rubric gallery

Each student picks a diaspora community in the United States and researches it in terms of its culture, history, current setting, and mission options/activity. The student will present the findings online to the class.

Students will form teams and map the texts and churches of the New Testament utilizing the features of Google My Maps.

Teams research an Old Testament character and present a 5-10 minute video to the class with the character placed in today's setting and provide an electronic handout.

Students write a narrative that places them for 24 hours into festivities of a Jewish holiday in the OT world as a person of like gender. The social and cultural facts must be sound and well researched.

Students write a paper on their view of soteriology in Luke-Acts by evaluating a section in Witherington’s commentary and formulating their own thesis concerning Luke’s soteriology.

Students write a paper on their view of soteriology in Luke-Acts by evaluating a section in Witherington’s commentary and formulating their own thesis concerning Luke’s soteriology.

Students will work in teams and present a well-researched riddle in the Gospel of John. The presentation may take on various forms, must have an interactive element, must evidence thorough research, and may not exceed 20 minutes. Teams have 10-minute meetings with Dr. Hood to discuss details of the riddle presentation and must also prepare an electronic handout a week in advance.

Students are to read large sections of the Gospel of John and the Johannine Letters in single sittings, i.e. without interruption, while using sheets with guiding questions and while imagining they are members of the Johannine church in the first century.

Each learning team picks a diaspora community in the United States and researches it in terms of its culture, history, current setting, and mission options/activity. The team will present the findings to the class. The presentation may take on a variety of forms but must come with a prepared electronic student study sheet.

Teams research a body of ancient writings pertaining to NT literature, gather information, determine its relevance, pertinence, and bearing upon biblical literature. Based upon the team's criteria, the team decides upon the role of (any of) the writings in the NT canon, presents samples to the class, and the group's reasoning. This is a 7-10 minute presentation that may take a variety of forms. The team must submit an electronic student hand-out.

Students will work in teams and will present a well-researched reading of a portion of Mark 1-7 by using a critical methodology. Teams will give a 20 minute presentation that may take a variety of forms but must include an electronic student hand-out.

Team presentation of an ancient archaeological site and its biblical relevance. The research and presentation must be thorough, using scholarly sources. The presentation may take on a variety of forms but may not be read from a paper or from screens. Each presentation must have a prepared student resource and last 20 minutes.

Team presentation of an ancient empire/power and its biblical relevance. The research and presentation must be thorough, using scholarly sources. The presentation may take on a variety of forms but may not be read from a paper or from screens. Each presentation must have a prepared student resource and last 20 minutes.

Students will create a Visual History of the Life of Jesus Christ.

Students will create a Visual History of the Life of Jesus Christ.

Students read NT letters in single sittings in total solitude while pretending to be a member of the original audience hearing/reading the text for the first time. While "in character," the students write down their initial observations about their responses as a hearer/reader (one page - 250-300 words).

The class will view the movie, Apostle Paul: A Polite Bribe, and then critically evaluate the movie. The class will be divided into two groups--—those who represent the movie maker, Robert Orlando, and those who represent the critics among scholars. The groups will gather data to back up their claims and prepare to present and discuss their finds in class.

Each learning team prepares a class presentation. Themes must be picked from the syllabus. The presentation may take on a variety of forms but must come with a prepared student resource handout.

Students will design two maps showing Paul’s missionary journeys. The first map depicts Paul’s first missionary, second, and third missionary journeys (indicated by the use of different legends), and the second map depicts Paul’s voyage to Rome. Next, they will describe three key cities in the Luke-Acts plot on Paul’s routes and substantiate why these were key cities in the Luke-Acts narrative.

Students write a paper on their view of soteriology in Luke-Acts by evaluating a section in Witherington’s commentary and formulating their own thesis concerning Luke’s soteriology.