NOTRE DAME SEMINARY

GRADUATE SCHOOL OF THEOLOGY

Course Syllabus for HT 507

Catholicism in U.S. History

Instructor: Rev. Mark S. Raphael, Ph.D. Semester: Fall 2014

Email: [email protected] Time: Tu., Th., Fri. 1:30 to 4 pm

Office Hours: By appointment Place: Classroom 5

Phone: 866‐7426

I. Course Description

The course covers the particular development of the Church in what is today the United States, from the European colonization through the . The purpose of the course is to trace the origins of the separate traditions of colonial Catholicism and study how they subsequently developed. Particular attention is given to the external influences which prompted internal changes in American Catholicism such as: the creation of the constitutional secular republic, the waves of Catholic immigrants who relocated to the United States beginning in the early nineteenth century, the recurring episodes of anti-Catholicism which caused American Catholicism to become hyper-patriotic, the post-World War II social and moral engagement with larger historical trends such as gender/civil rights, economic movements, government policy, and bioethics. The course will end in the post-Vatican II period, with a reflection on the current state of the Church in light of its history.

II. Course Rationale

The religious history of the United States presents particular problems of interpretation owing to its disparate origins. In the colonial period the territory that would become the United States was under the political sovereignty of two rival Catholic European powers, Spain and France, as well as an enemy Protestant power, England. When the thirteen English colonies gained their political sovereignty, they organized themselves under a Constitution that was heavily influenced by Enlightenment Rationalism, yet remaining in tension with strong Protestant influences of Calvinism and Anglicanism. It was this compromise Constitutionalism of official state secularism that was imposed on the former colonial territory of France and Spain to create the United States of America. Coming to terms with the implications of these origins is essential in understanding the impact of slavery and of Catholic immigration that occurred in the Modern Period, up to this day.

III. Course Goals/Intended Outcomes

Envisioned Outcomes: Seminarians will be familiar with important texts in American Catholic History. They will be able to outline the major developments in Catholic history and theology in the United States. Finally, they will be able to explain the various contemporary situations in the American Catholic experience, making specific reference to its historical and theological milieu.

IV. Instructional Methods

(1) Lecture (2) Socratic Method (3) Student Research project

V. Texts (Required)

(1) Mark Massa (ed), Catherine Osbourne (contributor), American Catholic History: A Documentary Reader (NYU Press, April 1, 2008); ISBN-13: 978-0814757468.

(2) John T. McGreevy, Catholicism and American Freedom: A History (W. W. Norton & Company, September 17, 2004); ISBN-13: 978-0393326086.

VI. Bibliography

(1) Richard D. Heffner (ed), A Documentary History of the United States (7th ed); ISBN: 978- 0-451-20748-7.

(2) John T. McGreevy, Catholicism and American Freedom: A History (W. W. Norton & Company, September 17, 2004); ISBN-13: 978-0393326086.

(3) Mark Massa, Anti-Catholicism in America: The Last Acceptable Prejudice (The Crossroad Publishing Company; 2nd edition, October 1, 2005); ISBN-13: 978- 0824523626.

(4) Jon Meacham, American : God, the Founding Fathers, and the Making of a Nation (Random House Trade Paperbacks, March 20, 2007);ISBN-13: 978-0812976663.

(5) Cyprian Davis, O.S.B. History of Black Catholics in the United States (Crossroad Publishing Company, 1995); ISBN: 0-8245-1495-5.

(6) 978-0-451-53021-9: M. Jerry Weiss and Helen Weiss (eds), The Signet Book of American Essays.

(7) 978-0-451-52824-7: Henry Louis Gates, Jr. (ed), The Classic Slave Narratives.

Supplemental Reference Material in NDS Library Reference Room: 1) Decrees of the Ecumenical Councils, 2 volumes; ed. Norman P. Tanner, S.J. (Sheed and Ward, 1990); [NDS Ref. Room: 263.003 TAN] 2) New Cambridge Modern History, 14 volumes; (Cambridge University Press, 1957- 1970); [NDS Ref. Room: 940.2 CAM]. 3) A Dictionary of Christian Biography, 4 volumes; eds. William Smith and Henry Wace (New York, AMS Press). [NDS Ref. Room: 920.03 SMi] 4) New , 15 volumes, (The Catholic University of America, 2003); [NDS Ref. Room: R 013 NEW]. 5) Dictionary of the History of Ideas, 5 volumes, Philip P. Weiner, general editor (New York: Charles Scribner’s Sons, 1973); [NDS Ref. Room: 901.9 WiE] 6) The Encyclopedia of Christianity, 5 volumes, (Grand Rapids, Michigan: William B. Eerdmans Publishing Co.); [ NDS Ref. Room: 230.003 ENC] 7) Journal: The Ecclesiastical Review [NDS Ref. Room: 90534] 9) Journal: Catholic Historical Review [NDS Ref. Room: 92129] 10) Journal of Church and State [NDS Ref. Room: 95714] 11) The Encyclopedia of Protestantism, 4 Volumes, [NDS Ref. Room: R 280.4 ENC]. 12) Encyclopedia of American Catholic History, [NDS Ref. Room: 282.73 ENC] 13) Pastoral Letters of the US Catholic , 6 volumes [NDS Ref. Room: 282.73 CAT].

Supplemental Reference Material in NDS Library General Circulation Stacks: Note that the sources given are only a small sample; the reference number is given because similar sources can be found in those locations in the library. In the general circulation area of the library, the following sections are relevant to our course: 271 (Religious Orders); 277 (US Catholic History); 970-986 (General American History). 1) Sources of American Spirituality, 20 vols. NDS: 248.08 SOU. 2) Documents of American Catholic History, 3 vols. NDS: 282.73 ELL. 3) Aaron I. Abell, American Catholic Thought on Social Questions (NY: Bobbs-Merril, 1965). NDS: 261.83.ABE. 4) Henry J. Browne, The and the Knights of Labor (CUA, 1949). NDS: 267.244.Bro. 5) Christopher J. Kauffman, Faith and Fraternalism: The History of the Knights of Columbus, 1882-1982 (NY: Harper and Row, 1982). NDS: 267.24 Kau. 6) Richard J. Regan, American Pluralism and the Catholic Conscience (NY: Macmillan, 1963). NDS: 261.7 REG. 7) Auson Stokes and Leo Pfeffer, Church and State in the United States (NY: Harper and Row, 1950). NDS: 261.7 STO.

VII. Professional Vocabulary

Acculturation is the process of learning norms of other cultures in order to facilitate interaction: e.g. obeying laws, paying taxes, language acquisition, trade practices, etc… thereby attaining advantageous differential access to power and resources.

Americanism: Name given to an erroneous ecclesiology condemned by Leo XIII in 1899 for asserting that the American system of quarantining religion from public life, by means of a constitutional separation of church and state, was an ideal that should be pursued by the entire Catholic world. Note: Pope Leo did NOT condemn the United States, nor did he forbid Catholics from participating in civic life of the nation. He merely clarified that the church could not propose as an ideal that it should be restricted from access to public civic life. Patriotism and legitimate love of one’s country ARE entirely acceptable, even if a Catholic must abhor certain laws and policies of their country. See the Catechism of the Catholic Church for correct teaching on “Participation in Social Life,” and “The Common Good,” and “Responsibility and Participation,” in numbers 1897 through 1927.

Caesaropapism: An erroneous ecclesiology constructed on the assertion that the supreme secular authority should also have ultimate control of the church in his/her land; the most complete implementation is to be found in Anglicanism, in which the English monarch is the head of the church.

Conciliarism: An erroneous ecclesiology designed to undermine the Petrine Office by asserting that the fullness of ecclesial authority, both jurisdictional and magisterial, resided in a Church Council, which could function apart from the Pope and even depose a Pope. This movement was condemned as heretical by Pope Pius II in 1460, and again by the (1869‐70). The current Code of Canon Law stipulates that appeal against an act of the Roman Pontiff to a Council is punishable by censure (CIC, 1983, canon 1372).

Council (Ecumenical): A gathering of bishops summoned by the Pope, which pronounces on matters of faith and morals at the magisterial level; Conciliar pronouncements become universally binding on the faithful after the decrees have been approved and promulgated by the Pope. So far, there have been twenty‐one such legitimate Councils, from Nicaea I (325 A.D.), to Vatican II (1962‐1965). See Canons 336 through 334 (CIC, 1983), and numbers 883 and 883 (CCC, 2nd ed., 1997).

Council (diocesan or provincial): Meeting of church leaders convoked by legitimate authority empowered to deliberate and enact decrees that are binding on the faithful with the force of particular law. Such councils are subordinate in authority to an Ecumenical Council as well as to the Pope when exercising his Petrine Office. See Canons 439 through 459 (CIC, 1983).

Culture: [Latin colere, “to till, care for, attend to, cultivate;” cult, “care, attention to a diety.” Definition: An interwoven and interdependent pattern of knowledge, beliefs, and norms of behavior facilitating the organic process by means of which an individual becomes self‐aware and comes to an understanding of the world. For authentic Catholic teaching regarding the Human Person and Society, see the Catechism, numbers 1877 through 1896.

Cultural Diffusion: spread of a cultural trait or construct to other cultures in an environment of active cross‐cultural interaction

Cultural Alienation: individual rejects his/her own heritage as inferior and attempts to pose as a member of a dominant culture.

Cultural Dissonance: rejection elements, or the totality, of another culture, which manifests as either violence (Zealots), or separatism (Pharisees/Essenes).

Deism: An erroneous concept of the divinity based on the assertion that creation was brought into being by an omnipotent being, and ordered by a set of internally consistent rational laws; once creation as accomplished, the Deity no longer has involvement in creation. A characteristic Deist image was the cosmic “watchmaker”. Deism, therefore, involves a repudiation of the , the Incarnation, and miracles in general. A foundational Deist text is: John Toland, Christianity not Mysterious (1696). Correct Catholic understanding of creation as the work of the Trinitarian Divinity may be found in the Catechism, number 279 through 324; Deism is specifically mentioned as an error in number 285.

Enculturation is the natural process by which children absorb their own culture;

Feudalism: Conventional name given to the prevailing political organization in Western Europe following the Fall of the Western Roman Empire, and continuing in some countries into the nineteenth century. The name is derived from the Latin word for a unit of land: “foedum”, which contracted into the word “fief” as Latin language pronunciation changed in the Medieval Period. Structurally, feudalism functioned according to a stratified hierarchy of authority and status based on the reciprocal obligations stipulated for the use/ownership of a unit of land. The church derived many benefits from integration into this system in terms of protection, privilege, and status. At times, the benefits of this arrangement presented temptations which manifested as lay investiture, simony, and families forcing children into the church without a vocation, for the sake of the economic and political advantages of controlling the fiefs of the church. Correct Church teaching regarding the participation of the faithful in social and political life may be found in the Catechism, numbers1897 through 1948, as well as 2234 through 2330.

Freemasonry: A socio‐political movement invented in England in 1717, which fostered development of a network of fraternal organizations for Deists. While engaging in much work that is of a commendable humanitarian nature, some versions of Freemasonry have historically promoted anti‐Catholic activity. First condemned in 1738 by Pope Clement XII, for its erroneous concept of the divinity, it is not permissible for a Catholic to join even a benign Freemason lodge owing to their rejection of the Trinitarian and Incarnational elements of the faith. In 1983, the Congregation for the Doctrine of the Faith reiterated that a Catholic incurred grave sin by Masonic membership.

Gallicanism: An erroneous ecclesiology first proposed in France, and therefore named for the ancient Roman name of the region: Gaul. In effect, it was a political theology for emerging Nationalism, asserting that the church in each land should be governed by the clergy in that land, honoring the pope as a spiritual figurehead and symbol of unity, but according to him no jurisdictional or magisterial authority outside of . This movement was condemned as heretical by Pope VIII in 1690, though ecclesial nationalism endures to this day.

Gothic (ethnic): A designation of convenience describing ethnically German tribes converted to heretical Arian Christianity by heretical Arian Greek missionaries in the fourth century A.D. The Ostrogoths lived farther east, while the Visigoths lived further west. Military pressure from the Huns forced both into the Roman Empire, which was a contributing factor to the collapse of the Western Roman Empire.

Gothic (aesthetic): Conventional name applied to a of sacred art first developed in France in the medieval period. It was characterized by exterior buttressing of church walls, along with interior support of the roof with pointed arches, which enabled large openings in the walls to be covered with non‐load bearing stained‐glass windows. It supplanted Romanesque as the most popular architectural style, both secular and sacred, until the Renaissance.

Holy Roman Empire: Name applied to a political entity that existed in central and Western Europe from 800 A.D. to 1806 A.D. The term “holy” refers to the crowning of the Emperor by the Pope or a Papal Legate; the term “Roman Empire” refers to the concept that this polity was the successor to the fallen Western Roman Empire. It came into being when Pope Leo III crowned as emperor in 800 A.D. Conceived as a temporal construct to provide protection for the , the Holy Roman Empire mutated into the occasion for numerous church‐state power struggles, most notably the of the eleventh century and the Protestant Movement of the sixteenth. The last Holy Roman Emperor was forced to abdicate when defeated by Napoleon in 1806. Correct Church teaching regarding the participation of the faithful in social and political life may be found in the Catechism of the Catholic Church (CCC, 2nd ed., 1997), numbers1897 through 1948, as well as 2234 through 2330.

Humanism: The Renaissance fostered an anthropology of Humanism, exalting the glory and potential of the Human Person; it had both Christian and anti‐Christian manifestations. The Christian form sought legitimate understanding and fulfillment of the meaning of humanity as created in the image and likeness of God, and produced supremely beautiful works of sacred art (e.g. the Pieta and the Sistine Ceiling). The anti‐Christian version of Humanism idealized pre‐ Christian Greece and Rome in an altogether anachronistic and ahistorical fashion, including acceptance of pre‐Christian pagan morality. Authentic Catholic teaching on the Human Person may be found in the Catechism (CCC, 2nd ed., 1997), numbers 355 through 421.

Inculturation is the adaptation of the presentation of Church teaching into an indigenous cultural context: Through inculturation the Church makes the Gospel incarnate in different cultures and at the same time introduces peoples, together with their cultures, into her own community. She transmits to them her own values, at the same time taking the good elements that already exist in them and renewing them from within. Through inculturation the Church, for her part, becomes a more intelligible sign of what she is, and a more effective instrument of mission. [John Paul II, Redemptoris Missio, (1990) # 52]

Investiture Controversy: A destructive, multi‐century, Church‐State dispute based on the erroneous practice of Lay Investiture which developed in the Medieval Period in the context of Feudalism. The practice manifested in the western successor kingdoms with differences in detail, but shared in common the claim by secular rulers to receive homage from bishops and before they could enter into their office, AND of investing them with the symbols of their office in a public ceremony (e.g. ring, crozier, vestments etc…) The practice was first condemned by Pope Nicholas II in 1059; the most famous episode was between Pope Gregory VII and Emperor Henry IV in the 1070s, which included papal excommunication of the emperor and the emperor performing public penance at Canossa.

Iconoclasm: A movement of militant sacrilege manifesting as vandalism of sacred art, rooted in a dualistic ontology which regards all matter as innately unclean. Iconoclasm was first implemented during a heretical period of the Byzantine Empire as official policy in 736 A.D., it was condemned by the in 787. Derived from the Greek words meaning “image‐breaking”, Iconoclasm has recurred throughout Church history. Correct Church teaching on the theology of sacred images may be found in the Catechism, numbers 2129 through 2132 (CCC, 2nd ed., 1997). Correct Church practice regarding the use of relics and sacred images may be found in the Code of Canon Law (CIC, 1983), canons 1186 through 1189.

Papal States: Territory in central Italy under the temporal sovereignty of the Pope from Late Antiquity until 1870. Theft of the was incremental, accelerating in the nineteenth century in service to Italian Nationalism. The Kingdom of Piedmont‐Sardinia‐Savoy, under the Sabaudia Dynasty united Italy by stealing the Papal States outside of Rome in 1860, and stealing Rome in 1870. The political status of the pope remained ambiguous until the Lateran Pacts of 1929 recognized the Pope as sovereign of the State, consisting of 44 hectares (approx. 108 acres) within the city of Rome. Rationalism: General term for a constellation of propositions which differ in detail, but share as a foundational principle the assertion that Human Reason alone is capable of coming to know the truth. The correct Catholic understanding of Reason and Faith may be found summarized in the Catechism, numbers 153 through 165.

Renaissance: Term derived from a word meaning “rebirth”, given to a cultural movement in Western Europe dedicated to reviving classical Greco‐Roman (i.e. pre‐Christian) art, architecture, poetry, literature, sculpture, etc., lasting from the 1300s to the 1500s. Authentic Catholic teaching regarding Beauty and Sacred Art may be found in the Catechism (CCC, 2nd ed., 1997), numbers 2500 through 2513.

Synthesis [Gk. syn, “together”, and tithenai, “to put or place”] the combination of ideas, elements, into a new whole: e.g. representative democracy and absolute monarchy synthesize into parliamentary (limited) monarchy.

Syncretism [Gk. syn, “together,” and Kretos, “Crete”; Plutarch used term to describe an alliance of previously hostile tribes against a common foe] Culturally, Syncretism refers to the fusion of previously distinct practices and beliefs, specifically in terms of religion. This can take place naturally, or be fostered deliberately.

VIII. Lecture, Presentation, and Reading Schedule

Paleo‐America

Pre‐Columbian America

Religion in Colonial America

American Revolution

The Church in the Early National Period

Church expansion in the Antebellum Period

The War Between the States

Period of Continental Expansion [i.e. Manifest Destiny]

Industrialization and Progressivism Americanism

Great Depression

Second World War

Cold War

Vatican II

IX. Course Requirements

(1) Class Attendance; (2) Attentive and respectful deportment in class; (3) Completion of Research Project (explained below); (4) Readings necessary for research project.

Research Project, Option 1 (Fact-Finding), Due: Tuesday, November 25, 2014

Directions: Please number and type answers on a separate sheet of paper; include your name, course number, and date submitted to professor. Choose twenty-five of the following to answer using the assigned textbooks. If you choose a question with a multi-part answer you must answer all the parts. If you choose to answer with a direct quotation, it must be properly footnoted using Turabian style; if no quotations used, then footnotes are not required. Number your answers sequentially, but include the number of the questions you choose in parentheses. For example, if your first answer is from question three, please express it as: 1 (3); if the second answer if from question five, please express it as: 2 (5), and so on.

Consult Textbook: Mark Massa (ed), Catherine Osbourne (contributor), American Catholic History: A Documentary Reader (NYU Press, April 1, 2008); ISBN-13: 978- 0814757468.

1. [Massa, pp. 8-9] Name the Papal Bull which condemned the enslavement of the indigenous peoples of the New World; include the name of the pope and year of promulgation. 2. [Massa, pp. 12-14] Where did the English Jesuits first celebrate Mass in what would become Maryland (the Chesapeake Bay): name the island, the date, and the year. 3. [Massa, pp. 15-17] St. Jean de Brebeuf, S.J., wrote some advice on how to conduct missionary work in North America. Select three items of advice which seem best to you, and list them as numbers 3 through 5; (one sentence maximum summary for each point. 4. … 5. … 6. [Massa, pp. 17-19] The month and year in which the Catholic colony of Maryland published an Act of Religious Toleration. 7. [Massa, pp. 23-25] Summarize the four points found in the Massachusetts, “Act against Jesuits and Popish Priests (1700). List them as numbers 7 through 10; one sentence maximum for each summary point. 8. … 9. … 10. … 11. [Massa, pp. 28-30] List the number of Catholics in the United States in 1785 12. [Massa, pp. 33-36] List five points of significance in the “Report on Catholic Life in New Orleans” (1795). List them as numbers 12 through 16; one sentence maximum for each point. 13. … 14. … 15. … 16. … 17. [Massa, p. 36] Name the city in which the first council of American Catholic bishops took place, and the year it met. 18. [Massa, pp. 42-45] Choose five points of importance in the observations of Alexis De Toqueville on American Catholics. Number them 18 through 22; one sentence maximum for each point. 19. … 20. … 21. … 22. … 23. [Massa, pp. 45-49] Why did John Hughes condemn the Public School Society of New York? Three sentences maximum. 24. [Massa, p. 50] In order to accurately respond to questions asking why there has been animosity between Protestants and Catholics in American history, copy, verbatim, the first sentence of the Constitution of the American Protestant Association Against Catholics (1842). 25. [Massa, pp. 54-57] Summarize the eight points found in the “Instruction of the Propaganda Fide Concerning Catholic Children in American Public Schools” (1875). Number them 25 through 32; one sentence summary for each point. 26. … 27. … 28. … 29. … 30. … 31. … 32. … 33. [Massa, pp. 58-61] What was Father Isaac Hecker’s proposed solution for answering the adulation of science found in 19th century American society? Three sentence maximum. 34. [Massa, pp. 64-68] Name the papal document which condemned “Americanism”, include the pope and year of condemnation. 35. [same as previous question] List five points of importance in the document condemning Americanism; enumerate separately, 35 through 39, one sentence summary for each point. 36. … 37. … 38. … 39. … 40. [Massa, pp. 71-74] How does Father John LaFarge, S.J. (a pioneer in American Catholic race and social issues) summarize what the church holds regarding: “fundamental human rights”? 41. [Massa, p. 74] The name of the married couple quoted in the text who were invited to address the Papal Commission on Birth Control in 1965, and used that forum to repudiate Natural Family Planning before Humanae vitae was even promulgated. 42. [Massa, pp. 82-87] In 1983, the U.S. Bishops promulgated a pastoral letter titled “The Challenge of Peace”. Select five points that seem important to you, and list them as numbers 42 through 46. One sentence for each point. 43. … 44. … 45. … 46. … 47. [Massa, 97-101] Read the critique of Catholic intellectual life quoted in your anthology from an article written by John Tracy Ellis in 1955. List five points of importance and provide your own view of his critique. Number the points separately, 47 through 51; three sentence maximum for each point. 48. … 49. … 50. … 51. … 52. [Massa, pp. 101-106] American Jesuit John Courtney Murray, S.J., proved to be highly influential at Vatican II. to the Council, in 1960, he published a collection of articles quoted in your assigned anthology text. Select five points that appear important to you, and list them as 52 through 56. One sentence summary for each point. 53. … 54. … 55. … 56. … 57. [Massa, pp. 119-121] Your anthology includes a 1977 excerpt from Fr. Andrew Greeley’s: “Models for viewing American Catholicism.” Name the two models he identifies. 58. [Same as above question] Select five points of importance in Greeley’s presentation of the models for viewing American Catholicism, and state whether you agree or disagree, and why. List separately as numbers 58 through 62; two sentence summary for each point. 59. … 60. … 61. … 62. … 63. [Massa, pp. 139-147] In 1919, the year after the First World War came to an end, the American bishops issued a “Program for Social Reconstruction,” authored by a priest from Minnesota named Fr. John A. Ryan. Read the excerpt in your anthology, and identify five points that appear important to you. List them separately, enumerated 63 through 67; one sentence summary for each point. 64. … 65. … 66. … 67. … 68. [Massa, pp. 160-163] Your anthology text includes an excerpt from an address given by John F. Kennedy to Southern Baptist Leaders in 1960, in the context of the presidential election. Write, verbatim, the paragraph beginning with, “But let me stress again…” 69. Using the text mention in the previous question, write, verbatim, the paragraph beginning with, “Whatever issue may come before me…” 70. Using the same text mentioned in the previous two questions, write, verbatim, the paragraph beginning with, “But if the time should ever come…”

Research Project, Option 2: Research PAPER: Seven to ten pages, following the form described below, Due: Tuesday, November 18, 2014

The research topic must be approved by the professor by the end of the third week of class: The topic chosen must fit within the chronological framework covered by this class. To ease the process, think in terms of a central subject that you would like to research, and built your project around it, for example: (a) A person, such as a pope, , theologian, heretic, or secular leader; (b) A place, such as a city, pilgrimage site, historic church; (c) A thing, such as a document, or important relic or artifact; (d) An idea, either orthodox or heretical; (e) An event, such as a council, persecution, battle.

Two grades will be given to the research project: (a) Objective evaluation will be made of form used in the Bibliography, Footnotes, and format of the presentation; grade value=twenty points. Bibliography of sources consulted and compiled for the individual research project submitted in typed form, single spaced within each entry, double spaced between entries. Grading will be based on the use of both primary and secondary sources and the quality of the sources. The number of sources will vary with the topic, but both types of sources must be used. Internet sources must be used with caution. Acceptable sites are those hosted by a university, the Vatican, EWTN, New Advent, the USCCB, or other national ’s conference. The use of unreliable internet material will adversely affect the student’s grade. The use of unreliable or shallow printed source material will adversely affect the student’s grade. Chapters 16 and 17 in the seventh edition of Kate Turabian’s, A Manual for Writers provide the proper formatting. Use the footnote-bibliography style. There is a copy in the writing lab of the NDS library.

(b) Qualitative evaluation will be made of the content, writing style, coherence, and accuracy of paper; grade value= eighty points. The body of the text must be presented in typed, double-spaced, twelve-point font (Ariel or Times-New Roman), following the guidelines mentioned above.

As a general guide, the outline of the paper should be structured as follows:

I: Introduction 1. State the subject of your research 2. State the main argument you wish to make about this subject 3. Summarize the methodology and major sources consulted

II: Body – Itemize and explain the point you selected in support of the position you articulated in the introduction, three to five points is a reasonable number for a project of this size.

III: Conclusion - Summarize the lessons you learned from this subject and your final judgment on the topic. Three to five points are a reasonable number for a project of this kind.

NOTE 1: Research papers will be graded according to graduate school standards. Students who are displeased with their paper grade may choose to do the second option and substitute that grade for the paper.

NOTE 2: Research papers will no longer be accepted after the due date. Students late with papers MUST do the second research option and accept that grade. Two points will be deducted for each day past the due date.

Evaluation Criteria: Each student has the opportunity to earn one hundred (100) points from their research project. Points earned by the end of the semester will be converted to letter grades using the scale approved by Notre Dame Seminary. Two points will be deducted for each day past the due date that an assignment is submitted.

Attendance Policy: Notre Dame Seminary observes the following policy regarding class attendance: Regular class attendance is expected and required of all students who intend to receive credit for course work in the graduate school. Inevitably, extraordinary circumstances will arise that make class attendance impossible on occasion; therefore, a formula for determining regular attendance has been established as policy for the convenience of both seminarians and instructors. A student is permitted to be absent from class no more than twice the number of times the class meets per week. (You are considered absent if you are not present when attendance is taken). Thus, if a student is absent for seven classes from a course that meets three times a week, the student is in violation of school policy in this regard. The normal penalty for such a violation is the grade FA (failure due to absence).

The number of absences includes those due to illness, late registration, or any other cause. Absence from class immediately before or after holidays and free weekends is considered a double cut. Only the Academic Dean may waive penalties for absence. In absences due to illness, you must inform the instructor and your formation advisor prior to the class.

XIII. Academic Integrity

Seminarians of Notre Dame Seminary are required to commit themselves to responsible scholarship in every aspect of priestly formation, including academics. It is expected that every seminarian works and studies to the best of his ability for every course. Seminarians also accept responsibilities and obligations as students, which include commitments to honesty, disciplined study, and integrity in their academic work. They will be expected to respect academic scholarship by giving proper credit to other people’s work, while at the same time preparing well for assigned materials and examinations in such a way that their academic integrity will never be questioned.

Those needing assistance with writing papers, or who would like tutoring, should contact the Academic Resource Center (ARC) for assistance. All students are encouraged to seek the direct assistance of their instructor whenever any questions arise regarding assignments, grading, course expectations, etc.

XIV. Disability Accommodation Policy

In accordance with the Americans with Disabilities Act, Notre Dame Seminary provides disability accommodations for students with identified and/or diagnosed disabilities. Students with disabilities need not inform their instructors about the nature of their disabilities, but they are responsible for contacting and providing appropriate documentation to the Academic Resources Center. Requests for accommodations must be made each semester for which the student wishes to receive service; the Academic Resources Center will then distribute a letter of accommodation to the faculty. It is the student’s responsibility to meet with each faculty member to discuss how his/her accommodation(s) may be met within each course. Notre Dame Seminary will attempt to meet reasonable accommodations requested. A reasonable accommodation is a modification to a non‐essential aspect of a course, program, or facility which does not pose an undue burden and which enables a qualified student with a disability to have adequate opportunity to participate and to demonstrate his or her ability. Such accommodations are determined on an individual basis depending upon the nature and extent of the disability. For more information, contact the Academic Dean’s Office.

XV. Extension Policy

Instructors are never obligated to grant a student’s request for a due‐date extension on a paper/project if they judge the request to be without sufficient merit or not in keeping with the fair requirements articulated in the course syllabus.

XVI. Audit Policy

For academic course audits at Notre Dame Seminary, the amount of work required of seminarians will be decided on a case by case basis by the instructor, the Academic Dean and the seminarian’s Formation Advisor. XVII. Probation and Grading Policy

Passing grades for seminarians are A, B and C. A seminarian is put on academic probation for the following:

A seminarian who obtains a D+ or lower in any course is automatically placed on probationary status and must repeat the course in order to get credit for the course. Seminarians will be allowed to repeat a course only once and the course must be repeated at NDS. Seminarian status is then subject to review by the Dean.

A seminarian whose semester grade point average (GPA) in coursework is below a 2.30 at any time is placed on academic probation. Two or more consecutive semesters may subject the seminarian to be dismissed from academic formation at Notre Dame Seminary. To be removed from probationary status, the seminarian must complete a semester with a GPA of 2.30 or higher.

After each semester, the seminarian’s Bishop will receive a copy of his transcript and a review of the seminarians’ status.

If a seminarian fails to meet the passing grade point average requirement then he forfeits his eligibility for financial aid under Title IV Federal Regulations.

Letter Quality Grade Grade Points Scale Number

A 4.00 100 – 94

A‐ 3.70 93 – 90

B+ 3.30 89 – 88

B 3.00 87 – 84

B‐ 2.70 83 – 80

C+ 2.30 79 – 78

C 2.00 77 – 74

C‐ 1.70 73 – 70 D+ 1.30 69 – 68

D 1.00 67 – 64

D‐ .70 63 – 60

F 0.00 59 – 0

NDS Academic Catalog: “Grading Guidelines Policy Narrative” [#086].

A: Shows an excellent grasp of the basic concepts, integrates them within the discipline and with other disciplines of study, shows insight regarding the implications and applications of the concepts and shows integration in their articulation. B+: Demonstrates an above average grasp of the basic concepts, sees broader implications, shows some integration and awareness of the concepts, and can articulate them in a well‐integrated fashion. B: Demonstrates an above average grasp of the basic concepts sees broader implications, shows some synthesis/integration of the concepts and can articulate them in an above average form. C+: Grasps the basic concepts and articulates them in a coherent manner. C: Grasps most of the basic concepts and can articulate them in a coherent manner, written and/or oral form. D+: Has grasped about 74% of the basic concepts and is not able to articulate them adequately (several points lacking and/or confused). D: Has not grasped the basic concepts and is not able to articulate them adequately (several points lacking and/or confused). F: Has failed to grasp the basic concepts and is not able to articulate them.

XVIII. Syllabus Contract

This syllabus obliges the student to adhere to all policy requirements and to fulfill all academic expectations herein stated; it also entitles the student to a reasonable opportunity to learn the material specified in the course description in order to accomplish for himself the educational goals of the course. In order to optimize the learning process the course instructor reserves the right to make reasonable adjustments to the syllabus requirements during the semester, in response to unforeseen developments or circumstances. All adjustments made must be communicated clearly to students.