evidences necessary to authenticate a divine revelation lesson plan

Evidences Necessary to Authenticate a Divine Revelation – THY 1

“Evidences Necessary to Authenticate a Divine Revelation” – THY 101

Lilly Cline

EDU 496

Cassandra Smith

05/10/2015

Evidences Necessary to Authenticate a Divine Revelation- THY 2

Course Foundation

Name of Course Developer:“T”heresa Cline

Course Name:Evidences Necessary to Authenticate a Divine Revelation – THY 101

Course Description:

The core of this lesson is to comprehend, apply, synthesize, and create new meaning out of material

evidences, internal evidences, and collateral evidences into a stronger foundation under the student’s Christian

foundational belief system.

Course Learning Outcomes:

1. Demonstrate comprehension of course content.

2. Demonstrate knowledge and skill to research and use discovery to realize truth.

3. Exhibit his and/or her knowledge by defining material evidences, internal evidences, and

collateral evidences in his and/or her own words.

4. Apply the concept of external evidences in contrast to external evidences.

5. Define material evidences and collateral evidences in your own words.

6. Evaluate miracles (material evidence) in contrast to collateral evidence which defy known natural

law.


7. Demonstrate knowledge and skills of proper writing mechanics and APA Formatting rules.

8. Demonstrate your knowledge of the material evidence and collateral evidence in creating a focus

list of six items that the learner will use a tool in the debate. Each list will be presented to the

instructor before the debate begins to check the learner’s comprehension and validity of the focus

points.

9. Analyze the conflicts, within the assigned groups, to produce an authenticated list of five conflicts

between material evidence and collateral evidence.

10. Produce a written solution for each of the five conflicts between material evidence and collateral

evidence.

Program Description:

This is an Introductory Theology academic program. This is a theological studies introductory lesson.

The purpose is to teach you critical thinking and reasoning skills for developing a Christian mind. This class

and the following courses in this program have been developed in a logical order that will help you construct

a solid foundation for thinking through life's most important issues and to assist you in discovering basic

theological truths. Introduction to Theology will ask you to ask yourself questions. Some of the most

important questions you will be asking yourself are; why should I be concerned with theology? What is

truth? How can I find the truth? Can I be certain that the truth I believe is the right truth? What is the

Christian view of truth? How do I respond to a world around me that devalues Christian truth? Does God still

communicate through divine revelations today?


Program Learning Outcomes:

1. The Introduction to Theology program will equip leaners to understand and defend their

Christian faith in the Holy Trinity, God (the father), Jesus (the son of God), and the Holy Spirit

(the teacher).

2. You will learn theology from a Christian historical perspective.

3. You will be able to apply theology concepts and theories to discover truth.

4. You will learn theology from a Christian biblical understanding of scripture.

5. You will learn theology from a broad evangelical perspective.

6. You will learn to apply your critical thinking skills to solve real life issues that arise between

what you believe to be truth and what is truth.

7. You will have demonstrated the knowledge and skill of debating or arguing a topic cautiously,

competently, and without offense to another’s beliefs, ideas, perspectives, and/or opinions that

you may not necessarily agree with.

8. When you have completed this program you will be able to recognize major concepts and

theories of Christian theology.

9. When you have completed this program you will have demonstrated your acquired knowledge of

the major concepts and theories of Christian theology.

10. When you have completed this program you will have acquired the fundamental vocabulary and

their definitions of Christian theologians.

11. You will have demonstrated your ability to create new meaning from the knowledge and skills

you acquired through the learning activities in this program.


12. You will have demonstrated your ability to use technology to effectively and efficiently

communicate your thoughts, feelings, idea, and comprehension of the content of the program.

13. You will have demonstrated your ability to effectively and efficiently communicate core

concepts, theories, meanings, and ideas in a secular group environment.

The Checklist

Course Design:

Course Design

Using a group activity to accomplish the learner goals and objectives utilizes collaborative learning strategy and promotes dialogical processes of each learner regardless of the group they are assigned to be in. The forum is a controlled learning environment but, learners have control over the many choices and materials that he and/or she presents in the discussion forums, chat room, and the written assignments. The nine events of learning encompassed in the directions, presented materials, and video presentations accomplish; informing the learners of the goals and objectives, presenting the learner with stimulus materials, provides adequate learner guidance, guides learner performance, elicits learner performance, promotes feedback opportunities for the learners and the instructor, and provides a means for the educator/instructor to observe each learners performance for assessment purposes. The collaborative group activity itself stimulates learner recall of previous knowledge and experiences that can be gleaned from the performance in the activity. This lesson plan induces the learner to use the following learner styles and thinking to acquire the knowledge and skills expected in achieving the learner goals and objectives. The learner will use verbal/linguistic, logic, spatial reasoning, intrapersonal, and interpersonal skills in this activity. The rubric encompasses each of the learner objectives and goals that this activity is meant to promote. This activity promotes learner-centered activity, peer learning activity, the guide on the side instructional strategy of an instructor, and contains grading rubrics that are reliable and aligned assessments to measure learner progress. The nature of the learner activity promotes a motivational, meaningful, and memorable learning event that the learner will be able to recall for future application in the career environment, academic environment, and in life applications.


Learning Resources:

Required Materials

Resource Instructions for access(if applicable)

Brief statement explaining how the resource supports

the Course Learning Outcomes

Microsoft Office 10 Suite

After installing the software application to your hard drive click on the “Microsoft Office folder” in your “Start” menu on your PC or laptop. You may pin the shortcut to your task bar for quicker access. Click on the title “Microsoft Word” to open a new document.

Required software purchase for all learners attending ABC University.The final paper for the week’s lesson will be an APA formatted paper using the Microsoft Word application.

WORDSearch 10 Software Application.

All students may purchase the WORDSearch Engine version for $29.95 athttps://www.wordsearchbible.com/ws10Or receive the full teacher’s version free when they purchase their required Bible text, required secular textbooks, or learner supplies through the http://www.christianbook.com website.

Required software purchase for all learners attending ABC University.All of the students required texts can be purchased affordably and accessed with this software application.The “Post to social application” (posts selected text content to Facebook and Twitter) and “Discussion groups” directly link students to one another to discuss lesson topics.“Discussion Groups” can be accessed without leaving the application and maintaining the visual aid of their content to help learners keep focus in learner discussion activities.

http://www.christianbook.com/

https://www.wordsearchbible.com/ws10


The “Web Browser” link within WORDSearch 10 application allows learners to perform research activities without leaving the application or the content they are working with within the application. These discussion opportunities are for learners to discuss topics without the instructor and to gain peer to peer learning opportunities outside the classroom 24/7.

Hacker, D. & Sommers, N. (2011). Rules for Writers. (7th ed.). New York, New York: Bedford/St. Martin's.

All student may purchase the required text reference at http://www.dianahacker.com or other online text outlet like http://www.amazon.com

Required textbook reference for all teachers, teacher assistants, and students attending ABC University.This is an authoritative and universal reference tool.ABC University requires that all written work is to be APA formatted.

Google Gmail Account

All students may receive a free Google Gmail account by going to https://www.gmail.com/intl/en/mail/help/features.htmlClick on the “Create Account” hyperlink and follow the prompts to create your free Google Gmail account.

All students at ABC University are required to obtain and maintain a free Google Gmail account.The free productivity software applications are used by all teachers and learners to participate in some learner activities.Google Docs will be used in this lesson for the collaborative group activity.

Thomas Nelson Inc. The Holy Bible King James Version (KJV). (2003).

Access the Holy Bible (KJV) in the WORDSearch 10 application under the file heading “Bibles”.

Points of reference in the Holy Bible text assist learners in comprehension of Scripture in relation to External and Internal evidences.The relevant Holy Scriptures are identified in the recommended materials.

Wakefield, S. (2007). Christian Theology.

Access the textbook using your WORDSearch 10 Application. Go to the Resources file labeled

A concise, comprehensive, and Systematic View of

https://www.gmail.com/intl/en/mail/help/features.html

http://www.amazon.com/

http://www.dianahacker.com/


CARLTON & POTTER, WORDSearch Corp. Clerk's Office of the District Court of the United States for the Southern District of New York: New York.

“Theology” and click on the textbook link titled, “Christian Theology”.

Evidences, Doctrines, Morals, and Institutions of Christianity.

Recommended Materials

Resource Instructions for access Brief statement explaining how the resource supports

the Course Learning Outcomes

Basic Training Lesson 1 General Revelation; External Evidence of God.Bible Academy

https://www.youtube.com/watch?v=gywuZkFMvYo This video lesson, presented by the bible academy, assists learners with higher order thinking in relationship to the content of the lesson and Holy Scripture.

Basic Training Lesson 2 General Revelation; Internal Evidence of God.Bible Academy

https://www.youtube.com/watch?v=gY4-OiN0Rp4 This video lesson, presented by the bible academy, assists learners with higher order thinking in relationship to the content of the lesson and Holy Scripture.

The Holy Bible (KJV)

Psalm 19, Duet. 4:27 – 29, Proverbs 8:17, Is. 45:22, Is. 55:6 – 7, Jer. 20:13, Matthew 7:17, Luke 14: 25 – 33, Hebrews 9:27, Romans 16 – 32, John 3:18 -19, Acts, 4:12, and John 3:16

The combined Holy Scriptures lead the learner to the comprehension of External and Internal Evidences.

Additional Student Resource for Producing“Evidence of Participation”

As a ScreenshotResource Instructions for access Brief statement explaining

how the resource supports the Course Learning

OutcomesHow to Take a Screenshot in

Microsoft Windows

http://www.wikihow.com/Take-a-Screenshot-in-Microsoft-Windows

The learner will have a quick access point to quickly learn how to take a screenshot of their


desktop to provide the instructor with evidence of participation when requested.

Course Grading By Component

Week One

Introduction 1Discussion Forum #1 5Discussion Forum #2 5Collaborative Group: Participation and Focus List Assignment

6

Journal 4

Written Assignment-Summative Assessment

19 + 6 = 25 (combined with collaborative and focus list points)

Week One Course Content

Week One Learning Outcomes:

Week One Learning Outcome Aligned with this/these Program Outcome(s)

1. Exhibit his and/or her knowledge by defining material evidences, internal evidences, and collateral evidences in his and/or her own words.


2. Apply the concept of external proof to internal evidence.

1. The Introduction to Theology program will equip leaners to understand and defend their Christian faith in the Holy Trinity, God (the father), Jesus (the son of God), and the Holy Spirit (the teacher).


3. Define material evidences and collateral evidences in the groups own words in the summary.

1. When you have completed this program you will have acquired the fundamental vocabulary and their definitions of Christian theologians.

4. Evaluate miracles (material evidence) in contrast 1. You will be able to apply theology concepts


to collateral evidence which defy known natural law.

and theories to discover truth.2. You will learn to apply your critical thinking

skills to solve real life issues that arise between what you believe to be truth and what is truth using Christian theology.

5. Demonstrate his and/or her knowledge of the material evidence and collateral evidence in creating a focus list of six items that the learner will use a tool in the debate. Each list will be presented to the instructor before the debate begins to check the learner’s comprehension and validity of the focus points.

1. When you have completed this program you will have demonstrated your acquired knowledge of the major concepts and theories of Christian theology.

6. Analyze the conflicts, within the assigned groups, to produce an authenticated list of five conflicts between material evidence and collateral evidence.


2. You will learn to apply your critical thinking skills to solve real life issues that arise between what you believe to be truth and what is truth using Christian theology.

7. Produce a written solution for each of the five conflicts between material evidence and collateral evidence.


2. You will have demonstrated your ability to create new meaning from the knowledge and skills you acquired through the learning activities in this program.



Week One Introduction:

Week One Introduction

There are no prerequisites for this course as it is an introductory Theology course. This is a theological studies introductory lesson. The purpose is to teach you critical thinking and reasoning skills for developing a


Christian mind. This class and the following courses in this program of an Introduction to Theology will help you construct a solid foundation for thinking through life's most important issues.

In this first week of THY 101, we will learn about the importance verifying a Divine Revelation through material, internal, and collateral evidences. We will engage in a collaborative group activity. Finally, we will conclude this lesson by applying the course concepts toward a formal evaluation in a collaborative group final paper. At the core of this lesson we will comprehend, apply, synthesize, and create new meaning out of material evidences, internal evidences, and collateral evidences to build a stronger foundation under your Christian foundational belief system. You may already have a great deal of learned Christian beliefs and a firm comprehension of chronological biblical history but, understanding why you believe something must be brought to the forefront. Understanding “material evidences, internal evidences, and collateral evidences” of a Divine Revelation puts you in the seat toward knowledge, self-challenge, self-growth, and closer to understanding self in correlation to Divine Revelation. This course is the foundation of Theology.

General Instructions1. Use proper Netiquette Rules at all times. The Netiquette Rules are found in ABC University’s Student

Handbook. Derogatory commentary or discriminatory commentary will not be tolerated.2. When in doubt of APA formatting, always refer to your required text “Rules for Writers” (7th ed.). Diana

Hacker and Nancy Sommers.3. Always refer to the Grading Rubric for further understanding of the requirements of your assignments.4. Keep in mind, a one week course goes by very fast, stay on track with your due dates. If you experience

a problem that prevents you from meeting a due date, notify your instructor of the circumstances, to make other arrangements to meet your requirements, as soon as you know there is going to be a delay.

Calendar of EventsDay 1: Post your Introduction and Read Chapter One of your textbook and recommended Scriptures. View recommended materials.Day 2: Locate your assigned group, login to your assigned chat room type “hello” and logout, and begin formulating your Focus List assignment.Day 3: Discussion 1 and 2 Initial Discussion Posts are due. Meet with your group to begin Collaborative Group Activity.Day 4: Journal assignment is due.Day 5: Discussion 1 and 2 Responses to peers are due. A minimum of two substantive responses to two peers are required in all discussion forums. Just agreeing or disagreeing is not a substantive response. You must explain why you agree or disagree with your peer’s in your responses.Day 6: Meet with your group to finalize any discussions or suggestions for your final paper.Day 7: Final Paper Assignment due.

Week One Required Readings:Wakefield, S. (2007). Christian Theology. CARLTON & POTTER, WORDSearch Corp. Clerk's Office of the District Court of the United States for the Southern District of New York: New York.


Reading Assignment Brief Summary

Outcome Alignment

1. Textbook:Chapter One, (pp. 39 – 50).

Evidences Necessary to Authenticate a Divine Revelation.




Week One Recommended Readings:

Reading Assignment Brief Summary

Outcome Alignment

“Holy Bible Scriptures”Psalm 19, Duet. 4:27 – 29, Proverbs 8:17, Is. 45:22, Is. 55:6 – 7, Jer. 20:13, Matthew 7:17, Luke 14: 25 – 33, Hebrews 9:27, Romans 16 – 32, John 3:18 -19, Acts, 4:12, and John 3:16

Defines External and Internal Evidences through the Word of God.


2. You will learn theology from


a Christian biblical understanding of scripture.

Week One - Evidences Necessary to Authenticate a Divine Revelation – THY 101- Presentation:

Week 1: Introduction Assignment Instructions:

You may choose to write an APA formatted personal introduction paper, use a blog (provide the hyperlink to your blog in the discussion forum) under the title “Introduction,” or produce a PowerPoint presentation to introduce yourself to the instructor and your peers. If you chose a blog or PowerPoint Introduction include a photo of yourself. Briefly tell us about yourself, family, accomplishments, and interests. Include a brief statement on what you expect to gain or experience from this course.

Personal Introduction Assignment

PointAllocation

Outcome Alignment

You may choose to write an APA formatted personal introduction paper, use a blog (provide the hyperlink to your blog in the discussion forum) under the title “Introduction,” or produce a PowerPoint presentation to introduce yourself to the instructor and your peers. If you chose a blog or PowerPoint Introduction include a photo of yourself. Briefly tell us about yourself, family, accomplishments, and interests. Include a brief statement on what you expect to gain or experience from this course.

1

1. You will have demonstrated your ability to use technology to effectively and efficiently communicate your thoughts, feelings, idea, and comprehension of the content of the program.

2. Demonstrate knowledge and skills of proper writing


mechanics and APA Formatting rules.

Introduction Assignment Grading Rubric

Content CriteriaDistinguished: The learner presents an introduction in one of the outlined formats and answered all of the prompts in the Introduction directions. There are little to no writing mechanic errors and the content is very easy to understand.Proficient: The learner presents an introduction in one of the outlined formats and answered most of the prompts in the Introduction directions.Basic: The learner presents an introduction in the discussion forum without an outlined format as described in the directions and answers the prompts in the Introduction instructions.Below Expectation: The learner puts forth minimal effort, thoughts, nor answers all of the prompts in the Introduction directions.Non-Performance: The learner’s introduction is non-existent or does not meet the criterion in the Introduction directions.

Week 1: Leaner Activity – Group Activity Instructions:

Written Assignment InstructionsOutcome Alignment

Name of Assignment: Week 1 Group ActivityBased on the Introductions the instructor will place you into groups of two or three to work on a project together to produce a group final written paper due at the end of the week. See Course Calendar for due dates.Group Assignment: To find out which group you have been assigned to; go to Instructor Guidance then go to Group Assignments. Look for your name under group headings A, B, C, etc. To work with your peers log into Chat Group A, B, C, etc. that you are assigned to. You may not collaborate with other groups or its members for this activity. All of your group’s activity and final paper must be that of your assigned group. A failing grade will be issued if this rule is violated.Important Instructions: Each group will choose a team leader. The team leader is responsible for compiling the final written paper, distributing the final written paper to other peers in the group, making changes to the final paper as suggested by peers, reporting group issues to the instructor for mediation if one cannot be found between the group’s members on its own. Each group member is to provide evidence of participation (for example; screen shots of your discussion posts), provide relevant dialogue and research materials as needed, and


2. You will have demonstrated your ability to effectively and efficiently communicate core concepts, theories, meanings, and ideas in a secular group environment.


4. You will learn to apply your critical thinking skills to solve real life issues that arise


submit your own copy of the final written paper in your student portal.Earn Extra Credit Points: There are two ways to gain 1 extra credit point during the course of your group activity. This means that there is an opportunity for you to gain a total of 2 extra credit points. 1 extra credit point is awarded to every student that successfully applies the rules of presenting a debate topic or argument. 1 extra credit point is awarded to the student who is appointed to be the lead organizer, reporter (non-participation of a group member, other issue that needs mediated by the instructor that the group cannot solve on its own), and is responsible for compiling the final paper for group.Assignment Instructions: Each student must substantially participate in the group. Each student must prepare and present a Focus List of a minimum of 6 focus points that will assist the group in successfully discussing and writing the group’s final paper. The group must create its own schedule to meet for discussions and work on the activity in the assigned chat room so that all group members have the opportunity to participate. The group’s objective is to write a final paper that contains five original conflicts between material and collateral evidences of a divine revelation and five solutions to the conflicts. Support your work with examples and scholarly resources. See Week 1 Final Paper Assignment for further directions and grading rubric. Viewing the grading rubric will help you understand and focus your group discussion and activities around the expectations of your participation and contents of your final paper for this class.

between what you believe to be truth and what is truth using Christian theology.

5. You will have demonstrated your ability to create new meaning from the knowledge and skills you acquired through the learning activities in this program.


7. Demonstrate knowledge and skill to research and use discovery to realize truth

Week 1 - Journal Assignment - Instructions:

Your Journal’s written paper is required to be APA formatted with a title page A reference page is required if in-text citations are used within the content of your paper.During this week’s discussion, you applied Wakefield’s (2007) material evidence theory to disprove an internal material divine revelation. Identify and reflect on what material evidences could have proved your example of an internal evidence of a divine revelation to be true. Why did you categorize your example of the internal evidence as disproved? Is an individual’s testimony enough material evidence to provide proof of a divine revelation from God? Why or Why not?

Journal Written Assignment Instructions(Formative Assessment)

PointAllocation

Outcome Alignment

Name of Assignment: JournalAssignment Instructions: Your Journal’s written paper is required to

1. Demonstrate knowledge and


be APA formatted with a title page A reference page is required if in-text citations are used within the content of your paper.During this week’s discussion, you applied Wakefield’s (2007) material evidence theory to disprove an internal material divine revelation. Identify and reflect on what material evidences could have proved your example of an internal evidence of a divine revelation to be true. Why did you categorize your example of the internal evidence as disproved? Is an individual’s testimony enough material evidence to provide proof of a divine revelation from God? Why or Why not?

5

ability to research and use discovery to realize truth.

2. You will have demonstrated your ability to effectively and efficiently communicate core concepts, theories, meanings, and ideas in a secular group environment.



5. Evaluate


miracles (material evidence) in contrast to collateral evidence which defy known natural law.


Journal Assignment Grading Rubric

Content Criteria WeightDistinguished: Demonstrates content that is comprehensive, is in alignment with the concept, theory, and/or model of discussion and is clear. The development is in a logical order.Proficient: Demonstrates content that is clear and adept. Provides most of the elements of the written assignments goals and objectives. The content is mostly in a logical order and is easy to understand.Basic: Demonstrates a basic knowledge of the content. Provides some elements of the written assignments goals and objectives.Below Expectations: Demonstrates minor knowledge of the content. Provides minimal elements of the written assignments goals and objectives.Non-Performance: The written work is either not turned-in for assessment or the work fails in addressing the purpose and content of the assignment..

3

Writing Syntax and Mechanics CriteriaDistinguished: Displays meticulous comprehension, organization, and usage of spelling, grammar, and punctuation. Written work contains 0 errors. Clearly written, easy to follow, and comprehend.Proficient: Mostly displays comprehension, organization, and usage of spelling, grammar, and punctuation. Written work contains few errors.Basic: The written assignment contains several errors in spelling, grammar, and/or punctuation but, the written work is still fairly easy to comprehend and follow.Below Expectations: Syntax and mechanics fail to display a comprehension of spelling, grammar, and punctuation. The written assignment contains many errors create difficulty in reading and/or following the author's intent.Non-Performance: The written work is either not turned-in for assessment or lacks the elements described in the assignment.

1

APA Format Style CriteriaDistinguished: The summary contains correct APA formatting with little to no errors.Proficient: The summary contains a few minor errors in the APA formatting.


Basic: The summary contains limited APA formatting and contains several errors of inappropriate application of APA formatting rules.Below Expectation: The summary contains little attempt to use APA formatting. The summary’s APA formatting is less than expected for a college level paper.Non-Performance: The summary is non-existence or APA formatting is non-existent or contains many mistakes.

1

Week 1 Discussion 1 Assignment – Instructions: In your own words define material evidences and collateral evidences. “Mr. Hume denies the credibility

of miracles on the ground of human testimony,” (Wakefield, p. 43). Answer the question; is all human testimony discreditable? Why or Why not? Describe an example of how internal evidences and material evidences produced a contradiction disproving a divine revelation. Support your conclusion. A minimum of two substantive responses to two peers are required in all discussion forums. Just agreeing or disagreeing is not a substantive response. You must explain why you agree or disagree with your peer’s in your responses.Suggestion for submission: Write your responses in Microsoft Word then copy and paste your work into the discussion forum. Guided Response: Please take a few moments to examine each one of your peer’s initial discussion posts before you respond to the minimum required number of peers. Using material, internal, or collateral evidences suggest a valid way that you might prove the divine revelation could be true in the example given by your peers.

Discussion 1 Written Assignment Instructions(Formative Assessment)

PointAllocation

Outcome Alignment

Name of Assignment: Week 1 Discussion 1

Assignment Instructions: In your own words define material evidences and collateral evidences. “Mr. Hume denies the credibility of miracles on the ground of human testimony” (Wakefield, p. 43). Answer the question; is all human testimony discreditable? Why or Why not? Describe an example of how internal evidences and material evidences produced a contradiction disproving a divine revelation. Support your conclusion. A minimum of two substantive responses to two peers are required in all discussion forums. Just agreeing or disagreeing is not a substantive response. You must explain why you agree or disagree with your peer’s in your responses.Suggestion for submission: Write your responses in Microsoft Word then copy and paste your work into the discussion forum.Guided Response: Examine each one of your peer’s initial discussion posts before you respond to the minimum required number of peers.

5

1. Define material evidences and collateral evidences in the groups own words in the summary.

2. Evaluate miracles (material evidence) in contrast to collateral evidence which defy known natural law.

3. Demonstrate


Using material, internal, or collateral evidences suggest a valid way that you might prove the divine revelation could be true in the example given by your peers.

comprehension of course content.



Week 1 Discussion 1 Assignment Grading Rubric

Content Criteria WeightDistinguished: The response contains comprehensive and detailed definitions of both material and collateral evidences, gives an accurate, detailed, and research supported example.Proficient: The response contains the correct definitions of both material evidences and collateral evidences, gives an accurate example with some support.Basic: The response contains the correct definitions of both material evidences and collateral evidences but, the definitions are mostly word for word out of the text.Below Expectation: The response briefly defines the correct definitions of material evidences and collateral evidences.Non-Performance: The response is non-existent or the definitions or example are incorrect.

3


1

APA Format Style CriteriaDistinguished: The summary contains correct APA formatting with little to no errors.Proficient: The summary contains a few minor errors in the APA formatting.Basic: The summary contains limited APA formatting and contains several errors of


inappropriate application of APA formatting rules.Below Expectation: The summary contains little attempt to use APA formatting. The summary’s APA formatting is less than expected for a college level paper.Non-Performance: The summary is non-existence or APA formatting is non-existent or contains many mistakes.

1

Week 1 Discussion 2 Assignment – Instructions: “The Force of its Evidence.—the force of the evidence arising from the prediction of such events as human sagacity could not anticipate is at once apparent. Such predictions, whether in the form of declarations, descriptions, or representations of things future, are evidently supernatural, and must be divinely inspired” (Wakefield, p. 46). In 150 – 200 words answer the following prompts using APA formatting and support your conclusion. In the event that a divine revelation cannot be proven to be a true revelation from God at the time that it occurred through material evidences or internal evidences should it be discounted as untrue? Why or Why not?

Discussion 2 Written Assignment Instructions(Formative Assessment)

PointAllocation

Outcome Alignment

Name of Assignment: Week 1 Discussion 2

Assignment Instructions: “The Force of its Evidence.—the force of the evidence arising from the prediction of such events as human sagacity could not anticipate is at once apparent. Such predictions, whether in the form of declarations, descriptions, or representations of things future, are evidently supernatural, and must be divinely inspired” (Wakefield, p. 46). In 150 – 200 words answer the following prompts using APA formatting and support your conclusion. In the event that a divine revelation cannot be proven to be a true revelation from God at the time that it occurred through material evidences or internal evidences should it be discounted as untrue? Why or Why not?Suggestion for submission: Write your responses in Microsoft Word then copy and paste your work into the discussion forum.Guided Response: Examine each one of your peer’s initial discussion posts before you respond to the minimum required number of peers. Using proper Netiquette Rules, ask for clarifying statements, suggest another perspective with support, and explain why you agree or disagree with your peer’s argument.

5




4. You will have demonstrated the knowledge and skill of debating or arguing a topic


cautiously, competently, and without offense to another’s beliefs, ideas, perspectives, and/or opinions that you may not necessarily agree with.

Discussion 2 Assignment Grading Rubric

Content Criteria WeightDistinguished: The response contains comprehensive and detailed definitions of both material and collateral evidences, gives an accurate, detailed, and research supported example.Proficient: The response contains the correct definitions of both material evidences and collateral evidences, gives an accurate example with some support.Basic: The response contains the correct definitions of both material evidences and collateral evidences but, the definitions are mostly word for word out of the text.Below Expectation: The response briefly defines the correct definitions of material evidences and collateral evidences.Non-Performance: The response is non-existent or the definitions or example are incorrect.

3


1

APA Format Style CriteriaDistinguished: The summary contains correct APA formatting with little to no errors.Proficient: The summary contains a few minor errors in the APA formatting.Basic: The summary contains limited APA formatting and contains several errors of inappropriate application of APA formatting rules.Below Expectation: The summary contains little attempt to use APA formatting. The summary’s APA formatting is less than expected for a college level paper.Non-Performance: The summary is non-existence or APA formatting is non-existent or contains many mistakes.

1


(Group) Final Paper Assignment – Instructions:

Each student must substantially participate in the group. Each student must prepare and present a Focus List of a minimum of 6 focus points that will assist the group in successfully discussing and writing the group’s final paper. The group must create its own schedule to meet for discussions and work on the activity in the assigned chat room. All group members must be given ample notice and opportunity to participate in group activity. The group’s objective is to write a final paper that contains five original conflicts between material and collateral evidences of a divine revelation and five solutions to the conflicts. Support your work with examples and scholarly resources.

Debating is an important function of the group activity. Each student must use proper Netiquette Rules, be cautious, and demonstrate your knowledge and skills of entering a debate or argument with professionalism. Present your arguments without offensive language or thoughts that may invoke bad feelings of another individual.

There are two ways to gain 1 extra credit point during the course of your group activity. This means that there is an opportunity for you to gain a total of 2 extra credit points. 1 extra credit point is awarded to every student that successfully applies the rules of presenting a debate topic or argument. 1 extra credit point is awarded to the student who is appointed to be the lead organizer, reporter (non-participation of a group member, other issue that needs mediated by the instructor that the group cannot solve on its own), and is responsible for compiling the final paper for group.

See Week 1 Final Paper Assignment for further directions and grading rubric. Viewing the grading rubric will help you understand and focus your group discussion and activities around the expectations of your participation and contents of your final paper for this class.

Refer to your “Rules for Writers” (7th ed.) reference text book for writing a Thesis statement and proper usage of APA formatting rules.

Refer to Chapter 1 in your textbook. Write a 6 – 8 page paper with a thesis statement, five conflicts between material and collateral evidences, create one solution for each of the five conflicts, support your conclusions with scholarly research evidence, use APA formatting guidelines, and include a title and reference page. A minimum of 3 scholarly resources not including your textbook are required.

Participation Grading RubricParticipation is graded separately from any other assessment because it does not necessarily measure knowledge of the learner (Smith, 2015). Group Collaboration Participation of the learner is on-going throughout the week’s lesson until the submission of the Final Paper assessment.

Weekly Outcome Alignment

1. You will have demonstrated the knowledge and skill of debating or arguing a topic cautiously,


competently, and without offense to another’s beliefs, ideas, perspectives, and/or opinions that you may not necessarily agree with.

Participation Grading Instructions:

Each student must substantially participate in the group. Each student must prepare and present a Focus List of a minimum of 6 focus points that will assist the group in successfully discussing and writing the group’s final paper. The group must create its own schedule to meet for discussions and work on the activity in the assigned chat room. All group members must be given ample notice and opportunity to participate in group activity. The group’s objective is to write a final paper that contains five original conflicts between material and collateral evidences of a divine revelation and five solutions to the conflicts. Support your work with examples and scholarly resources.

Participation WeightDistinguished: The learner is actively participating in the group discussion, following proper netiquette rules, and offering comprehensive thought provoking ideas and materials to support the advancement of the debate. The learner has provided meticulous evidence of participation.Proficient: The learner is actively participating in the group discussion, following proper netiquette rules, and offers many thoughts and support materials but, could be giving more detailed information toward advancing the debate. The learner has provided evidence of participation.Basic: The learner participates, follows proper netiquette rules, but does not offer thoughts or support materials to advance the debate. The learner has provided some evidence of participation.Below Expectation: The learner puts forth minimal effort, thoughts, or support material to advance the debate. The learner has provided little evidence of participation.Non-Performance: The learner does not participate, does not follow netiquette rules, and/or does not offer thought or support materials to advance the debate. The learner has not provided evidence of participation.

3

Summative Assessment InstructionsPoint

AllocationOutcome Alignment

Name of Assignment: Group Final Paper

Assignment Instructions: Refer to Chapter 1 in your



textbook. Write a 6 – 8 page paper with a thesis statement, five conflicts between material and collateral evidences, create one solution for each of the five conflicts, support your conclusions with scholarly research evidence, use APA formatting guidelines, and include a title and reference page. A minimum of 3 scholarly resources not including your textbook are required. Refer to your “Rules for Writers” (7th ed.) reference text book for writing a Thesis statement and proper usage of APA formatting rules.

252. Demonstrate knowledge

and skill to research and use discovery to realize truth.


4. Apply the concept of external evidences in contrast to external evidences.


6. Evaluate miracles (material evidence) in contrast to collateral evidence which defy known natural law.

7. Demonstrate your knowledge of the material evidence and collateral evidence in creating a focus list of six items that the learner will use a tool in the debate. Each list will be presented to the instructor before the debate begins to check the learner’s comprehension and validity of the focus points.

8. Analyze the conflicts, within the assigned groups, to produce an authenticated list of five conflicts between material evidence and collateral evidence.

9. Produce a written solution for each of the five conflicts between material evidence and collateral


evidence.10. You will have

demonstrated your ability to effectively and efficiently communicate core concepts, theories, meanings, and ideas in a secular group environment.


Group Final Paper Assignment Grading Rubric(Summative Assessment)

Conflict Content Criteria WeightDistinguished: The group produces an insightful and comprehensive list of five conflicts presented in the summary between material evidences and collateral evidences.Proficient: The group produces four of the conflicts presented in the summary between material evidences and collateral evidences.Basic: The group produces three of the conflicts presented in the summary between material and collateral evidences.Below Expectation: The group produces two of the conflicts presented in the summary between material evidences and collateral evidences. The summary of conflicts is far less than expected.Non-Performance: The summary is non-existent or the group produces only one of the conflicts presented in the summary between material evidences and collateral evidences. The summary of conflicts is far less than expected.

5.5

Solution Content CriteriaDistinguished: The group produces a brand new solution that is comprehensive, detailed, and exhibits a complete and comprehensive solution to resolve each of the five conflicts in the assignment criterion.Proficient: The group produces a brand new solution that is comprehensive well thought out, organized, and exhibits a comprehensive solution to resolve four conflicts out of five the assignment criterion.Basic: The group produces a solution that is well thought out, organized, and exhibits a solution to resolve three conflicts out of the five assignment criterion.Below Expectation: The group produces a solution that is well thought out, organized, and exhibits a solution to resolve two conflicts out of the five assignment criterion.Non-Performance: The summary is non-existent or the group produces a solution to resolve at least one of the conflicts out of the five assignment criterion.

4.5

CoherenceDistinguished: Meticulous and effective organization of the content and effectively communicates using the 3 evidence strategies in relation to assignment criterion. Very easy to understand.Proficient: Demonstrates a typical display of organized thought with the ability


to communicate communicates using the 3 evidence strategies in relation to assignment criterion.Basic: Basic organization skills with limited ability to communicate five conflicts and solutions using the evidence strategies in relation to assignment criterion. Below Expectations: Extremely limited organization but, does make an effort to relate a situation that doesn’t necessarily align with emotion focused coping strategies.Non-Performance: The written work is either not turned-in for assessment or the work fails in addressing the purpose and content of the assignment.

3

Focus List CriteriaDistinguished: The learner has created a comprehensive list of six or more focus points that are crucial the learning event outcome for the group.Proficient: The learner has created a list of five important focus items.Basic: The learner has created a list of four important focus items that are important to the learning event outcome for the group.Below Expectation: The learner has created a list of four focus items that may or may not be appropriate to the learning event outcome for the group.Non-Performance: The focus list is non-existent or lists three or fewer focus points.

3.5

Debate CriteriaDistinguished: Meticulous caution is in the demonstration of knowledge and communication skills to thoughtfully enter into a debate without offensive language or offense to a peer’s beliefs, ideas, perspectives, and/or opinions. Demonstrates great respect for peers. Demonstrates an awareness of Netiquette Rules when communicating.Proficient: Caution is in the demonstration of knowledge and communication skills to enter into a debate without offensive language or offense to a peer’s beliefs, ideas, perspectives, and/or opinions. Demonstrates an awareness of Netiquette Rules when communicating.Basic: Demonstration a basic knowledge and communication skills to enter into a debate without offensive language or offense to a peer’s beliefs, ideas, perspectives, and/or opinions. Demonstrates a basic awareness of Netiquette Rules when communicating.Below Expectations: Demonstrates some appropriate knowledge and communication skills to enter into a debate without offensive language but, their expressions might be considered offensive to another peer’s beliefs, ideas, perspectives, and/or opinions. Demonstrates a limited knowledge of proper Netiquette Rules.Non-Performance: Does not follow Netiquette Rules, and/or does not offer thought or support materials to advance the debate. The learner has made little to no effort to conceal beliefs, ideas, perspectives, and/or opinions that are offensive to peers.

4.5

Writing Syntax and Mechanics CriteriaDistinguished: Displays meticulous comprehension, organization, and usage of spelling, grammar, and punctuation. Written work contains 0 errors. Clearly written, easy to follow, and comprehend.Proficient: Mostly displays comprehension, organization, and usage of spelling, grammar, and punctuation. Written work contains few errors.Basic: The written assignment contains several errors in spelling, grammar, and/or punctuation but, the written work is still fairly easy to comprehend and follow.Below Expectations: Syntax and mechanics fail to display a comprehension of

1.5


spelling, grammar, and punctuation. The written assignment contains many errors create difficulty in reading and/or following the author's intent.Non-Performance: The written work is either not turned-in for assessment or lacks the elements described in the assignment.

APA Format Style CriteriaDistinguished: The summary contains correct APA formatting with little to no errors.Proficient: The summary contains a few minor errors in the APA formatting.Basic: The summary contains limited APA formatting and contains several errors of inappropriate application of APA formatting rules.Below Expectation: The summary contains little attempt to use APA formatting. The summary’s APA formatting is less than expected for a college level paper.Non-Performance: The summary is non-existent or APA formatting is non-existent or contains many mistakes.

2.5

References

C. Smith, personal communication, May 14, 2015.

Google. (2015). Google Gmail. Retrieved from https://www.gmail.com/intl/en/mail/help/features.html.

Hacker, D. & Sommers, N. (2011). Rules for Writers. (7th ed.). New York, New York: Bedford/St. Martin's.

Microsoft. (2011). Microsoft Office 10 Suite. Retrieved from

https://www.gmail.com/intl/en/mail/help/features.html


http://www.microsoft.com/en-us/download/office.aspx?q=office.

Bible Academy. (December, 25, 2013). Basic Training Lesson 1 General Revelation; External Evidence of

God. Retrieved from https://www.youtube.com/watch?v=gywuZkFMvYo.

Bible Academy . (December 26, 2013). Basic Training Lesson 2 General Revelation; Internal Evidence of God.

Retrieved from: https://www.youtube.com/watch?v=gY4-OiN0Rp4.

Mediawiki. How to Take a Screenshot in Microsoft Windows. Retrieved from

http://www.wikihow.com/Take-a-Screenshot-in-Microsoft-Windows.

Thomas Nelson Inc. The Holy Bible King James Version (KJV). (2003).

Wakefield, S. (2007). Christian Theology. CARLTON & POTTER, WORDSearch Corp. Clerk's Office of the

District Court of the United States for the Southern District of New York: New York.

WORDSearch Bible. (2013). WORDSearch 10. Retrieved from https://www.wordsearchbible.com/ws10.

http://www.wikihow.com/Take-a-Screenshot-in-Microsoft-Windows

https://www.youtube.com/watch?v=gywuZkFMvYo

evidences necessary to authenticate a divine revelation lesson plan

Documents

collateral evidences

material evidences

evidences necessary

internal evidences

christian truth

concept of external

miracles material evidence

theology program