A-HIST1101 Ancient World History I

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I.  CBU PROFESSOR(S) BIO

Dr. Steve Spurlin is Associate Professor of Transformative Learning and Leadership for Vyrsity.  Dr. Spurlin received his BA in Music and BS in Psychology from Williams Baptist College.  He earned his Master of Theological Studies from Tyndale Biblical Institute, his Doctor of Theological Studies from Scofield Graduate School and Theological Seminary, his PhD from Trinity Graduate School of Apologetics and Theology and has done doctoral work at Calvary University.  His work and ministry experiences include worship and concert ministry, youth ministry as well as several years in the psychiatric and case management fields.  Dr. Spurlin has spent the last fifteen years as teaching pastor, the last ten years being at Cornerstone Bible Church, Lubbock, Texas.

John Oglesby presently serves as Executive Vice President and professor at Vyrsity with previous experience in administration and academics at Calvary University. John received his BS in Advanced Biblical Studies as well as his MA in Bible and Theology from Calvary University. John has taught classes in Philosophy and Worldview, Theology, and Biblical Studies. His writing can be found at johnoglesby.org.

Dan Starcevich serves as associate professor of transformative leaning and leadership at Vyrsity and Colorado Biblical University.  Dan has served as pastor, and professor of bible and theology at Tyndale Theological Seminary and Biblical Institute. He is president of TheoFaith, a Bible teaching ministry.  He received his BS in Business from Hawaii Pacific University, a MS in Management from the University of Southern California, a Thm. from Dallas Theological Seminary, and Ph.D from Tyndale Theological Seminary.  Dan is the author of Lord and Land: The Sovereignty of God and the Land of Israel, has contributed several articles to academic publications, and has taught at the graduate level.  His website is at www.theofaith.org, and TheoFaith can also be found on YouTube.

II. COURSE DESCRIPTION 

This course examines the history of the ancient world through study of the emphases of each book of the Greek New Testament and focusing on the history of each and relating each book to the larger picture of New Testament history.

III. COURSE OUTLINE

Module 1 – Introductory Matters (Dr. Steve Spurlin)

What sources are available and valuable for the study of Ancient World History?  What is the purpose and aim of world history? This module will equip the Learner to examine and identify viable sources for the full-orbed study of Ancient World History.  Further, the Learner will be able to express an informed hypothesis of the purpose and aim of the history of the world. 

• Read Genesis 1-11 (VLO 2,3,4/ CLO 3,5/ PCO 1,2,3,4)
• Read Peoples of the Old Testament (pages 19-42) (VLO 1,2,4,5/ CLO 1,2,3,4/ PCO 1,2,4)
• Read A Concise Bible Survey (pages 1-22) (VLO 2,3,5/ CLO 3,5/ PCO 1,2/3, 4)
• Learner Lecture Quiz #1 (VLO 1,3,5/ CLO 1,3,5/ PCO 1, 3a,3b)

Module 2 – Outlining World History Part I, Ancient Origins to 1370 B.C. (Dr. Steve Spurlin)

What ancient origin accounts have been preserved and what similarities do they exhibit?  What are the key events of this period of recorded history?  Who are the key nations and individuals that were involved during this period of history?  Upon completion of this module, the Learner will be able to compare and contrast various ancient cosmologies with that of the biblical Genesis account.  Further, the Learner will be able to identify the key events of the period from the beginning of history to 1370 and discuss key figures involved in them.

• Read Genesis 12-50, and skim Exodus, Numbers, and Joshua (VLO 2,3,4/ CLO 3,5/ PCO 1,2,3,4)
• Read A Concise Bible Survey (pages 22-55) (VLO 1,2,3,5/ CLO 3,5/ PCO 1,2a,3b)
• Learner Lecture Quiz #2 (VLO 1,3,5/ CLO 1,3,5/ PCO 1, 3a,3b)

Module 3 – Outlining World History Part II, From 1370 B.C. to 971 B.C.  (Dr. Dan Starcevich)

Having captured the land, Israel entered a period of repeated cycles consisting of disregard for their law, oppression by enemy nations, followed by a judge who would be raised up to rescue them.  The nations surrounding Israel played prominently during the time.  Upon completion of this module, the Learner will be able to identify the nations and events that shaped this period.

1. Read Judges, I Samuel, I and II Kings (VLO 2,3,4/ CLO 3,5/ PCO 1,2,3,4)
2. Read A Concise Bible Survey (pages 58-82) (VLO 1,2,3,5/ CLO 3,5/ PCO 1,2a,3b)
3. Learner Lecture Quiz #3 (VLO 1,3,5/ CLO 1,3,5/ PCO 1, 3a,3b)

Module 4 – Outlining World History Part III, From 971 B.C. to 586 B.C. (Dr. Dan Starcevich)

With the death of Solomon, Israel was divided into ten tribes in the north and the tribes of Benjamin and Judah in the south.  What were the consequences of this division?  Which nations arose to challenge the divided kingdom?  What became of the divided kingdoms?  Upon completion of this module, the Learner will be able to identify the events that led to Israel and Judah being removed from their land.  Further, the Learner will be able to identify and discuss the nations and conflicts that led to Israel’s and Judah’s deportations.

1. Read Ezra and Nehemiah (VLO 2,3,4/ CLO 3,5/ PCO 1,2,3,4)
2. A Concise Bible Survey (pages140-141; 147-148) (VLO 1,2,3,5/ CLO 3,5/ PCO 1,2a,3b)
3. Learner Lecture Quiz #4 (VLO 1,3,5/ CLO 1,3,5/ PCO 1, 3a,3b)

Module 5 – Outlining OT History Part IV, From 586 B.C. to 323 B.C. (Dr. Dan Starcevich)

This extended section of history was quite tumultuous with a number of nations coming into prominence only to be overtaken by another.  Who were these nations and what transpired between them during these years?  By the end of this module, the Learner will be able to identify and trace the rise and fall of each of these nations.  Further, the Learner will be able to determine the lasting impact that the events of this period have had on the world.

Learner Content Assessment #1 (VLO 1,3,5/ CLO 1,3,5/ PCO 1, 3a,3b)

Module 6 – The Five Major Kingdoms, 605B.C. to c.180 (Dr. Steve Spurlin)

Who are the five major kingdoms that conquered the known ancient world?  How do they relate to one another and Israel?  How did each successive kingdom replace the previous one?  This module will enable the Learner to identify the kingdoms in question, discuss the key aspects of their reigns, and examine their relationship to ancient Israel.

• Read the Book of Daniel (VLO 2,3,4/ CLO 3,5/ PCO 1,2,3,4)
• A Concise Bible Survey (pages 130-136) (VLO 1,2,3,5/ CLO 3,5/ PCO 1,2a,3b)
• Learner Lecture Quiz #6 (VLO 1,3,5/ CLO 1,3,5/ PCO 1, 3a,3b)

Module 7 – Old Testament Nations of the Ancient World Part I (John Oglesby)

The Hebrew Scriptures identify a number of civilizations that affected the history of the ancient near east.  Their influence was felt to varying degrees.  This module seeks to address these nations using sources other than the required texts.  The Learner will be able to identify and name the nations discussed.  The Learner will also examine and compare various similarities between the nations and their cultures.

• Read Peoples of the Old Testament (pages 19-42, 127-155) (VLO 1,2,4,5/ CLO 1,2,3,4/ PCO 1,2,4)
• Read A Concise Bible Survey (pages 163-165) 
• Learner Lecture Quiz #7 (VLO 1,3,5/ CLO 1,3,5/ PCO 1, 3a,3b) 

Module 8 – Old Testament Nations of the Ancient World Part II (John Oglesby)

This module is a continuation of the discussion of ancient world civilizations that are mentioned in Hebrew Scriptures.  The Learner will be able to identify and distinguish the nations discussed.  The Learner will also examine and compare various similarities between the nations and their cultures.

• Read Peoples of the Old Testament (pages 43-106) (VLO 1,2,4,5/ CLO 1,2,3,4/ PCO 1,2,4)
• Learner Lecture Quiz #8 (VLO 1,3,5/ CLO 1,3,5/ PCO 1, 3a,3b)

Module 9 – Old Testament Nations of the Ancient World Part III (John Oglesby)

This module is a continuation of the discussion of ancient world civilizations that are mentioned in Hebrew Scriptures.  The Learner will be able to identify and distinguish the nations discussed.  The Learner will also examine and compare various similarities between the nations and their cultures.

• Read Peoples of the Old Testament (pages 207-230) (VLO 1,2,4,5/ CLO 1,2,3,4/ PCO 1,2,4)
• Learner Lecture Quiz #9 (VLO 1,3,5/ CLO 1,3,5/ PCO 1, 3a,3b)

Module 10 – Old Testament Nations of the Ancient World Wrap Up & Review (Dr. Steve Spurlin)

This module concludes the discussion of ancient world civilizations that are mentioned in Hebrew Scriptures.  The module will also serve to review for the final exam. The Learner will be able to identify and distinguish the nations discussed.  The Learner will also examine and compare various similarities between the nations and their cultures.

• Read Peoples of the Old Testament (pages 251-333) (VLO 1,2,4,5/ CLO 1,2,3,4/ PCO 1,2,4)
• Final Exam (VLO 1,3,5/ CLO 1,3,5/ PCO 1, 3a,3b)

IV.  COURSE READING

Required Texts:

• All CBU courses use the Bible as a primary textbook. Translations used for coursework include any of the following: NASB, ESV, KJV, and NKJV. Other translations/versions may be used for complementary study and research.
• Hoerth, Alfred J.  1998.  Peoples of the Old Testament.  Grand Rapids, MI: Baker Books. ISBN: 978-0801021961.  $27.96.  Kindle edition available.
• Cone, Christopher.  2014. A Concise Bible Survey: Tracing the Promises of God.  Fort Worth, TX: Exegetica Publishing.  ISBN: 978-0976593034.  $16.00

 LEARNING OUTCOMES

Course Learning Outcomes (CLOs)

1. Leaners will identify the several nations who played important roles in the Ancient Near East and their effect, if any, on current cultures.
2. Learners will demonstrate knowledge of the transfer of power from one nation to another examine the changes that came with each successive nation.
3. Learners will compare the events of ancient world history with the records found in the Hebrew Scriptures and other texts and evaluate their findings.
4. Learners will evaluate the contributions of the nations addressed.
5. Learners will gain a new or renewed appreciation of the accuracy of the historical narratives of the Hebrew Scriptures.

Program Learning Outcomes (PLOs)

PCOs for A. Ed: 

1. To prepare Learners for specialized undergrad study in transformative education theory and in leadership strategies.
2. To provide Learners key worldview foundations for critical thinking and study.
3. To provide Learners with practical experience germane to their transformative learning and leadership. 

PCOs for B.Ed:

1. To prepare Learners for roles in transformative education teaching and service.
2. To provide Learners a foundation for effective individual and organizational leadership in diverse environments.
3. To ensure Learners demonstrate worldview foundation for empowering people and building communities.
4. To develop Learners who formulate the Biblical approach to transformative learning and leadership

CBU Learning Outcomes (CBULOs)

1. Critical Thinking, Problem Solving, and Research – Learners will demonstrate ability to think critically, solve problems, and conduct interdisciplinary research at a level appropriate to their program.
2. Personal Growth – Learners will understand how learning is related to personal growth, and will be challenged to grow in their thinking, communication, conduct, and engagement with others.
3. Skills Development – Learners will advance in skills related to their area of learning, demonstrating a level of competency appropriate to their program.
4. Social Responsibility – Learners will appreciate the diversity in and value of others as designed by our Creator, and will grow in willingness and capability to serve others.
5. Worldview Applications – Learners will become capable at thinking from a worldview perspective and will understand the relationship of description and prescription, so that they can ground their actions in sound principles.

 VI.  ASSIGNMENTS AND GRADING (1000 Points)

1. Module Assessments (25 points each x 10) 250 Points (Written Summary)
2. Course Content Assessment             250 Points (Multiple Choice)
3. Reading Content Assessment             250 Points (Written Summary)
4. Competency Assessment – [2-3 Competency assessment ideas. See below for an example. Delete the examples below before publishing your final syllabus. They are for example purposes only]
   1. Writing: Write a 2000 word paper explaining your understanding of a topic of your choosing approved by the mentoring faculty.
   2. Social/Civic Engagement: Create a 30-45 minute lesson pertaining to an approved topic to a social/community group and present the lesson; write a 750-1000 word reflection to describe the experience and the outcome of the lesson.  Topic must be approved by the mentoring faculty.
   3. Recorded Presentation: Give a 45-60 minute teaching presentation on a topic related to course content, approved by the mentoring facculty.

250 Points

VII. GRADING SCALE

91-100%          A

81-90%            B

71-80%            C

61-70%            D

0-60%              F

VIII. CARNEGIE UNIT CREDIT HOUR EQUIVALENT

Total Hours of Module Content:                    20 hours

Total Hours of Reading Content:                    40 hours

Total Hours of Minor Assessments:               30 hours

Total Hours of Major Assessment:                 30 hours

Total Hours of Competency Assessment:       15 hours

Equivalent of 3 Credit Hour (135 hours of total course time)