User:ProfGray/312/Lesson plan week 2

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

Wednesday Agenda

 * 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

 * 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

 * 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

 * 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

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

Wednesday agenda

 * Finish discussion of Coogan ch.3 and Genesis texts

Coogan 4
Baseline essays
 * 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)
 * See Niihka for list of claims / ideas / hypotheses

Wikipedia: check-in and next steps

 * WIkipedia basic account assignment -- feedback, discussion, next steps.
 * Wikipedia brochures -- policies and editing
 * Intro to editing assignment
 * Link: ProfGray/ExerciseIntroEdit
 * Possible articles to edit: Niihka > Forums > Editing Wikipedia
 * Teams
 * Coordinate: (1) divide up academic source and edits of WP article, (2) match up peer review

Why Wikipedia?

 * 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?

 * 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

 * 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

 * 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

 * 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