STUDENTS SHOULD NOTE: This course will be taught as a “flipped class” online. That means that students will do the reading and movie assignments as homework, and watch/listen to the instructor’s lecture videos before coming to the online classroom on Canvas. Online classroom meetings will be devoted to discussions of what the students learned from the reading assignment, movie assignment, and from watching/listening to the lecture videos before participating in online discussions and the issues that are raised by that material.

Zoom classes will be held during the class period on Tuesday. Students will be divided into Group A and Group B, with approximately 15 students in each group. Group A will meet via Zoom for the first 35 minutes of the class period. There will be a 5 minute break, then students in Group B will meet for the remaining 35 minutes in the class period. Every student will be required to comment and/or answer discussion questions relating to the assignments.

If a guest speaker is lined up for a particular class date, all students attending the Tuesday Zoom meeting should plan to be in the Zoom class for the entire class period.

Students who are unable to attend the Zoom meeting on Tuesday, will be required to make two thoughtful posts, in response to questions posted by the instructor, to the discussion board for that class. Students who attend the Tuesday Zoom meeting will not have to make discussion board posts for the Tuesday class.

For Thursday classes, there will be a class discussion board. Students will be required to make two thoughtful posts on at least two discussion question posted there by the instructor. Students will be required to post a thoughtful response to one of the other student’s post by the deadline on Saturday.

Since this is a synchronous online course, it is important for students to keep up with the assigned readings, viewings of movies and the lecture videos, and the assigned posts by the specified dates. This course should be taken only if students intend to keep up with the assignments and deadlines.

Synchronous Online Course WOMEN IN CHRISTIANITY RELS-S343-001 and -002

A computer or laptop with a camera and access to the internet are needed to take this course.

Term: Fall 2020

Class Meeting Time: TR 2:00-3:15 for Sec. 1 TR 3:30-4:45 for Sec. 2 Some classes will be synchronous. Other classes will require discussion board posts on the day of the class. There are deadlines for assignments.

1 Instructor: Dr. Catherine Wessinger

Contact Info: Email: [email protected] (Preferred contact method.)

Office Hrs: Zoom (by email appointment).

Terms of Use

A student’s continued enrollment in this course signifies acknowledgment of and agreement with the statements, disclaimers, policies, and procedures outlined within this syllabus and elsewhere in the Canvas environment. This Syllabus is a dynamic document. Elements of the course structure (e.g., dates and topics covered, but not policies) may be changed at the discretion of the professor.

Course Information

Prerequisite Courses: e.g. No prerequisites.

Course Location: Online in Canvas (NOTE: This is an online course. However, it is NOT self- paced. Readings as well as all learning activities must be completed according to the weekly schedule provided in this syllabus.)

Credit Hours: e.g. 3 Credit hours

Weeks and Dates of the Course: 16 weeks, from Tuesday, August 25 to Tuesday, December 8, 2020, plus the exam period.

Class Meeting Time: e.g. Each week begins on Monday at 12:00 am and ends on Sunday at 11:59 pm in Canvas.

Expectations of Workload: e.g. According to the Loyola University Credit Hour Policy http://academicaffairs.loyno.edu/credit-hour-policy, you are supposed to spend at least 6300 minutes (that is 105 hours including 35 hours of classwork and 70 hours of out-of-class work) for the whole semester regardless of how many weeks it is offered. That is rounded to at least 13 hours each week for an 8-week course. It includes about 4 hours of your classwork in Canvas and about 9 hours of out-of-class work preparing, reading, etc.

Expectations of Skills and Competencies for Successful Completion of Assignments:

You must have basic computer and Canvas skills to complete the assignments, such as able to identify and click on buttons to access and navigate the course content, being able to find your course assignments, grades, and feedback in Canvas, and being able to add attachments, links, images, and submission of the assignments, etc.

2

Required Readings and Viewings:

MOORE: Rebecca Moore, Women in Christian Traditions: , Seers, and Scholars New York University Press). PDFs of chapters obtained from the Monroe Library ebook will be provided.

BIBLE: United States Conference of Catholic , The New American , available at http:// http://www.usccb.org/bible/.

WWRSP: Articles on the Women in the World’s Religions and Spirituality Project online encyclopedia, https://wrldrels.org/women-in-worlds-religions-wwrsp/.

PDF: Articles in pdf format.

HANDOUT: Pdf documents containing compiled texts.

STREAMING VIDEO: Movies available as streaming video in Canvas.

OTHER: Articles posted online.

COURSE OBJECTIVE: An understanding in historical terms of the tension between the significant religious opportunities available to women in the Christian tradition and the subordination of women in Christian institutions. Women’s contributions to Christian theologies, societies, and organizations will be studied. The study of the history of women in Christianity highlights women’s roles and historic contributions within Christian movements and denominations and in past and contemporary societies.

LEARNING OUTCOMES: Upon successful completion of the course, a student will be able to:

1. utilize terms and definitions to facilitate analysis of gender and women status in different Christian societies and religions in different time periods and locations in the world; 2. discuss the Jewish context for the ministry of ; 3. discuss the views, actions, and teachings of Jesus toward women as articulated in the Gospels; 4. discuss and describe the roles of women as followers of Jesus and in the early Christian movement; 5. discuss the Bible passages that support women’s equality and Bible passages that have been used to support women’s subordination; 6. discuss significant women in Christianity in various historical periods, their roles and their significance; 7. discuss and analyze statements by Fathers, women mystics, the Vatican, and feminist theologians that promote either women’s equality or subordination; 8. discuss and analyze the views of feminist theologians; 9. discuss new developments relating to women in Christianity;

3 10. analyze the status of women in different Christian denominations and movements and changes needed to promote greater equality for women in that Christian tradition.

TYPES OF ASSIGNMENTS:

• Make an introductory post including a photo or a video recorded in Canvas and posted to the class discussion board for the first class (10 points). • Post a reply to two students’ introductions (5 points). • Take true-false quiz (10 points) on the syllabus content and course requirements during the first week of the course. • Readings and movie viewings. • Ten true-false quizzes (10 points each) taken throughout the semester. The eleventh true-false quiz counts as extra credit. • Watch lecture videos before participating on the class discussion board or alternatively participating in the Tuesday Zoom class discussion. • Participate on class discussion boards in the form of making thoughtful replies to two discussion questions, asking questions and making thoughtful replies to students’ posts, plus optional participation in a once-weekly Zoom class meeting to replace the required Tuesday class discussion board post (100 points total). • Online research and analysis of sources relating to topics studied in each week’s course, and then utilize that information in a response to a student’s post in each class discussion board for the week (50 points total). • Two exams consisting of 5 identifications (5 points each) and 1 discussion questions (25 points), making Exam 1 and Exam 2 count 50 points each. • One final exam, Exam 3, consisting of 10 identifications (5 points each) and 1 discussion question (25 points), making the final exam count 75 points. • Make a final post to the discussion board in which the student reflects on was learned in this course (10 points).

Grading Policy e.g.

A A- B+ B B- C+ C C- D+ D F

>=94, <=100 >=90, >=87, >=84 >=80 >=77 >=74 >=70 >=67 >=60 >=0 <94 <90 <87 <84 <80 <77 <74 <70 <67 <60

Course Schedule

WEEK ONE

Week One Objectives: Upon completion of this week the learner will be able to: describe the assignments and requirements in this course; identify other students in the course;

4 describe the Jewish context for Jesus’ ministry; describe the methodology used in this course and define the terms that are relevant to the study of women in religions.

T Aug 25 Class 1: Introductions and Course Requirements WATCH: Dr. Catherine Wessinger’s video introduction in the Introductions Discussion Board. WATCH: How to Record Video in Canvas Discussion Board. This video is embedded in the instructions section for the Introductions Discussion Board. WATCH: The Course in Canvas and How to Make Class Discussion Board Posts WATCH: Lecture Video: Introductory Class READ: Syllabus and its course requirements. READ: HANDOUT: How to Make Class Discussion Board Posts. READ: HANDOUT: What to Include in One’s Introduction Video. TAKE: A True-False Quiz (10 points) on the course requirements based on the syllabus and Dr. Wessinger’s video about the syllabus and course requirements and the handout on How to Make Class Discussion Board Posts. RECORD & POST: A video in the Introductions Discussion Board introducing yourself (10 points). Before recording the video introducing yourself, read and download (or take notes) on the instructions in the handout titled What to Include in One’s Introduction Video.

R Aug 27 Class 2: Jewish Context of Jesus Ministry and Terms Relevant to the Study of Women in Religion READ: Shmuel Safrai, “The Place of Women in First-century Synagogues,” https://www.cbeinternational.org/resource/article/priscilla-papers-academic-journal/place- women-first-century-synagogues WATCH: Lecture Video: Jewish Context of Jesus’ Ministry POST: Two thoughtful posts to the Class 2: R Aug 27 Discussion Board in response to two of the discussion questions.

[F Aug 28 – Last Day to Add Course]

Sat Aug 29 WATCH: Students’ introductory videos on the Class 1 T Aug 25 Discussion Board. POST: Replies in writing to two of the students’ introductions on the Class 1 T Aug 25 Discussion Board (5 points).

WEEK TWO

Week Two Objectives: Upon completion of this week the learner will be able to: discuss reasons why it is important to study women in Christian traditions; identify and discuss the views of prominent feminist Christian theologians; identify and discuss the content of the two stories of creation of humanity in the ;

5 identify and analyze the content of passages in the about women, including those that relate women to Eve; discuss how these two accounts of the creation of and man have been used by Christian theologians to promote either the equality of women or the subordination of women.

T Sept 1 Class 3: Introduction -Why Study Women in Christian Traditions? READ: MOORE: “Introduction: Why Study Women in Christian Traditions?” 1–17. WATCH: Lecture Video: Moore Introduction to the Study of Women in Christianity WATCH: Lecture Video: Feminist Scholarship and the Study of the History of Women in Christianity POST: Thoughtful posts to the Class 3: T Sept 1 Discussion Board in response to two of the discussion questions. OR ATTEND ZOOM MEETING: To discuss the assigned reading and lecture videos.

R Sept 3 Class 4: Interpretations of Eve in Relation to Women in Christianity READ: MOORE: Chapter 1: “In the Beginning . . . Eve,” 19–26. READ: BIBLE: In The New American Bible: Genesis 1:27; Genesis 2-3. READ: BIBLE: In The New American Bible: Matthew 19:4-6; 1 Corinthians 15:21-22; Romans 5:12, 19; 1 Corinthians 11: 3-12; :8-15. WATCH: Lecture Video: New Testament on Women and Eve. POST: Thoughtful posts to the Class 4: R Sept 3 Discussion Board in response to two of the discussion questions.

[F Sept 4 – Last Day to Drop Course]

Sat Sept 5 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK THREE

Week Three Objectives: Upon completion of this week the learner will be able to: identify and analyze the teachings of Jesus in the Sermon on the Mount; identify and analyze the teachings of Jesus about the kingdom of God in the parables and what these have to say to and about women; discuss and analyze the significance of the interactions of Jesus with different women and men.

T Sept 8 Class 5: Jesus and the Discipleship of Equals in the Kingdom of God READ: MOORE: Chapter 2: “The Women Disciples in the Kingdom of God,” 27–30, 34–35. READ: BIBLE: In The New American Bible: Sermon on the Mount in Matthew 5-7; Mark 12:41-44 (a poor widow gave all she had to God).

6 Jesus Told Inclusive Parables (examples drawn from men’s lives, and examples drawn from women’s lives) READ: BIBLE: In The New American Bible: Matthew 13:31-32 (The kingdom of heaven is like a mustard bush that has grown from a small seed a man has sown in the ground.); Matthew 13:33 (The kingdom of heaven is like the yeast that a woman has put into the dough to make bread.) Matthew 24:40-41 (faith, not one’s sex, makes the difference at God’s judgment); Matthew 24:45-51 (Faithful or Unfaithful Servant) Matthew 25:1-13 (Parable of the Ten Virgins) Luke 11:5-13 (God is like a [male] friend who will get up in the middle of the night to loan a friend some bread); Luke 15:3-10 (God is a like a good shepherd who rejoices at finding a lost sheep; God is like a woman who searches for her lost coin and then rejoices with her neighbors when it is found); Luke 18:1-8 (God is like a judge who responds to a widow’s petition). WATCH: Lecture Video: Teachings of Jesus in Sermon on the Mount & Parables POST: Thoughtful posts to the Class 5: T Sept 8 Discussion Board in response to two of the discussion questions. OR ATTEND ZOOM MEETING: To discuss the assigned reading and lecture videos. TAKE: QUIZ #1: Terms, Introductory Info, Eve and Women, Paul

R Sept 10 Class 6: Women and Men in Jesus’ Life and Teachings READ: MOORE: Chapter 2: “The Women Disciples in the Kingdom of God,” 31–34. READ: BIBLE: In The New American Bible: Jesus Had Brothers and Sisters: Mark 6:3; Matthew 13:55-56; Mark 16:1. Jesus’ and brothers came to get him after he started preaching and attracting followers: Mark 3:31-34; Matthew 12:46-50. Jesus speaks with a Samaritan woman at a well and she recognized Jesus as the messiah: John 4:1-42. Jesus accepts the rebuke from a Syrophoenician woman when he initially refused to hear her daughter: Mark 7:24-30. Jesus heals a man of demons: Mark 5:1-13. Jesus heals the woman with a constant flow of blood, and he heals the 12-year-old daughter of Jairus: Mark 5:21-43. Women who traveled with Jesus as disciples: Luke 8:1-3; Mary & – Women could listen to his teachings: Luke 10:38-42; Martha confesses Jesus to be the Messiah at the raising of Lazarus from the dead: John 11:1-44, esp. John 11:20-27. Jesus healed woman on the Sabbath: Luke 13:10-17; this story parallels story of Jesus healing man on the Sabbath: Luke 14:1-6. Jesus on divorce: Mark 10:2-12. Jesus saves adulteress from being stoned to death: John 8:1-11. Scribes and insult Jesus for being illegitimate: John 8:41 – “We are not born of fornication,” implying Jesus was. Fornication was when a man had sexual intercourse with a woman who is married. Mary was betrothed, so she was considered married. WATCH: Lecture Video: Women and Men in Jesus’ Life and Teachings.

7 POST: Thoughtful posts to the Class 6: R Sept 10 Discussion Board in response to two of the discussion questions.

Sat Sept 12 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK FOUR

Week Four Objectives: Upon completion of this week the learner will be able to: discuss, analyze, and compare the stories in the Gospels of the women who anointed Jesus with oil before his crucifixion; identify, analyze and compare the description of the named women at the cross; discuss, analyze, and compare the Gospel depictions of Mary of Nazareth with the subsequent depictions in Christian Traditions.

T Sept 15 Class 7: Women at the End of Jesus’ Life READ: MOORE: Chapter 2: “The Women Disciples in the Kingdom of God,” 33. Women Who Anointed Jesus before His Death READ: BIBLE: In The New American Bible: Women Who Anointed Jesus before His Death: Mark 14:3-9 (woman with the alabaster jar, in Bethany in the home of Simon the Leper); John 11:1-3; 12:1-8 (); compare with Luke 7:36-50 (a sinful woman, in Galilee in the home of a Simon). Women at the cross READ: BIBLE: In The New American Bible: Mark 15:40-41 (among them were , and Mary the mother of James the younger and Joses, and Salome); Matthew 27:55- 56 (many women including Mary Magdalene, Mary the mother of James and Joseph, mother of the sons of Zebedee); Luke 23:26-31, 49 (women from Galilee); John 19:25-27 (Jesus’ mother and his mother’s sister, Mary the wife of Clopas, and Mary of Magdala were standing by the cross. Jesus gave his mother into the care of the there whom he loved). Male disciples fled: Mark 14:50. WATCH: Lecture Video: Women at the End of Jesus’ Life POST: Thoughtful posts to the Class 7: T Sept 15 Discussion Board in response to two of the discussion questions. OR ATTEND ZOOM MEETING: To discuss the assigned reading and lecture videos.

R Sept 17 Class 8: Mary the Mother of Jesus in Christian Traditions READ: MOORE: Chapter 2: “The Women Disciples in the Kingdom of God,” 35–40. READ: BIBLE: In The New American Bible: Matthew 1:18-25; Isaiah 7:14; Luke 1:26-56; Luke 1:39-45; Luke 1:46-56; John 2:1-12; John 19:25-27; Revelation 12:1-6. WATCH: Lecture Video: Mary of Nazareth

8 POST: Thoughtful posts to the Class 8: R Sept 17 Discussion Board in response to two of the discussion questions. TAKE: QUIZ #2: Women in Jesus’ Life and Teachings and at the End of Jesus’ Life

Sat Sept 19 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK FIVE

Week Five Objectives: Upon completion of this week the learner will be able to: identify, discuss, compare, and analyze the texts in the Bible, the Gnostic Gospels, and European legends about Mary of Magdala; prepare successfully to complete the Exam #1.

T Sept 22 Class 9: Mary of Magdala in Christian Traditions READ: MOORE: Chapter 2: “The Women Disciples in the Kingdom of God,” 40-45. READ: BIBLE: In The New American Bible: Luke 7:36-50 (a sinful woman with an alabaster flask anoints Jesus); Luke 8:2-3 (Mary Magdalene among the women who traveled with Jesus and provided for them out of their resources, Jesus healed Mary Magdalene of seven demons); Mark 16 (Mary Magdalene, Mary the mother of James and Joses, and Salome found the empty tomb); Mark 16:9 (Jesus appeared first to Mary Magdalene); Matthew 27:57-66 – Matthew 28 (Mary Magdalene and the other Mary saw that the body of Jesus was laid in a tomb by Joseph of Arimathea. They went to the tomb after the Sabbath); Luke 23:49-24:12 (women from Galilee witnesses the crucifixion and saw where his body was laid, after the Sabbath they found the empty tomb); Matthew 27:57-28:10 (Mary Magdalene and the other Mary saw the tomb where Jesus’ body was laid, after the Sabbath Mary Magdalene and the other Mary went to the tomb and saw an angel); John 19:25 (Jesus’ mother, her sister Mary the wife of Clopas, and Mary of Magdala stood by the cross); John 20 (Mary of Magdala went to the tomb and found it empty, she told Simon Peter and the disciple whom Jesus loved and they ran to the tomb and then returned home, Jesus speaks to Mary Magdalene); 1 Corinthians 15:5-8 (Paul’s list of people who saw the resurrected Jesus Christ leaves out Mary Magdalene). READ: HANDOUT: “Mary Magdalene in Text and Tradition” WATCH: Lecture Video: Mary of Magdala POST: Thoughtful posts to the Class 9: T Sept 22 Discussion Board in response to two of the discussion questions. OR ATTEND ZOOM MEETING: To discuss the assigned reading and lecture videos.

R Sept 24 Class 10: Review to take Exam #1 Review the Bible passages and other readings studied so far. POST: Thoughtful posts to the Class 10: R Sept 24 Discussion Board in response to two of the discussion questions, one of which will ask for students’ views and questions.

9 TAKE: QUIZ #3: Mary the Mother of Jesus and Mary of Magdala

Sat Sept 26 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK SIX

Week Six Objectives: Upon completion of this week the learner will be able to: take Exam #1 successfully; discuss the presence of women at the Pentecost event and the significance of Acts 2:17 as a passage of equality for women; identify and discuss the roles played by specific women, recorded in the New Testament books, in spreading the Christian message throughout the Roman empire; discuss the women who had churches in their homes; identify and discuss Paul’s attitude toward his women co-workers; discuss the significance of the Acts of Paul and Thecla in the early Christian churches.

T Sept 29 Exam #1 (Five Identifications, 5 pts. each; one discussion question 25 pts.)

R Oct 1 Class 11: Paul and Women in the Pauline Churches READ: MOORE: Chapter Three, “Women and the Conversion of an Empire,” 47-54, 56 (on Acts of Paul and Thecla). READ: In The New American Bible: Acts 1:13-14; Acts 2:1-31, esp. Acts 2:17; 1 Corinthians 11: 3-12 (women may pray and prophesy in church as long as their heads are covered); 1 Corinthians 14: 34-35 (women should be silent in church); 1 Corinthians 7 (on marriage); :28; Philippians 3:5-6; Galatians 1:15-16; Acts 1:14; Acts 9:36; Acts 16:13-15; Acts 17:4, 12; Romans 16; Priscilla (Prisca) and Aquila: Acts 18:2-3, 18-19, 24-26 ( teach ); 1 Corinthians 16:19; Romans 16:3-5; and 2 Timothy 4:19; : Romans 16:1-2 (is diakonos); Andronicus and Junia: Romans 16:7 (prominent among the ); Women leaders of house churches: Philemon 2; 1 Corinthians 16:19; Romans 16:5; Colossians 4:15; Acts 16:14-15, 40. READ: OTHER: Mimi Haddad, “Thecla, Coworker with the Apostle Paul,” https://www.cbeinternational.org/resource/article/mutuality-blog-magazine/thecla-coworker- apostle-paul READ: OTHER: Acts of Paul and Thecla, chapters 7-10 (VII-X) at https://sourcebooks.fordham.edu/basis/thecla.asp WATCH: Lecture Video: Women in the Early Christian Movement (Acts) & the Pauline Churches

10 POST: Thoughtful posts to the Class 11: R Oct 1 Discussion Board in response to two of the discussion questions.

Sat Oct 3 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK SEVEN

Week Seven Objectives: Upon completion of this week the learner will be able to: identify and analyze deutero-Pauline passages in the New Testament that state that women should be silent in church and should not teach men, and compare them with the passages for equality also found in the New Testament; identify and analyze deuter-Pauline passages known as the Household Codes and their teaching of a “love patriarchalism”; identify and analyze passages in the letters of Paul about the requirements to be leaders in the churches; identify and analyze the depictions of women martyrs, notably Perpetua and Felicitas, in the work written by Perpetua; identify and analyze passages in the New Testament concerned with women’s dress and appearance and that stress virginity; analyze the sermon by in which he blames women for sin and the death of Jesus Christ.

T Oct 6 Class 12: Women according to the Deutero-Pauline Writings READ: MOORE: Chapter Three, “Women and the Conversion of an Empire,” 54-57. READ: In The New American Bible: 1 Timothy 4:7; 2 Timothy 4:3-4; 1 Timothy 2: 8-15 (women should receive instruction in church silently, no woman may teach or have authority over a man); 1 Timothy 5:13; widows: 1 Timothy 5:3-16; household codes/love patriarchalism: Ephesians 5:21-33; Colossians 3:8-4:1; Titus 2: 3-5; requirements for church leaders: 1 Timothy 3:1-7 (bishops); 1 Timothy 3:8-13 () baptismal formula omits women in the equality of God’s kingdom: Colossians 3:11 READ: HANDOUT: “Review of Scriptural Passages Relating to Women” WATCH: Lecture Video: Deutero-Pauline Writings POST: Thoughtful posts to the Class 12: T Oct 6 Discussion Board in response to two of the discussion questions. OR ATTEND ZOOM MEETING: To discuss the assigned reading and lecture videos.

R Oct 8 Class 13: Church of the Martyrs and the Cult of Virginity READ: MOORE: Chapter Three, “Women and the Conversion of an Empire,” 57-63.

11 READ: WWRSP: Elizabeth Goodine, “Female Martyrs in Early Christianity,” https://wrldrels.org/2016/10/08/female-martyrs/ READ: WWRSP: Elizabeth Goodine, “Saints Perpetua and Felicitas,” https://wrldrels.org/2019/03/29/15737/ READ: WWRSP: Elizabeth Goodine, “ Blandina of Lyon,” https://wrldrels.org/2017/09/04/saint-blandina-of-lyon/ READ: The Passion of (203 C.E.), https://sourcebooks.fordham.edu/source/perpetua.asp READ: In The New American Bible: Matthew 19:12; 1 Timothy 5:16; 1 Corinthians 11:4-7, 13- 15; 1 Timothy 2:9 READ: HANDOUT: Excerpt from Tertullian, “On the Apparel of Women” WATCH: Lecture Video: Church of the Martyrs and Cult of Virginity POST: Thoughtful posts to the Class 13: R Oct 8 Discussion Board in response to two of the discussion questions. TAKE: QUIZ #4: Women in Early Christian Movement (Acts), Pauline Writings and Thecla

Sat Oct 10 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK EIGHT

Week Eight Objectives: Upon completion of this week the learner will be able to: describe and discuss women’s ministries and accomplishments in converting the Roman Empire to Christianity; describe and discuss steps that were taken to remove women from church leadership; describe the application of New Testament passages of subordination to remove women from teaching theology in a Southern Baptist seminary.

T Oct 13 Class 14: Ministries of Women in the Post-Biblical Churches READ: HANDOUT: Epistle of Gelasius to bishops of southern Italy, 494; Inscriptions referring to women as , 5th century READ: HANDOUT: Ordination of a , Apostolic Constitutions, Egypt ca. 370-380 C.E. READ: OTHER: NCR Staff, “Early Women Leaders: From Heads of House Churches to Presbyters,” National Catholic Reporter, January 8, 2013, http://ncronline.org/node/42036 READ: OTHER: Gary Macy, “The Meaning of Ordination and How Women Were Excluded,” National Catholic Reporter, January 16, 2013, https://www.ncronline.org/news/global-sisters-report/meaning-ordination-and-how- women-were-gradually-excluded READ: OTHER: Darrell Pursiful, “Ordained Women of the Patristic Era,” https://www.cbeinternational.org/resource/article/priscilla-papers-academic- journal/ordained-women-patristic-era?page=4

12 WATCH: STREAMING VIDEO: Women’s Ordination: The Hidden Tradition (60 min.) WATCH: Lecture Video: Ministries of Women in Post-Biblical Churches POST: Thoughtful posts to the Class 14: T Oct 13 Discussion Board in response to two of the discussion questions. OR, ATTEND ZOOM MEETING: To discuss the assigned reading, lecture video, and streaming video.

[W Oct 14 – Mid-Term Grades posted at midnight]

R Oct 15 Class 15: The Decline of Women’s Church Leadership READ: MOORE: Chapter Three, “Women and the Conversion of an Empire,” 63-65. READ: Molly T. Marshall, “The Peril of Selective Inerrancy,” Baptist News Global, 29 May 2018, https://baptistnews.com/article/the-peril-of-selective-inerrancy/#.XuvgsvJ7kW8 WATCH: STREAMING VIDEO: Battle for the Minds (1997, 60 mins.) (Removal of a woman theologian, Rev. Molly T. Marshall, from the faculty of the Southern Baptist Theological Seminary in Louisville, Kentucky.) WATCH: Lecture Video: Two Churches POST: Thoughtful posts to the Class 15: R Oct 15 Discussion Board in response to two of the discussion questions.

Sat Oct 17 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK NINE

Week Nine Objectives: Upon completion of this week the learner will be able to: take successfully Exam #2 and Quiz #5 discuss the roles of women in the in Eastern Christianity discuss the roles of nuns and in ().

T Oct 20 Exam #2 (Five Identifications, 5 pts. each; one discussion question 25 pts.) QUIZ #5: Martyrs, Cult of Virginity, Ordination

R Oct 22 Class 16: Middle Ages: Women in Eastern Christianity (Orthodox Churches); Nuns and Abbesses in Western Christianity (Catholic Church) READ: MOORE: Chapter Four: “Saints, Seers, and Scholars in the Middle Ages,” 67-79 READ: WWRSP: Minji Lee, “,” https://wrldrels.org/2019/10/29/hildegard- of-bingen/ WATCH: Lecture Video: Middle Ages-Eastern Christianity WATCH: Lecture Video: Middle Ages-Western Christianity: Nuns and Abbesses

13 POST: Thoughtful posts to the Class 16: R Oct 22 Discussion Board in response to two of the discussion questions.

Sat Oct 24 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK TEN

Week Ten Objectives: Upon completion of this week the learner will be able to: discuss and compare the roles of women who were tertiaries, Beguines, anchorites, mystics and their contributions to Catholic Christianity; discuss the importance of the writing of ; describe and compare the status of women in pre- Catholicism and in the Protestant movements; identify and discuss individual Protestant women who made significant contributions to Christianity and women’s roles.

T Oct 27 Class 17: Middle Ages: Women in Western Christianity (Catholic Church): Tertiaries, Beguines, Anchorites, Mystics, and Christine de Pizan READ: MOORE: Chapter Four: “Saints, Seers, and Scholars in the Middle Ages,” 79-85. READ: WWRSP: Tanya Stabler Miller, “Beguines” READ: Read: Christine de Pizan Quotes at http://www.goodreads.com/author/quotes/51133.Christine_de_Pizan WATCH: Lecture Video: Middle Ages-Western Christianity POST: Thoughtful posts to the Class 17: T Oct 27 Discussion Board in response to two of the discussion questions. OR ATTEND ZOOM MEETING: To discuss the assigned reading, lecture video, and streaming video.

R Oct 29 Class 18: Protestant and Women, the Witch Hunts READ: MOORE: Chapter Five: “Women Reformed, Women Resistant,” 87–94, 95–100. WATCH: Lecture Video: Protestant Reformations & Women, the Witch Hunts POST: Thoughtful posts to the Class 18: R Oct 29 Discussion Board in response to two of the discussion questions. QUIZ #6: Christian

Sat Oct 31 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

14

WEEK ELEVEN

Week Eleven Objectives: Upon completion of this week the learner will be able to: describe and analyze the Catholic Church’s response to the Protestant Reformations; identify Catholic and Protestant women who wrote defenses of women and analyze their arguments; identify and describe Catholic women saints and other women who made significant contributions to Christianity during this period; identify and describe the new orders of Sisters that were formed in this period and the motivations of these Sisters to help and work in society; analyze the strategies of the new orders of Sisters to circumvent or avoid cloister in order to be of service in society; identify and discuss the factors in the nineteenth century that empowered white and black Protestant women in America to do social work outside the home, preach and evangelize, and found organizations, Christian movements and churches; identify and describe and compare individual Protestant women and their contributions to Christianity and society.

T Nov 3 – ELECTION DAY – Extended deadlines will be announced for the Class Discussion Board posts. The Tuesday Zoom meeting will still be held for any students who want to attend (if they have voted early). – BE SURE TO VOTE! Class 19: Women Defending Women, Catholic Women and the Counter-Reformation, Catholic Sisters Seeking to Help READ: MOORE: Chapter Five: “Women Reformed, Women Resistant,” 94–95, 100–05. READ: MOORE: Chapter Six: “Spirit-filled Women in the Nineteenth Century,” 108–10. READ: WWRSP: Olivia Espin, “Rosa de Lima (Saint Rose of Lima),” https://wrldrels.org/2018/10/26/rosa-de-lima-saint-rose-of-lima/ READ: Margaret Fell, “Women’s Speaking Justified, Proved, and Allowed of by the Scriptures . . . ” http://www.qhpress.org/texts/fell.html WATCH: Lecture Video: Women Defending Women, Catholic Women and the Counter- Reformation, Sisters Seeking to Help POST: Thoughtful posts to the Class 19: T Nov 3 Discussion Board in response to two of the discussion questions. OR, ATTEND ZOOM MEETING: To discuss the assigned reading, lecture video, and streaming video.

R Nov 5 Class 20: Protestant Women in Nineteenth-century America READ: MOORE: Chapter Six: “Spirit-filled Women in the Nineteenth Century,” 107–08, 110– 22, 126–27. Chapter Seven: “Churchwomen on the Margins and in the Mainstream,” 130–32. READ: OTHER; “Harriet Tubman,” https://www.ihopkc.org/malachiproject/biography/harriet- tubman READ: OTHER: “Maria Fearing (1838-1937),” http://www.awhf.org/fearing.html (Presbyterian missionary to Africa and foster mother to African orphans) READ: WWRSP: Susie C. Stanley, “Phoebe Palmer” (mother of the ), https://wrldrels.org/2016/10/08/phoebe-palmer/

15 READ: WWRSP: Susie C. Stanley, “Amanda Berry Smith” (evangelist in the Holiness movement), https://wrldrels.org/2016/10/08/amanda-berry-simith/ READ: HANDOUT: Excerpts from Jarena Lee, “My Call to Preach the Gospel”; Excerpts from Amanda Smith, An Autobiography: The Story of the Lord’s Dealings with Mrs. Amanda Smith the Colored Evangelist READ: “Julia Foote,” https://www.ihopkc.org/malachiproject/biography/julia-foote READ: The introduction and the report of Sojourner Truth’s “Ain’t I a Woman Speech,” at a women’s rights conference in 1851, as reported by Marcus Robinson, in an article “Women Rights Convention. Sojourner Truth” (1851), and also by Frances Gage in 1863, https://sojournertruthmemorial.org/sojourner-truth/her-words/ READ: WWRSP: Lydia Willsky-Ciollo, “Frances Willard” (educator and president of the Woman’s Christian Temperance Union), https://wrldrels.org/2018/06/15/frances-willard/ READ: OTHER: “Nannie Helen Burroughs” (member of the National Baptist Convention, educator), https://www.nps.gov/people/nannie-helen-burroughs.htm WATCH: Lecture Video: Protestant Women in 19th-century America POST: Thoughtful posts to the Class 20: R Nov 5 Discussion Board in response to two of the discussion questions. QUIZ #7: Protestant and Catholic Women in Reformation and Early Modern Era

Sat Nov 7 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK TWELVE

Week Twelve Objectives: Upon completion of this week the learner will be able to: identify and discuss alternative Christian religions that were founded or co-founded by women, their theologies, their organization structures, and whether or not they ordain women; identify and discuss selected international Christian women’s movements and their leaders in international expressions of Christianity; identify and discuss women’s roles in the Church of Jesus Christ of Latter-day Saints (Mormon Church) history and founding and the women’s ordination question today.

T Nov 10 Class 21: Women in Alternative Christianities in Nineteenth-century America READ: MOORE: Chapter Six: “Spirit-filled Women in the Nineteenth Century,” 122–27. READ: WWRSP: Laura Vance, “Ellen Gould Harmon White” (prophet and co-founder of the Seventh-day Adventist Church), https://wrldrels.org/2016/10/08/ellen-white/ READ: PDF: “Interview with Kate Kelly” WATCH: Lecture Video: Women in Alternative Christianities in 19th-century America POST: Thoughtful posts to the Class 21: T Nov 10 Discussion Board in response to two of the discussion questions. OR, ATTEND ZOOM MEETING: To discuss the assigned reading, lecture video, and streaming video.

16 R Nov 12 Class 22: International Christian Women READ: MOORE: Chapter Seven: “Churchwomen on the Margins and in the Mainstream,”147– 49. READ: WWRSP: David G. Bromley and Alexis Liverman, “Missionaries of Charity,” https://wrldrels.org/2016/10/08/missionaries-of-charity/ (founded by ) READ: PDF: Oyeronke Olademo, “Yoruba Women in Christianity,” 1–22 (double-spaced). READ: OTHER: “Leymah Gbowee: Biographical,” https://www.nobelprize.org/prizes/peace/2011/gbowee/biographical/ WATCH: STREAMING VIDEO: Pray the Devil Back to Hell (72 mins., how Leymah Gbowee led women to stop warfare in Liberia) WATCH: LECTURE VIDEO: International Christian Women: A Sampling POST: Thoughtful posts to the Class 22: R Nov 12 Discussion Board in response to two of the discussion questions. QUIZ #8: Christian Women in Nineteenth-century America

Sat Nov 14 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK THIRTEEN

Week Thirteen Objectives: Upon completion of this week the learner will be able to: identify and discuss women religious leaders who made significant contributions to women’s rights within their Christian denomination, and toward achieving Civil Rights for African Americans; identify and discuss women in anti-feminist Christian movements and the types of gender roles that they espouse and their rationales for promoting anti-feminist Christian lifestyles; identify and discuss Paula White, known as “Trump’s pastor,” and her theology and religious practice and the nature of her religious leadership.

T Nov 17 Class 23: Protestant Women’s Ministries and Work for Equality: Civil Rights, Ordination READ: MOORE: Chapter Seven: “Churchwomen on the Margins and in the Mainstream,” 134– 38, 150. READ: WWRSP: Susie Stanley, “Anna Howard Shaw” (educator, first ordained woman Methodist minister, ordination rescinded because she was a woman, worked for women’s suffrage), https://wrldrels.org/2019/12/14/anna-howard-shaw/ READ: OTHER: Julie Scelfo, “On MLK Day, Honor the Mother of the Civil Rights Movement, Too” (Ella Josephine Baker), https://time.com/4633460/mlk-day-ella-baker/ READ: WWRSP: Sarah Azaransky, “Pauli Murray (Anna Pauline Murray),” https://wrldrels.org/2018/11/06/pauli-murray-anna-pauline-murray/ READ: OTHER: “ Vashti Murphy McKenzie Biography,” https://www.vashtimckenzie.com/bishop.php

17 READ: OTHER: Nuala McCann, “Church of Ireland Bishop Pat Storey Mistaken for Secretary," https://www.bbc.com/news/uk-northern-ireland-41200218 READ: OTHER: Trevor Grundy, Religion News Service, “First Female Bishop Ordained in. Amid Ongoing Controversies,” https://www.ncronline.org/news/world/first- female-bishop-ordained-church-england-amid-ongoing-controversies READ: OTHER: “Church of England Appoints Its First Black Female Bishop,” The Guardian, https://www.theguardian.com/world/2019/jun/28/church-of-england-appoints-first-black-female- bishop-rose-hudson-wilkin READ: HANDOUT: Recent Key Dates for Women in the Christian Tradition in America” WATCH: LECTURE VIDEO: Protestant Women’s Ministries and Work for Equality POST: Thoughtful posts to the Class 23: T Nov 17 Discussion Board in response to two of the discussion questions. OR, ATTEND ZOOM MEETING: To discuss the assigned reading, lecture video, and streaming video. QUIZ #9: Women in Alternative Christianities & International Christianity

R Nov 19 Class 24: Conservative (Anti-Feminist) Christianity in America READ: MOORE: Chapter Seven: “Churchwomen on the Margins and in the Mainstream,” 141– 47 READ: WWRSP: Julie Ingersoll, “Quiverfull,” https://wrldrels.org/2016/10/08/quiverfull/ READ: WWRSP: Kira Ganga Kieffer, “Paula White,” https://wrldrels.org/2019/12/13/paula- white/ WATCH: VIDEO: “Inside the Home of One Family Living the Quiverfull Lifestyle” (5 mins.), http://america.aljazeera.com/watch/shows/america-tonight/2016/2/inside-the-home-of-one- family-living-the-quiverfull-lifestyle.html WATCH: VIDEO: “Trump’s Spiritual Adviser Paula White Wants ‘Satanic Pregnancies’ to Miscarry” (1.35 mins.), https://www.realtalktime.com/donald-trump-spiritual-adviser-satanic- pregnancies-miscarry--paula-white/ WATCH: LECTURE VIDEO: Conservative (Anti-Feminist) Christianity in America POST: Thoughtful posts to the Class 24: R Nov 19 Discussion Board in response to two of the discussion questions.

[F Nov 20 – Last Day to Withdraw for Undergraduates]

Sat Nov 21 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK FOURTEEN

T Nov 24 Thanksgiving Break

R Nov 26 Thanksgiving Break

18

WEEK FIFTEEN

Week Fifteen Objectives: Upon completion of this week the learner will be able to: identify and discuss significant Catholic women in America who have worked for social justice; describe and analyze and discuss the “Doctrinal Assessment” of the Leadership Conference of Women Religious” by the Vatican’s Congregation for the Doctrine of the Faith, the challenge that it posed for the LCWR and many Catholic Sisters in America, and the means by which the conflict between the LCWR and the Vatican and bishops was resolved; describe and analyze the origins of the Immaculate Heart Community (IHC) in the Daughters of the Most Holy and Immaculate Heart of Mary (IHM) in California; describe and analyze the contributions made by Catholic Sisters to American society; describe and analyze the Roman Catholic Church’s rationale for not ordaining women as deacons and priests, and the responses of Catholic intellectuals; describe and analyze the origins of the Roman Catholic Women Priests movement and the Vatican’s response to it.

T Dec 1 Class 25: Catholic Sisters Working for Justice in America READ: MOORE: Chapter Six: “Spirit-filled Women in the Nineteenth Century,” 111; Chapter Seven: “Churchwomen on the Margins and in the Mainstream,” 129, 131, 149. READ: WWRSP: Sister Annmarie Sanders, “Leadership Conference of Women Religious,” https://wrldrels.org/2019/12/07/leadership-conference-of-women-religious/ READ: WWRSP: Nan Deane Cano, “Immaculate Heart Community,” https://wrldrels.org/2020/02/07/immaculate-heart-community/ READ: OTHER: Caitlin Yoshiko Kandil, “Young Women Seek a Nun’s Life with a Joyful Vietnamese Order,” https://www.latimes.com/local/lanow/la-me-vietnamese-nuns-20180615- story.html READ: OTHER: “Henriette Delille Is Two Steps Away from Becoming a Saint,” http://www.louisianaweekly.com/henriette-delille-is-two-steps-away-from-becoming-a-saint/ READ: OTHER: Mary E. Hunt, “Schenk’s Biography of Mercy Sr. Theresa Kane a Detailed Account of a Visionary’s Path,” https://www.ncronline.org/news/opinion/schenks-biography- mercy-sr-theresa-kane-detailed-account-visionarys-path WATCH: VIDEO: Women and Spirit: Catholic Sisters in America (57 mins.), https://vimeo.com/86152465 WATCH: LECTURE VIDEO: Catholic Sisters and Other Catholic Laywomen Working for Justice in America POST: Thoughtful posts to the Class 25: T Dec 1 Discussion Board in response to two of the discussion questions. OR, ATTEND ZOOM MEETING: To discuss the assigned reading, lecture video, and streaming video. QUIZ #10: Protestant Women in the Twentieth and Twenty-first Centuries

R Dec 3 Class 26: Roman Catholic Debate

19 READ: MOORE: Chapter Seven: “Churchwomen on the Margins and in the Mainstream,” 139– 41 READ: WWRSP: Deborah Halter, “Women’s Ordination Debate in the Catholic Church” READ: PDF: Rosemary Radford Ruether, “Reflections on Joan Chittester’s Decision to Speak,” New Woman, New Church, 8. READ: WWRSP: Jane Via, “Roman Catholic Women Priests,” https://wrldrels.org/2020/05/25/roman-catholic-women-priests-rcwp/ READ: OTHER: Elise Ann Allen, “New Leader of German Bishops Signals No Retreat from Progressive Line,” https://cruxnow.com/church-in-europe/2020/06/new-leader-of-german- bishops-signals-no-retreat-from-progressive- line/?fbclid=IwAR3OWVOSk0pRqwnhp6ZwAHuHwflN-hhkOEly13Nvw7bLr- v5So_gQOa9Jwc READ: OTHER: Alexandra Greenwald, “Women’s Ordination Conference Surveys Catholic Women in Lay Ministry,” https://www.ncronline.org/news/parish/womens-ordination- conference-surveys-catholic-women-lay-ministry WATCH: LECTURE VIDEO: Roman Catholic Ordination of Women Debate POST: Thoughtful posts to the Class 26: R Dec 3 Discussion Board in response to two of the discussion questions.

Sat Dec 5 POST: One reply to a student’s post for this week, following instructions on the Women in Christianity Discussion Board Posts handout. (This post counts toward the weekly Reply Post score.)

WEEK SIXTEEN

Week Sixteen Objectives: Upon completion of this week the learner will be able to: know how to prepare to take Exam 3 and Quiz 11; be able to discuss and compare the models of Mary and Martha in relation to women’s roles in Christian churches; reflect on what was learned in the course and write a post about it.

T Dec 8 Class 27: Last Class – Review – Church of Mary and Martha READ: MOORE: Conclusion: “The Church of Mary and Martha,” 153–55. POST: Thoughtful posts to the Class 25: T Dec 8 Discussion Board in response to the discussion questions. OR, ATTEND ZOOM MEETING: To discuss the assigned reading, lecture video, and streaming video. (No points given for this class participation, which is for the purpose of review.) POST: On the What I Learned in This Course discussion board (10 pts.).

Final Exam – EXAM #3 (10 identifications counting 5 points each and 1 discussion question counting 25 points) QUIZ #11: Catholic Women in the Twentieth and Twenty-first Centuries

20

EXAM PERIODS:

Sec. 1 - TR 2:00 course: Thursday, December 17, 11:30 – 1:30

Sec. 2 - TR 3:30 course: Tuesday, December 15, 2:00 – 4:00

COURSE REQUIREMENTS

The final grade is based on a 510-point scale. There will be two Exams (each one having 5 identifications counting 5 points each and 1 discussion question counting 25 points, for a total of 50 points for each exam), and a third Exam (10 identification questions counting 5 points each and one discussion question counting 25 points) that counts a total of 75 points; 11 true-false quizzes will be given counting 10 points each for a required total of 100 points (the eleventh quiz will replace a quiz if one is missed, if all quizzes are taken the eleventh quiz counts up to 10 points extra); making the introductory video on the Class 1 Discussion Board counts 10 points if the instructions are followed; there will be a 10-point True-False Quiz on the course requirements after the student has read the syllabus and watched the video in which the syllabus is explained during the first course week; two thoughtful replies to the student introductions by that weekend count 5 points; posting thoughtful answers to 2 discussion questions for each class (if instructions are followed) count a total of 200 points; a final thoughtful post (following instructions) on the What I Learned in This Course Discussion Board counts 10 points.

Weight of each assignment on the final Grade

Read the syllabus and watch the instructor’s explaining the course requirements, and then take a 10-point True-False quiz on the course requirements 01.96% (10 pts.) Post a video in the Introductions Discussion Board introducing oneself, following the instructions given. 01.96% (10 pts.) Watch the student introductions and post replies to two introductions 00.98% (05 pts.) Exam #1 09.80% (50 pts.) Exam #2 09.80% (50 pts.) Exam #3 14.70% (75 pts.) 10 True-False Quizzes 19.60% (100 pts.) Posting thoughtful answers to 2 39.21% (200 pts.) discussion questions on the discussion boards for each class. Participation in a Zoom class meeting counts as class

21 participation in a Tuesday class discussion board. 25 classes x 2 posts counting 8 points total = 200 points. (Each post is 4 pts.) Make a thoughtful post on the What I Learned in This Course Discussion Board 01.96% (10 pts.) ______

100% (510 pts.)

Extra Credit Assignments

If all the true-false quizzes are taken, the eleventh quiz counts up to 10 points extra credit. (There will be no make-up quizzes if a quiz is missed.)

Thirteen weekly responding posts (one per week) on a class discussion board may earn 5 points each week for a total of 65 extra credit posts. See below for instructions on how to make the graded weekly responding posts. A weekly responding post consists of researching one of the topics for that week and utilizing that information to compose a thoughtful reply (minimum of 150 words) to one student post on each of the class discussion boards for that week. See more information on the weekly responding posts below.

True-False Quiz on Syllabus and Course Requirements

During the first week of the course, students are required to read the syllabus and course requirements carefully, and to watch the video of Dr. Wessinger explaining the syllabus and course requirements.

Then the student should take the True-False Quiz (10 points) on the Syllabus and Course Requirements and How to Make Class Discussion Board Posts handout in Canvas.

Since the first week of classes is a drop-add period, the True-False Quiz will be open to students through Saturday, August 29. The link will close at 11:59 pm on August 30.

The True-False Quiz may be taken only once, so be sure to study the Course Requirements carefully and watch the video in which Dr. Wessinger goes over the syllabus and the Course Requirements.

Self-Introduction Video

In Canvas discussion boards, written posts may be made or short videos may be recorded an posted to the discussion board.

Since this course is taught online, introductions are important so that class members get to know one another and the instructor.

22

Instructions will be given to students about what should be included in their personal introductions that should be posted during the first week of classes. The student will record a short video introduction including information about themselves that is stipulated in the instructions.

Completing this introduction assignment counts 10 points.

Because the first week of classes is a drop-add period, the final deadline to post the video introduction is Saturday, August 29.

Students should do their best to post their self-introduction videos on a day prior to Saturday, August 29, because students will also need to watch the introductions by the other students and post thoughtful comments to at least two of the students’ introductions also by Saturday, August 29.

Posting thoughtful replies to two of the student introductions counts 5 points.

Class Attendance and Discussion Participation on Class Discussion Boards, or on Tuesday Zoom Class Meetings

Students must attend every class and participate in class discussion either by posting on the class discussion board, or, alternatively on Tuesdays, attending the Zoom class meeting.

Students enrolled in the course will be divided into Group A and Group B for the purpose of participation in the Tuesday Zoom class meetings. Group A students will be in a Zoom meeting for the first 35 minutes of the class period. There will then be a 5 minute break, and then Group B students will participate in the remaining 35 minutes of the class period. Every student attending a Zoom class meeting will be required to address one of the discussion questions, based on the assignments, asked by the instructor. In other words, each student attending a Zoom class meeting is required to speak up and contribute to discussion.

If a guest speaker is scheduled for a Tuesday Zoom class meeting, participating students will need to be present for the entire class period.

The Tuesday Zoom class meetings will be recorded, because this will assist the instructor in taking attendance. The videos of the Zoom class meetings will be posted to Canvas so students who did not attend can benefit from the reviews given in the Zoom class meetings.

Participation in the Tuesday Zoom class meetings is optional. Students who do not participate in the Tuesday Zoom class meetings, are required to post on the Tuesday class discussion boards, following the instructions.

All students are required to make thoughtful posts on the Thursday class discussion boards, following the instructions. The students’ posts relative to the assignments for that day are due by midnight on the class date.

23

Before participating in the class discussions, either on the class discussion board or in the Tuesday Zoom class meeting, students are required to read the assignments, watch videos if assigned, and watch the lecture video or videos. Then the student will be ready to participate in class discussions either on the class discussion board or in the Tuesday Zoom meeting. When reading and watching all of these, the student should write down important points as well as questions, and come to class to make comments on what was learned and to ask questions.

It is recommended that while reading and viewing the assignments, students fill out the information about the names and terms listed on the Terms list for Identification questions for Exam 1, Exam 2, and Exam 3, so these can be consulted when taking these exams online.

The discussions of the assigned materials in the Tuesday Zoom class meeting will have the opportunity to be more wide-ranging than is possible in the structure of the class discussion board posts, so students are encouraged to attend the Tuesday Zoom meetings.

Up to 200 pts. can be earned by participating regularly on the class discussion boards, following the instructions. Participating in the Tuesday Zoom class meeting replaces posting on the Tuesday class discussion board for that date; this means that participation in a Tuesday Zoom meeting counts 8 points.

For full credit for attendance on the class discussion boards, students are expected to make 2 thoughtful posts in response to 2 of the questions posted by the instructor to the class discussion boards for that class date. Each of the two required thoughtful posts to a class discussion board counts 4 points each. The two thoughtful posts must be made before midnight on that date. If the student chooses to participate in the Tuesday Zoom class meeting, the student will receive full credit for class participation on that date (8 points) and will not have to make 2 thoughtful posts on the class discussion board for that date.

Students are expected to do the assignments for each class date and make the required posts (or participate in the Tuesday Zoom class meeting). A student will receive an excused absence if the student sends an email before the class to the instructor indicating the emergency that prevents them from participating in that class. The student must then make up doing the assignments and posts on the discussion board for that class as soon as it is practical.

Students will not receive an excused absence if they do not send an email to the instructor before class giving the reason for the absence, except in the case of extreme emergencies, after which the student should contact the instructor by email as soon as it is possible. After the emergency is past, students are still required to make up the work as soon as possible.

Students who have not requested an excused absence ahead of the class (or had a severe emergency that prevented them from making the request), still have to make up the assignments and the class discussion board posts as soon as it is possible, but they will have 1 point deducted from the score of each post that is made up for the unexcused absence.

24 To do well in this course, it is important that students do the assignments for each class and then participate in the class discussions following the instructions.

Extra Credit Posts

For extra credit, the student has the opportunity to make one thoughtful responding post in reply to another student’s post on one of the class discussion boards for that week. The weekly responding post is due by the Saturday night before midnight of that week. The weekly responding post can be made any time during the week. Only a weekly responding post that was made during the week of the relevant classes may earn the extra points. It will not be possible to do all the weekly reply posts at the end of the semester.

The weekly responding posts count 5 points each for a a total of 65 points possible extra credit points.

For the instructions on the class discussion board posts, including the extra credit weekly responding post, see the HANDOUT: Women in Christianity Class Discussion Board Posts.

Classroom Etiquette

• Respect the opinions of others. During class discussions, it is very likely that contradictory opinions will emerge. There is no requirement in our class that students agree with each other, or with the instructor, but there is the mandate that the opinions expressed be respected.

• Be on time. We will begin each Zoom class promptly. Students are expected to be in the Zoom meeting and ready to proceed at the beginning of the time period. Attendance will be taken for each class either by attendance at the Tuesday Zoom meeting or by posting on the class discussion board by the required date, before midnight.

Quizzes

A total of 11 true-false quizzes will be given in the semester. Each quiz will count 10 pts., therefore 100 quiz pts. count toward the final grade. Each quiz consists of 10 true-false items counting 1 point each.

If the student has taken all ten of the true-false quizzes and then takes the eleventh true-false quiz (10 pts.), the eleventh quiz will count as extra credit.

Although the approximate dates are given on the syllabus for each quiz, the instructor may change the dates of the quizzes and the student is responsible for knowing about the next quiz date.

Changes such as this will be announced via Canvas, so it is important for all students to check their email regularly to stay current with any course announcements.

25 Exams

Exam #1 counts 50 points and consists of 5 identification questions counting 5 points each and one discussion counting 25 points. Exam #2 counts 50 points and consists of 5 identification questions counting 5 points each and one discussion counting 25 points. Exam #3 counts 75 points and consists of 10 identification questions counting 5 points each and one discussion questions counting 25 points.

A list of names, terms, Bible citations for the identification questions will be given to students ahead of each exam. The exam given on Canvas will randomize these names, terms, Bible passages so the identifications will be different on each student’s exam.

At least two discussion questions will be given to students before the exam. Canvas will randomize these discussion questions so one will be given to each student.

Therefore, each student’s exam will be different from other students.

Students are expected to do their own work when writing the exams. Urkund is an application in Canvas that will check for plagiarism. Plagiarism from online sources or another student’s work will result in a 0 and a report will be made to the associate dean that will go into the student’s Loyola record. The answers for the identifications and the discussion questions should be derived from the reading, viewing, and lecture materials assigned for the course, not from online sources. Use of unassigned online sources when writing answers will reduce the scores given for the identifications and discussion question answers.

Cheating

If a student is found to have cheated when taking a Test or Quiz, a 0 will be given for the exam or test, and the matter will be reported to the associate dean, who will put the report in the student’s university file.

Students should not write the answers on their exams utilizing online sources or notes or answers written by other students.

If a student gives their notes or written answers to another student who then copies them, the student who gave their work to the other student will also be reported to the associate dean, who will put the report in the student’s university file.

It is important that students do their own work in every university course.

University Policy on Academic Honesty & Plagiarism

The university’s policy on cheating and plagiarism is found at http://2018bulletin.loyno.edu/academic-regulations/academic-honesty-and-plagiarism. It states:

26 The Academic Honor Code of Loyola University New Orleans represents the University community’s commitment to the highest intellectual and ethical standards of honesty, integrity, fairness and justice. Violations of the Academic Honor Code include but are not limited to cheating, lying, false citations, falsified data, falsification of academic records, plagiarism, participation in any form of unauthorized collaboration, misuse or misrepresentation of academic work or the academic work of others in any manner, misuse of electronic material, and violation of academic property laws.

Concerning plagiarism and unauthorized collaborations, the policy states:

Plagiarism Plagiarism is act of taking the work or ideas of another and representing it as one's own. The Modern Language Association Handbook defines plagiarism as follows: "Plagiarism involves two kinds of wrongs. Using another person's ideas, information, or expressions without acknowledging that person's work constitutes intellectual theft. Passing off another person's ideas, information or expressions as your own to get a better grade or gain some other advantage constitutes fraud" (Seventh Edition, 2009, p. 52).

Unauthorized Collaborations Unauthorized collaborating is completing coursework with other(s) without prior approval. Students are expected to consult with their instructor prior to engaging in cooperative activities.

According to the policy, alleged infractions of the Academic Honor Code are handled in the following manner:

Processing An Alleged Violation

Student Academic Honor Code violations and sanctions are reported either by 1) a course instructor to the Dean’s Office of the college in which the violation occurred or 2) the Associate Dean of the college in which the violation occurred. If there is no designated Associate Dean of the college in which the violation occurred, the Dean or the Dean's designated representative will fill this role. An appeal of a violation and/or sanctions is filed from the accused student to the Academic Integrity Council (AIC). This method of handling Academic Honor Code violations helps promote university-wide standards of integrity with 1) due process and 2) identification of students with repeat violations across the university.

For more details on the procedure that will be followed when reporting plagiarism or unauthorized collaboration on assignments, see the university’s statement at the URL given above.

Emergency Cancellations Due to Evacuations

• At times, ordinary university operations are interrupted as a result of tropical storms, hurricanes, or other emergencies that require evacuation or suspension of on-campus activities. To prepare for such emergencies, all students will do the following during the first week of classes:

1. Practice signing on for each course through Canvas.

2. Provide regular and alternative e-mail address and phone contact information to each instructor.

27 • In the event of an interruption to our course due to the result of an emergency requiring an evacuation or suspension of campus activities, students will:

3. Pack textbooks, assignments, syllabi and any other needed materials for each course and bring during an evacuation/suspension

4. Keep up with course work during the evacuation/suspension as specified on course syllabi and on-line Canvas courses.

5. Complete any reading and/or writing assignments given by professors before emergency began.

Assuming a power source is available....

6. Log on to university Web site within 48 hours of an evacuation/suspension.

7. Monitor the main university site (www.loyno.edu) for general information.

8. Log on to each course through Canvas or e-mail within 48 hours of an evacuation/suspension to receive further information regarding contacting course instructors for assignments, etc.

9. Complete Canvas and/or other online assignments posted by professors (students are required to turn in assignments on time during the evacuation/suspension period and once the university campus has reopened.)

10. Contact professors during an evacuation/suspension (or as soon as classes resume on campus) to explain any emergency circumstances that may have prevented them from completing expected work.

Further information about student responsibilities in emergencies is available on the Academic Affairs web site: http://academicaffairs.loyno.edu/students-emergency-responsibilities

28