Viewing: REL 314 : Introduction to Intertestamental Literature

Last approved: Wed, 31 Oct 2018 08:01:06 GMT

Last edit: Wed, 24 Oct 2018 20:33:00 GMT

Changes proposed by: n51ls801
Change Type
REL (Religious Studies)
Dual-Level Course
Cross-listed Course
Introduction to Intertestamental Literature
Intertestamental Literature
College of Humanities and Social Sciences
Philosophy and Religion (16PHI)
Religion/Religious Studies.
Term Offering
Spring Only
Offered Alternate Even Years
Fall 2018
Previously taught as Special Topics?
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
William Adler
Distinguished University Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
SIS Program CodeProgram TitleRequired or Elective?
16RELSTBAB. A. in Religious StudiesElective
16RSMMinor in Religious StudiesElective
Intertestamental literature in the context of Jewish history, institutions and beliefs of the Intertestamental Period (ca. 300 B.C.-ca. 100 A.D.)

No revision. GEP-HUM review required.


Is this a GEP Course?
GEP Categories
Global Knowledge
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
Students will develop an interpretive framework for analyzing the intertestamental literature in the context of: 1) religious and political institutions in post-exilic Judaism; 2) the problem and challenge of Hellenistic civilization and cultural conflict and assimilation; 3) Jewish sectarianism and religious controversies; 4) events leading up to the Jewish war with Rome.
Exam questions. (Ex. As these issues are reflected in the Jewish literature of the time, outline the influence and reception of Hellenistic culture in Palestinian and diaspora Judaism after the conquests of Alexander the Great.)
Students will be able to engage in close reading of texts and will thus become familiar with the varieties of Jewish literature in the intertestamental period: historiography, apologetic, apocalyptic literature, historical romances, wisdom literature, testaments, and the “rewritten bible.”
For the weekly reading assignments, students will be asked to submit three questions on the readings. These questions will be the basis of classroom discussion. Questions on the the second take-home exam and the final exam are designed to test the student’s knowledge of sources representing the various texts under consideration. [Ex. Characterize the response of Jewish writers, focusing on Josephus, to the Roman conquest of Judea and its aftermath.]
Students will be able to discuss, analyze and make reasoned arguments about the the intertestamental literature in an academic and secular setting.
Papers and exam questions. (Ex. Present, explain and evaluate Philo’s arguments for his principles of allegorical interpretation and describe their role in Christian apologetics.)
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:








Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
Through study of the relevant sources, students will develop an analytical comprehension of Jewish attitudes towards Greek culture and Roman conquest in the broader context of the Hellenization and Romanization of the Eastern Mediterranean world.
Exams and paper assignments. (Ex. The Pirke Avoth purports to describe virtues of spiritual leaders and contains little if any discussion of laws. Focusing on its rabbinic saying, "If I am not for myself, who will be for me? And when I am for myself, what am 'I'? And if not now, when?" explain how the intertwined Greek and prior Jewish cultural forces helped to shape the unique style and the content of the Pirke Avoth, indicating how that style reinforces the message conveyed by the content.)
Please complete at least 1 of the following student objectives.


Students will be able to articulate how Judaism evolved and adapted in response to defining moments in Second Temple Jewish history (e.g., the Maccabean revolt, and the fall of Jerusalem), and how these responses are reflected in the literature under review.
Exam questions. (Ex. Why does Jewish eschatology express a conviction that the Second Temple will be replaced by an even greater Third Temple at some future time? Explain how this was a natural response to the Jewish war with Rome.)


US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.
b. Is this restriction listed in the course catalog description for the course?
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.
From the Maccabees to the Mishnah 2nd edition (Westminster, 2006) - Shaye Cohen ISBN: 0664227430 $13.01
The Dead Sea Scrolls in English 7th edition - G. Vermes ISBN: 0141197315 $12.51
Major topics to be covered and required readings including laboratory and studio topics.
See syllabus
List any required field trips, out of class activities, and/or guest speakers.
This course is taught by Professor Adler as part of his standard load.

GEP suffices

Student Learning Outcomes

GEP suffices

Evaluation MethodWeighting/Points for EachDetails
Multiple exams38.46%See syllabus
Final Exam28.85%See syllabus
Written Assignment9.62%See syllabus
Participation9.61%See syllabus
Attendance13.47%See syllabus
TopicTime Devoted to Each TopicActivity
Introduction1 wkSee syllabus
GER>GEP Providing last approved information
Last approved syllabus 1988
Catalog description reviewed in 2012
No university approved GEP information found in records

CIM notes:
16 weeks added as course length based on university standards
GEP attribute indicated in CIM
Course objectives added from last approved syllabus
Course delivery and term offering needed in CIM
Student Learning Outcomes needed in CIM
GEP outcomes and measures needed in CIM
Grading/evaluation methods needed in CIM

Syllabus notes (review of last approved syllabus):
Syllabus Review based on the Syllabus Regulations page:

The following statements, which can be found at the above link, should be added to the syllabus:
Integrity statement
Students with Disabilities statement
Electronic Components statement
Policies, Rules, and Regulations (PRRs) statement.

Please edit the syllabus to include the following:
Instructor information
Course info (credit hours, semester, etc.)
Requisites (indicate if there are none)
Student learning outcomes that are measurable
GEP category, measures, and outcomes
Any course expenses
Catalog description matching that in CIM
Any additional components such as labs
Projected schedule based on a 16 week semester
Safety and Risk statement (if there are no risks, indicate this with a statement)
Grading methods and scale
Late work policy per instructor
Attendance policy including excused absence criteria and number of acceptable absences along with any academic penalties

RLB 07/03/2018
aeherget (Wed, 24 Oct 2018 20:07:43 GMT): AECHH: Oct. 24, 2018 UCCC Meeting the members approved REL 314 pending the following item is addressed within the next two weeks: -Correction of the title in the syllabus. Members also made the friendly suggestion to correct a typo on page 5 of the syllabus which indicates the year 2016.
Key: 4856
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