SHAW UNIVERSITY= DIVINITY SCHOOL

&n= bsp; = ; &n= bsp; = ; HIS 502-01

HISTORY OF THE CHRISTIAN CHURCH II=

Prerequisite: HIS 501 HISTORY OF THE CHRISTIAN C= HURCH I

Spring 2009

Saturday: 2:30-5:00

Leonard Hall, Room 2005

INSTRUCTOR: Dr. James Arthur Holmes

         &= nbsp;                    P.O. Box 2090

         &= nbsp;                    Shaw University Divinity School

         &= nbsp;                    Raleigh, NC 27602<= /span>

         &= nbsp;                    Email:&n= bsp; jholmes@shawu.edu

         &= nbsp;                    Telephone:&nbs= p; 919-546-8576

         &= nbsp;                    Office: = 295B Leonard Hall

        =             &nb= sp;         Office Hours: Tuesday:        = 2:00 - 6:00 P.M.<= /o:p>

        =             &nb= sp;      Wednesday:     2:00 - 5:00 P.M.<= /o:p>

        =           Friday:        =      2:00 - 4:00 P.M.<= /o:p>

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       &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           Mission Statements

MRE Program <= st1:place w:st=3D"on">Mission

MDiv Progra= m Mission

The mission= of the Master of Religious Education degree is to equip persons for competent leadership in Christian Education to serve congregational ministries and other religious institutions. This purpose is consistent with the mission= of Shaw University Divinity School; the Master of Religious Education program focuses on leadership in the “practice of ministry,” particularly in the African American<= /st1:PlaceName> Church=

The mission= of the Master of Divinity degree is to prepare persons for ordained ministry, for chaplaincy, general pastoral and religious leadership responsibilities in congregations and other settings, and to prepare some students for admiss= ion to advanced programs oriented to theological research and teaching. The purpose is consistent with the mission of Shaw University Divinity School; the Master of Divinity program focuses on leadership in the “practi= ce of ministry,” particularly in the African American church

Program Goals =

MRE Program Goals

MDiv Program Goals

to equip students with the capacity for critical and constructive theological reflection regarding the content and processes of educational ministry;

to help students understand the educational, social, and behavioral sciences that undergird educational practice, as well as the cultural contexts in which educational ministry occurs;=

to assist students with personal growth and spiritual maturity; and

to provides skills in teaching and in design, administration, and assessment of educational programming.

to provide students with an intellectual atmosphere and a comprehensive, discriminating understanding of our religious heritage;

to enhance student training for Christian ministry, mindful of global, and diverse cross cultural, and non-American Christianities, and interaction with other faith traditions;

to support students' development in the personal and spiritual capacities necessary for pastoral and religio= us leadership, advancing growth in personal faith, emotional maturity, moral integrity, and public witness;

to expand programmatic activities, servic= es, and academic programming to enhance student capacity for ministerial= and public leadership.

Program Learning Outcomes

MRE Program Learning Outcomes (PLOs)

Mdiv Program Learning Outcomes (PLOs)

Graduates will demonstrate a capac= ity to articulate an understanding of the scriptural, historical, and theological traditions of particular Christian traditions and of the broader community of faith

Graduates will evaluate teaching and lear= ning theories for the purpose of developing a distinctly Christian philos= ophy of educating God’s people;

Graduates will demonstrate a capacity for critical reflection on how their unique personalities, backgrounds, = and gifts and abilities relate to the ministry of Christian education;

Graduates will demonstrate a capacity to = design and t.o carry out a lesson plan necessary for effective educational ministries

Gradua= tes will demonstrate a capacity to articulate an understanding of the scriptural, historical, and theological traditions of particular Christian traditions and of the broader community of faith

Gradua= tes will develop a consciousness about and a capacity to reflect critica= lly on issues of diversity, globalization, and cross cultural concerns;<= o:p>

Gradua= tes will demonstrate a capacity for critical reflection on how their uni= que personalities, backgrounds, and gifts and abilities relate to the ro= le of the minister as leader, guide, and servant of the faith community= ;

Gradua= tes will demonstrate a capacity to create programs and have a critical v= oice in ministerial and public leadership

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COURSE DESCRIPTION:

A study of the historical development of the Church from the Reformation to t= he Modern Period. Special attention will be placed on the growth of the Church, major theological and institutional issues, and persons in context.=

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STUDENT L= EARNING OUTCOMES:

Student Lea= rning Outcomes (SLO)

=

At the comp= letion of this course, students will be able to:

Assessment = of Student Learning Outcomes

(Assessment= Tools)

Linkage to MDiv Program Learning Outcomes =

(PLO stateme= nt number(s) that correspond to or support the SLO)

=

Linkage to MRE Program Learning Outcomes

(PLO statement numbe= r(s) that correspond to or support the SLO)

1. Identify the key individuals and groups and th= eir distinctive views and major contributions to church history during the fifteenth century through the Modern Period.

Exam questions, Position Papers and Oral Reports<= o:p>

1.

1

2. understand the major movements a= nd the issues that influenced the church during the fifteenth century through the Modern Period.

Exam questions, Position Papers and Oral Reports<= o:p>

1.

1

3. understand the growth, reform and expansion of the Church from its European roots during the fifteenth century to its contemporary worldwide influence

Exam questions, Position Papers and Oral Reports =

1`.

1

4. = apply church historical facts and analysis to academic church and community wor= k

Exam questions, Position Papers and Oral Reports<= o:p>

1.

1,4.

5. = be equipped with the essential historical Christian background from the Reformation Period to the Modern Period for further graduate Theological Education

Exam questions, Position Papers and oral Reports<= o:p>

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TEXTBOOKS= :

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   &nbs= p;        Chidester, David. Christianity: A Global Hist= ory. HarperCollins:

   &nbs= p;            &= nbsp;   San Francisco, 2000.

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Latou= rette, Kenneth. A History of Christianity: Beginnings to 15= 00.

= ;       Volume I. Revised Edition. Prince = Press: Mass.= , 2000.

<= /p>
   &nbs= p;         ________________ A History of Christianity: Reforma= tion to the

   &nbs= p;            &= nbsp; Present. Volume II. Revised Edition. Prince Press: Mass., 2000.

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            Noll, Mark A. A History of Christianity in the United States and Canada.

                   Grand Rapids: Eerdmans, 1992.           &nbs= p;

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            _________________ The Old Religion in a New World.<= span style=3D'mso-spacerun:yes'> Grand Rapids:

                   Eerd= mans, 2002.

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ADDITIONAL TEXTBOOKS:

<= /p>
   &nbs= p;         Bennett, Lerone. Before the Mayflower: A History of Black America= .

.   &nb= sp;            = Johnson: Chicago, 2001.

<= /p>
   &nbs= p;         Bettenson, Henry. Editor. Documents of the Christian Church. N.Y.:

   &nbs= p;            <= span style=3D'mso-spacerun:yes'> Oxford, 1967.

=

Braaten, Carl E. and Jenson, Robert W. Editors. Union with Christ: <= /b>

= The New Finnish Interpretation of Luther. Grand Rapids: Eerdmans,   1998.

   &nbs= p;            &= nbsp;                   &nb= sp;                       &nb= sp;                       &nb= sp;

   &nbs= p;         Day, Peter. Editor. Dictionary of Religious Orders. Bath: Manning

   &nbs= p;            &= nbsp;Partnership, 2001.

   &nbs= p;                   &nb= sp;                       &nb= sp;                       &nb= sp;                       &nb= sp;

   &nbs= p;        Estep, William. The Anabaptist Story: An Introduction to 16^th= Century

   &nbs= p;            Anabaptism. Third Edition. Grand Rapids: Eerdmans, 2001.

<= /p>
   &nbs= p;         Fitts, Leroy. History of Black Baptist. Nashville: Broadman Press, 1985.<= o:p>

<= /p>
        =      Gassmann, Gunther. = Historical Dictionary of Lutheranism. London:

        =          Scarecrow Press, 2001

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              Handy, Robert. A History of the Churches in the Unit= ed States and

        =            Canada= . New York: Oxford University Press, 2004.=

<= /p>
   &nbs= p;         Hendall, R.T. Calvin and English Calvinism to 1649. Carlise:

   &nbs= p;            &= nbsp; Paternoster, 2001

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          &n= bsp; Holmes, George. Editor. The Oxford Illustrated History of Medieval

          &n= bsp;       Europe. N.Y.: Oxford University Press, 2001.

        =      Kinghorn, Kenneth Cain. The Heritage of American Methodism. Nashville:

        =           Abingdon, 1999.

Kostlevy, William C. Editor. Historical Dictionary of the Ho= liness

        &= nbsp;       Movemen= t. London: Scarecrow Press, 2001.<= /b>

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        =    Kung, Hans. The Catholic Church: A Short History. N.Y.: Modern

   &nbs= p;            &= nbsp; Library, 2001.

<= /p>
   &nbs= p;         Leith, John. Introduction to the Reformed Tradition. Louisville:<= /o:p>

   &nbs= p;            &= nbsp; Westminister/John Knox, 2000

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Linco= ln, C. Eric, and Lawrence= H. Mamiya. The Black Church in the

       A= merican Experience. Duke, 1990.

<= /p>
            Lull, Timothy F. Editor. Martin Luther’s Basic Theological Writings.

        =           Minneapolis= : Fortress Press, 1989.

<= /p>
   &nbs= p;         Lund, Eric. Documents from the History of Lutheranism 1570-1750.

   &nbs= p;            &= nbsp; Augsburg/Fortress, 2001.

<= /p>
   &nbs= p;         Mead, Frank and Samuel Hill. Handbook of Denominations. = 11^th Edition.

   &nbs= p;            &= nbsp; Revised by Craig Atwood. Nashville: Abingdon, 2001.

   &nbs= p;

Norwood, Fredrick. The Sto= ry of American Methodism: A History of the

   &nbs= p;              Methodi= st and Their Relations. Nas= hville: Abingdon, 2001.

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Parker, T.H.L. Calvin: An Introd= uction to his Thought. Loui= sville:

     Westminister John Knox, 2001.

=

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   &nbs= p;        Roberts, R. Phillip. Continuity and Change: London Calvanistic Baptist and

   &nbs= p;            &= nbsp;The Evangelical Revival, 1760-1820. <= st1:place w:st=3D"on">UK: Roberts Richard Owe= ns

   &nbs= p;            &= nbsp;Publishing, 1989.

<= /p>
Sande= rs, Cheryl. Saints in Exile: The Holiness Pentecostal Experienc= e in

     African -Amer= ican Religion and Culture. Oxford, 1996.

   &nbs= p;         Valentine, Simon Ross. John Bennett and the Origin Of Methodism and the =

   &nbs= p;            Evangelical Revival in England. MD: Scarecrow, 1997.

        =     Walker, Wilinston. = The History of the Christian Church. New York:

        =        Charles Scribners Sons, 2000.

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Weige= l, George. The Truth of Catholicism: Ten Controversies Explored.            Harper: San Francisco, 2001.

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GRADING SCALE:

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The following grading scale will be employed for all assignments and for the fi= nal grade:

   90-100        =     A       70-7= 9         C

         &= nbsp; 80-89               B       60-6= 9         D

        =             &nb= sp;            = Below 60     F

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All written assignments should conform to the guidelines in the Divinity School’s “Guidelines for Written Assignments,” available in the Divinity School Office. The following criteria will be used in evaluating all written assignments.

A         =    Indicates the student has significantly exceeded the minimum expectations f= or the assignment. The student has consulted the relevant scholars and h= as consistently entered into dialogue with these scholars, offering his/her critique of the relevant sources. All the required parts of the assignment are present, and the written presentation is consistently above = average, with no errors in spelling or grammar.

B         =    Indicates the student has exceeded the minimum expectations for the assignment. The student has consulted relevant scholars and has enter= ed into dialogue with most of them, offering his/her critique of the sources. All the required parts of the assignment are present, and the written presentation is above average, with no errors in spelling or gramma= r.

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C         =    Indicates the student has met the minimum expectations for the assignment. The student has consulted relevant scholars and has represented their views well, at least occasionally offering a critique of = the sources. The required parts of the assignment are present, and the written presentation is acceptable, with minimal errors in spelling or gram= mar.

D &n= bsp;          Indicates the student has not met the minimum expectations for the assignme= nt in one or more of the following ways: significant critical scholarshi= p is not consulted; significant segments of the assignment are missing or inadeq= uate; or the written presentation is inadequate in grammar, spelling, or format.<= o:p>

F         =    Indicates the work is not acceptable for graduate-level study.

An incomplete is given only when extraordinary circumstances (extended illness, death, in the family, etc.) prevent the student from completing all the assignments before the end of the semester. An incomplete must be mad= e up before the end of the following semester, or the grade will automatically change to an F, and the course must be repeated. Please note: A= ny student who receives an incomplete, regardless of the reason will not be ab= le to receive an A in the course. The highest grade possible for a stude= nt who receives an incomplete will be a “B”.=

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ATTENDANCE:

Regular and punctual attendance at all class meetings and participation in all class discussions is expected of all students a (weight 10% of the grade).   It will be extremely difficu= lt to pass this class if a student misses more than one class meeting. AN E-MAILE= D OR TELEPHONED MESSAGE IS NOT<= span style=3D'font-family:"Arial Black"'> AN EXCUSED ABSENCE.   The instructor will determine excused absences. (In other words only the instructor may excuse a student.) It is the responsibility of the student to get the missed notes f= or any missed class. Absence from unannounced or announced quizzes, tests and other assignments may be made up at the discretion of the instructor. If a student misses more than one class period he or she may receive a failing g= rade for the course.

If the st= udent is dropped from the Class Roll for failure to attend class, it is the responsibility of the student to clear the matter with the Registrar’s office.

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ASSIGNMENTS:

= Honor Pledge

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The University’s policy on plagiarism located on page sixteen in the Shaw University Handbook will apply to all assignments in this course. The University’s policy on plagiarism further states that repeated violat= ions may result in suspension from the university.

Please do= not site the Wikipedia as it is not an authorized source.

Please submit all text documents as Rich Text Fi= les (rtf) instead of .doc files normally produced by Microsoft Word. To create an RTF file, write your document with your usual word processor then save it (use “File-Save = As,” then choose type and select the .rtf suffix from the drop-down box). You may contact the library staff = with any questions.

An anno= unced Black Board quiz will be given during the semester (10% of the final grade)= .

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A first Position/Research Paper (six pages) on a Church History topic assigned by t= he instructor. Students are not allowed to change the topic. = The Position/Research Papers should present conclusions about the topic al= ong with essential information and reasons for the conclusions. The print= ed copies are due on February 21, 2009, at 11:00A.M. This is both an Oral Report and a Written Report. The Oral Repo= rt will be given in accordance with a schedule provided by the instructor. The= two assignments taken together are worth 20% of the grade.

A second Position/Research Paper (ten pages) on a Church History topic assign= ed by the instructor. Students are not allowed to change the topic. The Research/Position Paper should present conclusions about the topic together with helpful information and reasons for the conclusion. The Research Paper= is to be presented as a Formal Graduate Degree Paper conforming to the Shaw University Divinity School Guidelines for Writing 2001. The printed copy is due at the beginning of the class on April 4, 2009 (weight: 20%).

Examinations will be given at mid semester (weight: 20% of the final grade) and at the e= nd of the semester (weight 20% of the final grade).   The student is required to s= it for both Mid- term and Final Examinations. If the student fails to sit for either of the exams, the student will receive the grade of “F” = for the missed examinations. A Make-up Examination may be given at the discreti= on of the instructor. The date of the Mid-term Examination is February 2= 8, at 2:30 P.M. and the Final Examination is May 2, at 2:30 P.M.

All lectures, discussions, and assignments will integrate the theory and practi= ce of ministry. In addition, the academic work will focus on ministry in= a global context.

This course will utilize experiences, poetry, prose, and other relevant literatu= re to help demonstrate an understanding of Church History.

Master of Religious Education (MRE) students will in consultation with the instruc= tor tailor their assignments to meet the needs of the general goals of the MRE Program.

Please be sure that your work is properly documented, as plagiarism or academic dishonesty will not be tolerated. Students are expected to complete t= heir work in the time frame of the course.

No work will be accepted after the close of the course. Under normal circumstances incompletes will not be given.

Multiple submission of a work is unacceptable. That is to say, please do not submit a paper that you have used in a previous course.

=

Late work will be penalized. Ten points will be deducted from all late wor= k. In fact ten points will be deducted for every week the work is late.

Proper classroom decorum will be maintained. Disruptive behavior, i.e., talk= ing on cell phones, having cell phones to ring in class, talking in class, walk= ing in and out of class, having a family member to interrupt the class, interrupting a classmate before he or she provides an answer to the instructor’s question, constantly interrupting the instructor, disrespecting the instructor, or inappropriate dress, will not be tolerated. This behavior will be reported to the Chief Academic Officer’s Office. A consistent disruptive student may be asked = to leave the class.

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COURSE OUTLINE

         &= nbsp;           &nbs= p;             &nb= sp;                       &nb= sp;

= PERIOD ONE

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Jan 17                Introduction: Review of Syllabus and Course

        =             &nb= sp;            =    Requirements. Library Orientation. Mr. Clark.         &= nbsp;                    = Pre-Test.

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Jan 24             Crusades and Consequences. Latourette, Vol. I,

        =             &nb= sp;      Chapter 17 and Walker, pgs. 219-400.

Jan 31             New Religious Movements, Heresies, and

        =             &nb= sp;      Scholasticism. Latoure= tte, Vol. II. , pgs. 30-400.

        =             &nb= sp;      Walker, Periods Four and Five, pgs. 179-291.

Chidester, pgs. 159-351.

        =         =

PERIOD TW= O

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Feb 7        =           The Reformation: Latourette, Vol. II. , Chapters <= /span>

        =             &nb= sp;      30 – 43, Walker, pgs. 419-566, Chidester, pgs.

        =             &nb= sp;      159—558.
        =             &nb= sp;

Feb 14              The Anabaptists Movement. William Estep.

        =             &nb= sp;      The Anabaptist Story: An Introduction to 16^th
        =             &nb= sp;      Century.

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Feb 21        =        The Evangelical Revival in Great Britain, Wesley

        =             &nb= sp;     and Methodism. Roberts, Chapters 1-4 and

        =             &nb= sp;     Valentine, Chapters 1-4. Global Transformations, <= /b>

        =             &nb= sp;     Chidester, Chapters 21-30.    First &= nbsp;           &nbs= p;            &= nbsp;              =          Position/Resea= rch Papers ( six pages) are due.                  &nb= sp;

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Feb 28        =        Mid term        =

PERIOD THREE

Apri1 4<= span style=3D'mso-spacerun:yes'>        =       The Transplantation of Christianity to the

        =             &nb= sp;     Americas, The O= ld Religions in a New World, =

        =             &nb= sp;     Chidester, Chapters 1-12, pgs. 1-276.
        =             &nb= sp;     A History of Christianity in the = United States

        =             &nb= sp;     and Canada= , Mary A. Noll. Chapters 1-11, pgs.

        =             &nb= sp;    1-310. The Black Church and Politics.   Ten

        =             &nb= sp;     Pages Research/Position papers are due.

April 11<= span style=3D'mso-spacerun:yes'>        =       Easter/ Spring Break  &nbs= p;

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April 18<= span style=3D'mso-spacerun:yes'>        =       A History of the Churches in the = United States

        =             &nb= sp;      and Canada, Robert Handy. A History of

        =             &nb= sp;     Christianity in the= United States and Canada<= /u>,

        =             &nb= sp;      pgs. 1-427. Mary A. Noll, Chapters 12-20, pgs.

        =             &nb= sp;      311-550.

April 25<= span style=3D'mso-spacerun:yes'>        =       The Contemporar= y Black Church: Lincoln, C.        =

        =             &nb= sp;      Eric, and Lawrence H. Mamiya. The Black =

        =             &nb= sp;     Church in the Ameri= can Experience. Duke 1990.=

        =             &nb= sp;      Saints in and Exile: The Holiness Pentecostal

        =             &nb= sp;     Experience in Afric= an American Religion and

        =             &nb= sp;      Culture. Sanders, Cheryl.&nb= sp; Oxford, 1996.     <= /o:p>

May 2        =          Final Examination

Student Lea= rning Outcomes (SLO) = At the comp= letion of this course, students will be able to:	Assessment = of Student Learning Outcomes (Assessment= Tools)	Linkage to MDiv Program Learning Outcomes = (PLO stateme= nt number(s) that correspond to or support the SLO) =	Linkage to MRE Program Learning Outcomes (PLO statement numbe= r(s) that correspond to or support the SLO)

1. Identify the key individuals and groups and th= eir distinctive views and major contributions to church history during the fifteenth century through the Modern Period.	Exam questions, Position Papers and Oral Reports<= o:p>	1.	1
2. understand the major movements a= nd the issues that influenced the church during the fifteenth century through the Modern Period.	Exam questions, Position Papers and Oral Reports<= o:p>	1.	1
3. understand the growth, reform and expansion of the Church from its European roots during the fifteenth century to its contemporary worldwide influence	Exam questions, Position Papers and Oral Reports =	1`.	1
4. = apply church historical facts and analysis to academic church and community wor= k	Exam questions, Position Papers and Oral Reports<= o:p>	1.	1,4.
5. = be equipped with the essential historical Christian background from the Reformation Period to the Modern Period for further graduate Theological Education	Exam questions, Position Papers and oral Reports<= o:p>