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Lesson plan: Week 2. Religions of the Hebrew Bible. Return to the course page

Wednesday Agenda

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  • Baseline feedback (these were great!)
  • Coogan ch.3 -- continue paragraphs
  • Coogan ch.4 -- critical theory
    • Doublet examples
    • Key terms and concepts
  • Next stage of WP assignments
    • Approximate work load & feedback to instructor
    • Readings in Coogan, JBS, and Wikipedia
    • Talk page and Sandbox edits
    • Team coordination and peer review
  • Coogan (cont.), time-permitting

Monday Agenda

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  • Review 10-15 minutes
  • Questions in understanding the biblical text?
  • Outlining Coogan: 30+ minutes
  • Baseline essays: 15+ minutes
  • Wikipedia 0-15 minutes

Coogan: Review of ch.1-2

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  • What is the focus of the course?
    • The Hebrew Bible and the religions during the period of the Bible
    • Not learning in this course about religions (after the Second Temple) that use the Hebrew Bible, e.g., Judaism or Christianity
  • Three different timelines to keep straight during our critical analysis of the Hebrew Bible
    • Biblical chronology, i.e., when things reportedly happened within the book's narrative
    • Composition timeline, when Biblical texts were composed, according to historians
    • Historical chronology, when some (but certainly not all) Biblical events apparently happened, according to historians and archaeologists
      • Example: Pharaoh Shishak. Example: Return from Persian to Judea, per Ezra-Nehemiah
  • Places to remember
    • Canaan. Land of Israel. Kingdom of Judah with Jerusalem. Kingdom of Israel (Northern Kingdom) = Samaria (main city)
  • Jeremiah 36:4 text as an example about redaction criticism
    • Here the Bible indicates that there was an original transcription, but Coogan (p.10) notes that the Book of Jeremiah then has 3rd person narratives and other expansions from the original
  • Textual criticism -- with example
    • Genesis 1 and page from the Biblia Hebraica Stuttgartensia critical edition
    • (Segue to…?) In your baseline essay, did you provide a permanent link? A diff might be the wiki parallel of a textual variant in BHS.

Outline the key points in Coogan ch.3

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  • BWE. What is the main point of this chapter? (Where would you expect to find it? And in your own words?)
  • Review 10-15 paragraphs and key points

(Option) Baseline essays

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  • Peer review to identify a claim governing the essay
  • Sampling of student comparisons or other

Wednesday agenda

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  • Finish discussion of Coogan ch.3 and Genesis texts

Coogan 4

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  • Genesis chapters 6 & 7 (Flood) in JSB and Coogan Box. 4.1
  • Coogan. Ch. 4, 49-55 with Figure 4.1, *56-57
  • Doublets or other problems in Genesis 1-3 that demonstrate the impetus for Source Criticism theories (ch.4)

Baseline essays

  • See Niihka for list of claims / ideas / hypotheses

Wikipedia: check-in and next steps

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  • WIkipedia basic account assignment -- feedback, discussion, next steps.
  • Wikipedia brochures -- policies and editing
  • Intro to editing assignment
  • Teams
    • Coordinate: (1) divide up academic source and edits of WP article, (2) match up peer review

Intro to Wikipedia

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Why Wikipedia?

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  • Relation to the Miami Plan
  • Writing: Marketable technical skills. Critical thinking. Reading skills.
  • Intercultural competency, social interaction skills
  • Service-base learning (informal sense)
  • Real-life impact of schoolwork
Why NOT Wikipedia?
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  • I want full control over whatever I write online.
    • All writing on Wikipedia is subject to the Creative Commons alternative to copyright protection for authors
    • WP:OWN
    • Collaboration
  • I only want to publish my original research or creative musings online.
  • I am highly sensitive (or intolerant) to criticism and other possible online interactions (with Wikipedia's editors)
  • I may resort to plagiarism. Note: Plagiarism may be punished by Miami but punished additionally by Wikipedia
  • For whatever personal reason, I opt out of the Wikipedia assignments

Overview of the Wikipedia assignments

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  • Layered and incremental assignments for a gradual and fun learning curve
    • Benchmark and final essay -- related to Wikipedia (but not dependent on the editing assignments)
    • Tests, in-class exercises etc. -- not related to Wikipedia
  • You will get guidance and you also will figure Stuff out
    • Instructions, syllabus, and help pages (RTFM)
    • Instructor, Wikipedia Education Foundation staff, Wikipedia online volunteers, misc. editors
  • Remember that it's a wiki: you are writing for the public and all public articles are edited collaborativel
  • Navigation (demonstrating on screen)
  • Insights into the Hebrew Bible

Introduction to how Wikipedia will be used in the course

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  • Handout: Editing Wikipedia (available in print or online from the Wiki Education Foundation)
  • The Visual Editor / beta
  • Students will be trained through Wikipedia's modules on WP essentials, e.g., WP principles, technical editing skills, and social collaboration.
    • Tip: Click the link above to go to the modules
  • WP:Etiquette
    • If you get a message, comment, or reply --> be sure to respond (even if only to acknowledge or WP:Thank)
    • You do not necessarily have to do what any random WP editors say.
      • For example, if you don't like their advice on what to write, you can politely decline. If you don't like their tone of voice, you can ignore that.
      • However, it would be wise to pay attention to Wiki Education Fund staff and volunteers (such as an "admin")
  • Misconduct
    • Uncivil behavior, edit-warring, etc. (Antidote is often to walk away and regain your patience.)
    • "Vandalism" of the website
    • Plagiarism.
    • Copyright violations. (Some are also plagiarism.)
    • For the consequences in this course, see syllabus (access revocable)
  • Good conduct and exceptionally good work
    • Opportunities to advance as an editor
    • Opportunities to get recognition for your writing, such as Good Articles and DYKs
    • Nonetheless -- your grade is independent of Wikipedia's assessment of your edits (except misconduct, above!)
  • Why I'm enthusiastic about Wikipedia...

Assignment for Wednesday

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  • Slow and steady -- productive learning environment
    • Create your Username, User page, another student's Talk page, and your Sandbox (hold off from creating your own User Talk)
      • Get the secret enrollment token during class or from the instructor
      • Follow this assignment for the instructions: Exercise: Account basics
  • Browsing WP articles
    • Find articles that cover topics in our Coogan or JSB readings
    • Compare the WP article with Coogan or JSB.
    • Note-taking: take notes on how they compare on facts, ideas, etc.
    • Comment on the Talk pages of existing articles, if you wish