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JOHN CABOT UNIVERSITY

COURSE CODE: "RL 221-2"
COURSE NAME: "The Popes of Rome: History of the Catholic Church"
SEMESTER & YEAR: Spring Semester 2012
SYLLABUS

INSTRUCTOR: Walters Erik
EMAIL: [email protected]
HOURS: MW 17:30-18:45
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS: by appointment

COURSE DESCRIPTION:
An objective and unbiased analysis of roughly 2,000 years of history directly involving the institution commonly referred to as “the Catholic Church” via the prism of Western Civilization's oldest surviving theocratic monarchy commonly referred to as the "papacy," the ruler of which is Rome's bishop, the "Pope." A subsequent synthesis of major ideas and conflicts throughout the same historical period and their ramifications for the Catholic Church, the papacy, and civilization as a whole.
SUMMARY OF COURSE CONTENT:
The fabric of Western Civilization is inescapably interwoven with the history of the Church and Papacy over the past 2,000 years.  A cycle of ideological and sociological conflicts and their consequent resolutions – or lack thereof – have influenced the evolution of the Christian assembly (Protestant, Orthodox, and Catholic), Western Civilization, and their mutual relationship throughout time.  Compacting 2,000 years of history into one academic semester is a daunting task.  While the scope of this course prohibits an exhaustive study of the historical period in question, a sufficient analysis and synthesis remains possible, rendering an accurate and thorough presentation of the major events, ideas, persons, and places that have significantly influenced both the evolution of the Church from its primitive beginnings as a religious sect/spiritual movement in Jerusalem, Asia Minor, Greece, and Rome (born in the 1st century CE) to the establishment of the current sovereign Vatican City State (formed in the 20th cent. CE) as well as the progression of Western Civilization within the same historical period.
LEARNING OUTCOMES:

Upon completing the course, students will be expected to have acquired a general yet adequate understanding of the history of the Church and Papacy from both religious and secular perspectives:  the Church as it experiences itself; the Church as experienced from the outside; and that grey area which constitutes the confluence of Church-State relations and ramifications.  Students’ comprehension of the fundamental ideas, events, persons, and places that have shaped the Church and its relationship with Western Civilization through an objective and unbiased study both inside and outside the classroom will be evaluated through the mid-term and final exams.  Students will gain greater familiarity with the evolution of ideas that have influenced the inseparable Church-Civilization interplay through the writing of a term paper, which analyzes the progression of historical conflicts, synthesizes their resolutions, and identifies their consequences.

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
A Concise History of the Catholic ChurchTHOMAS BOKENKOTTERNew York: Image Books, 1990; reprint, Doubleday, 2003), 624p.0385516134, 9780385516136     
The Popes: a HistoryJOHN JULIUS NORWICHChatto & Windus9780701182908     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
First Term Exam<p style="text-align: justify;"><span style="font-family: calibri; font-size: 10pt;">This first term mid-term exam will test students&rsquo; research skills and note-taking skills through an analysis of assigned readings and class lecture notes.&nbsp; The exam is divided into two parts: 1) Ten questions to be answered directly from the required readings from the textbooks () and those handed out in class (Neil Christie&rsquo;s <i>The Fall of the Western Roman Empire</i> Chapters 1 and 6; 1 Cor 15; ). Students are expected to cite the page number from which they are providing answers; 2) Ten questions to be answered from class lecture notes.&nbsp; Although some answers should be considerably longer and more developed than others, each of the 20 questions is worth five points.&nbsp; This first-term mid-term exam is worth 15% of the mid-term exam grade.&nbsp; Exams are to be type-written and are due in class on Monday, 20 February 2012.&nbsp; Late, emailed, and hand-written exams will not be accepted and will result in a failing grade for the exam.</span></p>15%
Second Term exam<p style="text-align: justify;"><span style="font-family: calibri; font-size: 10pt;">This&nbsp;second term mid-term exam will test students&rsquo; research skills and note-taking skills through an analysis of assigned readings and class lecture notes.&nbsp; The exam is divided into two parts: 1) Ten questions to be answered directly from the required readings from the textbooks. Students are expected to cite the page number from which they are providing answers; 2) Ten questions to be answered from class lecture notes.&nbsp; Although some answers should be considerably longer and more developed than others, each of the 20 questions is worth five points.&nbsp; This first-term mid-term exam is worth 15% of the mid-term exam grade.&nbsp; Exams are to be type-written and are due in class on Monday, 26 March 2012.&nbsp; Late, emailed, and hand-written exams will not be accepted and will result in a failing grade for the exam.</span></p>15%
Term PaperTerm papers are to be 10 pages in length including end/footnotes and bibliography.30%
Final exam 30%
Class participation 10%

-ASSESSMENT CRITERIA:

Assessment Guidelines for assigning main letter grades: A, B, C,D, and F.

A:  Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensiveknowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course. (95-100% A; 93-94% A-)

B:  This is highly competent level of performance and directly addresses the question or problem raised. There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments. (91-92% B+; 88-90% B; 85-88% B-)

C:  This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
(83-84% C+; 80-82% C; 77-79% C-)

D:  This level of performances demonstrates that the student lacks a coherent grasp of the material. Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail. (70-76% D)

F: This work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant. (69% F)


-ATTENDANCE REQUIREMENTS:
Class attendance, preparation, and active participation are required and count for 10% of the final grade; one term paper (approximately 10 pages in length including Works Cited page and foot/endnotes) accounts for 30% of the final grade and is due no later than Wednesday, April  25th; the mid-term grade (30%) is divided into two sections (15% each); the final comprehensive exam counts for 30% of the final grade.  One mandatory field trip.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

PART I:  From the Pax Romana to the Fall of Rome:  1st century CE – 5th century CE

 

Lesson 1:  Introduction:  Contextualizing the Study of the History of the Catholic Church

                    (Critical Analysis and Thinking – Methodologies and Hermeneutics – Course Overview)

 

Lesson 2:  100 Years of Good News:  the New Testament and the Apostolic Tradition (c. 0CE – c.100CE)

                    (The Hebrew Canon and the Formation of the Christian Scriptures – Tacitus, Seneca, Josephus)

 

Lesson 3:  100 Years of Bad News:  Forging and Feigning the Faith (c. 100 – 200)

                    (Persecution or Supplication – Justin Martyr, Irenaeus, Clement of Alexandria – Liturgical Practice)

 

Lesson 4:  100 Years of Hard News:  Developing Doctrine on the Run (200 – 300)

                    (Confessors, Traitors, and Thinkers – Origen, Tertullian, and Cyprian – Valerian, Diocletian)

 

Lesson 5:  100 Years of Unexpected News:  Rome’s Reign Becomes the Church’s Gain (300 – 400)

                    (Constantine – 1st and 2nd Ecumenical Councils of Nicaea – Bishops or Civil Engineers)

 

Lessons 6 and 7:  Concretizing the Historical Analysis (on site at the Ancient Necropolis on the Vatican Hill)

 

Lesson 8:  100 Years of Changing News:  Rome’s Pain Becomes the Church’s Reign (400 – 500)

                    (Augustine, Jerome, Arians, and Donatists – Rome’s Decline – 3rd Ecumenical Council of Ephesus)

 

PART II:  Reconstructing an Empire:  6th century CE – 10th century CE

 

Lesson 9:  Making News:  Taming Barbarians and Debating Doctrine (500 – 600)

                     (Monasticism – Vandals and Visigoths – Capadocians)

 

Lesson 10:  Breaking News:  Cutting Losses in Africa (600 – 700)

                       (Islamic Invasion – Iconoclasm)

 

Lesson 11:  Directing News:  Toward a “Holy Roman” Empire (700 – 800)

                       (Seljuks to the South – Teutonics to the North)

 

Lesson 12:  Updating News:  Toward a “Wholly New” Empire (800 – 900)

                       (Charlemagne – Papal States)

 

Lesson 13:  Owning the News:  A Church Divided Becomes an Empire United (900 – 1054)

                       (Feudalism – Photian Schism – Anselm and the Ontological Question)

 

Lesson 14:  Synthesizing the Historical Analysis 1:  Midterm review/exam


PART III:  Imperializing a Reconstruction:  11th century CE – 15th century CE

 

Lesson 15:  Marketing the News:  God and Gold in the Holy Land (1054 – 1204)

 

Lesson 16:  Investing in the News:  Knowledge is Power (1204 – 1300)

 

Lesson 17:  Profiting from the News:  Roman Holiday (1300 – 1400)

 

Lesson 18:  Manipulating the News:  The Gift that Keeps on Giving (1400 – 1500)

 

PART IV:  Struggling for Sovereignty:  16th century CE – 20th century CE

 

Lesson 19:  Importing and Exporting the News:  Damage and Mission Control (1500 – 1600)

 

Lessons 20 and 21:  Concretizing the Historical Analysis (on site at Saint Peter’s Basilica on the Vatican Hill)

 

Lesson 22:  The Same Old News:  Losing Ground and Looking for Greener Pastures (1600 – 1700)

 

Lesson 23:  Unsettling News:  Age of Revolution (1700 – 1800)

 

Lesson 24:  News Hits Home:  Under House Arrest (1800 – 1900)

 

Lesson 25:  Damaging and Liberating News:  Catholic Church and the Vatican City State (1900 – 2000)

 

Lesson 26:  News and Current Events 1:  Faith and/or Reason; Intelligent Design and/or Random Evolution

 

Lesson 27:  News and Current Events 2:  Bioethical Issues and Church Doctrine