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Undergraduate This lesson plan examines a group of texts that can be collectively referred to as "ancient Jewish short stories," in particular, RuthSusannaEstherJudithand Tobit.
When compared to each other, however, they exhibit certain shared tendencies, such as their lack of historical precision, their heightened focus on otherwise marginal figures in society such as women and slavesand most importantly their function as entertaining narratives.
After completing this lesson plan, students will be able to: In preparation for class, the students should read the "background readings" listed below, all of which are included on the OBSO website.
These readings are of two sorts. Focusing on the genre of the "novella," they effectively introduce students to nature of ancient Jewish short stories, their function s in the ancient world, and their presumed audience.
The last two readings provide two examples of ancient Jewish short stories, the book of Ruth and the story of Susanna. Both provide brief, illustrative examples of the ancient Jewish short story that make them ideal for class discussion.
Following the list of "background readings" is a sample PowerPoint presentation designed to aid the instructor as he or she prepares the lecture.
Fulfillment by Amazon (FBA) is a service we offer sellers that lets them store their products in Amazon's fulfillment centers, and we directly pack, ship, and provide customer service for these products. There are benefits to shopping at both Whole Foods and Safeway, but Whole Foods is ultimately the better grocery store because it offers more environmentally. In the writings “A Description of New England” by John Smith and “Of Plymouth Plantation” by William Bradford, the tone of these two selections vary noticeably.
The instructor is encouraged to modify it to fit the needs and context of his or her specific class. Several of the slides include links to additional OBSO resources. The instructor is encouraged to incorporate these links into the class lecture as time permits see the individual slides below for suggestions on how to do so.
These supplementary resources have been selected to provide further background or information of interest for the instructor. The instructor is encouraged to assign any of these supplementary essays to the students that he or she feels would be of benefit.
Each slide also includes an "Interactive Activity," a set of questions or an activity that can be used to spark classroom discussion and encourage active learning.
Instructors are encouraged to choose the combination of these that best fits the context, needs, and time constraints of his or her class. Instructors may also use the "Essay Prompts" listed at the end of the lesson plan to encourage further learning.
This lesson plan can be modified in a variety of ways, depending upon the level of the students and the goals of the course. The following are a few suggestions: Assign each group a different biblical or apocryphal text s: In preparation for class, ask students to read the "background readings" included below and their assigned biblical or apocryphal text s.
Prior to coming to class, ask students to prepare a short written report on their assigned text. In this report, they should be able to briefly summarize the main plot of the narrative, key characters, and major themes.
In class, students should use their preparation to discuss what the major features of an ancient short story are, how ancient short stories differ from modern ones, and what function they served in antiquity. The PowerPoint and "background readings" can serve as the primary reading for the course.
The students should be encouraged to follow the hyperlinks in the descriptions and the supplementary essays for additional background information.
For an on-line course that includes a writing component, instructors might select one or two of the "Interactive Activities" for students to reflect upon or choose one of the "Essay Prompts" listed at the end of the lesson plan.
Option C a traditional, semester long seminary "Introduction to the Old Testament" course Instructors may wish to follow the lesson plan detailed here, but require students to read additional selections from the primary texts e.
In particular, instructors may wish to assign the article on Esther, Judith, and Tobit from the Oxford History of the Biblical World for preparation. Option D an undergraduate seminar on the book of Acts The book of Acts has often been considered an example of an early Christian novel and shares many features with ancient Jewish short stories.
For a semester-long course on Acts, the instructor may wish to assign the "background readings" and the PowerPoint presentation itself, with its accompanying descriptions, as background reading for a unit on the possible genre s of Acts see the Lesson Plan:What is a compare-contrast essay?
Have you encountered an essay prompt that directs you to compare or contrast two elements (e.g., two characters in a story, two different political theories, two different religious doctrines or scientific explanations, two different historical events, and so forth)?
Compare and Contrast High School versus College - It is a big step from high school to college. The goal of this paper is to help prepare you by sharing, from .
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Contrast senryu with lausannecongress2018.com also kigo, tanka, haikai, and hokku.. SENSIBILITY, LITERATURE OF: Eighteenth-century literature that values emotionalism over lausannecongress2018.com literature tends to perceive feelings as more reliable guides to morality and truth than abstract principles, and thus it tends to view human beings as essentially benevolent--a sharp contrast with the idea of Original Sin.
This product is designed to be used as a teaching supplement for RL - Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.→This product c.