THL 124 062 Assignment Sheets and Rubrics 2018 Fall Emmaus · 2019-03-18 · THL 124_026_Assignment...
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
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THL 124.06 Catholic Theological
Foundations
Jumbo-Doc: Assignment Sheets and Rubrics
Fall Semester 2018
Sister Marie Kolbe Zamora OSF, S.T.D.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
Contents Total Course Points = 730 pts ....................................................................................................................... 7
Use of this Document ................................................................................................................................... 7
General Instructions / Guidelines ................................................................................................................. 7
General Criteria for all Professionally Prepared documents: ................................................................... 7
Merton Forum Posts: General Description and Guidelines / Rubric ........................................................ 8
The Task: ............................................................................................................................................... 8
General Style Guidelines ....................................................................................................................... 8
Guidelines / Rubric for Passive Participation: ______ / 40 pts ............................................................. 9
Guidelines / Rubric for Active Participation: _____ / 40 pts .............................................................. 10
Thinking Theologically ............................................................................................................................. 11
Session 1 Assignments: Due 22 September ................................................................................................ 12
SQ: Knowing versus Experiencing (aka Theology versus Religion): 20 pts ............................................. 12
SQ: Belief and Brains – or Faith and Reason ........................................................................................... 14
Due Date ............................................................................................................................................. 14
The task / Guidelines........................................................................................................................... 14
SQ Worksheet: Robert Barron On Faith and Reason Questions: ___________ / 40 pts. ................... 15
My Secular History .................................................................................................................................. 17
The task ............................................................................................................................................... 17
Guidelines ........................................................................................................................................... 17
My Secular History Rubric: ___________ / 10 pts .............................................................................. 17
Thinking Theologically about William Faulkner’s The Bear .................................................................... 18
Review: ................................................................................................................................................ 18
The Task .............................................................................................................................................. 18
William Faulkner “The Bear” Rubric: ____________ / 40 pts ............................................................ 19
Take Home Quiz: Catholic v. Protestant Old Testament Canon: ________ / 55 pts .............................. 20
Professional Preparation of Document (6 pts) ................................................................................... 20
Part I: Definitions (24 pts) ................................................................................................................... 20
Part II: Explanations: (25 pts) .............................................................................................................. 20
Merton Forum Post, Prologue or Chapter 1: _______ / 40 pts .............................................................. 21
The Task: ............................................................................................................................................. 21
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
Guidelines / Rubric: ............................................................................................................................. 21
Session 2 Assignments: Due 29 September ................................................................................................ 22
Thinking Theologically about Myself: Writing my Sacred History .......................................................... 22
Rationale and Review .......................................................................................................................... 22
The Task .............................................................................................................................................. 22
“So how am I supposed to do this????” ............................................................................................. 22
Sacred History Rubric: _________ / 20 pts ......................................................................................... 23
Take Home Quiz: Compare and Contrast Genesis 1 and 2 ..................................................................... 24
The Task: ............................................................................................................................................. 24
Compare / Contrast Genesis 1 and 2 Rubric: __________ / 30 pts .................................................... 24
Merton Forum Post, Chapter 2, “Sentences on Hope” .......................................................................... 25
The Task: ............................................................................................................................................. 25
Guidelines / Rubric .............................................................................................................................. 25
Session 3 Assignments: Due 6 October ....................................................................................................... 26
Take Home Quiz: Genesis 1 and 2 Metaphors Explained: _______ / 45 ................................................ 26
The Task / Guidelines: ......................................................................................................................... 26
Dialectical Research Method (DRM), Barron Chapter 3 ......................................................................... 28
Rationale: ............................................................................................................................................ 28
The Task .............................................................................................................................................. 28
General Guidelines / Expectations for this DRM: ............................................................................... 28
Barron Chapter 3 DRM Rubric: ____________ / 40 pts ..................................................................... 29
Merton Forum Post: Chapter 7 “Being and Doing” ................................................................................ 30
The Task .............................................................................................................................................. 30
Guidelines / Rubric .............................................................................................................................. 30
SQ: Study Questions on Dei Verbum par 21 – 24 on Legitimate Sources for Catholic Theology (15 pts)
................................................................................................................................................................ 31
Rationale ............................................................................................................................................. 31
The Text ............................................................................................................................................... 31
The Task / Guidelines .......................................................................................................................... 33
Session 4 Assignments: Due 13 October ..................................................................................................... 34
Literary Analysis of Genesis (1 – 3) ......................................................................................................... 34
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
Rationale: ............................................................................................................................................ 34
The task: .............................................................................................................................................. 34
Content Directives – 4 Sections .......................................................................................................... 34
Evaluation Criteria ............................................................................................................................... 35
Practical Directives .............................................................................................................................. 36
Literary Analysis of Genesis 1 – 3 Rubric: _________ / 60 points ...................................................... 36
SQ Study Questions: Vatican I, Dei Filius, paragraphs 1 - 5 - 20 pts ....................................................... 39
The Text ............................................................................................................................................... 39
The Task / Guidelines .......................................................................................................................... 40
Dei filius 1 – 5 Study Questions: _______ / 20 pts .............................................................................. 40
SQ Study Questions: Vatican II, Dei Verbum, paragraph 2 - 15 pts ........................................................ 41
The Text ............................................................................................................................................... 41
The Task / Guidelines .......................................................................................................................... 41
Dei verbum 2 Study Questions: _________ / 15 pts ........................................................................... 41
Session 5: 20 October ................................................................................................................................. 42
Final Exam: 160 pts ................................................................................................................................. 42
Franciscan Worldview, New Evangelization and Missionary Discipleship: 20pts ............................... 42
Commentary on Nicene Creed Final Exam Project: ............................................................................ 42
Ranking Areas of Theology:: ______ / 20 pts ..................................................................................... 44
List of Assessments by Category: Total Points = 730 pts ............................................................................ 45
Thinking Theologically about Myself and the Culture: 70 pts ................................................................ 45
SQ: Study Questions Answered: 110 pts................................................................................................. 45
Take Home Quizzes: 130 pts ................................................................................................................... 45
Possible Dialectical Research Method (DRM): 40 pts ............................................................................. 45
Merton Forum Posts: 160 pts ................................................................................................................. 45
Literary Analysis of Genesis 1 – 3: 60 pts ................................................................................................ 45
Final Exam: 160 pts ................................................................................................................................. 45
Franciscan Worldview, New Evangelization and Missionary Discipleship: 20 pts .............................. 45
Commentary on the Nicene Creed: 120 pts ....................................................................................... 45
Ranking Areas of Theology: 20 pts ...................................................................................................... 45
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
Total Course Points = 730 pts
Use of this Document
This document contains guidelines / instructions and rubrics for every single assessment
you will be asked to complete during the course of the semester. It provides a good
summary of and companion for the course. I have tried to provide you with a document
that is interactive in the sense that you can copy and paste all necessary “data” for
assignments into your own Word doc to submit.
General Instructions / Guidelines
This section contains instructions / guidelines that apply to all of the work you will submit
and for a couple of the assessments that can be described in a general way once.
General Criteria for all Professionally Prepared documents:
Whether the document you are submitting is handwritten or word processed, the top of the
first page OR a cover page must contain the following information:
• Your name
• Name of the course
• Name of the assessment
• Date assignment is due
• Bibliographical information – name(s) of the text(s) under examination (if applies)
In the case that you are preparing a Word.doc, be sure to add:
• A Header with Your Last Name / Name of Assessment
• A footer with Date / page numbers
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
© Sister Marie Kolbe Zamora / September 2018
Merton Forum Posts: General Description and Guidelines / Rubric
The Task:
You will notice at the end of this document that there is a list of seven chapters (one of
which is the Prologue) from Thomas Merton’s No Man Is an Island. Each chapter is followed
by its corresponding deadline. Each student is required to submit Four Merton Forum
Posts:
• 3 “Passive participation” Posts: Each student is required to read at least 3 of the
assigned chapters and participate in at least 3 on-line threads that other students
have begun.
• 1 “Active participation” Post: Each student is required to begin 1 on-line thread.
General Style Guidelines
Whether you are participating “passively” or “actively” in a forum, your contribution
should contain the following:
• College Level Reading (5 pts): Your post proves that you actually did read the
assigned chapter. This is best manifest by beginning (or at least including in) your
post with a quotation from the chapter. This reference must include a page number.
• College Level Reasoning (10 pts): In addition to proving that you actually read the
assigned chapter, you are able to think on your own about what the author
communicated. Your thoughts or questions are your own. They are related to what
you read (this is, after all a conversation), but they do not just summarize what you
read.
• College Level Relevance (20 pts): Your post connects what you are reading to
both:
o Conversations we are having in class
o Your own life experience
• College Level Writing (5 pts): The thoughts in your post are organized and
coherent. You write in complete sentences with appropriate punctuation. Your post
is the required length (100 – 200 words)
• R.E.S.P.E.C.T.: Consult Aretha with any questions on this requirement
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
© Sister Marie Kolbe Zamora / September 2018
Guidelines / Rubric for Passive Participation: ______ / 40 pts
“Passive Participation” is understood as your response to the thread that another person
has begun.
• You take one of the following approaches:
• Agree / Disagree
o College Level Reading (5 pts): You refer to evidence / concepts from the
reading, including quotations and page numbers proving that you have
read.
You explain why you are responding with the quotation you chose
You explain what its meaning is for you . . . what questions it
causes you to ask . . . why it causes you to agree or disagree
o College Level Reasoning (10 pts): You State whether you agree or
disagree with the post to which you are responding. If you choose this
option, the rest of the post will consist of you explaining yourself with:
o College Level Relevance (20 pts): Your position connects with
Conversations we have had in class – which you prove by citing
your notes (or even dates we discussed x or y in class)
Your own experiences related to the topic – which you prove by
citing articles that relate to your experience.
o College Level Writing (5 pts): see above
• Ask a Further Question:
o College Level Reading (5 pts): You offer a possible response to your
question that includes evidence from your reading (using quotations and
page numbers)
o College Level Reasoning (10 pts): You state that the post of your
classmate causes you to ask a further question, identifying what that
question is and WHY it is a question for you
o College Level Relevance (20 pts): You connect your question to real life
and to class:
You connect your question or your explanation of why it is a
question for you to one of our class discussions
You explain what life facts your classmate might have overlooked
in their post? Or explain why your classmate’s post feeds into your
question.
o College Level Writing (5 pts): see above
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
�� © Sister Marie Kolbe Zamora / September 2018
Guidelines / Rubric for Active Participation: _____ / 40 pts
“Active Participation” is understood as you BEGINNING an online thread for your
classmates.
• College Level Reading (5 pts): Your post BEGINS with a quotation (citing page
number) from the text.
• College Level Reasoning (10 pts): You explain why you chose the particular
quotation. Among some of the questions to which you might respond here are: Do
you agree with Merton and why? Do you disagree with Merton and why? Does
Merton cause you question previous knowledge? If so, explain what you used to
think and the new direction your thoughts are taking after having read Merton.
Don’t just “tell me what you think” without engaging Merton. This is not your
chance to just “go off.” You must demonstrate yourself in conversation with
Merton .
• College Level Relevance (20 pts): Your post connects the quotation you chose to:
o Real Life / social culture. This connection is rooted in a fact that you are able
to verify by citing a credible article that you have read.
o Class Conversation – you make concrete reference to one of the discussions
we have had. Citing the date on which we had the conversation would be the
best.
• College Level Writings (5 pts): See above
• R.E.S.P.E.C.T.: Conclude your post with a question that invites the participation of
your classmates
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
�� © Sister Marie Kolbe Zamora / September 2018
Thinking Theologically
Because these assessments differ from one to the other, the description / guidelines /
rubric for each one is included with each assessment (when that assessment comes up in
the calendar)
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
�� © Sister Marie Kolbe Zamora / September 2018
Session 1 Assignments: Due 22 September
SQ: Knowing versus Experiencing (aka Theology versus Religion): 20 pts
Name: _________________________________
Date: ______________________________
Total Points: ______ / 20
Due 22 September
PART A: Concepts to be CONTRASTED:
Thinking / Knowing Experience
• What do you think is the difference between these two concepts / realities? (3)
• Which reality do you think is “home” to emotions? (where would you categorize /
include emotions / feelings?) (1)
• Provide a couple of examples of things that a person might KNOW or KNOW ABOUT
without necessarily experiencing or having experienced them. (2)
Part B: Concepts to be COMPARED:
Thinking / Knowing Experience
• What is the relationship between these two concepts? In other words, why / how
do they NEED one another? This is best answered by way of an example or two. (3)
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
�� © Sister Marie Kolbe Zamora / September 2018
Part C: Application of these concepts to this class (5)
What is Religion? What is Theology?1
PART D: Application of these concepts to your life:
• What do you KNOW about God as you begin this class? (3)
• What has been your EXPERIENCE of God to date? (3)
1 Note for smkz – don’t forget to have a conversation about the difference between “faith” and “religion”. The two
SHOULD go together, but unfortunately often they do not.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
�� © Sister Marie Kolbe Zamora / September 2018
SQ: Belief and Brains – or Faith and Reason
At the beginning of a Theology course, it is probably a good idea to get our ideas straight
about what faith IS and what faith is not. In the ancient Christian tradition (a tradition that
can still be found within the Catholic Church), belief and brains / faith and reason always
went together. The Apostles never thought that Jesus was irrational or that Jesus required
them to “just believe” him without question.
Due Date
22 September, hard copy completed during class
The task / Guidelines
For this activity, you are asked to examine the assignment sheet ahead of class. We will
watch the 8 minute video in which Fr. Robert Barron discusses Faith and Reason together
during class. (https://www.youtube.com/watch?v=GcH_5Iecu5s).
After viewing the video (or while viewing the video), we will discuss the following
questions. The last two questions entitled “Your Own Voice” are the most important
questions!
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
�� © Sister Marie Kolbe Zamora / September 2018
Name: _________________________________
Date: __________________________
SQ Worksheet: Robert Barron On Faith and Reason Questions: ___________ / 40 pts.
Study Questions: ___________ / 25 pts
The questions go in the order they are presented in the video. A good method for
completing this assignment would be to read each question and listen for the answer.
Pause the video to write your answer down and then continue with the next question until
you have completed them all.
1. Barron begins his video by describing a common view of faith. What is this common
view of faith? (3 pts)
2. What is your response to learning that the Catholic Church welcomes questions
related to faith? What Biblical evidence does Barron give you for this appreciation
for questions? (3 pts)
3. Barron mentions two positions: Fides sola tradition = faith alone; Fides et ratio =
faith and reason. Which one does he say that the Catholic Church espouses? (4 pts)
This is not a question, but it is a note to explain some of the words that Robert Barron uses.
He talks about “Credulity”. Credulity = non rational or “infra-rational” (beneath rational –
the prefix infra means “beneath”). A credulous person is a person who believes something
without any good reason to believe it. For example, when you choose to believe someone
who has repeatedly lied to you, you are “credulous”. You should not be surprised when you
discover that they have lied to you again, nor should you be surprised to discover that the
people around you think that you are foolish. In relationship to God, a credulous person
could also be a superstitious person – someone who treats God like a “good luck charm”.
4. Robert Barron compares true faith to falling in love. Explain how this example
works. What does he mean by making this comparison? (5 pts) To help you in your
response, keep the following distinction in mind:
o Knowing about God (or knowing about another person) = work of my reason
/ my intelligence
o Surrendering to God (or surrendering myself to another person)= work that
goes beyond reason, but is based on the work that reason does.
5. What does Barron think is the difference between asking a question about God
and aggressive grasping of God? Connected to this response is the distinction
Robert Barron draws between being “rational” and being “rationalist” so be sure you
include this in your response. (5 pts)
6. How does Barron explain the value of the Church for a person’s faith? (5 pts)
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
�� © Sister Marie Kolbe Zamora / September 2018
Your Own Voice: _________ / 15 pts
• What new knowledge do you have after having viewed this video? What have
you learned? (5 pts)
• List at least two questions that you have after having watched this video. (10
pts)
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
�� © Sister Marie Kolbe Zamora / September 2018
Name: ____________________________________
Date: ________________________
My Secular History
The task
Write a brief history that, in a general way, recounts the facts of your life in chronological
order.
Guidelines
Write down when / where you were born and go from there. Account for each “era” of your
life in some way or another. You are free to focus on whatever aspects of those “eras” that
you find are most meaningful. Note that the older you are, the more general you may want
to be about the various eras of your life.
You may complete this by hand or as a Word doc.
My Secular History Rubric: ___________ / 10 pts
Component Points
Assignment completed and submitted on time 1
Assignment meets Professional Criteria listed in General
Instructions at beginning of this document 2
Assignment covers the entire life of the person up to now 2
The details that are included are engaging and give a good
picture of the “walk” of that person’s life up until now 5
10
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
Name: ______________________________________
Date: ____________________
Thinking Theologically about William Faulkner’s The Bear
Review:
We spoke in class about the distinction between learning theology and thinking
theologically.
• Learning theology = learning theological / dogmatic / doctrinal data and being able
to speak it / write it correctly on an exam or in a presentation.
• Thinking theologically = being able to apply what the theological content that you
have learned to a concrete / real life situation or event or person / place / thing.
William Faulkner’s short story The Bear is the first “cultural artifact” about which we will
think theologically. The DRM that you are being asked to submit of Chapter 6 in Robert
Barron’s And Now I See is meant to help you; it is entirely devoted to theologically thinking
about The Bear.
The Task
After reading and discussing William Faulkner’s short story The Bear in class, take time to
think about what you read and what we discussed. Then write two or three paragraphs in
which you:
1. Explain how this story can be read theologically. For now you might have to lean on
Robert Barron or what I / we said during our discussion.
a. Identify metaphors present in the story
b. Explain how these metaphors could be read with a faith lens
2. Say what you have learned from this experience
3. Identify questions that this experience has raised in your mind.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
William Faulkner “The Bear” Rubric: ____________ / 40 pts
Component Possible
Points
Points
Earned
Student includes a sentence in which they
identify two or three elements in The Bear that he
or she will explain in this essay
5
Student explains the role each element that they
have identified plays within the plot of the story 10
Student then explains how each element they
have identified can be read or understood with
the lens of faith
10
Student identifies what they have learned from
this experience 5
Student asks at least one question that this
experience has raised in their mind 5
Work submitted on time 2
Assignment meets Professional Criteria listed in
General Instructions at beginning of this
document
3
40
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Take Home Quiz: Catholic v. Protestant Old Testament Canon: ________ / 55 pts
Professional Preparation of Document (6 pts)
Submission meets all of the criteria for a Professionally Prepared document listed at the
beginning of this document.
Part I: Definitions (24 pts)
Define all of the following terms (2 pts each):
• Canon
• Canonical book
• Nicene Creed
• Deutero-canonical Book
• Apocryphal
• Palestinian Canon
• Jewish Diaspora
• Septuagint
• Vulgate
• Martin Luther
• Protestant Reformation
• Council of Trent
Part II: Explanations: (25 pts)
What are at least two differences between the Catholic and the Protestant Old Testament
canon? (10 pts)
Why is there a difference between the Catholic and Protestant Old Testament canon? (15
Pts)
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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Merton Forum Post, Prologue or Chapter 1: _______ / 40 pts
The Task:
Course participants should read either the Prologue or Chapter 1 from Thomas Merton, No
Man Is an Island. Then each one should either:
• Initiate a thread conversation / topic in the New Forum on Joule
• Respond to a thread conversation initiated by another course participant.
Guidelines / Rubric:
See first section of this document for the appropriate Rubric / guidelines.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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Session 2 Assignments: Due 29 September
Thinking Theologically about Myself: Writing my Sacred History
Rationale and Review
We have spoken about the difference between one’s secular history and one’s sacred
history. To review, my sacred history will tell the same story as my secular history because
the facts are what they are. If I think theologically about my secular history (in the same
way we thought theologically about “The Bear”), however, I might become aware of how
God has been active in my life through the years. My sacred history will attempt to tell the
story of my life from God’s point of view, or from the point of view of my awareness of
God’s action in my life. It conveys an understanding of God’s plan for me / my family / the
world.
This exercise is your second experience of thinking theologically. In this case, you are
thinking theologically about your own personal history.
The Task
You have already written your “secular history”. Now, take the facts of your secular history
and try to rewrite them from God’s point of view. In other words, write a narrative that
recounts the facts of your life from God’s point of view or in the key of what God’s plan is
for you / your family / the world around you.
You may complete this by hand or with your pc. In either case, please use this document so
that the rubric is present when you print and / submit your work. Please have a hard copy
of your work ready to go at the beginning of class.
“So how am I supposed to do this????”
This assignment might be difficult, so don’t worry if you feel that you are not “getting it
right”. We learn best when we approach learning from a place of weakness . . . which is
tough only because society tells us that weakness is bad. You will have another shot at this
toward the end of the semester.
The following two “steps” or “attitudes” are what you will need to work at doing for you to
write your sacred history.
1. First, (and maybe very difficult), I must be aware of myself as existing in a
relationship with God – just as real as my relationship with my parents / brothers /
sisters / cousins / friends. If I am not aware of this relationship, the next step
cannot happen. If God is some “power” out there, I will not perceive this
relationship because we do not “relate” to powers. I can enjoy the good effects of a
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power or I can suffer the bad effects of a power, but I cannot be in relationship with
a power.
2. Once I am aware of myself as existing in relationship with God, I must “sync” the
facts of my life with God’s view of my facts; in other words, I need to “plug in” to
God’s way of thinking (and feeling) and “sync” my mind and heart with God’s way of
thinking and feeling.
Sacred History Rubric: _________ / 20 pts
Component Points
Assignment completed and submitted on time 2
Assignment meets Professional Criteria listed in General
Instructions at beginning of this document 3
Assignment covers the entire life of the person up to now 5
This sacred narrative reflects the same facts included in
the secular narrative 5
God’s point of view comes through in this narrative 5
20
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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Take Home Quiz: Compare and Contrast Genesis 1 and 2
The Task:
Write two paragraphs in which you compare and contrast Genesis 1 and 2 being careful to
1) comment on the literary style 2) include specific content details to support what you say.
Compare / Contrast Genesis 1 and 2 Rubric: __________ / 30 pts
Component Points
There is a paragraph speaking about how Genesis 1 and
2 are the same 5
There is a paragraph speaking about how Genesis 1 and
2 are different 5
The student describes / comments on the literary style
of each account 5
Selected details from the stories are included in each
paragraph as examples of the statements the student
makes
5
Concludes with an overall statement of what the student
has learned from this reading and questions the student
still has
5
Work is submitted on time 3
Assignment meets Professional Criteria listed in General
Instructions at beginning of this document 2
30
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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Merton Forum Post, Chapter 2, “Sentences on Hope”
The Task:
Course participants should read Chapter 2 from Thomas Merton, No Man Is an Island,
“Sentences on Hope. Then each one should either:
• Initiate a thread conversation / topic in the New Forum on Joule
• Respond to a thread conversation initiated by another course participant.
Guidelines / Rubric
See general description / guidelines / rubric provided above.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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Session 3 Assignments: Due 6 October
Take Home Quiz: Genesis 1 and 2 Metaphors Explained: _______ / 45
The Task / Guidelines:
Choose 5 of the following 8 metaphors to explain, answering both questions assigned to
that metaphor. Be sure that the document you submit meets the criteria for a
professionally prepared document noted at the beginning of this document.
Professional Preparation: (5 pts)
Assignment meets Professional Criteria listed in General Instructions at beginning of this
document.
Metaphor #1: (10 pts)
Explain: Where and how the metaphor of “Architect” appears in Genesis 1 and 2. (5
pts)
Apply: What does this metaphor reveal? (God? Creation? Self?) (5 pts)
Metaphor #2: (10 pts)
Explain: Where (i.e. Genesis 1 or 2) and how does the metaphor of “Words” /
“Speaking” appear in the Creation accounts? (5 pts)
Apply: What does this metaphor reveal? (God, the creation, self) (5 pts)
Metaphor #3: (10 pts)
Explain: Where (i.e. Genesis 1 or 2) and how does the metaphor of 6 days appear in
the creation accounts? (5 pts)
Apply: What does this metaphor reveal? (God, the creation, self) (5 pts)
Metaphor #4: (10 pts)
Explain: Where (i.e. Genesis 1 or 2) and how does the metaphor of “Heavens and
earth” appear in the creation accounts? (5 pts)
Apply: What does this metaphor reveal? (God, the creation, self) (5 pts)
Metaphor #5: (10 pts)
Explain: Where (i.e. Genesis 1 or 2) and how does the statement “and it was good”
appear in the creation accounts? (5 pts)
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Apply: What does this statement reveal? (5 pts)
Metaphor #6: (10 pts)
Explain: Where (i.e. Genesis 1 or 2) and how does the metaphor “image and
likeness” appear in the creation accounts? (5 pts)
Apply: What does it reveal? (5 pts)
Metaphor #7: (10 pts)
Explain: Where (i.e. Genesis 1 or 2) and how does the metaphor of God fashioning
clay appear in the creation accounts? (5 pts)
Apply / Interpret: What does it reveal? (5 pts)
Metaphor #8: (10 pts)
Explain: Where (i.e. Genesis 1 or 2) and how does the metaphor of God breathing
into Adam appear? (5 pts)
Apply / Interpret: What does it reveal? (5 pts)
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
Dialectical Research Method (DRM), Barron Chapter 3
Rationale:
Because the reading is fundamental to successful completion of any course, this assignment
in a 100 level course is designed to help you encounter and effectively read the texts that
you are assigned in all of your classes.
The Task
You will be required to submit one DRM on Barron, and Now I See, Chapter 6.
As you complete this readings, you are required to complete the following four tasks:
1. Take notes
2. Summarize your notes
3. Explain what you learned from this reading
4. Ask questions that the reading raises in your mind.
General Guidelines / Expectations for this DRM:
This assignment is designed to be completed / written by hand – pen on paper (unless
prior arrangement has been made with the professor to word process this assessment).
Each DRM must include the following 4 parts:
1. Complete Bibliographical Information (5 pts)
o Following information on the first page / a title page: Author, title, publisher,
year, pages read that this DRM covers) (4 pts)
o Each succeeding page of the entry should contain the Author’s last name and
an abbreviated title (1 pt)
2. Notes as you read (10 pts)
o The point of these notes is to help you learn what the author is trying to say.
As a result, these notes should attempt to outline “the case” that the author is
making and should, on occasion, include direct quotations from the text that
you think are particularly important to this case. To complete this part of the
entry, pretend that the notes you take will be what you use to teach the class
about what Barron had to say. (6 pts)
o Include the page number that corresponds to each particular note (or
group of notes).2 (2 pts)
o Vocabulary (2 pts):
2 Keeping track of page numbers is important for research writing that you will be asked to do in upper level
courses across the curriculum.
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If in the course of your reading, you encounter terms with which you
are not familiar, look them up in a dictionary and write their
definition. If necessary, keep a running list, then go back, look up the
words, and write their definition.
If in the course of your reading you encounter repeated terms, note
them.
Several ways to complete this part of the DRM are:
• Include words in the margin
• Create a margin down one side of the page and use this margin
to write down words / concepts that you don’t know
• Include these words within your notes but highlight them or
write them with a different color pen.
3. Summarize the main ideas of the reading. (10 pts)
• Your Summary should, essentially, be a shorter version in narrative form of the
notes that you took (10 pts)
4. Speak in your own voice: (15 pts)
o Write what you learned from the reading (5 pts)
o Write at least 2 questions that you have after having completed the
reading.3 (10 pts)
Barron Chapter 3 DRM Rubric: ____________ / 40 pts
Component Possible
Points
Points
Earned
Assignment meets Professional Criteria listed in General
Instructions at beginning of this document 5
Notes focus on what the author is saying; help teach the
person reading your notes what the author said 6
Page numbers included throughout note-taking 2
Unfamiliar vocabulary words / concepts are listed (even if
they are not defined 2
The summary is a shorter version of the notes and
represents the essential message of the reading 10
Student writes what they learned from the reading 5
Student includes at least 2 questions that have arisen from
the reading. 10
40
3 Not to ask a question is to admit that one did not learn anything from the reading. Contrary to what we have
been raised to think and feel, a good question reveals intelligence, not stupidity. It is the inability to ask a question
that reveals ignorance.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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Merton Forum Post: Chapter 7 “Being and Doing”
The Task
Course participants should read Chapter 7 from Thomas Merton, No Man Is an Island,
“Being and Doing.” Then each one should either:
• Initiate a thread conversation / topic in the New Forum on Joule
• Respond to a thread conversation initiated by another course participant.
Guidelines / Rubric
See general description / guidelines / rubric provided above.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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SQ: Study Questions on Dei Verbum par 21 – 24 on Legitimate Sources for
Catholic Theology (15 pts)
Rationale
As we begin our study of Theology, it is important that we all understand what Catholics
regard as legitimate sources for Theology and how these might differ from what a Lutheran
or a Methodist might regard as a legitimate source for Theology. This understanding is of
enormous importance for ecumenical dialogue between Christians.
The Text
Dei verbum, Paragraphs 21, 23 and 244
21. The Church has always venerated the divine Scriptures just as she venerates the body
of the Lord,5 since, especially in the sacred liturgy, she unceasingly receives and offers to
the faithful the bread of life from the table both of God's word and of Christ's body. She has
always maintained them, and continues to do so, together with sacred tradition, as the
supreme rule of faith, since, as inspired by God and committed once and for all to writing,
they impart the word of God Himself without change, and make the voice of the Holy Spirit
resound in the words of the prophets and Apostles. Therefore, like the Christian religion
itself, all the preaching of the Church must be nourished and regulated by Sacred Scripture.
For in the sacred books, the Father who is in heaven meets His children with great love and
speaks with them; and the force and power in the word of God is so great that it stands as
the support and energy of the Church, the strength of faith for her sons, the food of the soul,
the pure and everlasting source of spiritual life. Consequently these words are perfectly
applicable to Sacred Scripture: "For the word of God is living and active" (Heb. 4:12) and "it
has power to build you up and give you your heritage among all those who are sanctified"
(Acts 20:32; see 1 Thess. 2:13).
23. The bride of the incarnate Word, the Church taught by the Holy Spirit, is concerned to
move ahead toward a deeper understanding of the Sacred Scriptures so that she may
increasingly feed her sons with the divine words. Therefore, she also encourages the study
of the holy Fathers of both East and West and of sacred liturgies. Catholic exegetes then
and other students of sacred theology, working diligently together and using appropriate
means, should devote their energies, under the watchful care of the sacred teaching office
of the Church, to an exploration and exposition of the divine writings. This should be so
done that as many ministers of the divine word as possible will be able effectively to
provide the nourishment of the Scriptures for the people of God, to enlighten their minds,
4 From http://www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vat-ii_const_19651118_dei-
verbum_en.html, accessed 7 September 2011. 5 The “Scriptures” refers to the Bible. The “Body of the Lord” refers to the Eucharist (and also to the Church)
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strengthen their wills, and set men's hearts on fire with the love of God. (1) The sacred
synod encourages the sons of the Church and Biblical scholars to continue energetically,
following the mind of the Church, with the work they have so well begun, with a constant
renewal of vigor. (2)
24. Sacred theology rests on the written word of God, together with sacred tradition, as its
primary and perpetual foundation. By scrutinizing in the light of faith all truth stored up in
the mystery of Christ, theology is most powerfully strengthened and constantly
rejuvenated by that word. For the Sacred Scriptures contain the word of God and since they
are inspired really are the word of God; and so the study of the sacred page is, as it were,
the soul of sacred theology. (3) By the same word of Scripture the ministry of the word
also, that is, pastoral preaching, catechetics and all Christian instruction, in which the
liturgical homily must hold the foremost place, is nourished in a healthy way and flourishes
in a holy way.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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Name: Click here to enter text.
Date: Click here to enter text.
_____ / 15 pts
The Task / Guidelines
After reading the above text from Vatican Council II, please respond to the following study
questions:
Dei verbum paragraph 21
What two things constitute the Church’s supreme rule of faith? (5 pts)
Dei verbum paragraph 23
Essentially, this paragraph says that the Church deepens its understanding of God’s Word.
What are the various ways mentioned in this paragraph that help make this happen? (5
pts)
Dei verbum paragraph 24
What are the two foundations for Sacred Theology? (5 pts)
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
�� © Sister Marie Kolbe Zamora / September 2018
Session 4 Assignments: Due 13 October
Literary Analysis of Genesis (1 – 3)
Rationale:
One of the objectives of this course states that students will “acquire basic competency in
using the instruments fundamental to this course”. Among these instruments are the Bible
and the documents of Ecumenical Councils. This assignment, then, is an opportunity for
each one of you to show that you have learned a literary / allegorical method of
interpreting Genesis 1 – 3 and that they can “unpack” the theological content within these
three chapters.
The task:
This project is a written assignment in which each of you synthesizes / explains the
following five concepts:
• Original Justice (Creation / Genesis 1 and 2)
• The command that God gave to Adam before Eve was created
• Original Sin (The Fall / Genesis 3)
• The point of the rest of the Old Testament
• Connects what we are studying in Theology with a Franciscan worldview as
manifest in the four following “values:
o Compassion
o Community
o Care for Creation
o Peacemaking
The content and practical directives below provide a rubric for completing this assignment.
Content Directives – 4 Sections
• Section 1: Original Justice
o Rather than simply summarize the Creation accounts in a general way, this
assignment is asking that you summarize the Creation accounts by focusing
on Original Justice. Be sure to both define original justice and then describe
original justice.
o In your description of Original Justice, be sure to explicitly use various
phrases / sentences from Genesis 1 and / or 2 as the foundation for
what you say. Specifically, the verses that speak to the creation of the human
person in both stories (Gen. 1.26 – 27 and Gen 2. 7) will probably need to be
included.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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o As you describe Original Justice, be sure to explicitly cite text from Genesis to
support each aspect of Original Justice.
o Include a paragraph in which you explicitly tie the four harmonies in Original
Justice to the four Franciscan values that Silver Lake espouses.
• Section 2: Explain Genesis 2.17
o In order to transition to a discussion of Original Sin, it is important that each
student explain the metaphor of the “Tree of the Knowledge of Good and
Evil”, what “eating” from this tree signified, and why it had the consequence
of death. (Gen 2.17)
o Be sure to show how God is not threatening Adam when he tells him that
Adam will surely die.
• Section 3: Original Sin Section
o In summarizing original sin (Gen 3), look at the consequences that God
speaks to the serpent, to Eve and to Adam and analyze how these
consequences relate to / destroy Original Justice.
o Be sure to explicitly cite Scripture text to support how you see Original
Justice being destroyed.
o ******Of particular importance here is Gen. 3.15 and what it signifies.
o Conclude with a brief sentence with regard to the point of the rest of the Old
Testament.
• Section 5: Connect Genesis 1 – 3 to Franciscan Liberal Arts
o What opportunities / what academic disciplines at Silver Lake provide you
the opportunity to grow in your awareness of / knowledge of your
relationship to the world around you?
o What opportunities / what academic disciplines at Silver Lake provide you
with the opportunity to grown in your a awareness of / knowledge of your
relationship to the people around you?
o What opportunities / what academic disciplines at Silver Lake provide you
with the opportunity to grown in your a awareness of / knowledge of your
relationship to yourself?
o What opportunities / what academic disciplines at Silver Lake provide you
with the opportunity to grown in your a awareness of / knowledge of your
relationship to God?
Evaluation Criteria
• All five sections are present
• Terms are defined (Original Justice, Original Sin)
• All components of Original Justice described
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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• All components of Original Justice are explicitly supported with Scripture texts
• Genesis 2.17 is explained
• Genesis 3.15 is explained
• You know what the point of the rest of the Old Testament is
• You connect what we are studying in Theology to other disciplines / opportunities
at Silver Lake
• Your writing is organized and clear
You are not being evaluated based on whether you believe everything that the Catholic
Church believes. You are being evaluated based on whether you can correctly synthesize
the data of the course.
Practical Directives
• It seems to me that to accomplish this well, you will probably need at least 4 pages,
Times New Roman, 12 font, double spacing.
• Do not worry about writing transitions. Write four distinct paragraphs with their
own “title” that speak to each of the above mentioned sections.
Literary Analysis of Genesis 1 – 3 Rubric: _________ / 60 points
Original Justice = / 5 points
• 1 points - Defining Original Justice
• 1 points – text showing harmony with God
• 1 points – text showing harmony with self
• 1 points – text showing harmony with others
• 1 Points – text showing harmony with creation
Explanation of the command that God gave to Adam – / 5 points
• 1 points – Explains how “Tree” is used as a metaphor
• 1 points - Meaning of “knowledge”
• 1 points - Meaning of “knowledge of Good and Evil”
• 1 points – Explains what it means to “eat” from the Tree
• 1 points – Explains why God said that Adam would die if he ate from this tree
Original Sin - / 5 points + possible 5
• 1 points - Define the Fall / Original Sin
• 1 points – text showing alienation from God
• 1 points – text showing alienation from self
• 1 points – text showing alienation from others
• 1 points – text showing alienation from creation
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• Bonus – explanation of why banishment from the Garden was a mercy – did not
convey understanding that this banishment was a mercy at all.
Genesis 3.15 - / 5 points
• 5 pts - Explain the importance of Genesis 3.15
Franciscan Worldview and New Evangelization – _______ / 20 points (repeat at end of
course)
• 5 pts – What does Genesis teach us about our relationship with the external world?
What opportunities, life experiences or parish ministries enable you to deepen your
relationship with the external world?
• 5 pts – What does Genesis teach us about our relationship with one another? What
opportunities, life experiences or parish ministries enable you to deepen your
relationship with the people around you?
• 5 pts – What does Genesis teach us about our relationship with ourselves? What
opportunities, life experiences or parish ministries enable you to deepen your
relationship with yourself?
• 5 pts – What does Genesis teach us about our relationship with God? What
opportunities, life experiences or parish ministries enable you to deepen your
experience of your relationship with God?
Your Own Voice – 10
• What have you learned throughout this exercise? (5)
• What questions do you still have? (5)
Central Idea / Development / Organization - /10
• 10 – optimal –
o Central ideas are clear, focused
o Provides good evidence from the text / Genesis to support the central ideas
o Evidence of planning and a logical progression of ideas.
• 9 – Good
o Central ideas are generally focused – present
o Sufficient evident provided from the text / Genesis to support central ideas
o Organization apparent; reader can move through the text without confusion
• 8 – On the way to Good
o Central ideas are vague
o Some evidence from the text to support central ideas, but present in
summary form – often without explanation
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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o Organization attempted, though ineffectively – repetitions, contradictory
information
• 7 – Inadequate
o Central ideas are unclear
o No evidence from the passage to support central ideas. Text is copied /
included, but does not serve a purpose
o Lacks any organizational strategy
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
� © Sister Marie Kolbe Zamora / September 2018
SQ Study Questions: Vatican I, Dei Filius, paragraphs 1 - 56 - 20 pts
This short text from the First Vatican Council, which comes from Chapter 2 “On
Revelation”7 outlines two ways that the human person comes to know God. Be on the
lookout for these two ways and how they work together.
The Text
1. The same Holy mother Church holds and teaches that God, the source and end of all
things, can be known with certainty from the consideration of created things, by the natural
power of human reason: ever since the creation of the world, his invisible nature has been
clearly perceived in the things that have been made.8
2. It was, however, pleasing to his wisdom and goodness to reveal a) himself and b) the
eternal laws of his will to the human race by another, and that a supernatural, way. This is
how the Apostle puts it: In many and various ways God spoke of old to our fathers by the
prophets; but in these last days he has spoken to us by a Son.9
3. It is indeed thanks to this divine revelation, that those matters concerning God which are
not of themselves beyond the scope of human reason, can, even in the present state of the
human race, be known by everyone without difficulty, with firm certitude and with no
intermingling of error.
4. It is not because of this that one must hold revelation to be absolutely necessary; the
reason is that God directed human beings to a supernatural end, that is a sharing in the
good things of God that utterly surpasses the understanding of the human mind; indeed eye
has not seen, neither has ear heard, nor has it come into our hearts to conceive what things
God has prepared for those who love him.10
5. Now this supernatural revelation, according to the belief of the universal Church, as
declared by the sacred Council of Trent, is contained in written books and unwritten
traditions, which were received by the apostles from the lips of Christ himself, or came to
the apostles by the dictation of the Holy Spirit, and were passed on as it were from hand to
hand until they reached us.11
6 Dogmatic Constitution on the Catholic Faith
7 From http://www.ewtn.com/library/councils/v1.htm#4, accessed on 10 September 2011
8 Romans 1.20
9 Hebrews 1. 1-2
10 1 Cor 2.9
11 Council of Trent, Session 4, first decree
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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Name: Click here to enter text.
Date: Click here to enter text.
The Task / Guidelines
After reading the above text from the First Vatican Council (Vatican I), please respond to
the following questions.
Dei filius 1 – 5 Study Questions: _______ / 20 pts
Dei filius, Paragraph 1:
• Does the Catholic Church believe that the human mind is naturally capable (i.e. “on
its own steam”) of knowing God? Provide a quote.
Dei filius, Paragraph 2:
• What is the “second way” the human person comes to know God?
Dei filius, Paragraph 3:
• If we can know God with our natural power of reason, why does God reveal himself
in a supernatural way?
Dei filius, Paragraph 4:
1. Why does the Church teach that supernatural / divine revelation is absolutely
necessary?
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
�� © Sister Marie Kolbe Zamora / September 2018
SQ Study Questions: Vatican II, Dei Verbum,12 paragraph 213 - 15 pts
This short paragraph offers an authoritative definition of what Revelation is. We will be
reasoning with this paragraph to figure out how the teaching contained here affects what
we know about / think about faith.
The Text
2. In His goodness and wisdom God chose to reveal Himself and to make known to us the
hidden purpose of His will (see Eph. 1:9) by which through Christ, the Word made flesh,
man might in the Holy Spirit have access to the Father and come to share in the divine
nature (see Eph. 2:18; 2 Peter 1:4). Through this revelation, therefore, the invisible God
(see Col. 1;15, 1 Tim. 1:17) out of the abundance of His love speaks to men as friends (see
Ex. 33:11; John 15:14-15) and lives among them (see Bar. 3:38), so that He may invite and
take them into fellowship with Himself. This plan of revelation is realized by deeds and
words having in inner unity: the deeds wrought by God in the history of salvation manifest
and confirm the teaching and realities signified by the words, while the words proclaim
the deeds and clarify the mystery contained in them. By this revelation then, the deepest
truth about God and the salvation of man shines out for our sake in Christ, who is both the
mediator and the fullness of all revelation. (2)
Name: Click here to enter text.
Date: Click here to enter text.
The Task / Guidelines
After reading the above paragraph, please respond to the question below.
Dei verbum 2 Study Questions: _________ / 15 pts
Dei verbum 2
1. Is “Revelation” here understood to be “information” or a person? Quote a sentence
that supports your response. (5 pts)
2. What difference does question #1 make for the Christian’s act of faith?
3. What is the two-fold way that revelation is brought about? (5 pts)
12
Dogmatic Constitution on Divine Revelation 13
From http://www.vatican.va/archive/hist_councils/ii_vatican_council/documents/vat-ii_const_19651118_dei-
verbum_en.html, accessed on 10 September 2011
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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Session 5: 20 October
Final Exam: 160 pts
The final exam be a “take home” assignment that should be completed throughout the
course. It consists of two parts:
• Franciscan Worldview, New Evangelization and Missionary Discipleship
• Commentary on the Nicene Creed
• Ranking of the Areas of Theology
Franciscan Worldview, New Evangelization and Missionary Discipleship: 20pts
Course participants will revisit all of the content of the course and reflect write a synthesis
in which they articulate how this course has strengthened their life as a missionary
disciple. This synthesis should be structured around the four fundamental relationships
revealed in Genesis 1 – 2 and renewed in the Incarnation / Jesus Christ. Rubric will be
generated during the semester.
Commentary on Nicene Creed Final Exam Project:
Creed Chart: 120 pts
Part I: Division of Content: Each student should fill in the chart below to complete the
following tasks:
1. Name each area of Theology studied in this course.
2. Define each area of Theology studied in this course.
3. Match text from the Nicene Creed that corresponds with each area(s) of
theology.
Part II: Identification / Explanation of Content: Each student must summarize the
main dogmatic points that are contained in that area of theology. In other words, each
student must show that they have learned new data, either from the reading or from
class or both.
Nicene Creed Part I / Division of Content Rubric: _______ / 50 pts
This chart is best completed in the order in which we covered areas of Theology. If you
walk through the material of this chart with care, you will review the entire course with
ease.
Area of Theology Named
(1 pts each)
Area of Theology
Defined (2 pt each)
Words from the Nicene
Creed that Correspond to
each area of Theology (2 pts
each)
1.
2.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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3.
4.
5.
6.
7.
8.
9.
10.
Total Points = 10 Total Points = 20 Total Points = 20
Plus two we did not really
discuss in class (to recover
some points if necessary
11.
12.
Nicene Creed Explanation of Content / Part II Rubric: ______ / 70 pts
This portion of the exam shows what you have learned at the level of course content. There
are right and wrong answers here.
Area of Theology Named
(1 pts each)
Main content of each area explained / defined (this is
where you show your understanding of all the key
vocabulary) (6 pts each)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Total Points = 10 Total Points = 60
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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Ranking Areas of Theology:: ______ / 20 pts
As you think about how to explain the Creed to a non-believer (whether they are baptized
or not), how would you yourself rank the 10 areas of Theology that we discussed in class?
That is, where would you begin? Why? Where would you end? Why?
Area of Theology Ranked in the order you
think is best (1 pt each)
Your reason for the ranking that you give (1
pt each)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Total Points = 10 Total Points = 10
11.
12.
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THL 124_026_Assignment Sheets and Rubrics_Fall 2018
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List of Assessments by Category: Total Points = 730 pts
Thinking Theologically about Myself and the Culture: 70 pts
• My Secular History as a Person – (10 pts)
• William Faulkner’s The Bear – (40 pts)
• My Sacred History as a Person – (20 pts)
SQ: Study Questions Answered: 110 pts
• SQ Knowledge versus Experience Worksheet – (20 pts)
• SQ Belief and Brains Activity – (40 pts)
• SQ Vatican II Dei Verbum paragraphs 21, 23, 24 – (15 pts)
• SQ Vatican I, Dei Filius, paragraphs 1 – 5 on the Two Ways to Know God – (20 pts)
• SQ Vatican II, Dei Verbum, paragraph 2 Faith and Revelation – (15 pts)
Take Home Quizzes: 130 pts
• Catholic v. Protestant Old Testament Canon – (55 pts)
• Comparison of Genesis 1 and 2 – (30 pts)
• Genesis 1 and 2 Metaphors Explained – (45 pts)
Dialectical Research Method (DRM): 40 pts
• Barron, And Now I See Chapter 3 – 12 October (40 pts)
Merton Forum Posts: 160 pts
• No Man Is an Island, Prologue, or Chapter 1 “Love Can Be Kept Only by Giving It
Away”, (40 pts)
• No Man Is an Island, Chapter 2 “Sentences on Hope”, (40 pts)
• No Man Is an Island, Chapter 7 “Being and Doing”, (40 pts)
• No Man Is an Island, Chapter 5 “The Word of the Cross”, (40 pts)
Literary Analysis of Genesis 1 – 3: 60 pts
Final Exam: 160 pts
Franciscan Worldview, New Evangelization and Missionary Discipleship: 20 pts
Commentary on the Nicene Creed: 120 pts
Ranking Areas of Theology: 20 pts