Social Studies Elective: Bible as History

The Bible as History

Course Code: 48002X0 Social Studies Local Elective

Course Description: This course is a general survey of the history of the Bible with emphasis given to its historical, geographical and literary aspects. The purpose of this course is to help students better understand the historical context of biblical literature, and the relationship of the Bible to the history, culture, literature, art and social customs of the modern world.

Course Disclaimers: Instruction in this course will remain academic and objective.  No attempt will be made to indoctrinate students as to the truth of falsity of the biblical documents.  There is no bias for or against any religious group or denomination.  The instructor for this course is a certified teacher chosen without regard for his or her religious or non-religious beliefs.

Prerequisite: World History, Honors World History

Please Note: This Course does not meet the graduation requirement for World History.

Course Objectives:

1. To explore the cultures of the ancient world as reflected in the Bible

2. To better understand the geography of the ancient world.

3. To study the historical and cultural background of the Bible.

4. To explore the influence on the Bible on literature, art and music.

5. To acquire a general knowledge of the Hebrew people and their contributions to the development of the Bible.

6. To expose the student to a chronological view of biblical history.

7. To analyze the moral and philosophical concepts presented in the Bible.

8. To explore the life of Jesus as recounted in the Bible.

9. To review the history of Judaism and the early Christian church as recorded in the Bible.

Recommended Textbook:

The Bible and Its Influence, 2nd Edition (978-0-9770302-7-9)

Each student may use the biblical translation of his/her choice as a text for this course.

Course Standards:

BH.1 The student demonstrates an understanding of the major narratives, characters, stories and poetry contained in the Bible and how they are used in literature, art and music.

BH.1.a Demonstrates comprehension of the variety of literary forms in the biblical text.

BH.1.b Identifies, analyzes, and applies knowledge of structures, symbolism, motifs, and the use of language (e.g. diction, imagery, figurative language, alliteration) in the biblical text.

BH.1.c Recognizes and traces the development of various translations of the biblical text over time.

BH.1.d Understands and explains the influence of the Bible in classic and contemporary art, music, and literature making comparisons with modern poetry, drama, music and prose.

BH.2 The student will demonstrate an understanding of the Bible’s impact on the history, religion, government and law of various cultures.

BH.2.a Compare cultures and customs of the many different biblical time periods.

BH.2.b Examine the influence of the Bible on historical and modern day political and social movements.

BH.2.c Compare and contrast biblical feasts and yearly celebrations with modern holidays and celebrations.

BH.2.d Analyze the Bible’s influence on the creation of American institutions and law.

BH.3 The student will participate in discussions related to curricular learning regarding the Bible.

BH.3.a Reflect on the significance of translations on biblical text.

BH.3.b Examines, compares, and contrasts various translations of the Bible.

BH.3.c Demonstrates understanding of biblical narratives and applies them in discourse.

In addition, students will use the North Carolina Department of Public Instruction Inquiry Standards for Social Studies Grades 9-12.

Inquiry 9-12

The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 9-12 grade band. Teachers should be encouraged to use these indicators in every grade level. Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of all high school courses students will have been exposed to the skills essential to developing critical thinking in social studies.  For this to occur, students must be exposed to inquiry indicators in each grade.

Standard:

Indicator:

Apply the inquiry models to analyze and evaluate social studies topics and issues in order to communicate conclusions and take informed actions.

I.1.1 Compelling Questions

1. Identify issues and problems in social studies.

2. Formulate questions based upon disciplinary concepts.

I.1.2 Supporting Questions

1. Identify issues and problems related to the compelling question.

2. Formulate supporting questions.

I.1.3 Gathering and Evaluating Sources

1. Locate credible primary and secondary sources

2. Identify a variety of primary and secondary sources in support of compelling and supporting questions.

3. Summarize the central ideas and meaning of primary and secondary sources through the use of literacy strategies.

4. Determine the origin, context, and bias of primary and secondary sources.

5. Differentiate between facts and interpretations of sources.

6. Evaluate competing historical narratives and debates among historians.

I.1.4 Developing Claims and Using Evidence

1. Analyze data from charts, graphs, timelines, and maps.

2. Analyze visual, literary, and musical sources.

3. Examine change and continuity over time.

4. Analyze causes, effects, and correlations.

5. Determine the relevance of a source in relation to the compelling and supporting questions.

I.1.5 Communicating Ideas

1. Construct written, oral, and multimedia arguments.

2. Support arguments with evidence and reasoning while considering counterclaims.

3. Use proper formatting in citing sources for arguments.

4. Develop new understandings of complex historical and current issues through rigorous academic discussions.

5. Participate in rigorous academic discussions emphasizing multiple viewpoints in which claims and evidence are acknowledged, critiqued, and built upon in order to create new understandings of complex historical or current issues.

I.1.6 Taking Informed Action

1. Generate ideas through which the inquiry facilitates change.

2. Devise a plan to enact change based on the results of the inquiry.

3. Organize and take individual or collaborative action in order to effect change and inform others.