30
Lessons
30
Videos
4
QUIZZES
6 Weeks
Duration
English
Language
COURSE DESCRIPTION
This course is a broad survey of the history of Christianity from the first century to the Pre-Reformation period. Students would be introduced to various periods/eras of history analysing the factors that paved way for the expansion of Christianity and also the factors that paved way for the expansion of Christianity in different parts of the world and how did it face the onslaught of Islam.
Moreover, students would be made aware of the historical developments of the Church in the West with Rome as center with all the councils and schism. Number of personalities and major events would be studied in detail.
During the course they would encounter the personalities and movements those influenced the spread of Christianity. The study would identify the context in which the Christian faith developed. They would be made aware of the present condition and would be challenged to take their place in the history of Christianity.
LEARNING OUTCOMES
At the end of the course, students will be able to gain:
A. Knowledge:
- To provide an overview of the various developments that shaped the course of the church and of Christian faith.
- To invite people on a journey where one can relate with the roots and origins of Christianity and reaffirm their faith.
- To create an awareness among men and women on how Christianity brought transformation within the world.
B. Skills:
- To be able to demonstrate leadership qualities in regards to church community and Christian life and ministry.
- To be a faithful witness for the Lord and His church while maintaining the church’s duty towards the society.
- To defend the Christian faith in an ever changing multi-cultural and religiously pluralistic context.
C. Attitude:
- To be able to understand the purpose of God and how God has placed the church in the community to continue His redemptive work.
- To be able to understand and teach others about the formation of church, theology and different practises concerning church and ministry.
- To give glory to God on preserving the church through different times of trials and tribulations.
COURSE REQUIREMENTS
REQUIRED READING
Cairns, Earle E. Christianity Through The Centuries. Revised Edition. Grand Rapids: Michigan, 1981.
Gonzalez, Justo L, The Story of Christianity, Vol 1. San Francisco: Harper Collins, 1984.
Gonzalez, J.L. The Story of Christianity: The Early Church to the Dawn of the Reformation. Vol. 1&2. San Francisco: Harper & Row, 1984.
Kenneth Scott Latourette. A History of Christianity Vol 1 Beginnings to 1500. San Francisco: Harper Collins, 1975.
Everett Ferguson, Church History, Vol. 1
SUPPLEMENTARY / RECOMMENDED READING AND TOOLS (Bibliography)
Cairns, Earle E. Christianity Through the Centuries. Revised Edition. Grand Rapids: Michigan, 1981. https://www.pdfdrive.com/christianity-through-the-centuries-a-history-of-the-christian-church-e196874399.html.
Dowley, Tim, Robert D. Linder and David F Wright, comps. EERDMANS Handbook to the History of Christianity. England: Lion Publishing, 1977.
Ferguson, Everett. Church History, Volume One: From Christ to the Pre-Reformation. Grand Rapids, Michigan: Zondervan Press, 2013. https://ereader.perlego.com/1/book/558454/8,
Gonzalez, J.L. The Story of Christianity: The Early Church to the Dawn of the Reformation. Vol. 1&2. San Francisco: Harper & Row, 1984. https://ereader.perlego.com/1/book/598376/3.
Gonzalez, Justo L. The Story of Christianity: Volume 1. San Francisco: Harper & Row, 2014. https://ereader.perlego.com/1/book/598376/3.
Kenneth Scott LaTourette. A History of Christianity Vol 1 Beginnings to 1500. San Francisco: Harper Collins, 1975.
GUIDELINES FOR INTERACTIONS
Students are encouraged to have an open mind as they deal with this course. We anticipate our students to have varied viewpoints which will enrich the discussions in our learning process. Therefore, each of our student are requested to be enduring and respectful in their interactions with each other and to remain focused on the topic of discussion, out of respect to others who have committed to being a part of this learning journey.
ASSIGNMENTS AND GRADING
- Discussion Forum
A. Weekly Discussions and Written Responses: 450 Words each (40 Marks)
Late responses are not accepted. Each week’s initial response is due on Wednesday (11:59pm) and interactions with other responses are due on Saturday (11:59pm).
Attendance in this course is demonstrated by regular log-ins and up-to-date participation in forums.
Every Friday a weekly discussion question will be made available. Students are advised to read through the question and take time to formulate a response.
The student/s must formulate their responses that display a thorough understanding of the subject and must engage with the class discussions and lectures, especially demonstrating your understanding of each week’s themes that have challenged, changed, and/or enriched you. This is not a summary of the readings and the lectures, but a response to particular themes/arguments. Be specific and brief, but not superficial.
The initial response should be 250 words but there is no set limit on words for the subsequent interactions between students. In order to maximize the benefit of this element of the course, the student should post his/her initial response by 11:59 pm on Thursday of the week and then spend the remainder of that week interacting with their colleagues in the class until Saturday at 11:59pm.
Each weekly questions and themes will be discussed on following week during optional class meetings
Discussion Forum and Grading Rubric (see the General Grading from FBC Grading standards)
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Areas of Evaluation
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Grade A
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Grade B
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Grade C
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Grade D
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|---|---|---|---|---|
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Completeness of post
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Addresses all parts of question; meets and did not exceed word limit; comprehensive response
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Addresses all parts of question; respectable length & did not exceed limit; somewhat comprehensive
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Addresses some parts of question; shorter length; incomplete post
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Rarely addresses question; far too short or far too long; incomplete post
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Clarity of post
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Clear and concise posts; grammatically correct with rare
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Clear, but can be more concise; a few grammatical or spelling errors
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Somewhat clear, but with significant number of errors in spelling and grammar
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Unclear, poor spelling and grammar in most posts
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Critical engagement with class material (lectures, readings)
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Thoughtful; opinions and ideas are substantiated with class material and additional resources (quotations and/or references); active reflection & questioning; obvious integration with one’s context
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Thoughtful; opinions and ideas are occasionally substantiated with class material; some reflection & questioning; some integration
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Less thoughtful; opinions and ideas are sometimes substantiated with class material; insufficient reflection & questioning; less integration with one’s context
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Opinions and ideas are not substantiated with class material; no reflection & questioning; no integration with one’s context
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Promptness & quality of responses
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Posting on time; responds to all group members’ comments on your post, interacting with other students’ postings in timely manner; thoughtful responses
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Posting on time; responds to some of group members’ comments on your post, limited interaction with other students’ postings in timely manner; somewhat thoughtful responses
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Posting mostly on time; interaction with only 1-2 students’ postings; less thoughtful responses
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Late posting; rarely responds to group members’ comments on your post and/or students’ postings; responses not thoughtful
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B. Weekly Assessments (Primary Source): 600-950 Words (40 Marks)
Students are advised to attend all the class contents before they attempt to solve the questions. These questions are based on the class lectures and additional reading content can be referred by the students.
In the section, the students must include a contextual reflection from their observation comparing with their church or cultural surroundings
All of this information will shape your analysis and reaction, and will provide an argument for the questions asked.
C. Research Paper 1500 Words (20 Marks)
Topic: The Great schism of 1084 AD and its impact on the separation between the Eastern and Western Churches
The research paper should directly engage with one of the issues, themes, events, or people encountered in the course using secondary sources. In other words, research is required for this paper. The paper must be transparent, meaning that you will clearly state what your primary and secondary sources are, and how you have gone about turning them into “data” for your argument.
You need to demonstrate familiarity with the specifics and details of the issues, themes, events, or people you selected, as well as demonstrate your ability to place your topic within the larger context of Christian history. The paper should not simply report, summarize, or review materials, but demonstrate thoughtful analysis and reflection and embody an argument (thesis), which will be a summary of the paper’s argument, early in the introduction. The body of the paper will support your thesis. Show how your argument is drawn from the primary and secondary sources you used by carefully documenting it.
D. SUMMARY OF ASSIGNMENTS AND GRADING
Evaluation is based upon the completion of the following assignments:
Weekly Discussion Forum Questions and Responses (Weeks 1-4) | 40 Marks |
Weekly Assessments (Weeks 1-4) | 40 Marks |
Research Paper (One paper) | 20 Marks |
Total Marks | 100 Marks |
GENERAL GUIDELINES FOR THE SUBMISSION OF WRITTEN WORK
Submission Method and Late Submission
Submission: Papers to be submitted electronically in .doc or .docx format via Global Classroom
Late Submission Penalties:
- Weekly Responses and Primary Source Analysis Paper will NOT be accepted as late.
- All other late assignments will be penalized 1% (1 point) per
Citing References
In all assigned work, proper style guidelines must be used and followed exactly; failure to do so will render the submitted assignment unacceptable.
For proper citation style, consult the Chicago-Style Quick Guide or the full edition of the Chicago Manual of Style Online, especially ch. 14. For citing scripture texts, refer to sections 10.44 to 10.48 and 14.238 to 14.241.
Academic Integrity
Integrity in academic work is required of all our students. Academic dishonesty is any breach of this integrity, and includes such practices as cheating (the use of unauthorized material on tests and examinations), submitting the same work for different classes without permission of the instructors; using false information (including false references to secondary sources) in an assignment; improper or unacknowledged collaboration with other students, and plagiarism.
Global Classroom takes seriously its responsibility to uphold academic integrity and to penalize academic dishonesty.
COURSE EVALUATION (Feedback)
Global Classroom values quality in the courses it offers its students. End-of-course evaluations provide valuable student feedback and are one of the ways that Global Classroom works towards maintaining and improving the quality of courses and the student’s learning experience. Student involvement in this process is critical to enhancing the general quality of teaching and learning.
Before the end of the course, students will receive an email with a link to the online course evaluation. The link can also be found in the left column on the course page. The evaluation period is 2 weeks; after the evaluation period has ended, it cannot be reopened.
Course Evaluation results will not be disclosed to the instructor before final grades in the course have been submitted and processed. Student names will be kept confidential and the instructor will only see the aggregated results of the class.
Please Note: Students are advised to work on their research paper from week one onwards and these research papers must be completed by the seventh week. NO EXTENSION
ONLINE PRIMARY SOURCE READINGS
The readings can be found as PDF files on the course web page at under “Materials”.
