Spring 2009
Leo. 201 Sat 11:00am – 1:30pm
Office: 204 Leonard Hall- = Office Hours: Monday and Wednesday 1:00pm-2:30pm
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 admission to advanced programs oriented to theological research
and teaching. The purpose is consistent with the mission of
The
mission of the Master of Religious Education Degree is to equip persons for
competent leadership in Christian Education to serve congregational ministr=
ies
and other religious institutions. This purpose is consistent with the missi=
on
of
Program Go=
als for
M.Div. and M.R.E. Degrees
The
Program Goals for the Master of Divinity Degree Program are to:
The Program Goals for the Master of Religious Education Degree Program are to:<= o:p>
Program Learning Outcomes
|
MRE Program Learning O= utcomes (PLOs) |
MDiv Program Learning = Outcomes (PLOs) |
|
|
Course Description:
The
Student Learning Outco=
mes(SLO)- At the completion of=
this
course, students will be able to:
1. = To help the students analyze their own thoughts and positions concerning religion and social
Justice= Issues.
2. = To help the students think critically about religion and culture.
3. = To help the students link religious, and social iss= ues in this pluralistic world that we live in.
4. = To help the students acknowledge diversity and pluralism in religion and culture.
Student Learning Out=
comes
include the following:
|
Student Learning Outcomes (SLO) At the completion of this course, students wi=
ll be
able to: |
Assessment of Student Learning Outcomes (Assessment Tools) |
Linkage to MDiv Program Learning Outcomes (PLO statement
number(s) that correspond to or support the SLO) |
Linkage to MRE Program Learning Outcomes (PLO statement number(s) that correspond to or
support the SLO) |
|
1. To= help the students analyze their own thoughts and positions concerning religion= and social justice issues.
|
Exam Questions, Res=
earch
Paper Group Presentations=
|
1,3 |
1,3 |
|
2. To introduce the stud= ents think critically about religion and culture. |
Exam Questions, |
3 |
4 |
|
3. To help the students = link religious, and social issues in this pluralistic world that we live in. |
Exam Questions, Ref=
lection
Papers |
2 |
2 |
|
4. To help the students acknowledge,and anaylize the diversity and pluralism in religion and cult= ure. |
Exam Questions, Cla=
ss
discussion |
4 |
3,4 |
The student will enga=
ge in
research, critical thinking, and dialogue so that they will:
1. To examine the black church and it=
s role
in economic development in the community.
2. To introduce the student to the
institutional church and its role in the black church.
3. To examine the role of money in so=
ciety.
Use of Technology:
All students in this course a= re required to have regular access to email and to the internet. The Shaw Blackboard site (http://shawu.blackboard.com) will= be heavily used in this class. A= ll course handouts (including readings, guidelines for completing assignments,= and grading rubrics) will be made available via Blackboard. Students will also submit assignments and receive feedback using Blackboard’s Digital Dropbox.
Email will be the instructor’s primary mode of contacting students outside of class hou= rs. Thus, all students must set up the= ir email address on Blackboard. Directions for doing so are below:
We will be using the following sections of Blackboard = for this course:
Follow the instructions below to submit assignments vi= a the Digital Drop Box:
Academic Integrity:
Students in this course are expected to abide by the Shaw University Code of Conduct. The university po= licy on plagiarism will apply to all assignments given in this course (see Stude= nt Handbook). Plagiarism involve= s the intentional or unintentional representation of another person’s words and/or ideas as one’s own. Students are expected to cite all materials, including scriptural references, using the formats described in Kate Turabian’s A Manual for Writers of Term Papers, T= heses, and Dissertations.
If you need help determining whether to cite, see the =
guide
on avoiding plagiarism at http://libr=
ary.duke.edu/research/plagiarism/index.html
Anderson, Claud. Black Labor/White Wealth: The Search for Power and Economic<=
/i>
Justice.
Silbiger, Steven. The Jewish Phenomenon: Seven Keys to the Enduring Wealth =
of a
People.
The
following point system will be used for all assignments:
A =
90-100
B &=
nbsp; 80-89
C &=
nbsp; 70-79
D =
60-69
F &=
nbsp; 59
and below
A
plus or minus grade (e.g., B+ or C-) is used to indicate proximity to the
particular grade. At the end, all minuses and pluses will be rounded to the
point that best reflects the student’s progress in the course.
No
grades are “given” in this course. Each student earns her/his g=
rade.
I &=
nbsp; A
student receives an “I” only when extraordinary
circumstances (extended illness, death in the family, etc.) prevent the stu=
dent
from completing all the assignments before the end of the semester.
All
written assignments need to conform to the guidelines in the
A &nbs=
p; Indicates
the student has significantly exceeded the minimum expectatio=
ns
for the assignment. The student has consulted the relevant scholars and has
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 &nbs=
p; Indicates
the student has exceeded the minimum expectations for the
assignment. The student has consulted relevant scholars and has entered into
dialogue with most of them, offering his/her critique of the sources. All t=
he
required parts of the assignment are present, and the written presentation =
is
above average, with no errors in spelling or grammar.
C &nbs=
p; Indicates
the student has met the minimum expectations for the assignme=
nt.
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 grammar.
D &nbs=
p; Indicates
the student has not met the minimum expectations for the
assignment in one or more of the following ways: significant critical
scholarship is not consulted; significant segments of the assignment are
missing or inadequate; or the written presentation is inadequate in grammar,
spelling, or format.
<=
span
style=3D'font-size:11.0pt'>F
Student Classroom Decorum Expectations
To enhance student le=
arning and
an engaging classroom atmosphere, students are expected to dress and behave=
in
a manner conducive to classroom learning. More specifically, students will =
avoid
disruptive classroom behavior (i. e., talking to classmates, disrespectf=
ul
responses to teacher instructions; swearing; wearing clothes that impede
academic learning such as but not limited to wearing body-revealing clothing
and excessively baggy pants; hats/caps, and/or headdress). Students will
turn off telephones prior to entering the classroom. Students who exhibit t=
he
behaviors described above, or similar behaviors will be immediately dismiss=
ed
from class at the third documented offense. The student will be readmitted =
to
class only following a decision by the Divinity School Dean. The student may
appeal the decision of the Dean to the Vice President of Academic Affairs, =
and
then to the President of Shaw University. The decision of the President wil=
l be
final. Failure to follow these procedures will result in termination of the
appeal, and revert to the decision of the Department Chair.
Course
Requirements and Grading:
Class Participation
News Articles & C=
ritical
Reflections *8 =
&nb=
sp; =
&nb=
sp;
=
10%
Journal =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
=
20%&n=
bsp;
O.T. and N.T. Scriptu=
re on the
black church&
Political empowerment<=
span
style=3D'mso-spacerun:yes'> &nb=
sp; =
&nb=
sp; =
=
20%
Book Reports =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
=
10%
Special Topic#1 ̵=
1;
Special Interest Topic =
&nb=
sp; =
&nb=
sp;
=
15%
Special Topic#2 ̵=
1; The
Supreme Court & Social Justice Issues =
=
15%
=
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp;
Other Course Requirements:
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp;
1.Tests and Final Examination: Two
written examinations will be given during the semester covering material fr=
om
the text, lectures, group presentations and other readings.
=
If a student fails to take an exam as scheduled,=
it is
the student’s responsibility to inform the instructor immediately.
=
2.
Reflection Papers/ Book Reports<=
/u>: . Each student is expected to =
do a
written report from a book assigned by the instructor on the “
Subject Conte=
nt
Rubric
|
ATTRIB=
UTE |
EMERGI=
NG |
COMPET=
ENT |
EXEMPL=
ARY |
|
INVEST=
IGATE
& RESEARCH |
Little inqu=
iry.
Limited knowledge shown. |
Explores to=
pic
with curiosity. Adequate knowledge from variety of sources displayed. |
Knowledge b=
ase
displays scope, thoroughness, and quality. |
|
ANALYZ=
E &
EXAMINE |
Separates i=
nto
few parts. Detects few connections or patterns. |
Sifts and
organizes information. Detects patterns. Connects information to explain =
the
topic. |
Prospects f=
or
patterns and connections. Uses plans or models to explain the nature of t=
he
whole topic. |
|
CONSTR=
UCT &
SYNTHESIZE |
Applies lit=
tle
information. Combines few facts or ideas. Needs more development. |
Assembles a=
nd
combines new knowledge to form a coherent whole. |
Combines fa=
cts
and ideas to create new knowledge that is comprehensive and significant. =
|
|
REFLEC=
T &
INTERPRET |
Conceives f=
ew
ideas. Draws few inferences. The meaning of the topic is vague. |
Uses perspe=
ctives
and insights to explain relationships. Reflects real life. |
Point of vi=
ew
reveals meaning of topic with insight into its signficance. Applies to re=
al
life. |
3. <=
/span>Each
student is required to write a book report on a book assigned by the instru=
ctor
“The Jewish Phenomenon.” =
The student will do an oral review of the book report in class as
scheduled. The report should =
be
typed and double-spaced. Writ=
ten
reports must be submitted to the Instructor prior to the oral report. An outline of the report should be=
given
to each student.
4. The
student’s chapter assignment will be from “Black Labor/White
Wealth.” The
student will do an oral review of the chapter re=
port
in class as scheduled. The re=
port
should be typed and double-spaced.
A copy of the report should be given to each student.
issues
from newspaper, magazine or internet sources, preferably from American
material. Student should identify the source,
author, issue or occasion and develop
questions
for discussion.
economical, and politically based. The student will be assigned a top=
ic by
the instructor.
Group Discussion Rubric
|
ATTRIB=
UTE |
EMERGI=
NG |
COMPET=
ENT |
EXEMPL=
ARY |
|
LISTEN=
ING |
Recognizes =
and
responds to others speaking. |
Uses and
practices listening processes regularly. |
Habitually =
uses
listening processes. |
|
NON-VERB=
AL
COMMUNICATION Eye contact, gestures, posture, facial expression, voice. |
Comprehends=
some
information from non-verbal cues. |
Draws accur=
ate
conclusions from body language and facial expressions. |
Able to rec=
ognize
and use subtle non-verbal communication cues. |
|
CO-OPE=
RATION |
Sometimes s=
hows
ability to wait to give appropriate verbal / non-verbal responses. |
Usually sho=
ws
ability to wait to give appropriate verbal / non-verbal responses. |
Habitually =
shows
ability to wait with openness and awareness to give appropriate verbal /
non-verbal responses. |
|
PARTICIPATION Tells thoughts, feelings, ideas so others
understand. |
Rarely talks during the discussion or=
talk
is off the subject. Offers few ideas to the discussion. |
Shares freely and explains with detai=
ls.
Makes connections to what others say. |
Talk inspires others. Supports and le=
ads
others in discussion. |
8. Class Attendance: T=
he
attendance policy printed in the Shaw University Undergraduate Catalogue wi=
ll
be enforced. When a student is
unable to attend class, it is the student's responsibility to call the
professor in advance, whenever possible.&n=
bsp;
It is the student's responsibility to obtain the notes, handouts, or
other material for the missed class. Students remain responsible for all
assignments due during the missed class. An absence does not excuse the stu=
dent
from any work or due dates.
Attendance
will be taken at the beginning of each class and students not present at th=
at
time will be marked absent.
Students who come in late are required to inform the instructor
immediately following that class period in order to be counted late rather =
than
absent. Once in attendance,
students should not leave class without the instructor's permission.
Class
attendance is mandated for all
|
Time Clas= s Meets Per Week |
Unexcused= Absences Allowed |
|
3 |
3 |
|
2 |
2 |
|
1 |
1 |
Students
who do not exceed the allowable number of absences will receive five points=
as
part of the total points for the final course grade.
After
the allowed number of unexcused absences has been used, students will recei=
ve
points as part of the final course grade according to the following table f=
or
unexcused absences greater than the allowed absences
|
Number Gr= eater Than Excused Absences |
Points Ea= rned |
|
1 |
4 |
|
2 |
3 |
|
3 |
2 |
|
4 |
1 |
|
5 or more= |
0 |
&n= bsp;
Instructor’s
Expectations
1. Each student is expect=
ed to
come to class prepared to discuss class assignments.
2. Due to considerations =
of
fairness, no exam make-ups will be given or late assignment accepted except=
in
cases of documented emergency or when pre-arranged with the instructor for
appropriate reasons.
3. Students are expected =
to
follow university policies as put forth in the institution’s student =
code
of responsibilities and conduct.
4. Have proper decorum in
class. Disruptive behavior wi=
ll not
be tolerated. Each student=
217;s
right to learn, question, and communicated must be respected by all student=
s.
5. Phones and peepers mus=
t be
muted during class. Use of su=
ch
devices during class is prohibited.
Class Participation<=
/b>: Course enrollment indicates students’ ac=
tive
participation in a positive manner in the learning process. Participation
includes: demonstrating critical thinking, active learning, development and=
use
of listening and speaking skills needed for career success, and the ability=
to
engage a discipline’s conversation. Such participation includes asking
questions, active listening, seeking out and valuing the opinion of others,=
and
showing respect for peers and the instructor. Participation includes eviden=
ce
that the student prepares for class by reading the assigned material prior =
to
class and by contributing to class discussions, and asking questions about =
the
readings and lectures. Students will be assigned participation points prima=
rily
based on the Student Participation Rubric below:
Student Participation Rubric
|
Cri=
teria |
Exe=
mplary 5 |
Out=
standing 4 |
Sat=
isfactory 3 |
Ade=
quate 2 |
Uns=
atisfactory 1 |
|
Interaction/ participation in classroom learning activities |
Demonstrates critical
thinking skills, evidence that student read assigned material, asks focus=
ed
and appropriate questions, always interacts, responds regularly to questi=
ons;
freely volunteers opinions, initiates appropriate questions, does not
dominate discussion |
Demonstrates beginni=
ng
critical thinking skills, some evidence that student read assigned materi=
al,
often interacts in class; responds often to questions, often volunteers o=
pinions,
contributions less developed and focused contributions |
Occasionally, demons=
trates
critical thinking skills, occasionally interacts and responds to questions
when prompted, contributions not as clearly focused, contributions lack
focus, rambling, or tangential, questions sometimes digressive |
Rarely demonstrates =
critical
thinking skills, rarely participates or volunteers point- of-view, provid=
es
minimal answers when called upon, does show interest in class and discuss=
ion,
some evidence that material was read |
Does not participate=
or
respond to questions; almost never volunteers to contribute or provide
information, little or no evidence that read assigned material or complet=
ed
assignments, may be disruptive to class |
|
Engagement in the electronic/ email learning forum |
Demonstrates compete=
ncy in
using electronic/email, including Blackboard learning forum assignment. |
Follows directions w=
ith
minimal difficulty, most of=
time
no difficulty accessing and using electronic learning forum |
Misses no more than =
two
assignments, minimal difficulty accessing and using electronic learning
forums |
Misses more than two
assignments. Some difficulty
accessing and using electronic learning forums |
Never logs onto Blac=
kboard
or check email, assignments not completed, no demonstrated competency in
using electronic learning forum |
|
Professional attitude and demeanor &nbs=
p; &=
nbsp; &nbs=
p;
|
No disruptive classr=
oom
behavior, no cell phones or electronic devices during class, respectful a=
nd
courteous to others, recognizes and respects other students’
points-of-view, alert in classroom, enthusiastic for work |
Rarely disruptive and
disrespectful on rare occasions, alert in the classroom on most occasions,
enthusiastic most of the time, no cell phones or electronic devices |
Minimally disruptive=
and
disrespectful, sometimes lethargic in the classroom |
Disruptive and disrespectful, rarely enthusiastic<= o:p> |
Not respectful and
courteous, alert or enthusiastic in the
classroom |
|
Punctuality |
0-2 times tardy |
3-4 times tardy |
5-6 times tardy |
7-8 times tardy |
9-10 times tardy |
Class=
Schedule
|
Class &nbs=
p;
Date |
Student Learning
Outcomes =
[list the SLO numbers (s)] M.R.E |
Student Learning Outcomes [list the SLO numbers (s)] M.DIV |
Course Content or Unit |
|
Mode of Instructional Delivery |
Related Assignment |
Resources |
Assessment Tool |
|
Week 1 Jan17 |
1 |
1 |
Lecture: The Overview of Class |
Handout: Dr. Mack King Carter “Why Econom=
ic
& Political Racism Exist in our |
Lecture /Class Discussion Parental dysfunction
,Pigmentocracy ,superiority, Theological & Ecclesiastical sanctions,
Political, Philosophical, insinuations, Miseducation, The Media, Self hat=
red,
and judicial Injustice. |
Review Syllabi and give an outline =
of class
assignments. |
I John 2:9;3:14;4:20=
; Col.
1:26 |
Reading assignments =
on the
history of money. Old & New Testam=
ent
Scriptures on Economic and Political Empowerment Genesis, Exodus; Mat=
thew. |
|
Jan 19 |
|
|
MARTIN LUTHER KING JR HOLIDAY |
|
|
|
|
|
|
Week 2 Jan 24 |
2 |
2 |
The Class Pre-Test on Economic &a=
mp;
Political empowerment |
N/A |
Exam |
N/A |
Exam |
Chart Pre-test to se=
e what
students knows about class course material |
|
Week 3 Jan 31 |
2 |
2 |
The History Of Money=
:pt1 |
The Gold Standard |
Class Reports and Class participation |
The History Of the U=
.S.
Dollar |
Power point & Ha=
ndouts |
Subject content Rubr=
ic |
|
Week 4 Feb 7 |
1 |
1 |
The History Of Money=
Pt. 2 |
The coinage acts of =
1792,1819,1864,1873 “The Money
Men:Capitalism,Demoracy, and the hundred years’war over the American
Dollar” pages 15-220 H.w. Brands |
Lecture and Class
Participation |
The National Bank Ac=
t of
1863 The History of The U=
. S.
Dollar |
Stephen Biko’s
testament Of hope |
Class Participation/=
report
Template |
|
Week 5 Feb14 |
1 |
1 |
The history Of Money Pt. 3 |
The Greenback The History Of The F=
ederal
Reserve Bank. |
Class Report |
The Flat standard |
Web Sites Research |
Class Participation/=
Report
Template |
|
Week 6 Feb 21 |
3 |
3 |
Pt. 1 Old & New Testam=
ent Texts on Economic & Political
Empowerment |
Bring the full tithe=
pages 1-111 William =
Watley |
Lecture/ Student rep=
orts Visual Enactment |
Hand Outs The labors in the vi=
neyard Mt 19-20 |
Video Presentation |
Subject Content Rubr=
ic |
|
Week 7 Feb 28 |
3 |
3 |
Pt.
2 Old & New Testam=
ent Texts on Economic & Political
Empowerment |
Great pearls from th=
e Biblical
Chest on Christian stewardship pages 1-113 J.G. McCann,Sr. |
Video Presentation Student presentation=
s |
Growth in the kingdo=
m Mt. 13 |
Web Sites Research Discussion Board |
Reflection paper on =
class
discussion and video presentation Presentation |
|
Week 8 Mar 7 |
1,2,3,4 |
1,2,3,4 |
Mid Term |
N/A |
EXAM |
N/A |
N/A |
EXAM |
|
Week 9 Mar 14 |
4 |
4 |
Pt.
1 The Jewish Phenomeno=
n: Seven
Keys To Enduring Wealth Steven Silbiger |
pages 1-120 |
Lecture/Discussion |
Successful people are
professional and entreprenuurs |
/ Recovering From The =
Problem
And Living With a New Vision |
Class Participation/=
Report
template |
|
Week 10 Mar 21 |
n/a |
n/a |
Pt. 2 The Jewish Phenomenon: Seven Keys To Enduring W=
ealth
Steven Silbiger |
pages 121-19=
6 |
Lecture and student reports |
|
|
Class Participation/=
Report
Template |
|
Week 11 Mar 28 |
1 |
1 |
The
|
State document pages 1-300 |
Video and handouts |
|
|
Critical analysis of=
subject
content |
|
Week 12 April 4 |
1 |
1 |
The |
Research document Pages 1-189 |
DVD |
The |
Web Sites Vernon Johns, |
Subject Content Rubr=
ic |
|
April 10-April=
19 |
|
|
EASTER =
AND
SPRING BREAK |
Recommended |
|
|
|
|
|
Week 13 April 25 |
3 |
3 |
Pt.1 Black Labor/White We=
alth:
The Search for Power And Economic Justice |
pages 4-154 |
Book reports |
Willie Lynch pages 1-45 |
The Supreme Court an=
d social
justice ana injustice |
Group Report Templat=
e |
|
Week 14 May 2 |
1,2,3,4 |
1,2,3,4 |
Pt.1 Black Labor/White We=
alth:
The Search for Power And Economic Justice |
pages 155-241 |
Video-Lecture/discu=
ssion Book reports |
The Covent With Bla=
ck |
A model for the pra=
ctical
application of empowerment for the African America |
1.Research Paper on=
special
topics 2.8 News Articles, =
on
Economic & Political Empowerment |
|
Week 15 May 8 |
|
|
FINAL EXAM Post-Test |
|
|
|
|
Critical analysis and
synthesis of material study EXAM-EXIT INTERVIEW |