IST3002-1-FA13 - HB Top: Violence, Territory, Identity and the Hebrew Bible

Prof. Mark K. George
I-202C
Office hours: T 5-6 p.m.; by appt.
(303) 765-3168
mgeorge@iliff.edu



Course Description

Catalogue description: “Seminar dealing with particular themes, topics, or issues in biblical studies.”

Syllabus description: Violence, territory, and identity are ideas and themes that are pervasive in the Hebrew Bible. In many instances where they occur in the texts, they do so in some combination: violence and identity, territory and identity, territory and violence, etc. A particular confluence of these themes is found in the Book of Joshua. This course will use Joshua as a focal point and sustained textual conversation partner to examine and analyze violence, territory, and identity in the Hebrew Bible. Our work will include consideration of what these terms mean or suggest, what explanatory and comparative work they accomplish for biblical interpreters, and thus how they make possible what Jonathan Z. Smith describes as the scholarly task of “the redescription of the exempla” (“Bible and Religion”).

Course Goals and Objectives

1)    To develop students' understandings of how the themes of the course are represented in the Hebrew Bible and biblical scholarship, through primary and secondary readings, class discussions, and assignments.

2)    To improve analytical and scholarly skills at employing theoretical constructs and models in the interpretation of biblical texts, through weekly readings, class discussions, and written assignments.

3)    To develop research skills (writing, exegesis, analytical thinking, and so on), through class presentations and the final paper.

Course Goals and Objectives

1)    To develop students' understandings of how the themes of the course are represented in the Hebrew Bible and biblical scholarship, through primary and secondary readings, class discussions, and assignments.

2)    To improve analytical and scholarly skills at employing theoretical constructs and models in the interpretation of biblical texts, through weekly readings, class discussions, and written assignments.

3)    To develop research skills (writing, exegesis, analytical thinking, and so on), through class presentations and the final paper.

Texts - Note: subject to revision prior to class on 12 September

Required: 

 

Additional:

 

Course Requirements

  1. Regular participation. Because this course is an upper-level seminar, student preparation and active participation in class is expected and required. Without it, the entire course will suffer. Students are expected to complete all the assigned readings before class, to be prepared to provide succinct summaries of the central argument(s) of each reading and how each is structured, and to engage in thoughtful discussion of them in class. Summaries of readings should be in one’s own words.
  2. Canvas discussion. By agreement of the class, we will use the discussion feature on Canvas this term. Everyone is expected to participate, but the discussions will not be graded.
    1. The discussion site will provide initial work and thinking for the class on each week’s readings. Presenters for the week are to divide fairly the readings between themselves. Then each presenter is to post a brief summary of their readings to Canvas along with 2 or 3 questions that emerge for the presenter from those readings. These postings are to be completed no later than 11:45 p.m. on Monday before class.
    2. One Tuesday and Wednesday, everyone else in the class reads the initial postings and takes up one question in their response. Responses should be thought engagements of the question and reading. Further questions may be asked, but answers also should be proposed to them. Responses also should attempt to draw connections between the specific reading being discussed and the other readings for the week and in the course as a whole. Additionally, students are encouraged to connect their comments to texts from the Hebrew Bible (not just from Joshua). Responses should be completed no later than 5:00 p.m. on Wednesday before class.
    3. Everyone is to read the conversation prior to class as part of their preparation for the class discussion. Everyone is expected to be ready to offer one response to that discussion in class.
  3. Class Presentation.
    1. Every student is expected to make a class presentation on the readings and topic of the day during weeks 2–7. Given the size of the class, this means two or more students will be presenting each week. Presentations should be coordinated by the students and may be done as a team or individually
    2.  In weeks 2-7, students will make presentations on the assigned materials for the week. Assigned readings will be divided between students, who then are responsible for class discussion of those readings. Do not summarize the readings. Rather, explain the central argument and engage the readings in a serious, scholarly way. For example, consider such things as how the readings develop the themes of the course, or how they challenge dominant scholarly understandings of the biblical texts (Joshua or elsewhere), or what other biblical texts come to mind or relate to the issues in the readings and week’s themes, or what theoretical issues need further explanation and/or exploration. These presentations are an opportunity for students to contribute their own ideas, perspectives, and voices to the class conversation.
  4. Final paper project. This project consists of three parts: initial topic and outline, a draft paper presentation in class, and the final, revised paper. For Masters degree students, these papers are to be between 3600–4500 words (12–15 pages), including notes. For doctoral students, the length is to be between 4500–5400 words (15–18 pages), including notes. Students are to follow the style guidelines detailed in The SBL Handbook of Style, and therefore are expected to conform to the standards of graduate school research, writing, and formatting. Footnotes, however, may be single-spaced!
    1. Topic and outline. Students are to meet with the professor no later than 11 October to discuss the final paper topic. Please include a thesis statement, a working outline of the paper, and preliminary bibliography, and submit this material to the professor prior to our meeting. Please schedule a time to meet with the instructor by this date.
    2. Draft paper presentation. Each student will prepare a complete draft of her or his paper for the final class session. Papers will be discussed in class, but not read (papers are to be uploaded to the course site on Canvas by Monday at 11:45 p.m.). One other student will prepare a short (no more than 10 minute) response to the paper for the class session. Other students are to read the papers in preparation for class and to be prepared to offer constructive criticisms on them. Writing down your suggestions and then providing them to the paper’s author is very helpful!
    3. Final, revised paper. Drafts of final papers are to be revised in light of the responses given in class before being submitted to the professor. Final papers are due no later than 10:00 a.m. MST on Saturday, 16 November 2013. Please upload them to the course site on Canvas.

IST General Expectations

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, or the Joint PhD Statement on Academic Honesty, as published in the Joint PhD Student Handbook, as appropriate.  All participants in this class are expected to be familiar with Iliff’s Community Covenant.

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.

Writing Lab:  Grammar, organization, and coherent argumentations 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.


Grading

Participation......................................................................................... 10%
Canvas discussion............................................................................... 10%
Leading class discussion...................................................................... 20%
Final paper........................................................................................... 60%


Pass/Fail: All pass/fail requests must be submitted to the Professor by e-mail no later than Sunday, 15 September 2013. Responses either granting or denying a request will come via e-mail.

Incompletes: Incompletes will be granted only in the rarest of instances and are at the discretion of the Professor. See the Master's Student Handbook for Policies and Procedures.

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.

 



Grade Scale

A.....................94–100
A-....................91–93
B+...................88–90
B.....................83–87
B-....................80–82
C+...................78–79
C.....................73–77
C-....................70–72
D+...................68–69
D.....................60–67
F......................59 or below










Guidelines for Respondents (from Pam Eisenbaum)

Background Readings

Steven L. McKenzie, " Deuteronomistic History " from the Anchor Bible Dictionary, vol. 2

William G. Dever, " Archaeology and the Israelite 'Conquest' " from the Anchor Bible Dictionary , vol. 3:545-558

Oxford Biblical Studies Online: Map of Israel in Canaan (general regions of tribal allotments; thanks to Gia for this link; if on campus, you will go directly to map; if off campus, you must log into the Oxford site according to the directions provided by Taylor Library)

Oxford Biblicel Studies Online: Map of tribal regions as described in Joshua (a bit general, but it might be helpful in ways the other map is not; log in to Oxford as described above, depending on your location)

Please note: syllabus subject to revision at discretion of professor

DateDayDetails
Sep 12, 2013ThuWk 1: Introductiondue by 02:30PM
Sep 19, 2013ThuWk 2: Ghostsdue by 02:30PM
Sep 26, 2013ThuWk 3: Memory and Memorialsdue by 02:30PM
Oct 03, 2013ThuWk 4: Conquest: Constructing Identitydue by 02:30PM
Oct 10, 2013ThuWk 5: A Confluence of Factorsdue by 02:30PM
Oct 17, 2013ThuWk 6: Good Borders Make Good Neighbors (with apologies to R. Frost)due by 02:30PM
Oct 24, 2013ThuWk 7: Mapping Identitydue by 02:30PM
Oct 31, 2013ThuWk 8: Student Papers and Responsesdue by 02:30PM
Nov 07, 2013ThuWk 9: Student Papers and Responsesdue by 03:30PM
Nov 14, 2013ThuWk 10: Student Papers and Responsesdue by 03:30PM