12 Bible Course Map--2013

Transcription

1 Course Title: Bible IV 12 Bible Course Map Duration: one year Frequency: one class period daily Year: Text: 1. Teacher generated notes 2. The Universe Next Door by James W. Sire 3. The Reason for God by Timothy Keller Other materials: Research material, advanced theological and philosophical literature that deals with the issues studied in class Areas to be evaluated: Each student s ability to understand God s attributes; the Gospel; apologetics; worldview/philosophy; world religions and cults Additional activities: Course objectives: 1. Students will learn to think philosophical and theologically about their Christian faith Course explanation: This course involves a study in God s attributes; the message of the Gospel; apologetics; worldview/philosophy; and world religions and cults Unit 1: The Attributes of God Time frame: 5 weeks Unit 2: Study of the Gospel Time frame: 5 weeks Unit 3: Apologetics/Evangelism Time frame: 6 weeks Unit 4: Philosophy/Worldview Time frame: 16 weeks Unit 5: World Religion and Cults Time frame: 4 weeks Students will have a better knowledge of God and His various attributes Students will have a better and broader understanding of what the Gospel of Jesus Christ is. Students will have a better knowledge of the believers call to share and defend their faith Students will have a better knowledge of the philosophical and historical movements that have helped shape the worldview of the church and its parishioners Students will have a better understanding of world religions and cults

2 12 Bible Unit COURSE TITLE: Senior Bible GRADE LEVEL / DEPT.: twelfth/bible SEMESTER: first DATE OF REVISION: UNIT/TITLE Unit 1 The Attributes of God LENGTH OF UNIT: 5 weeks --have a better knowledge of God and His various attributes and what they mean for the believer and nonbeliever --gain a better understanding of how a personal God is different from a deistic or transcendent only being --gain a better understanding of God s attributes of space and time --explain how God s sovereignty and human responsibility work together and neither one is never negated --understand that because of God s personal holiness humanity has a moral compass by which to be guided --be able to explain the passages in scripture which seem to teach against God s immutability --be able to summarize what God s attributes mean for the believer RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). W Draw evidence from literary or informational texts to support analysis, reflection, and research. W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Biblical: inherent --Writing: students will write papers that are evaluated based upon their content, grammar, and aesthetics reading; original writing demonstrates learning; teacher generated test Of teaching effectiveness (describe means): verbal feedback during class discussion; evaluation of writing

3 Primary: The Holy Bible Secondary: Teacher generated notes Christian Theology 2 nd Edition by Millard Erickson Baker Academics Grand Rapids, MI (1998) Systematic Theology by Wayne Grudem Zondervan Grand Rapids, MI (1994) Systematic Theology by Louis Berkhof Eerdmans Grand Rapids, MI (1996) COURSE TITLE: Bible IV GRADE LEVEL / DEPT.: twelfth/bible 12 Bible Unit UNIT/TITLE Unit 2 Study of the Gospel SEMESTER: first DATE OF REVISION: LENGTH OF UNIT: 5 weeks --have a better knowledge of broader understanding of the Gospel as something more than just salvific --gain a better understanding of the seven basic elements of the Gospel message --be able to explain the importance of Expiation, Propitiation, Reconciliation --be able to defend the substitutionary atonement of Christ --be able to articulate and defend the literal physical resurrection of Jesus Christ --be able to articulate and defend the second coming of Christ --be able to explain the various ways to view the Millennium of Revelations 20:6 --understand that the Gospel is holistic and calls the believer to a higher ethic (Mathew 5-7) RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. --Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. --Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. --Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

4 --Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Biblical: inherent --Writing: students will write papers that are evaluated based upon there content, grammar, and aesthetics reading; original student writing; teacher generated test Of teaching effectiveness (describe means): verbal feedback during class discussion; evaluation of writing; Primary: The Holy Bible Secondary: Teacher generated notes COURSE TITLE: Senior Bible 12 Bible Unit GRADE LEVEL / DEPT.: twelfth/bible UNIT/TITLE Unit 3 Apologetics/Evangelism SEMESTER: first DATE OF REVISION: LENGTH OF UNIT: 6 weeks --have a better knowledge and broader understanding of the believers call to carry out The Great Commission of Matthew 28 as well as the call of Christ to be able to give an account for our faith cf I Peter 3:15 --be able to articulate the seven reasons why apologetics are needed --understand the guidelines for doing apologetics --begin to understand and explain thirteen logical fallacies in argumentation and how they will be affective when one is sharing and defending the Christian faith --be able to articulate the pros and cons that exist between presuppsitional and classical apologetics --be able to articulate the teleological, cosmological, and anthropological arguments for God s existence. --have a working knowledge of a syllogism

5 RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. --Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. --Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and appropriate to the audience s knowledge of the topic. --Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. --Use precise language and domain-specific vocabulary to manage the complexity of the topic. --Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. --Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Biblical: inherent --Writing: students will write papers that are evaluated based upon there content, grammar, and aesthetics reading; original student writing; teacher generated test Of teaching effectiveness (describe means): verbal feedback during class discussion; evaluation of writing; Primary: The Holy Bible Secondary: Teacher generated notes

6 COURSE TITLE: Senior Bible 12 Bible Unit GRADE LEVEL / DEPT.: twelfth/bible UNIT/TITLE Unit 4 Philosophy/Worldview SEMESTER: first/second DATE OF REVISION: LENGTH OF UNIT: 16 weeks --have a better knowledge and broader understanding of the philosophical and historical movements that have shaped the worldview of the church and how Christians view and think about the questions of existence --be able to articulate the seven basic questions of worldview and worldview itself --be able to speak against the sacred/secular dichotomy --be able to define and explain a list of 35 philosophical/worldview terms that are essential in the study of worldview --be able summarize various philosophical movements such as Theism, Deism, Naturalism, Nihilism, Existentialism, Eastern Monism, The New Age, and Postmodernism. --begin to understand how ones worldview affects their view of Theology, Philosophy, Biology, Law, Ethics, Economics, and Politics RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) Biblical: The student will understand that how one views the world will affect their view of all the areas of Christendom

7 --Writing: students will write papers that are evaluated based upon their content, grammar, and aesthetics reading; original student writing; teacher generated test Of teaching effectiveness (describe means): verbal feedback during class discussion; evaluation of writing; Primary: The Universe Next Door by James W. Sire The Reason For God by Timothy Keller COURSE TITLE: Senior Bible GRADE LEVEL / DEPT.: twelfth/bible 12 Bible Unit Intervarsity Press Grand Rapids, MI (2004) Dutton, New York, NY (2008) UNIT/TITLE Unit 5 World Religions and Cults SEMESTER: second DATE OF REVISION: LENGTH OF UNIT: 4 weeks --have a better knowledge and broader understanding of world religions and the cults that are often associated with Biblical Christianity --be able to differentiate between various world religions and always understanding the uniqueness of Christianity --be able to articulate the basic presuppositions and tenants of the worlds four most popular religions as well as the four major cults RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account.

8 Biblical: inherent --Writing: students will write papers that are evaluated based upon their content, grammar, and aesthetics reading; original student writing; teacher generated test Of teaching effectiveness (describe means): verbal feedback during class discussion; evaluation of writing; Primary: Teacher Generated Notes Secondary: So What s The Difference List organizations, guests, field trips, donations, etc.: COMMUNITY RESOURCES