United Methodist History


Professor: Dr. Michele E. Watkins mwatkins@iliff.edu (720) 464-7795

Office Hours (By Appointment Only)

October 12th (Gathering Days-Optional In Person Get Together from 6-7pm)
See more information below.

C ourse Description: In this course, we examine the history of Methodism and the sources of Methodist doctrine. The theme for the course is “justice as a pathway toward a more perfect church.” Specific topics with special attention to justice as a Wesleyan & Methodist theme include English Methodism up to the death of John Wesley, the United Methodist tradition in North America, and racial and ethnic diversity and the role of women in United Methodism.

Learning G oals:

Required t exts:

Recommended Texts (Primary Sources)

Primary Source Full Text Databases:

African American newspapers: the 19th century (Links to an external site.) Links to an external site.

Digital library of classic Protestant texts (Links to an external site.) Links to an external site.

Early American Imprints, Series I: Evans, 1639-1800 (Links to an external site.) Links to an external site.

Early English Books Online (EEBO) (Links to an external site.) Links to an external site.

Eighteenth century collections online (Links to an external site.) Links to an external site.

Eighteenth Century Journals II (Links to an external site.) Links to an external site.

Literature Online (LION) (Links to an external site.) Links to an external site.

North American women's letters and diaries (Links to an external site.) Links to an external site.

Women and social movements in the United States, 1600-2000 (Links to an external site.) Links to an external site.

Grading Structure

Participation                                               10%*

Book Review via Video Blog                      15%

Weekly “So What?” Reflections                 40% (5 pts per week of posting for 8 weeks)

Final Interview Project                               35%

Lectures

  1. Lectures will be posted in the Discussions Forum by Canvas site 10:00am (MT) on every other Wednesday with the exception of Convocation on Sept 13th in which the lecture will be posted by 2:00 p.m. (MT).
  2. These lectures are important in completing your assignments for the course. So, don’t skip them. Engagement of both lecture material and required readings should be present the submission of all graded assignments.

The Flow of a Typical Week

  1. By “week,” I mean 9:00 am on Monday through 11:59pm on Sunday.
  1. Each week consists of the following activities: (1) required reading; (2) watching the lecture at least every other Wednesday or other video media assigned; (3) submitting a “So What” reflection by Friday; and (4) responding to your group peers’ “So What?” reflections by the following Tuesday.
  1. This flow of activities has a certain cumulative logic: Beginning with the assigned readings introduces you to basic issues and terminology about the topic with which we will work throughout the week. Having read the materials allows you to benefit more fully from the lecture, which will be posted every other Wednesday, sometimes consecutive Wednesdays. At this point you are ready to write a “So What?” reflection, since the reflection must draw on both the assigned reading and the lecture. Your responses to your group peers’ “So What” reflections round out the week.
  1. Of course, in addition, you will work on the book review and final interview project, to be submitted on the dates specified below.

Assignments

NOTE: All assignments are due on the dates and at the times indicated. No late submissions will be accepted, except in the case of extenuating circumstances, and with prior written approval from the instructor .

Participation (10% of total grade)

UM History involves more than just reading and regurgitating facts. History involves conversation that helps us process, interrogate, and critically engage what we've read and experienced as United Methodists. In order to ensure that you get the best out of our time together, your participation will be determined based on the following criteria:

GATHERING DAYS (Optional In-Person Meeting Day) -- October 12, 2017 at 6-7pm at La Belle Rosette Espresso & Wine Bar, 2423 South University Blvd, Denver CO 80210

(2 Blocks from ILIFF)

7 Minute Intro Video

After you have finished the readings (or gone through as much as you can by this Friday), tackle this week's assignments which include an "Introducing Ourselves" exercise  and your first stab at posting a "So What?! Reflection."

Since we will be spending a lot of time in communication together, one of the best ways to get to know one another will be through our " Introducing Ourselves" Video.

Record a 7-minute video through your computer webcam or other recording device sharing a few things about yourself:

Be sure to post your video in the discussion forum labeled "Introducing Ourselves" by next Monday, September 18th at 7:00 p.m. Be sure to post your first So What questions based on the Heitzenrater chapters and this week's lecture by Friday and your response posts by Tuesday. (See syllabus for detailed instructions on assignments as well as directions for uploading media to Canvas).

Please know that your video post is for fun and for creating community through our shared readings. It will not be letter graded, but it will count toward your participation grade.  :-)

Book Review Video Blog ( 15% of total grade)

By September 18, 2017 select a text from the “UM History Book Review Selection List” on the Canvas site to critically read and review. Due/Upload dates are indicated on the l ist as well. Mail Professor Watkins directly at mwatkins@iliff.edu the title by September 18th.

The Video blog should be a recorded 15 minute oral presentation of your book review with an accompanied essay no longer than three pages double spaced 12pt Times New Roman, narrated slideshare, or PowerPoint or Prezi presentation.

The Video blog will be graded on the following criteria: (1) clear statement of the thesis of the text, (2) an identification of the author’s sources, (3) how this text helps us better understand the shifting context and culture of the UMC in light of its history, (4) a statement of strengths and weakness of the argument; and (5) a note on practical implications of the text for the present ministry and work of clergy and laity in the United Methodist Church.

How do you upload your video on Canvas?

How to Record Video using Your Webcam Directly in Canvas and Submit it to an Assignment in Canvas

  1. In your course in Canvas, click on Assignments in the Course Navigation.
  2. On the Assignments page, click on the title of an assignment to view it.
  3. Click on the Submit Assignment button.
  4. Follow these instructions for how to record a video in Canvas (Links to an external site.) Links to an external site. . Record the video for your assignment using your web cam as instructed in the assignment details.
    • Note: You will not be able to archive/back-up your video if you record it directly in Canvas using your webcam. If you would like to save a copy of your video, you should use another method (i.e. Upload your video directly to Canvas (Links to an external site.) Links to an external site. or upload your video directly to YouTube and copy and paste the link in Canvas (Links to an external site.) Links to an external site. ). The benefit of uploading your video to your account in YouTube instead of Canvas is that you have access to the video for as long as you'd like. Videos uploaded in Canvas are only available as long as the course is active.
  5. To add a comment, click in the Comments field and type a comment to the instructor (optional).
  6. Click on the Submit Assignment button to submit the video assignment.

How to Use a Device to Record Video and Upload it to an Assignment in Canvas

  1. Record the video for your assignment using your recording device (i.e. iPhone, iPad, Point-and-shoot camera, web cam) as instructed in the assignment details.
  2. Upload the recorded video from the device to your computer.
  3. When you are ready to upload and submit your video, in your course in Canvas, click on Assignments in the Course Navigation.
  4. On the Assignments page, click on the title of an assignment to view it.
  5. Click on the Submit Assignment button.
  6. Follow these instructions for how to upload a video file in Canvas (Links to an external site.) Links to an external site. .
  7. To add a comment, click in the Comments field and type a comment to the instructor (optional).
  8. Click on the Submit Assignment button to submit assignment.

See the UM History Book Review Selection List:

UM History Book Review Selection List

Each student is responsible for One (1) Book Review Video Blog. Please select one text that you would like to review and promptly email Professor Watkins directly at mwatkins@iliff.edu the title by September 18th. The highlighted info in blue indicates the name of those already signed up and/or the number of people still needed for the corresponding text. 

For some Helpful Pointers on How to Do a Critical Book Review: Click Here

  1. Danker, Ryan. Wesley and the Anglicans: Political Division in Early Evangelicalism. 2016.       Upload by September 27, 2017 at 11:59 p.m. (Cardona) FULL
  2. Dallimore, Arnold A. Susanna Wesley. Grand Rapids, MI: Baker Book House, 1993.   Upload by September 27, 2017 at 11:59 p.m. (Shambaugh; Jones) FULL
  3. Watson, David Lowes. The Early Methodist Class Meeting: Its Origins and Significance. Wipf & Stock Publishers, 2002. Upload by October 4, 2017 at 11:59 p.m.  (Burk; King; Smith) FULL
  4. Chilcote, Paul W. Recapturing the Wesley’s Vision: An Introduction to the Faith of John and Charles Wesley Intervarsity Press, 2004. Upload by October 4, 2016 at 11:59 p.m. (Upton; Fisher) FULL
  5. Carney, Charity. Ministers and Masters: Methodism, Manhood, and Honor in the Old South. Baton Rouge: Louisiana State University Press, 2011. Upload by October 11, 2017 at 11:59 p.m. (Surdy; Snyder) FULL
  6. Allen, Richard. The Life, Experience, and Gospel Labours of the Rt. Rev. Richard Allen: To Which is Annexed the Rise and Progress of the African Methodist. Philadelphia: Martin & Boden, 1833. Upload by October 11, 2017 at 11:59 p.m.  (Carter; Lee) FULL
  7. Andrews, Dee. The Methodists and Revolutionary America, 1760-1800: The Shaping of Evangelical Culture. Princeton: Princeton University Press, 2000. Upload by October 11, 2017 at 11:59 p.m.  (Derhammer)
  8. Noley, H. First White Frost: Native Americans and United Methodism. Abingdon Press, 1991. Upload by October 18, 2017 at 11:59 p.m. (Kranzler-Gacke; Mulroy) FULL
  9. Ingersol, Stan. Past and Prospect: The Promise of Nazarene History. Eugene, OR: Wipf and Stock Publishers, 2014. Upload by October 18, 2017 at 11:59 p.m. (Johnson; Bell) FULL
  10. Knight, Henry H. III, ed. From Aldersgate to Azuza Street: Wesleyan, Holiness, and Pentecostal Visions of the New Creation. Eugene, OR: Wipf and Stock Publishers, 2010. Upload by October 18, 2017 at 11:59 p.m.  (Scott; Menhusen; Ouellette) FULL
  11. Lee, Jarena. Religious Experience and Journal of Mrs. Jarena Lee: Giving an Account of Her Call to Preach the Gospel. Philadelphia, 1849. Upload by October 25, 2017 at 11:59 p.m.(Schwarz; Walker)FULL
  12. Knotts, Alice G. Fellowship of Love: Methodist Women Changing American Racial Attitudes, 1920-1968. Nashville: Kingswood Books, 1996.Upload by October 25, 2017 at 11:59 p.m.  (Binder; Weger) FULL
  13. Stanley, Susie C. Holy Boldness: Women Preachers’ Autobiographies and the Sanctified Self(University of Tennessee Press, 2004. Upload by October 25, 2017 at 11:59 p.m. Head; Tabb) FULL
  14. Reiff, Joseph T. Born of Conviction. White Methodists and Mississippi's Closed Society. Oxford University Press, 2015. Upload by October 25, 2017 at 11:59 p.m. (Whitehurst; Houston) FULL
  15. Shockley, G. et. al, eds. Heritage and Hope: The African-American Presence in United Methodism, Nashville:
Abingdon Press, 1991. Upload by November 1, 2017 at 11:59 p.m. (Finch, Knighten) FULL
  16. Harman, Robert J. From Missions to Mission: The History of Mission of The United Methodist Church, 1968–2000. New York: General Board of Global Ministries, The United Methodist Church, 2005. Upload by November 1, 2017 at 11:59 p.m. (Hughes; Sikes) FULL
  17. Gonzalez, Justo L. Each in Our Own Tongue: A History of Hispanic United Methodism. Abingdon Press, 2001.Upload by November 1, 2017 at 11:59 p.m. Nieves; Sanchez) FULL
  18. Guillermo, A. Churches Aflame: Asian Americans and United Methodism. Abingdon Press, 1991.  Upload November 8, 2017 at 11:59 p.m. (Weaver)
  19. Kurewa, John Wesley Z. The Church in Mission: A Short History of the United Methodist Church in Zimbabwe, 1897–1997. Nashville: Abingdon, 1997. Upload November 8, 2017 at 11:59 p.m.  (Clark; Lyon) FULL
  20. Nickell, Jane Ellen. We Shall Not Be Moved: Methodist Debate Race, Gender and Homosexuality, Pickwell Publishers, 2014.Upload by November 8, 2017 at 11:59 p.m. (Long; Sills) FULL
  21. Watson, Kevin. Pursuing Social Holiness: The Band Meeting in Wesley's Thought and Popular Methodist Practice, Oxford University Press, 2015. Upload by November 8, 2017 at 11:59 p.m. (Vaughn; Bechtold) FULL

22. O'Brien, Glen and Hilary M. Carey. Methodism in Australia: A History    Upload by November 15, 2017 at 11:59 p.m. (Nau; Lydolph)

 

Weekly “So What?” Reflections (40% of total grade)

The intent of the exercise is twofold: (1) to invite you into the work of history, namely, to reflect critically on the meaning and significance of key events and themes in United Methodist history essential for contemporary reflection; and

Your task is to reflect practically on the implications of a particular significant historical event, person, place, or topic referenced in the material that is helpful for Christian witness today. Each student is required to submit Four reflection posts (400-450 words each) submitted on the appropriate Canvas discussion forum and Four responses posts (150-200 words each), submitted as replies in Canvas discussion forum.

Here is how it breaks down:

AND



Final Interview Project (35% of total grade)

What you do? Select one Annual Conference of The United Methodist Church (preferably the one you intend to join if you plan to be ordained, or the one that you live in if you plan to remain a layperson) or a historically Methodist institution to which you are related. Interview two members of this conference/institution. Select one person who has been a clergy member of the conference/institution for at least 20 years. Select a second person who has joined the conference within the past five years (this might be a lay staff member or a clergy person). You are looking very specifically for the ways that this particular conference/institution replicates the trends and patterns we have found in our broad study of Methodist history and the ways in which it might diverge from some of those patterns.

OPTION 1 Submit a double spaced 10-12 page paper 12-point Times New Roman with a title page and reference list formatted according to Chicago/Turabian style.

OPTION 2 Submit a 27-30 Slide PowerPoint or Prezi with a title page and reference list formatted according to Chicago/Turabian style with a recorded narration. Text must not be larger than 18 point font and no more than 40 words per slide. Be creative! This is a really good option if you plan on sharing the information gathered from your interview project with your church or within your ministerial context.

The Final Interview Project (1) summarizes your analysis of the Conference’s history (2) in light of overall United Methodist history and (3) that notes the patterns that one would reasonably expect continue to influence the behavior and capacities of the Conference in its ministries. 5 to 6 pages of this paper/12-15 slides will contain this summary analysis. The second 3 to 4 pages/ 9-12 slides will be your reflection on how this specific history that you have learned is likely to influence your participation in your conference or institution . Upload by November 17, 2017 by 11:59 p.m. (MT)

You must inform Professor Watkins which option you have selected by October 1, 2017. And Remember...

GATHERING DAYS (Optional In-Person Meeting Day) -- October 12, 2017 at 6-7pm at La Belle Rosette Espresso & Wine Bar, 2423 South University Blvd, Denver CO 80210

(2 Blocks from ILIFF)

Technical Requirements

Microsoft Word, PowerPoint, Google Hangouts, and Google Docs are necessary to participate in this course. Prezi can also be used for the submission of slide presentations as well, but it is not required.

Course Expectations

Incompletes : If you think this may be an issue, contact the instructor immediately. Incomplete requests must be made before the last day of the term. They are made through the registrar-- see the Masters Student Handbook for instructions.

Pass/Fail: Masters students wishing to take the class pass/fail should discuss this with the instructor by the end of the second week. Some Annual Conferences will not accept this particular course taken pass/fail. Check with your BoOM registrar before you make this choice.

Academic Integrity and Community Covenant: All students are expected to abide by Iliff’s statement on Academic Integrity, as published in the Masters Student Handbook.  All participants in this class are expected to be familiar with Iliff’s Community Covenant.

Accommodations : Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs.   Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations.  The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146.

Writing Lab: Grammar and organization are important for all written assignments.  Additional help is available from the Iliff Writing Lab, which is available for students of any level who need help beginning an assignment, organizing thoughts, or reviewing a final draft.

Inclusive Language: It is expected that all course participants will use inclusive language in speaking and writing, and will use terms that do not create barriers to classroom community.

Learning In An Online Environment

How can you be successful in taking an online class?

It can be more than a little challenging - after all, in a face-to-face class, you meet once or twice a week, and, in that time, the instructor can make sure you are on-track in terms of course progress and your understanding of the material. Online, though, is different in some key ways, and your success in the course hinges on understanding those differences.

Communication

  1. Address all your questions about technology, using the Canvas site, and other technical questions to the ILIFF Information Technology HelpDesk at 303-909-9321, or Michael Hemenway at mhemenway@iliff.edu .
  2. Address all questions related to course content, assignments, and the like to Prof. Watkins mwatkins@iliff.edu .
  3. All emails will be responded to within 24 hours on weekdays and the following Monday if the email is sent after 5pm on Friday.
  4. Assignments will be graded and returned within 10 days of the submission deadline. No late assignments will be accepted. Again, no late assignments will be accepted.

Please Note: You can't participate if you don't know what's going on! In your Canvas Profile (which you can access using the Profile link at the top right of every page), you can specify how you should be contacted. Make sure that your preferred email address is properly set on that page.

From that page, you also have the ability to change your notifications (that is an option on the left menu on that page). Please make sure that your notification settings are set so that you are kept reasonably informed of events related to the class.

Finally, as each week progresses, you need to pay attention to class-related activities! Keep an eye on whatever notifications you have chosen to receive. If you choose to ignore them, you can quickly find yourself way behind (and, remember, after two weeks of non-involvement, you may be removed from the class).

Collaboration: Online classes are, by their very nature, highly collaborative in terms of learning. That means that the majority of your learning will take place as you engage other students regarding the material that everyone is reading (and, as you may have already noticed, different people are reading the same material from different perspectives).

Collaborative learning is a common approach at Iliff, both in online and face-to-face classes. The discussions and other activities that you participate in here are similar to in-class discussions in the face-to-face session. It is a little harder to "hide" in the online classes than it is in the face-to-face, but, otherwise, the approach is the same. And yes, the readings are the same in the two classes - the load is no heavier in the online class, although the 3.5 hours of "face time" in the face-to-face class is replaced by reading, thinking about what other students have said and responding online.

Commitment: As with any class, your commitment to learning will greatly impact your success (both in terms of grades and in terms of actually mastering new information). In this class, we don't all meet online at the same time, so it is up to you to set up a schedule that allows you to engage other students about the material.

There is a significant difference in terms of commitment in an online class, though, and it is this: Since the learning process is highly collaborative (and since different students will be reading material in different ways), your failure to participate will reduce the effectiveness of the class for other students as well. Taking an online class really does require commitment, and a special kind of discipline, in order for everyone to be successful


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