10 Bible Course Map--2013

Transcription

1 Course Title: Tenth Grade Bible 10 Bible Course Map Duration: one year Frequency: one class period daily Year: Text: 1. Foundational Bible Study Program by Robert J. Hughes, Published by Basic Bible Studies Inc., Houston Texas. 2. Notes generated by the teacher Other materials: Research material, literature that deals with issues studied in class Areas to be evaluated: Each student s ability to understand the origins, nature, purpose, canon, transmission and text of Scripture. Additional activities: Course objectives: 1. Students will learn how to read, interpret, and apply the Scriptures to everyday situation. 2. Students will learn to defend the Bibles accuracy both historically and spiritually and defend the Bible as the only reliable source of authority and Revelation for mankind. 3. Students will have a more full understanding of the New Testament, its people, places, doctrines, and text. Course explanation: This course involves a survey of the New Testament and serves as an introduction to the types of literature found in Scripture and how to study those types as they influence the way that Christians interpret Scripture. How to Interpret the Scriptures (Unit 1) Time frame: 3-4 weeks Biblical Introduction (Units 2-8) Time frame: weeks Survey of the New Testament (Units 9-18) Time frame: entire 2 nd semester Students will gain an understanding that the Scriptures were written in particular genres and should be read and interpreted with those genes and literary tools. Students will be able to defend the historical reliability of the Scriptures This will take place through the study of the origin, nature, canon, purposes, transmission and text of the Scriptures. Students will have survey knowledge of the New Testament. This will include but not limited to the authorship, date, setting, themes and purposes of the New Testament.

2 10 Bible Unit UNIT/TITLE: Unit 1 Proper Biblical Interpretation SEMESTER: first DATE OF REVISION: LENGTH OF UNIT: 3 weeks --have a better knowledge of how the scriptures should be read, studied, understood, and applied --gain an understanding of how to properly read, understand, interpret and apply the scriptures --identify properly the various types of literary genre found in scripture and what literary elements make up each of the genres and how these various types of literature effect the way we interpret, read, and apply scripture --begin to distinguish between the various genres found in scripture and how those genres affect the way scripture is interpreted. --be able to prepare a step by step paper where the steps for proper interpretation are used KCCS: RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. and illustrations to show examples Secondary means of instruction: student will work in groups to find a different types of genres found in scripture Biblical: Inherent --Research: Students will take an assigned text of scripture and write a two page single space paper researching and understanding the passages genres, context (both historical and literary) analysis, problems (both hidden and obvious) themes, obligation and reflections (the last two categories tell us how to apply the scriptures) --Technological: Student will use the internet for research and computers to process their papers --Practical Application: Understanding the relevance between interpreting the scriptures and living according to the Truths taught there in. Secondly understanding that there must be a balance of the heart and head for proper interpretation to take place. If there is knowledge without heart then the scriptures will be misinterpreted, and likewise if there is too much heart (emotion) without knowledge there will be

3 misinterpretation. There must be a balance between heart and head. Of student learning/work/performance (describe means): --teacher generated quizzes --original writing demonstrates learning --teacher generated test Of teaching effectiveness (describe means): --verbal feedback during class discussion without use of notes --evaluation of writing --scores on test, quizzes and papers Primary: Getting the Message by Daniel Doriani Secondary: Teacher generated notes P&R publishing 10 Bible Unit UNIT/TITLE: Unit 2, Intro to Biblical Introduction SEMESTER: first DATE OF REVISION: LENGTH OF UNIT: 1 weeks --have a better knowledge of what Biblical Introduction is and the purpose it serves --gain a better knowledge of what Biblical Introduction is and what is seeks to do --identify the topics and questions which are found in the study of Biblical Introduction --define 14 topics which are covered in Biblical Introduction --classify the various purpose of Biblical Introduction KCCS: RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

4 Activities that support instruction: Biblical: Intrinsic Level of Critical Thinking Skills (Bloom s Taxonomy): Knowledge, Comprehension, Application, Analysis, Synthesis --Writing: Students will write papers that are evaluated based upon their content, grammar, and aesthetics Of student learning/work/performance (describe means): --teacher generated quizzes --original writing demonstrates learning --teacher generated test Of teaching effectiveness (describe means): --verbal feedbacks during class discussion --evaluation of writing -- Of unit effectiveness in contributing to course goals (describe means): --Test and quizzes allow students to demonstrate comprehension and analysis --Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Teacher generated notes Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 3,The Origin of Scripture SEMESTER: first DATE OF REVISION: LENGTH OF UNIT: 2 weeks --have a better knowledge of what Biblical Introduction is and the purpose it serves --gain a better knowledge of scriptures origins though Revelation and human agents --identify Revelation what it is and why is it important

5 --identify the various types of Revelation and what they mean to believers and for the scriptures --differentiate between the various types of Revelation and locate the various types in scripture --explain the methods of Revelation and how they were used to bring about the scriptures --be able to formulate the correlation between Revelation and Inspiration and how both of these concepts come together to form the basis for the origin of scripture. Also, when the students begin to grasp the various ideas of Revelation they will then be able to articulate what that means for their theological view of evangelism KCCS: RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Biblical: Intrinsic Level of Critical Thinking Skills (Bloom s Taxonomy): Knowledge, Comprehension, Application, Analysis, Synthesis

6 Of student learning/work/performance (describe means): --teacher generated quizzes --original writing demonstrates learning --teacher generated test Of teaching effectiveness (describe means): --verbal feedbacks during class discussion --evaluation of writing -- Of unit effectiveness in contributing to course goals (describe means): --Test and quizzes allow students to demonstrate comprehension and analysis --Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Teacher generated notes Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 4--The Nature of Scripture SEMESTER: first DATE OF REVISION: LENGTH OF UNIT: 1 week --have a better knowledge of what Biblical Introduction is and the purpose it serves --gain a better knowledge of scriptures essence by studying its physical, literary, and spiritual characteristics --describe the major sections of both the Old Testament and New Testament --be able to define, identify and explain the languages into which the scriptures where written --identify the various types of literature --differentiate between the various types genre and what that means for the study of scripture. --explain the origins of the chapter and verse division found in the English Bible KCCS: RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the

7 reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Biblical: Inherent --Writing: Students will write papers that are evaluated based upon their content, grammar, and aesthetics Of student learning/work/performance (describe means): --teacher generated quizzes --original writing demonstrates learning --teacher generated test Of teaching effectiveness (describe means): --verbal feedbacks during class discussion --evaluation of writing -- Of unit effectiveness in contributing to course goals (describe means): --Test and quizzes allow students to demonstrate comprehension and analysis --Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Teacher generated notes Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 5,The Canon of Scripture SEMESTER: first DATE OF REVISION: LENGTH OF UNIT: 2 weeks --have a better knowledge of what Biblical Introduction is and the purpose it serves --gain a better knowledge of Canon its definition and its importance in the transmission of scripture

8 --differentiate between Canon and Canonical and explain the importance of the terms in Biblical Introduction --summarize the role of a prophet and apostle and what determines a True prophet and apostle, and what this means for the writing of scripture --be able to explain the importance of God s dealing with Moses and Mount Sinai and the importance of God speaking and well and writing His words to Moses. Then the student will be able to explain what this shows us about the authority of both God s written and oral word. KCCS: RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Biblical: Intrinsic Of teaching effectiveness (describe means): verbal feedbacks during class discussion; evaluation of writing;

9 Of unit effectiveness in contributing to course goals (describe means): Test and quizzes allow students to demonstrate comprehension and analysis; Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Teacher generated notes Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 6: The Purposes of Scripture SEMESTER: first DATE OF REVISION: LENGTH OF UNIT: 2 weeks --have a better knowledge of what Biblical Introduction is and the purpose it serves --gain a better knowledge of the purposes of scripture and show the students why God wrote the scriptures and what was His reason for writing scripture --associate God s purpose for writing scripture and the purposes for their lives as believers. They will understand that God s purpose for writing scripture is to reveal His ways and purposes to His people; they will understand that human beings can know the mind of God. KCCS: RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

10 Biblical: Intrinsic Of teaching effectiveness (describe means): verbal feedbacks during class discussion; evaluation of writing; Of unit effectiveness in contributing to course goals (describe means): Test and quizzes allow students to demonstrate comprehension and analysis; Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Teacher generated notes Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 7, The Transmission of Scripture SEMESTER: first DATE OF REVISION: 2013 LENGTH OF UNIT: 2 weeks --have a better knowledge of what Biblical Introduction is and the purpose it serves --gain a knowledge and be able to explain the process of copying the scriptures down through the ages --gain a knowledge of the steps taken to assure the accuracy of the scriptures during the Inter-testimental Period --define and explain the Septuagint (LXX) its dates and importance in the transmission of scripture and how the scriptures where maintained during this time in history. --describe and explain the importance of the Dead Sea Scrolls and the impact they have had in Biblical study that has helped verify the accuracy and authenticity of the O.T. down through the ages --gain a knowledge and be able to explain the transmission of the New Testament --list and define historically important dates and events in the transmission of scripture KCCS:

11 RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Biblical: Intrinsic Of teaching effectiveness (describe means): verbal feedbacks during class discussion; evaluation of writing; Of unit effectiveness in contributing to course goals (describe means): Test and quizzes allow students to demonstrate comprehension and analysis; Original writing and research allows students to compose, create, and integrate what they have learned Basic Bible Studies Inc

12 Study Program by Robert J. Hughes Secondary: Teacher generated notes 10 Bible Unit UNIT/TITLE: Unit 8, Textual Criticism SEMESTER: first DATE OF REVISION: LENGTH OF UNIT: 2 weeks --have a better knowledge of what Biblical Introduction is and the purpose it serves --list and explain important terms in the study of textual criticism such as autographs, critical text, apparatus and many others --be able to define the problem textual criticism is trying to solve and the issues and resources for doing textual critical work --be able to articulate and defend their biblical faith through the study of textual criticism. The student will have the confidence in knowing that their faith is rational and can stand up against in the theater of ideas. KCCS: RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

13 Biblical: Intrinsic Of teaching effectiveness (describe means): verbal feedbacks during class discussion; evaluation of writing; Of unit effectiveness in contributing to course goals (describe means): --Test and quizzes allow students to demonstrate comprehension and analysis --Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Teacher generated notes Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE Unit 9 New Testament Introduction SEMESTER: second DATE OF REVISION: LENGTH OF UNIT: 1 week --be able to understand the historical and political world that Christ was born into --be able to articulate the significance of the Pax Ramona, Romans infrastructure, Roman and Jewish philosophical and theological thought. --gain an understanding of the significance of the timing in history of Christ first coming KCCS: RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

14 RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Primary means of instruction: Direct teacher instruction using the chalkboard and other visual aids to show examples Secondary means of instruction: secondary resources about the various Biblical books will lead to helping students understand the importance of the understanding the Biblical Canon, so it affects the way one lives their life. Biblical: inherent (research, writing, technological, practical application, other disciplines) --Research: Students will learn to use advanced research tools that will help the students better understand the topics that are being studied --Practical Application: Students will begin to understand that the study of the Biblical text will help the believer understand, defend, and articulate their faith in the face of a world that is increasingly secularized Of teaching effectiveness (describe means): verbal feedback during class discussion; evaluation on writing; Of unit effectiveness in contributing to course goals (describe means): test and quizzes allow students to demonstrate comprehension and analysis; original writing and research allows students to compose, create, and integrate what they have learned Primary: Foundational Bible Study Program by Robert J. Hughes Secondary: Bible Content Overview by James Meek Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 10, New Testament (Matthew) SEMESTER: second DATE OF REVISION: LENGTH OF UNIT: 1 week --have a better knowledge of the key words and themes of Matthew along with author, date, destination, recipients, purposes, distinctive, special issues and key terms found in the book of Matthew

15 -- be able to outline from memory the book of Matthew --be able to locate key events and key passages associated with the book of Matthew --gain a knowledge of the history, theology and events of Matthew and once they begin to understand the information taking that information and start applying it to their lives. Course Scope and Sequence/Course Map: Sophomore, Bible, Unit 10, Matthew Biblical: Intrinsic Of teaching effectiveness (describe means): verbal feedbacks during class discussion; evaluation of writing; Of unit effectiveness in contributing to course goals (describe means): --Test and quizzes allow students to demonstrate comprehension and analysis --Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Bible Content Overview by James Meek Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 11, New Testament (Mark) SEMESTER: second DATE OF REVISION: LENGTH OF UNIT: 1 weeks

16 --have a better knowledge of the key words and themes of Mark along with author, date, destination, recipients, purposes, distinctive, special issues and key terms found in the book of Mark -- be able to outline from memory the book of Mark --be able to locate key events and key passages associated with the book of Mark --gain a knowledge of the history, theology and events of Mark and once they begin to understand the information taking that information and start applying it to their lives. Course Scope and Sequence/Course Map: Sophomore, Bible, Unit 11, Mark Biblical: Intrinsic Of teaching effectiveness (describe means): verbal feedbacks during class discussion; evaluation of writing; Of unit effectiveness in contributing to course goals (describe means): --Test and quizzes allow students to demonstrate comprehension and analysis --Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Bible Content Overview by James Meek Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 12, New Testament (Luke) SEMESTER: second DATE OF REVISION: LENGTH OF UNIT: 1 week

17 --have a better knowledge of the key words and themes of Luke along with author, date, destination, recipients, purposes, distinctive, special issues and key terms found in the book of Luke -- be able to outline from memory the book of Luke --be able to locate key events and key passages associated with the book of Luke --gain a knowledge of the history, theology and events of Luke and once they begin to understand the information taking that information and start applying it to their lives. Course Scope and Sequence/Course Map: Sophomore, Bible, Unit 12, Luke Biblical: Intrinsic Of teaching effectiveness (describe means): verbal feedbacks during class discussion; evaluation of writing; Of unit effectiveness in contributing to course goals (describe means): --Test and quizzes allow students to demonstrate comprehension and analysis --Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Bible Content Overview by James Meek Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 13, New Testament (John) SEMESTER: second DATE OF REVISION: LENGTH OF UNIT: 1 week

18 --have a better knowledge of the key words and themes of John along with author, date, destination, recipients, purposes, distinctive, special issues and key terms found in the book of John -- be able to outline from memory the book of John --be able to locate key events and key passages associated with the book of John --gain a knowledge of the history, theology and events of John and once they begin to understand the information taking that information and start applying it to their lives. Course Scope and Sequence/Course Map: Sophomore, Bible, Unit 13, John Biblical: Intrinsic Of teaching effectiveness (describe means): verbal feedbacks during class discussion; evaluation of writing; Of unit effectiveness in contributing to course goals (describe means): --Test and quizzes allow students to demonstrate comprehension and analysis --Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Bible Content Overview by James Meek Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 14, New Testament (Acts) SEMESTER: second DATE OF REVISION: LENGTH OF UNIT: 1 week

19 --have a better knowledge of the key words and themes of Acts along with author, date, destination, recipients, purposes, distinctive, special issues and key terms found in the book of Acts -- be able to outline from memory the book of Acts --be able to locate key events and key passages associated with the book of Acts --gain a knowledge of the history, theology and events of Acts and once they begin to understand the information taking that information and start applying it to their lives. Course Scope and Sequence/Course Map: Sophomore, Bible, Unit 14, Acts Biblical: Intrinsic Of teaching effectiveness (describe means): verbal feedbacks during class discussion; evaluation of writing; Of unit effectiveness in contributing to course goals (describe means): --Test and quizzes allow students to demonstrate comprehension and analysis --Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Bible Content Overview by James Meek Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 15, New Testament (Romans) SEMESTER: second DATE OF REVISION LENGTH OF UNIT: 1 week

20 --have a better knowledge of the key words and themes of Romans along with author, date, destination, recipients, purposes, distinctive, special issues and key terms found in the book of Romans -- be able to outline from memory the book of Romans --be able to locate key events and key passages associated with the book of Romans --gain a knowledge of the history, theology and events of Romans and once they begin to understand the information taking that information and start applying it to their lives. Course Scope and Sequence/Course Map: Sophomore, Bible, Unit 15, Romans Biblical: Intrinsic Of teaching effectiveness (describe means): verbal feedbacks during class discussion; evaluation of writing; Of unit effectiveness in contributing to course goals (describe means): --Test and quizzes allow students to demonstrate comprehension and analysis --Original writing and research allows students to compose, create, and integrate what they have learned Study Program by Robert J. Hughes Secondary: Bible Content Overview by James Meek Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE: Unit 16 New Testament (I & II Corinthians) SEMESTER: second DATE OF REVISION LENGTH OF UNIT: 2 weeks

21 have a better knowledge of the key words and themes of I &II Corinthians along with author, date, destination, recipients, purposes, disitinctives, special issues and key terms found in the books of Corinthians --be able to outline from memory the books of Corinthians --be able to locate key events and key passages associated with the books of Corinthians --gain a knowledge of the history, theology, and events of I & II Corinthians and once they begin to understand the information taking that information and start applying it to their lives. Course Scope and Sequence/Course Map: Sophomore, Bible, Unit 16, I & II Corinthians Primary means of instruction: Direct teacher instruction using the chalkboard and other visual aids to show examples Secondary means of instruction: secondary resources about the various Biblical books will lead to helping students understand the importance of the understanding the Biblical Canon, so it affects the way one lives their life. Biblical: inherent (research, writing, technological, practical application, other disciplines) --Research: Students will learn to use advanced research tools that will help the students better understand the topics that are being studied --Practical Application: Students will begin to understand that the study of the Biblical text will help the believer understand, defend, and articulate their faith in the face of a world that is increasingly secularized Of teaching effectiveness (describe means): verbal feedback during class discussion; evaluation on writing; Of unit effectiveness in contributing to course goals (describe means): test and quizzes allow students to demonstrate comprehension and analysis; original writing and research allows students to compose, create, and integrate what they have learned Primary: Foundational Bible Study Program by Robert J. Hughes Secondary: Bible Content Overview by James Meek Basic Bible Studies Inc 10 Bible Unit UNIT/TITLE Unit 17 New Testament (Galatians)

22 SEMESTER: second DATE OF REVISION LENGTH OF UNIT: 1 week --have a better knowledge of the key words and themes of Galatians along with author, date, destination, recipients, purposes, disitinctives, special issues and key terms found in the book of Galatians --be able to outline from memory the book of Galatians --be able to locate key events and key passages associated with the book of Galatians --gain a knowledge of the history, theology, and events of Galatians and once they begin to understand the information taking that information and start applying it to their lives. Course Scope and Sequence/Course Map: Sophomore, Bible, Unit 17, Galatians Primary means of instruction: Direct teacher instruction using the chalkboard and other visual aids to show examples Secondary means of instruction: secondary resources about the various Biblical books will lead to helping students understand the importance of the understanding the Biblical Canon, so it affects the way one lives their life. Biblical: inherent (research, writing, technological, practical application, other disciplines) --Research: Students will learn to use advanced research tools that will help the students better understand the topics that are being studied --Practical Application: Students will begin to understand that the study of the Biblical text will help the believer understand, defend, and articulate their faith in the face of a world that is increasingly secularized Of teaching effectiveness (describe means): verbal feedback during class discussion; evaluation on writing ; Of unit effectiveness in contributing to course goals (describe means): --test and quizzes allow students to demonstrate comprehension and analysis --original writing and research allows students to compose, create, and integrate what they have learned Primary: Foundational Bible Study Program by Robert J. Hughes Secondary: Bible Content Overview by James Meek Basic Bible Studies Inc 10 Bible Unit

23 SEMESTER: second DATE OF REVISION UNIT/TITLE Unit 18 New Testament (Ephesians, Philippians, and Colossians) LENGTH OF UNIT: 1 week --have a better knowledge of the key words and themes of Ephesians, Philippians and Colossians along with author, date, destination, recipients, purposes, disitinctives, special issues and key terms found in the books of Ephesians, Philippians, and Colossians --be able to outline from memory the books of Ephesians, Philippians, and Colossians --be able to locate key events and key passages associated with the books of Ephesians, Philippians, and Colossians --gain a knowledge of the history, theology, and events of Ephesians, Philippians and Colossians and once they begin to understand the information taking that information and start applying it to their lives. Course Scope and Sequence/Course Map: Sophomore, Bible, Unit 18, Ephesians, Philippians, Colossians Primary means of instruction: Direct teacher instruction using the chalkboard and other visual aids to show examples Secondary means of instruction: secondary resources about the various Biblical books will lead to helping students understand the importance of the understanding the Biblical Canon, so it affects the way one lives their life. Biblical: Inherent (research, writing, technological, practical application, other disciplines) --Research: Students will learn to use advanced research tools that will help the students better understand the topics that are being studied --Practical Application: Students will begin to understand that the study of the Biblical text will help the believer understand, defend, and articulate their faith in the face of a world that is increasingly secularized Of teaching effectiveness (describe means): verbal feedback during class discussion; evaluation on writing; Of unit effectiveness in contributing to course goals (describe means): test and quizzes allow students to demonstrate comprehension and analysis; original writing and research allows students to compose, create, and integrate what they have learned Primary: Foundational Bible Study Program by Robert J. Hughes Secondary: Bible Content Overview by James Meek Basic Bible Studies Inc