Introduction to the New Testament

Course Description
This course will provide an introduction to the historical development of the literature of the New Testament and the social world of the earliest Christians.  We will examine the texts of the New Testament in the social, political, and religious context of the Roman Empire.  You will be required to read critically the texts as historical documents to investigate issues of central concern to the understanding of the origins of Christianity.  These issues include but are not limited to:  the person and teachings of Jesus of Nazareth; early Jewish and Christian relations; the structure and rituals of early Christian communities; the roles of women and slaves in the earliest churches; the spread of Christianity throughout the Empire; the historical significance of the apostle Paul for the development of Christian beliefs.  We will also explore the concepts of apocalypticism, the resurrection, and the Christian canon as they are configured in earliest Christian literature.  Throughout, the Christian canon will be read alongside the writings of pagans and Jews of the same time period as well as extra-canonical early Christian literature.  Although we will study the theological concerns of first and second century Christians, this course will not address contemporary issues of theology and Christian faith.

1. A survey of the contents of the New Testament, including the authors and reading communities of the NT texts
2. A limited introduction to the historical, religious, and social context of the Roman Empire in the first and second centuries
3. An overview of early Christian communities' relationships with Jews, pagans, and other Christians
4. The development of critical reading skills for primary sources from antiquity and secondary sources
5. The advancement of critical writing skills
6. An introduction to the study of religion from an historical perspective

Some required readings indicated on the course schedule with an * are on reserve at the library.   Additional required readings are located in the reference section of the library or on the internet.

Students should bring to class the HarperCollins Study Bible and any other texts assigned for that day.

In preparing for class, students should take into account the following when reading primary sources:

When reading secondary sources, take into account the following:

Well-prepared students will bring to class specific questions about the assignments and topics for class discussion.

Class participation and attendance:  Class discussion and participation is an integral part of this class.  All students are expected to participate in a  thoughtful, well-prepared manner that is grounded in the course assignments.  All members of the class are expected to reflect critically on they ways in which they can contribute to constructive rather than destructive class dynamics.  I will call upon students and will not always simply wait for students to volunteer themselves.  Absences may affect your grade, and athletes, band members, etc., are advised to provide official letters from their coaches explaining missed classes.

Papers:  Twice this semester, I will assign analytical papers based on class readings, lectures, and discussions.  Students are not expected to do outside research for these papers.  One or more questions will be provided to focus the papers.  The papers should be well-constructed, be well-written, and argue a clear thesis.  The thesis may be a complicated one, but the paper as a whole should be concise.

Exams:  There will be a mid-term exam and a final exam for the course.

Course Websites
The syllabus, schedule of assignments, and other resources for the course will be posted on my website at www.carrieschroeder.com/NT.  Check here first if you have any questions about an assignment.  I will update it regularly.  We will also make use of Elon's blackboard system.  I will distribute the URL and instructions for how to use it when it comes online.  If you have any questions about the course websites, computer use, or the internet, please ask me.  No question is a stupid question!

Evaluations and Grading
Late work will not be accepted. If there is a tragedy in your life, and you need an exception to this policy, you must make arrangements with me before the work is due.
Grading scale
 F--expresses little accurate information and/or is not coherent,  fails to answer the questions
 D--demonstrates little thought; work shows effort, but the information, explanation, and conclusions are weak
 C--articulates your thoughts coherently
 B--explores why you think the way you do
 A--reserved for excellence, when you use the material as a springboard for higher level critical thinking of your own rather than merely report information or describe what you think.  For instance:  You engage with other perspectives, counter-arguments, etc.  You demonstrate creativity and original thought.  You step back from your own point of view to look at the pros and cons of thinking in the ways you do.

Final grades

Class Participation:	20%
Papers (2):	15% each
Midterm exam:	23%
Final exam	27%