bible history program prospectus

Bible History/Human Services Teaching Program

2013-2014 Curriculum Proposal

Darek McCullers, M.T.S.NCDPI, SACS Qualified

Bible, Religion, and Sociology TeacherApril 24, 2013

The Concept

• Allied with the Common Core State Standards for English Language Arts and History/Social Studies

Bible History/Human Services Prep Program

(for school settings)

The Opportunity

• To give the student understanding of the influence of the Bible on history, law, community, and cultural life.

• To give insight into the worldviews taken from the Bible promoting human rights, women's rights, social justice, etc.

• To teach students how to learn, and use, multiple and complex reference skills.



The Potentia

l

• Raises test scores

• Increases Retention

• Produces better citizens



Unit I - The Historical, Geographical, and Cultural Settings of the Bible (Common to All Introductory Classes)

A Brief Literary History of the Bible (Canonization, Transmission, and Translations)

An Overview of the Contents of the Bible Engaging the Biblical Creation Story by

comparison/contrast to a Variety of Peoples, Cultures, and Belief Systems via Project Based Learning (Student Presentations)

Course of InstructionBible History I

Reading-Key Ideas and Details•Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Reading-Craft and Structure• Assess how point of view or

purpose shapes the content and style of a text.

Unit I-Common Core Standards

Reading-Integration of Knowledge and Ideals•Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Writing-Text Types and Purposes• Write narratives to develop real or

imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.


Writing-Production and Distribution of Writing•Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Writing-Research to Build and Present Knowledge• Draw evidence from literary

or informational texts to support analysis, reflection, and research.


Unit II-An Introduction to the Torah (First Five Books)

A Study of the Writings and the Writer using M.O.L.L.I. (Multimedia Oriented Listening, Learning, and Interaction) methods

Get a brief introduction to the characters through The Bible Series (by the History Channel)

Understanding Slavery, Oppression, and Freedom situations via the Joseph Narrative

Exposure to the various branches and practices of Judaism via a panel discussion day.


Reading-Key Ideas and Details•Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Reading-Craft and Structure• Interpret words and phrases as they are

used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone..

Unit II-Common Core Standards

Reading-Integration of Knowledge and Ideals•Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Writing-Text Types and Purposes• Write arguments to support claims in

an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence


Writing-Production and Distribution of Writing•Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Writing-Research to Build and Present Knowledge

•Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism..


Unit III-A Study of Abraham, Sarah, and their Descendents (Patriarchs and Matriarchs)

A Brief Introduction to Family Systems Theory as a means to understanding interactions between the Biblical Characters

Getting to Know The Characters (Patriarchs and Matriarchs) through The Bible Collection Film Series

Uncover a better self-understanding as students construct their own genogram and family tree.



Reading-Craft and Structure• Analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Unit III-Common Core Standards


Writing-Text Types and Purposes• Write informative/explanatory texts to

examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


Writing-Production and Distribution of Writing• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


•Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.


Unit IV-Both Leaders and Servants: The Women of the Old Testament

An Introductory Study of the Notion of Rulers, Kings, and Queens in Ancient Near Eastern and Older World Cultures

An introduction to gender roles, rights, and responsibilities in ancient and contemporary context (socio-rhetorical analysis).


Unit IV-Both Leaders and Servants: The Women of the Old Testament (continued)

A Detailed Study of the Narratives of Ruth and Esther

Compare and Contrast the Biblical text with representations in film (two movies have been made about each character)



Gain an appreciation for the broad spectrum of women who have influenced the Old Testament story.

Women of the Bible: The Life and Times of Every Woman in the Bible will serve as a reference work.



Unit concludes with a Project Based Learning (PBL) Assignment where students will:



1) create a timeline of related events for thee hundred years around a character (100 years before and following birth),

2) make an artistic rendering of what the person did or should look like,



3) provide a short written report detailing their part in the Old Testament narrative, and

4) give an oral presentation (based on

the previous components).


Reading-Key Ideas and Details•Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Reading-Craft and Structure• Assess how point of view or

purpose shapes the content and style of a text.

Unit IV-Common Core Standards

Reading-Integration of Knowledge and Ideals•Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Writing-Text Types and Purposes• Write narratives to develop real or

imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.


Writing-Production and Distribution of Writing•Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Writing-Research to Build and Present Knowledge• Draw evidence from literary

or informational texts to support analysis, reflection, and research.


Unit V-A Nation and Its Leader: Early Developments in the Biblical Monarchy

An Introductory Study of the Notion of Rulers, Kings, and Queens in Ancient Near Eastern and Older World Cultures

A Detailed Study of the Narratives of Saul, David, and Solomon with attention to Personality Dynamics


Unit V-A Nation and Its Leader: Early Developments in the Biblical Monarchy (Continued)

Students will be acquainted with their own personalities by completing a select personality inventory.

Students will be assigned a Bible character and determine his or her personality type using the inventory to create a Characterization of the Character (COTC).



Reading-Craft and Structure• Analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Unit V-Common Core Standards


Writing-Text Types and Purposes• Write informative/explanatory texts to

examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


Writing-Production and Distribution of Writing• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.


•Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.


Unit VI-Wisdom Traditions and the Old Testament

An Introduction to Wisdom Writings from Africa and the Ancient Near East that relate to and/or influence the Old Testament

Several renditions of the Solomon story available on film will be viewed and related to various Biblical texts (Ecclesiastes, Song of Solomon, etc.)


High Media Content› Makes use of smart board/web technology› Film is incorporated appropriately into lesson

plans Reading and Writing (Literacy) Focused

› Texts will be read out loud› Dictionaries and Commentaries will support

the learning environment› Cornell Notes, Vinn Diagrams, Art Work, and

Short Paper Writing are methods for teaching and learning.

Concluding Notes

Supports Student Development› Awareness of Family System› Knowledge of Personality Type› Review of Different Ethical Frameworks for

Orderly Societies

Concluding Notes (Continued)

Bible History II-Introduction to New Testament

Course Description: This course is a general historical overview of the New Testament with emphasis on Matthew, Mark, Luke, John, and Acts.

May Be Taught Synonymously (Common Introductory Unit, Same Alignment with CCS)

Bible History III-Old Testament from the Monarchs to the Prophets

Course Description: This course is a historical overview of the OT, including a detailed study of the United and Divided Kingdom periods and a study of the prophetic books. The course covers I Samuel – Malachi.

May Be Taught Subsequently (Bible History I or II required, Same Alignment with CCS)

Bible History IV-New Testament from Romans to Revelations

Course Description: This course focuses upon the role and writings of the Epistles. This course covers Romans – Revelation.

May Be Taught Subsequently (Bible History I or II required, Same Alignment with CCS)

4009AS-Minority Studies

#1

4041CS-Current Affairs and Issues

#6

4060AS-Sociology

#3

4080BS-Psychology

#5

4011BS-African American Studies

#4

4062CS-Community Action Projects (Internships)

#8

4061CS-Social Problems

#7

4070AS-Anthropology#2

Complementary Courses (That I Can Teach) to complete Bible History/Human Services Program Course Offerings

Course Numbering Code (Per NC Wise): A=10th Grade Level, B=11th Grade Level, and C=12th Grade Level. Students could be enrolled for a class below their level but not above to maintain the academic rigor of the program.

bible history program prospectus

Documents

common core standards

writingtext types

coherent writing

readingcraft andstructure

bible series

bible commonto

structure of texts

brief literary history