THL 124 062 Assignment Sheets and Rubrics 2018 Fall Emmaus · 2019-03-18 · THL 124_026_Assignment Sheets and Rubrics_Fall 2018 © Sister Marie Kolbe Zamora / September 2018 Contents

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.



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



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



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


Dei filius 1 – 5 Study Questions: _______ / 20 pts .............................................................................. 40

SQ Study Questions: Vatican II, Dei Verbum, paragraph 2 - 15 pts ........................................................ 41

The Text ............................................................................................................................................... 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







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


© 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


© 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


�� © 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



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)



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)



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.



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!



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)



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)



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



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.



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



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)



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.



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



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 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



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



30



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:



Guidelines / Rubric

See general description / guidelines / rubric provided above.



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)


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)


Explain: Where (i.e. Genesis 1 or 2) and how does the metaphor of 6 days appear in

the creation accounts? (5 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)



Explain: Where (i.e. Genesis 1 or 2) and how does the statement “and it was good”

appear in the creation accounts? (5 pts)



Apply: What does this statement reveal? (5 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)


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)


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)



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.



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



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.



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:



Guidelines / Rubric

See general description / guidelines / rubric provided above.



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)



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.



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)


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)


What are the two foundations for Sacred Theology? (5 pts)



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.



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?


with the opportunity to grown in your a awareness of / knowledge of your

relationship to the people around you?



relationship to yourself?



relationship to God?

Evaluation Criteria

• All five sections are present

• Terms are defined (Original Justice, Original Sin)

• All components of Original Justice described



• 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



• 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


relationship with yourself?

• 5 pts – What does Genesis teach us about our relationship with God? What


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



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



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






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.


• What is the “second way” the human person comes to know God?


• If we can know God with our natural power of reason, why does God reveal himself

in a supernatural way?


1. Why does the Church teach that supernatural / divine revelation is absolutely

necessary?



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)




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



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.



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



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.



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

Documents

THL 124 062 Assignment Sheets and Rubrics 2018 Fall Emmaus · 2019-03-18 · THL 124_026_Assignment Sheets and Rubrics_Fall 2018 © Sister Marie Kolbe Zamora / September 2018 Contents