a class, get the notes from a classmate.
v) Share your notes with other students. Compare notes soon after class and fill in information
that you missed.
g) Make a calendar of all assignments and dates due, and the readings that are due for that day.
h) Use the student resource guide that is available from Student Life at FRCC.
i) There is a great website you can use to learn how to study and memorize information. Go to
http://www.mindtools.com/memory.html and look around. There are a variety of strategies for
improving memory, taking tests, and other things.
11) Some Policy Items :
a) Please don’t talk in class. The classrooms are small and sidebar conversations are disruptive.
b) Please don’t consume food in the classroom. You may however drink beverages from
containers with lids or caps during class.
c) As a courtesy to others, please come to class on time. If you must enter late, please use the door
at the back of the room, not the side.
d) If you feel sleepy, as a gesture of respect to me and your fellow students, please stand up and
move to the side or back of the class. We all have demanding schedules and there is nothing
wrong with being tired, and there is nothing embarrassing about standing up to keep from
sleeping. Sleeping in class, even if you are quiet, distracts myself and others and thus interferes
with teaching.
e) Clean up all trash from the classroom and return desks and chairs to their initial positions.
f) Turn off any cell phones, pagers and other noise-producing devices during class.
g) Read the SBS Student Code of Conduct Policies, which is a separate handout.
12) Academic Honesty:
a) General. All academic course work a student submits must conform to the highest ethical
standards. All graded work a student submits will be his or her own work. I encourage you
to collaborate while studying for tests and quizzes, while proofreading your assignments, and
while rehearsing presentations. This is good and appropriate and builds unity (and hopefully,
higher grades!). However, you are not permitted to collaborate while writing papers and
assignments. During tests or quizzes, you may not use notes, books or papers, nor accept any
assistance of any kind from others. This is unethical behavior. Such activity is cheating. If you
cheat, at a minimum, you will receive 0 points on the assignment or test you cheated on. I
reserve the right to refer you to the Deans for academic disciplinary action. If you are unsure
of what constitutes acceptable and unacceptable collaboration outside of the classroom,
ASK ME.!!
b) Plagiarism is dishonorable. It involves using the words, information, insights, or ideas of
another without crediting that person through proper citation. Since authorship is ownership,
using the writing of others without credit is theft. Passing off another person’s work as your
own is lying. Copying text from any source, especially the Internet, and putting it into your
paper without proper citation is dishonest. You can avoid plagiarism by fully and openly
crediting all sources used.
c) For more information, refer to the Code of Conduct for Students located in the student
handbook.
13) Students with a disability are encouraged to contact the Office of Special Services to arrange for
accommodations and support services.
14) Sample Course Calendar
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Week
Date
Day
Activity (lecture, presentations, discussions, assignments)
Week 1
August 20th
Mon
Course Introduction
August 22nd
Wed
Christianity in its Jewish and Hellenistic Context
Text: Weaver, Ch. 1 God as Revealed in the Bible
Text: Gonzalez: Ch. 1, The Ancient Church
August 27th
Mon
Jesus’ Teachings and Kingdom Christianity
Week 2
Text: Weaver, Ch. 2 The Context for and Life of Jesus
August 29th
Wed
Pauline Christianity
Text: Weaver, Ch. 2 The Context for and Life of Jesus
Week 3
Week 4
Week 5
Week 6
Sept. 3rd
Mon
No Classes - Happy Labor Day!
Sept. 5th
Wed
Christianity and the Roman World
Text: Weaver, Ch. 3 The Emergence of the Christian Church
Sept. 10th
Mon
Church Councils: Key Doctrinal Developments from
Augustine to the Crusades
Text: Weaver, Ch. 3 The Emergence of the Christian Church
Text: Gonzalez, Ch. 2; The Christian Empire
Sept. 12th
Wed
Church Councils: Key Doctrinal Developments from
Augustine to the Crusades
Sept. 17th
Mon
Church in the Middle Ages
Text: Weaver, Ch. 4 Orthodox Christianity and Roman
Catholicism from the 4th to the 14th C
Text: Gonzalez: Ch. 3, The Early Middle Ages
Sept. 19th
Wed
Church in the Middle Ages
Text: Weaver, Ch. 4 Orthodox Christianity and Roman
Catholicism from the 4th to the 14th C
Text: Gonzalez: Ch. 3, The Early Middle Ages
Sept. 24th
Mon
Historical relationship with Islam & Judaism
Text: Gonzalez: Ch. 4 High point of the Middle Ages
Sept. 26th
Wed
Reformation and Origins of Protestantism: Luther
Text: Weaver, Ch. 5 Aspects of the Reformation
Text; Gonzalez Ch. 5 & 6 Late Middle Ages and Reformation
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Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
October 1st
Mon
Denominationalism: theology and politics
Text: Weaver, Ch. 5 Aspects of the Reformation
Text; Gonzalez Ch. 5 & 6 Late Middle Ages and Reformation
October 3rd
Wed
Midterm Exam: In–Class (Short answer and short essay)
Take-Home midterm exam due today. (Formal essay questions)
October 8th
Mon
Enlightenment, Rationalism, Scientific Revolution
Text: Weaver, Ch. 6, Christianity in the 16-18th Centuries
October 10th
Wed
The Church -State Debate?
Supplemental Readings
October 15th
Mon
The Encounter with Latin America and Asia
Text: Gonzalez Ch. 7: The 17th and 18th Centuries
Supplemental Readings from Jenkins: The Next Christendom
October 17th
Wed
The Encounter with Asia and Africa
Text: Gonzalez Ch. 7: The 17th and 18th Centuries
Supplemental Readings from Jenkins: The Next Christendom
October 22nd
Mon
Christianity in the 19th C
Text: Weaver, Ch. 7 Christianity and Modernity
Text: Gonzalez Ch. 8: The 19th Century
October 24th
Wed
Christianity in the 19th C
Text: Weaver Chapter 7
Text:
October 29th
Mon
Christianity and America
Text: Weaver, Ch. 8 Modern American Christianity
Oct 31st
Wed
20th C. American Christianity
Nov. 5th
Mon
Christianity in the 20th C
Text: Gonzalez Ch. 9: The 20th Century
Text: Weaver Ch. 9: Worldwide Christianity: Missions,
Ecumenism, and Globalization
Nov. 7th
Wed
Christians in the World
Text: Weaver Ch. 10
Nov. 12th
Mon
Christianity and Modern Culture
Text: Weaver, Ch 11 Christians and Culture
Nov. 14th
Wed
Topics in Christian and Modern Culture
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Break
Week 14
Week 15
Week 16
Nov. 19th
Mon
No Classes
Nov. 21st
Wed
No Classes – Happy Thanksgiving! J
Nov. 26th
Mon
Topics in Contemporary Christianity
Weaver, Ch. 12
Nov. 28th
Wed
Presentations of Student Research
Dec. 3rd
Mon
Presentations of Student Research
Dec. 5th
Wed
Presentations of Student Research
Dec. 10th
Mon
Final Exam (Short answer and short essay)
1. Part II- Topical for weeks 13 and 14; The following topics lend themselves to either lecture or
discussion throughout the course, or as some of the topics in weeks 13 and 14.
a. Christian theology and practices’ impact on law, science, medicine, labor theory,
political theory, warfare, music, literature, and the nation-state, in both the western and
the non-western world.
b. Examine Christianity’s global religious and cultural diversity, in particular the historical
contributions of the significant women and non-westerners in Christian history.
c. Describe and trace the broad and significant historical, political and cultural
relationships and interactions between the Christian world and Judaism, Islam and other
non-Christian worldviews.
d. Examine the expression of Christian values and beliefs in the visual arts, music,
literature, and media.
e. Present the various historical interpretations and multiple viewpoints of significant and
controversial events in Christian history (e.g. the Christianization of the Roman Empire,
the Crusades, the Reformation, the Enlightenment, Colonialism, Development and
practices of anti-Semitism and anti-Judaism, missionary expansion, nationalism,
evangelicalism, political activism, environmentalism, denominationalism, the
development of secularism and postmodernism, and the Christian position on current
social issues).
f. Evaluate sources and perspectives on Christian history and historiography.
g. Examine the relationship between Christianity and American History.
Potential Texts for Consideration:
a.
Introduction to Christianity, Mary Jo Weaver (2008, Wadsworth) 255 pp. This is a
good survey, and is written for the student who has little understanding of the history of
Christianity. It is the best fit of all the texts examined. At 250 pages, instructor should
have the freedom to assign supplemental texts as well. Weaver addresses topical issues
in the text, which align with some of the topics for the course.
b. Church History; An Essential Guide by Justo Gonzalez 1996, 95pp. This is a narrated
outline of Church History, very good, and brief. It provides students with a good
overview of the history of the church and faith, without excessive details
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c. A Concise History of Christianity by R. Dean Peterson (2007, Thompson), 339 pp.
Though a little pricy at $75.00, this is a very good volume. It is neutral, it has good
glossary, notes, suggested websites, contains imbedded primary sources and is not too
long.
d. The History of Christianity: An Introduction by Bradley Nystrom and David Nystrom
(2003, McGraw Hill) 400 pp. As with the Peterson text above, Nystrom and Nystrom
are clear, neutral and very readable. I have used this text for HIS 251 three times and
students found it very good.
e. The Story of Christianity in 2 Volumes, Justo Gonzales (2010, Harper Collins). This is
a great set, is very detailed but very readable; Gonzales provides a non-western lens to
this subject. The two volumes run to 1000 pages though, so this set might be too long.
Great reviews on Amazon.
f. Church History In Plain Language 3rd Ed by Bruce Shelley (2008, Nelson) (500 pp.).
This is a very readable and accessible story of Christianity, written by a Christian
historian. This is the core text that Denver Seminary uses for its Church History
surveys. This text might attract criticism about bias because its audience is the Christian
reader and the author assumes the truth of the basic tenants of the faith. Though, if
balanced with texts critical of the faith, would make for a lively course.
g. The Orthodox Church Timothy Ware (1997, Penguin). A good treatment of the
Orthodox Church 341 pp.
h. How Christianity Changed the World by Alvin Schmidt (2004) 400 pp. this is a
thorough topical discussion of Christianity’s impact on western culture. Schmidt
presents this as a “corrective” to secular histories about the faith, which he feels are
biased against Christianity and therefore do not do justice to the historical record.
Meticulously researched and well-attributed. How Christianity Changed the World by
Alvin Schmidt (2004) 400 pp. Note: thorough topical discussion of Christianity’s
impact on western culture, from a Christian perspective.
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