Core 4: The Christian Impact on
Western Civilization
Term 162
Spring 2017
The Goals of Core
1.) To develop cognitive and communication skills.
From Core segment to Core segment, we will expect students to master progressively more
challenging exercise in cognitive (analysis, critique, synthesis reasoning) skills, involving all
forms of discourse and all types of skills (speaking listening, writing reading).
2.) To build a community of seekers after truth.
In keeping with the Vatican II basis for the Core Curriculum and the value stance of the College,
students will be exposed to and encouraged to develop strong convictions about the corporate
nature of human existence and the unity of the family of humankind, both in intellectual
(science, philosophy, theology) and in affective ways (commitment to the common good, even
on a global scale).
3.) To expand awareness to the many dimensions of reality.
Over the eight semesters of Core, students will be expected to expand their interdisciplinary
skills-the ability to make use of materials from outside their field(s) of specialization, but in a
manner which is faithful to the methodologies of those other fields-and be able to analyze and to
critique disciplinary readings at the level of a broadly educated generalist. They will be expected
to discuss the readings in a way that respects the differences in various methodological
approaches.
4.) To cultivate the integrative habit of mind.
Students will be expected to pay almost constant attention to and learn how to correlate and
synthesize materials from a notable multiplicity of modes of inquiry.
5.) To evoke formulation of, enthusiasm for, and commitment to values.
Students will be challenged over the eight semesters of Core, to develop awareness of personal
and communal values commitments (including conflicts and ambiguities), to understand the
complex and demanding relationship between choice and consequence, to appreciate the value of
liberal arts as a means of confronting current and future issues, and to cultivate practices and
attitudes which reflect values consistent with a democratic society.
6.) To witness to specific Christian values.
Graduates will be expected to formulate a synthesis of their faith by means of the witness of
many persons and will be encouraged to bear witness to that faith in their profession and all of
their endeavors.
Core 4 Student Learning Objectives
By the end of the course, successful students will be able to:
•
Explain how Christianity influenced the development of Western Civilization in the
medieval period.
(Corresponds to Core goal #6)
•
Identify significant historical, biblical, and literary figures from early Christianity and
the Middle Ages.
(Core goal #6)
•
Evaluate the relevance of early Christian and medieval values to contemporary
culture.
(Core goals #5 and #6)
•
Deliver an effective oral presentation on a topic or theme related to course material.
(Core goal #1)
•
Write a cogent moral argument in which a position on a moral issue is defended and
supported and opposing viewpoint(s) are analyzed.
(Core goals #1, #2, and #5)
•
Write a paper integrating different parts of the Core program.
(Core goals #3 and 4)
Core 4 Required Texts
Beowulf. Translated by Seamus Heaney. New York: W.W. Norton: 2000.
The Canterbury Tales. Geoffrey Chaucer. Translated by David Wright. New York: Oxford:
2011.
The Divine Comedy. Volume I: Inferno. Dante Alighieri. Translated by Mark Musa. New York:
Penguin Classics, 2003.
The New American Bible, Revised Edition– Saint Joseph Edition. New Jersey: Catholic Book
Publishing Company, n.d.
Othello: A Norton Critical Edition. William Shakespeare. New York: W.W. Norton, 2004.
Sir Gawain and the Green Knight. Retold in Modern Prose by Jessie Weston. New York: Dover
Books, 2003.
WCIV Volume 1: To 1700. Gavin Lewis. Boston: Wadsworth Cengage, 2012.
Core 4 Faculty
Section leaders/lecturers:
Josh Cole, Math
Ashley Federer, Core
Paul Geraci, Music
Christopher La Cross, Core
Michael Nichols, Philosophy/Religion – Core 4 Director
Heidi Rahe, Core
John Rahe, Communications
Fr. William Stang, Biology
Chad Turner, History
Peter Watkins, Political Science
Guest lecturers:
Tony Butler, Campus Ministry
Corey Crum, Art
Michael Malone, Philosophy/Religion
Fr. Tim McFarland, Philosophy/Religion
Jonathan Nichols, Core
Chad Pulver, Vice President for Academic Affairs
Bro. Rob Reuter, Philosophy/Religion
April Toadvine, English
Jody Watkins, Anthropology/Sociology
Collegial Agreements
The following are assignments and agreements consistent across Core 4 sections:
1.) Core 4 discussion groups will sit together in an assigned section of the Shen Lecture Hall to
help facilitate learning.
2.) Students will be held accountable for lectures and reading material through quizzes and
exams.
3.) Each student will give an oral presentation during the semester, beyond simply leading
discussion.
4.) A minimum of twenty (20) pages of written work will be required of all students. Part of this
requirement will include the following:
a.) Each student will complete at least one formal writing assignment that requires taking a
moral stand on an issue relevant to course material and support that stand with cogent,
principled reasoning. The moral reasoning paper will be due no later than the second week
after Spring Break.
b.) Each student will complete at least one assignment that requires research and the proper
use of references and citations.
c.) Each student will complete an assignment linking Cores 3 and 4 (with accommodations
made to transfer students)
5.) Each student will complete a final exam that contains a comprehensive essay question.
Students with disabilities: If you are a student with a disability, please contact the Student
Success Center for any accommodations for which you might be eligible. Also notify your
professor to arrange for those accommodations in class.
Title IX information: Title IX makes it clear that violence and harassment based on sex and
gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds
of support applied to offenses against other protected categories such as race, national origin, etc.
If you or someone you know has been harassed or assaulted, contact Dr. Eileen Doherty, Title IX
Coordinator, [email protected].
Saint Joseph's College Policy on Plagiarism
The faculty of Saint Joseph's College always has and will condemned plagiarism for its blatant
abuse of the academic integrity that should permeate the scholarly work of its students. In order
to clarify the meaning and scope of its position on this issue, the faculty of the College approved
the following statement at its April 16, 1986 meeting and continues to hold to this standard
today.
The penalty for plagiarism or cheating will be an “F” for the test, paper, or assignment involved.
(The infraction may well result in an “F” for the course.) Multiple infractions as reported to the
Office of Academic Affairs will further result in dismissal from the College.
Plagiarism includes but is not limited to:
• Not acknowledging sources of information contained in papers
• Not using quotation marks and/or attribution with direct quotations
• Using almost word-for-word paraphrasing
• Using the ideas of others without acknowledging the original authors of those ideas
• Submitting as your own work a paper written by another person, and/or
• Collusion with others (whether SJC students or other persons) in the writing and/or
revision of papers
Saint Joseph's College Policy on Class Attendance
1. Students are expected to attend all officially scheduled lectures, discussions, laboratory
exercises, and examinations as scheduled. Absences may be excused for reasonable causes, as
outlined in the College Catalog.
2. The following are examples of reasonable causes for excused absences: sickness of student,
death or serious illness in the student’s immediate family, a wedding in the immediate family,
intercollegiate sports or other college activities (such as field trips), circumstances beyond the
student’s control such as government summons, bad weather, etc. The judge of the
reasonableness in case of absence is the instructor, who is always to keep in mind the content of
the College Catalog as it relates to absences.
3. Sanctions for unexcused absences from class are the prerogative of the individual instructor
and must be outlined in the syllabus that each instructor gives to their students at the start of each
semester. Sanctions may include: a failing grade on work due on the date of the absences, a
reduction of the final grade for the course, or a failure in the course if appropriate due to an
unreasonable number of unexcused absences. Only those sanctions published in an individual
instructor’s syllabus are to be used by that instructor. Complaints of unfair sanctions will be
considered by the Academic Cabinet or a subcommittee appointed by the Vice-President of
Academic Affairs.
Timeline of Core 4 Events
4-6 BCE
The birth of Jesus
30 CE
The death of Jesus
50 – 60
Paul’s letters
70
Destruction of Jewish Temple and Jerusalem
70 – 110
New Testament writings, including Acts of the Apostles and Gospel accounts
165-180
Smallpox plagues in Rome
313
Edict of Milan, legalizing Christianity in the Roman Empire
325
Council of Nicaea, establishing Christian doctrine and canon of texts
476
Fall of Rome
529
Benedict founds the monastery at Monte Cassino
622
Muhammad leaves Mecca, recognized as the founding of Islam
711
Muslim forces occupy Spain
768-814
Reign of Charlemagne in central Europe
1000
Latest general date for the written composition of Beowulf
1054
Schism between Catholic and Eastern Orthodox churches
1095
Pope Urban II calls for the First Crusade
1225-1274
Life of Thomas Aquinas, author of Summa Theologica
1320
Dante finishes The Divine Comedy
1347-1350
The Black Death strikes Europe
Late 1300s
Composition of Sir Gawain and the Green Knight
1380-1400
Chaucer composes The Canterbury Tales
1400s-1500s During this period the Renaissance flowers in Europe, characterized by artists and
writers such as Michelangelo, Leonardo da Vinci, Boticelli, and Erasmus.
1517
Luther composes his “Ninety-Five Theses”
1534
In England, Parliament passes Henry VIII’s “Acts of Supremacy”
1536
John Calvin writes The Institutes
1545-1563
The Council of Trent, part of the Catholic Counter-Reformation, is held
1564-1616
The life of Shakespeare
Core 4 Lecture and Reading Schedule
Unit 1: The Origins and Development of Christianity
Date
1/10
Lecture
Reading
Michael Nichols
Your Journey Continues:
Welcome to Core Four
None
1/12
Fr. Tim McFarland
Understanding Christian Scriptures
The Gospel of Matthew, Chapters 1-12;
Lewis, WCIV, pgs. 122-127
1/17
Josh Cole
Interpreting the Gospel of Matthew
The Gospel of Matthew, Chapters, 17-28
1/19
Fr. Tim McFarland
The Early Christian Community
Acts of the Apostles, Chapters 1-10, 15
1/24
Tony Butler
The Apostle Paul
1 Corinthians, Chapters 1-7;
Lewis, WCIV, pgs. 127-134
1/26
Ashley Federer
Women in Early Christianity
1 Corinthians, Chapters 8-16
1/31
Rob Reuter
Christian Monasticism
Lewis, WCIV, pgs. 134-147;
Excerpt from the Rule of St. Benedict (Optional
web resource)
Unit 2: The Early Medieval Period
Date
Lecture
Reading
2/2
Chad Turner
Civilization in the Medieval Period
Lewis, WCIV, Chapters 10 and 11
2/7
Heidi Rahe
Beowulf and Germanic Culture
Lewis, WCIV, pgs. 150-155;
Beowulf, pgs. 3-103 (lines 1-1496)
2/9
Michael Nichols
Heroes and Monsters
Beowulf, pgs. 105-213 (lines 1497-3182)
2/14
Michael Nichols
Islam and the Western World
Lewis, WCIV, pgs. 159-163
2/16
Peter Watkins
The Crusades
Lewis, WCIV, pgs. 212-219
2/21
Jonathan Nichols
Arthurian Romantic Literature
Sir Gawain and the Green Knight (Parts One
and Two, pgs. 1-23)
2/23
April Toadvine
An Interpretation of Sir Gawain
Sir Gawain and the Green Knight (Parts
Three and Four, pgs. 24-50)
2/28
Fr. Tim McFarland
An Overview of Natural Law
Aquinas and Natural Law (electronic
resource)
3/2
Ashley Federer, Chad Pulver, Fr.
William Stang
Moral Reasoning in the Workplace
Aquinas and Specific Moral Issues (electronic
resource)
Spring Break
Unit 3: The Late Medieval Period
Date
3/14
Lecture
Michael Nichols
A Guided Tour Through Hell(s)
Reading
Dante’s Inferno, Cantos 1-7
3/16
Michael Malone
Lessons from Hell, part I
Dante’s Inferno, Cantos 8-13, 18-19, 26-28
Michael Malone
Lessons from Hell, part II
Dante’s Inferno, Cantos 29-34
Fr. William Stang
The Black Death
Lewis, WCIV, pgs. 244-255
Heidi Rahe
Good Stories Told Well: The
Canterbury Tales
Chaucer’s Canterbury Tales, “General
Prologue,” “Miller’s Tale,”
Heidi Rahe
Life During the Times of the
Canterbury Tales
Chaucer’s Canterbury Tales, “Pardoner’s
Prologue and Tale”
Jody Taylor-Watkins
The Wife of Bath
Chaucer’s Canterbury Tales, “Wife of Bath’s
Prologue and Tale”
3/21
3/23
3/28
3/30
4/4
Unit 4: The Renaissance and the Reformation
Date
4/6
4/11
4/13
Lecture
Reading
John Rahe
Renaissance Humanism
Lewis, WCIV, pgs. 286-294
Corey Crum
Renaissance Art and Architecture
Lewis, WCIV, pgs. 294-307
Video: Martin Luther
Lewis, WCIV, pgs. 308-316
Lewis, WCIV, pgs. 316-329
4/18
Fr. Tim McFarland
The Counter-Reformation
4/20
Peter Watkins
Introduction to Shakespeare
Othello, Acts 1 and 2
April Toadvine
A Guide to Reading Othello
Othello, Act 3
4/25
4/27
Michael Nichols
Between Love and Hate, East and
West: Closing Thoughts on
Othello and Core 4
Othello, Acts 4 and 5
Core 4 Moral Reasoning Paper – Common Rubric
Criteria:
Moral Reasoning:
Excellent (A, A-)
45-41 pts.
Acceptable (B+, B, B-)
40-36 pts.
Minimal (C+, C, C-)
35-32 pts.
Unacceptable (D, F)
<32 pts.
Research:
Use, critique,
formatting, and
appropriateness of
sources
20–18 pts.
17-16 pts.
15-14 pts.
<14 pts.
Writing Skills:
Thesis, organization,
language and grammar,
following assignment
directions.
35-32 pts.
31-28 pts.
27-25 pts.
<25 pts.
States the moral issue,
takes a reasoned position
on the issue, articulates
and refutes
counterarguments.
Additional Comments
Core 4 Moral Reasoning Paper: Rubric Details
1. Moral Reasoning (45%)
Criteria
Excellent (A, A-)
Statement of the
issue
Clearly defines the
issue or question to
be discussed
Acceptable (B+, B,
B-)
Offers a reasonable
definition of the
issue or question
Strength and clarity
of Position
Offers wellreasoned,
convincing support
for the position on
the issue.
Offers reasoned
support for the
position, though it
may lack detail in
places
Gives a definition of the
issue or question, but is
too brief or leaves aspects
unexplained
Generally takes a stand
on the issue, but at times
may lack support, or be
unclear and/or
inconsistent
Analysis of
Opposing
Arguments
Effectively presents,
analyzes, and
contends with
opposing
arguments
Presents and
analyzes opposing
arguments
Presents opposing
arguments with beginning
levels of analysis
Acceptable (B+, B, B)
Uses appropriate
sources
Average (C+, C, C-)
Unacceptable (D, F)
Uses some sources
of questionable
scholarly value
Uses sources that are
inappropriate for assignment
Generally
incorporates sources
to provide evidence
and support
Quotations and
references in proper
format, few errors
Some statements
that need evidence
are not supported
Neglects to use sources
where necessary
Quotations and
references mostly
in proper format,
several errors
Multiple errors in quotations
and references
Acceptable (B+, B,
B-)
Clearly written
and evident
Clear with
consistent focus;
logical
connections and
transitions
Lacks clarity or
includes the use of
some jargon or
conversational
tone
Paper contains
few grammatical,
punctuation, and
spelling errors
Average (C+, C, C-)
Unacceptable (D, F)
Difficult for the reader
to find, but present
Mostly clear;
connections and
transitions are not
smooth.
Appears to be absent or
inconsistent throughout paper
Difficult to follow; lacks a
central idea
Consistently lacks
clarity, sentence
structure may be
wordy, unfocused,
repetitive or confusing
Paper contains several
grammatical,
punctuation, and
spelling errors
Reader is unable to
understand main points in
paper due to lack of clarity in
language
2.
Criteria
Research (20%)
Excellent (A, A-)
Sources
Effectively employs
appropriate scholarly
sources
Use of Sources
Effectively
incorporates sources
to provide evidence
and support
Quotations and
references in proper
format, no errors
Format
3. Writing Skills (35%)
Criteria
Excellent (A, A-)
Thesis
Organization
Language
Punctuation
and Grammar
Clearly written and aids in
organizations
Uses a logical structure;
critical connections and
transitions are evident;
logical and concise
summary
Clear and precise;
sentences display
consistently strong, varied
structure
Rules of grammar, usage,
and punctuation are
followed; spelling is
correct
Minimal (C+, C, C-)
Unacceptable (D, F)
Does not define the issue or
question
Presents little or no analysis
of opposing arguments
Does not take a position on
the issue, or position is
unclear and/or inconsistent
Paper contains numerous
grammatical, punctuation,
and spelling errors