Honors Religion IV
U.D. Religion 103
Syllabus, Fall 2012
Teacher: Ms. Darlene TempeltonClassroom:309
Office: Campus Ministry Office, room 121-B
Email:Website:
General Course Description:
This course is a dual enrollment course between CatholicCentralHigh School and the University of Dayton. Students in the class will receive credit for Religion IV at CCHS with a weighted grade (using the same process that is used when one takes an Advanced Placement course.) Students will also receive credit for Religion 103, Catholic Option, from the University of Dayton.
Course Description as Part of the Humanities Base at the University of Dayton:
“Introduction to Religion” is one of the four humanities base courses that first year students at UD are required to take as part of their general education. The other three courses are: Introduction to Philosophy, The West and the World, and English Composition. All four courses through their disciplines’ method and content consider the question: What does it mean to be human?
Religion 103: Catholic Option Course Description:
The Introduction to Religion course explores various dimensions of religious beliefs and practices as found in living faith traditions. The faculty of the University of Dayton’s Religious Studies Department have adopted the categories of creed, code, canon, cult and community to organize certain aspects of our discussion of the religious beliefs and practices of a particular religious tradition. In this section of Religion 103, designated as the “Catholic Option”, the primary focus is a critical examination of the religious beliefs and practices identified with the Roman Catholic community.
Course Objectives:
- To reflect critically and creatively on the nature and significance of religion as it shapes and expresses the ultimate meaning of human existence for individuals, communities and cultures.
- To use the categories of “creed, canon, code, cult and community” as a means of analyzing the Catholic Christian tradition and at least one other living faith tradition.
- To examine persons who embody various dimensions of Christianity and practices which foster the continuing vitality of that faith tradition. To understand these persons and practices from an historical perspective.
- To integrate Christianity, particularly Roman Catholicism, in the light of the four humanities base themes so that students have some basis for integrating what they learn in “Introduction to Religion” with their Introduction to Philosophy, The West and the World, and English Composition.
Teaching Style
This course will be taught primarily as a seminar. Completing the readings and participation in class discussions will be essential to successful completion of the course. Writing is an essential par tof the course. Writing assignments will reflect upon both what you have read and on what has been discussed in class.
Required Texts:
Tradition and Incarnation: Foundations of Christian Theology by William Portier (Paulist Press, 1994.)
The Bible (you may use your Catholic Youth Bible. If you do not have that, then your Bible must be one of the following translations: New American, New Revised Standard Version with Apocrypha, or New Jerusalem)
Additional readings will be handed out in class.
You must bring your text and any assigned readings with you to class each day.
Evaluation/Grades
Class Participation – 10% of Quarter Grade
Purpose:To encourage a community of learners in the classroom through active intellectual engagement with the assigned materials
Procedure:Students are expected to participate in class discussion. They are also expected to have brought with them to class the day’s assigned readings, including the Portier text, their Bible and any additional assigned readings.
Grading:Since this is a college level course, class participation points will be determined both according to the criteria given on the “Classroom Information Sheet” that you received the first day of class (it is also found on my Web page) and upon the quality of your actual participation in classroom discussions. Since this is a small class, it is imperative that each member contribute to our discussions on a regular basis.
Written Responses to Readings – 20% of Quarter Grade
Purpose:To evaluate reading comprehension and retention of major points discussed in class. To provide a basis for better class discussions by encouraging students to read more carefully.
Procedure:A majority of reading assignments will have some form of written assignment connected with them. Four options may be used:
- In-class unannounced quizzes.
- An in-class writing assignment of one or two reflective questions over the material.
- A take-home Study Guide with focused questions over the reading. You may be required to answer the questions in writing or we may just discuss them the next day in class.
- A series of Journal entries responding to specific prompts.
Grading:The two lowest grades will be dropped. An absence will be entered as a zero. Points for written responses will vary – ranging anywhere from 10 to 50 points each. In general, grades are as follows, based on a ten point scale (will be adjusted depending on number of points possible):
10-9Student demonstrates a critical reading of the day’s assignment.
8-6Student demonstrates a basic comprehension of the day’s assignment.
5-4Student shows only a minimal familiarity with the assignment.
3-2The response fails to demonstrate any familiarity with the assignment
1-0No attempt made to complete the assignment, although a paper may have been turned in.
Tests – 30% of the Quarter Grade
Purpose:To evaluate the student’s critical ability to synthesize, analyze, and compare and contrast material covered in the class.
Procedure:Three or four times during the semester, students will be tested over the material that has been covered in class. Tests will either consist or three parts: written identification of terms and people, short answer and major essay or two parts: multiple choice and essays. Tests must be completed during a normal 50 minute class period.
Grading:Each test is worth 100 points. The criteria for evaluating the essay is 1) the adequacy of the response in light of the question asked; 2) accuracy and comprehensiveness of the discussion of the material drawn from class or the readings; 3) creative and critical reflections that go beyond class discussions; and 4) legibility, clarity of expression, correct spelling and grammar, and proper organization.
Papers – 30% of the Quarter Grade
Purpose:To evaluate the student’s ability to formulate a thesis and develop that thesis through a cogent and creative piece of written work relating to the study of religion.
Procedure:Two papers are required; one each Quarter. Specific topics and procedures will be given to you when the first paper is assigned.
Grading:Each paper is worth 100 points. A detailed Grading Rubric will be handed out before the paper is due. Both the assignment and the rubric can be downloaded from Ms. Tempelton’s web page.
Service Project – 10% of Quarter Grade
As always, completion of the required components of your Service Project is 10% of each Quarter’s grade.
Final Exam – 20% of the Final Grade
Purpose:To evaluate the student’s comprehension of the major themes in the course and his or her ability to critically and creatively analyze the material covered.
Procedure:You will have two hours to complete the Final Exam (so we will use the entire period, including the Study Period at the beginning.) The Exam will be similar to the other tests, but it will be twice as long and will be comprehensive.
Taking the Final Exam is required by the University of Dayton. You may not exempt the Exam using the Senior Exemption or the CARD.
Grading:The Final is worth 200 points. The criteria for grading are the same as those found under the Tests.
Important note: Daily assignments will be postedon RenWeb. Research and links to some readings can be found on Ms. Tempelton’s web page.
Other Policies:
Attendance Policy: Students are responsible for everything that occurs during class, including adjustments in the schedule and other announcements. Students are expected to have read all assigned material for the day (even if they were absent the day before) and come prepared to discuss the material. Excessive absence will affect your grade, since a major part of your grade is based upon class participation and on written reactions to the daily readings. Daily assignments and readings will be posted on RenWeb.Remember, this is a college class!
Late Assignments: Any late paper will be assessed a 10% penalty for each day that it is late. No make-up is possible for in-class assignments (e.g. quizzes and in class writing.) A zero will be given to those students not in attendance. A student will not be penalized if he or she misses a class for a legitimate reason. (Students with verifiable, legitimate excuses are responsible for discussing their absences with the teacher. Do not merely rely on handing in a note to the Main Office and assuming the teacher will know that you had an excused absence.) In general, only those absences accompanied by a doctor’s excuse or a death or funeral will be considered legitimate reasons for missing class. Ultimately the decision over whether or not a missing assignment will be excused or will receive a zero will be made by the teacher.
Tests: Students are expected to complete all tests during the class period. Students who are legitimately absent (see above) must make up the test at the teacher’s convenience. They will be given a completely different test.
Academic Dishonestly: Plagiarism and cheating seriously violate the learning process in any classroom and will not be tolerated in this course. Plagiarism involves using another writer’s ideas and words without acknowledging the source, even if the author (e.g., another student) is aware of the use and gives permission to copy the material. A violation, therefore, is not limited to directly quoting from a book or a Web page without using quotation marks and citing the source. It includes the incorporation of another person’s ideas, including other students’ essays, even if the wording is altered, without acknowledging the source. A student who uses another source without acknowledging it is guilty of plagiarism regardless of whether the lack of acknowledgment is intended. Plagiarism, or any other form of cheating or academic dishonesty, will result in a grade of “zero” on the assignment in question and may result in failure in the course. Cheating, plagiarism, grade alteration, and other forms of deception are also described in Catholic Central’s “Student Handbook” under “Academic Dishonesty”. Please read that section carefully since, as stated at the beginning of this section, academic dishonesty will not be tolerated.
Extra Credit: Periodically throughout the semester students may be given opportunities for extra credit. To receive extra credit, the student will be required to attend the event (lecture, movie, symposium, etc) and write a one-page typed reflection on the experience relating it to in-class work. Students should feel free to suggest possible course-related extra credit opportunities.
Tentative Schedule
Fall Semester, 2012
This is a general outline for you to use in planning ahead; other readings, assignments and discussion topics may be added as the semester progresses. Specific daily assignments will be on RenWeb. Please check the site if you are not in class.
Each Friday I will give you the specific reading assignments for the following week, along with a Reading Guide to the material in the Portier text. Be aware that on the day a reading is due, you will most likely have a short quiz or some type of assignment over the material. You will always have some class time to work on readings – that will be included on the assignment sheet that I will give you each Friday. In general, on a normal week, we will have the equivalent of three class days and two reading days.
Week 1: Aug. 20 – 24 Introduction to the Course and “The Great Questions”
Portier: Introduction and Chapter 1: The Great Questions
Articles: Having a Baby – A Christmas Story by Dorothy Day
New Life from From Union Square to Rome by Dorothy Day
The Sermon in the Deer Park given by Siddhartha Gautama, The Buddha
Week 2: Aug. 27 –31 “Philosophy”
Portier: Chapter 2: Philosophy
Articles:Descartes Third Meditation
Aquinas Proofs for the Existence of God
Pascal’s Wager and The Pensee
Brief biography of Blaise Pascal
Week 3: Sept. 3 – 7 “Religion”
Portier:Chapter 3: Religion
Articles:What is Religion?
The Enlightenment of Maura-San O’Halloran
excerpt from The Autobiography of Malcolm X
Week 4: Sept. 10 – 14 “Christian Revelation”
Portier:Chapter 4 “Christian Revelation”
Articles:excerpts from The Nican Mopuhua
Revelation, a short story by Flannery O’Conner
Test on chapter 1 through 4
Week 5: Sept. 17 – 21 “The Bible and Catholic Teaching”
Week 6: Sept. 24 - 28
Portier:Chapter 5: “The Bible and the Church”
Chapter 6 “Inspiration and Tradition”
The BibleGenesis 1 – 3: the Creation Stories
articles:Eve and Adam: Genesis 2 and 3 Reread by Phyllis Trible
“The Creationist Movement: A Sociological View” (possibly)
“An Introduction to Gnosticism and the Nag Hammadi Library”
Gnosticism and the Creation of the Canon by Dr. Elizabeth McNamer
The Dead Sea Scrolls by Dr. Elizabeth McNamer
Handout:excerpts from the Gnostic Gospels
You will need your Bible in class this week
Possible Extra Credit: Watch the movie The Da Vinci Code (note – even if you’ve already seen it, you should watch it again so you can discuss it in class)
Week 7: Oct. 1 – 5 “Theology”
Portier:Chapter 7 “Defining Theology”
The BibleSt. Paul’s Letter to the Galatians
articles:excerpts from Gustavo Gutierrez’ A Theology of Liberation
Martin Luther King, Jr.’s A Pilgrimage to Non-Violence
Test on Chapters 5 through 7
Week 7: Oct. 8 – 12 “The Life of Jesus”
The BibleThe Gospel of Mark
excerpts from the Gospels of Matthew and Luke
article:Catholic Update Exploring the Synoptic Gospels
Research paper is due on Monday, October 16
Week 9: Oct. Oct. 15 – 19 “Classical Christology”
Portier:Chapter 8: “Classical Christology”
articles:“The Nicene-Constantinopolan Creed” by Dr. Michael Barnes of the University of Dayton
“New Testament Christologies” from Jesus, Our Salvation by Christopher McManus
Week 10: Oct. 22 – 26 “The Search for the Historical Jesus”
Portier:Chapter 9: “The Historical Jesus”
articles:A Survey of Historical Jesus Studies from Reimarus to Wright
Reflective reading and paper will be assigned.
Week 11: Oct. 29 – Nov. 2 “The Second and Contemporary Quests for the Historical Jesus”
Portier:Chapter 10: “Twentieth Century Gospel Criticism”
articles:The Challenge of Studying Jesus by N. T. Wright
Finding the Historical Jesus: An Interview with John P. Meier by John Bookser-Feister
Test on Chapters 8 through 10.
Week 12: Nov. 5 – 9 “Jesus in the Context of First Century Palestinian Judaism”
Week 13: Nov. 12 – 16
Portier:Chapter 11: “An Historical-Theological Portrait of Jesus I”
Chapter 12: “An Historical-Theological Portrait of Jesus II”
Articles:The Romans in Israel by Dr. Elizabeth McNamer
Mary Magdalen by Dr. Mary Ann Getty
“Starting a New Movement” from the book The Historical Jesus for Dummies by Catherine Murphy, PhD
You will need your Bibles in class this week
Week 14: Nov. 19 - 20 “Jesus and Miracles”
Week 15: Nov. 26 – 30
Portier:Chapter 13 “Miracles”
Article: “Working Miracles and Confounding the Crowds” from the book The Historical Jesus for Dummies by Catherine Murphy, PhD
These two weeks include Thanksgiving break and Kairos 32
Week 16: Dec. 3 - 7 “Jesus’ Death and Resurrection”
Portier:Chapter 14, “Resurrection”
BibleGospel accounts of Jesus’ death and Resurrection
Article: The Resurrection: High Point of History by Daniel Harrington, S.J.
Week 17: Dec. 10 - 14 “Summation”
Portier:Conclusion
Final Essay assigned to all students – due onthe day of the Final Exam.
Week 18: Dec. 17 – 21
Exam Week
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